RIGIDINE OLLEGE · Syllabus requirements, and rigidine ollege Unit guidelines (Years 7 - 10)....

CURRICULUM GUIDE

YEARS 9 AND 10

2021 - 2022

BRIGIDINE COLLEGE

FOREWORD

Brigidine College offers Year 9 and Year 10 students enriching and challenging learning in the middle years of schooling to ensure students’ needs are best met. In addition to completing Religious Education and the Australian Curriculum mandated subjects of English, Mathematics, Science and History, students have the choice to select a range of enrichment subjects that are not only interesting but also provide opportunities to succeed. Students develop specific thinking and learning skills as they engage in a variety of subjects on offer. All students are encouraged to grasp the opportunities to grow and open pathways to the future.

THE COLLEGE MISSION STATEMENT

We follow the example of St Brigid, a woman of vision and courage,

who actively challenged the social, political and cultural structures of her time.

We commit ourselves to the education and empowerment of young women within the framework and challenge of Catholic philosophy.

In living our vision, we will:

• be faithful to our Catholic heritage

• welcome all people, especially the most vulnerable

• celebrate all that is good with joy and gratitude

• engender a love of learning, hope and a sense of purpose

• image and practise justice and service

CONTENTS

1 COLLEGE LEARNING FRAMEWORK ................................................................................................................ 4

2 AUSTRALIAN CURRICULUM .......................................................................................................................... 5

3 CURRICULUM OVERVIEW ............................................................................................................................. 6

4 ACCESS ARRANGEMENTS AND REASONABLE ADJUSTMENTS (AARA) ............................................................. 7

5 ASSESSMENT ............................................................................................................................................... 8

6 REPORTING .................................................................................................................................................. 9

7 ACCESS AND DIVERSE LEARNING ................................................................................................................ 10

8 CLASSWORK AND HOMEWORK GUIDELINES ................................................................................................ 11

9 SUBJECT SELECTION GUIDE ......................................................................................................................... 12

10 LEARNING AREAS ....................................................................................................................................... 14

11 RELIGIOUS EDUCATION .............................................................................................................................. 15

12 ENGLISH .................................................................................................................................................... 16

13 MATHEMATICS ......................................................................................................................................... 19

14 SCIENCE ..................................................................................................................................................... 22

15 HUMANITIES .............................................................................................................................................. 24

16 TECHNOLOGIES .......................................................................................................................................... 27

ENTERPRISE EDUCATION........................................................................................................................... 27

DESIGN AND DIGITAL SOLUTIONS ............................................................................................................... 29

FOOD AND TEXTILES TECHNOLOGY ............................................................................................................. 31

17 HEALTH AND PHYSICAL EDUCATION............................................................................................................ 33

18 LANGUAGES .............................................................................................................................................. 36

FRENCH ................................................................................................................................................. 36

JAPANESE ............................................................................................................................................... 39

19 THE ARTS ................................................................................................................................................... 42

DANCE .................................................................................................................................................. 42

DRAMA ................................................................................................................................................. 44

MUSIC .................................................................................................................................................. 46

VISUAL ART ............................................................................................................................................ 48

4

1 College Learning Framework We believe that as a Catholic secondary college for girls in the Brigidine tradition, curriculum is developed within a framework of values and practices that are consistent with the gospel teachings of Jesus. The spiritual, academic, pastoral and sporting elements of the College combine to provide for the holistic education of young Brigidine women. Students across all year levels learn through a variety of experiences and contexts that are engaging, enriching and relevant to the developing adolescent. Learning at Brigidine College is focused upon the explicit needs of adolescent girls as they journey to adulthood. A student’s learning program is built around the notion of ‘required’ elements as well as ‘extension,’ ‘enrichment’ or ‘specialist’ areas of learning. We are committed to engendering a love of learning that promotes a student’s sense of belonging, self-esteem and resilience. Students learn in a collaborative and cooperative environment which caters for the many learning styles and the curriculum is responsive to the needs, interests and talents of all our students. The Learning Framework has the student at the centre and is surrounded by

the College Learning Paradigm – Key Attributes whole school learning learning practices – based on the Dimensions of Learning Pedagogical Framework key structures and processes the College Mission Statement

5

2 Australian Curriculum “The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students. “

(http://www.australiancurriculum.edu.au/Home)

Students in Year 7 – 10 will be participating in courses that follow the Australian Curriculum framework produced by Australian Curriculum, Assessment and Reporting Authority (ACARA) and developed by the Queensland Curriculum & Assessment Authority (QCAA) in:

• English

• Mathematics

• Science

• History

• Geography The Australian Curriculum pays explicit attention to how seven general capabilities and three cross-curriculum priorities contribute to, and can be developed through, teaching in each learning area. The seven general capabilities are:

• Literacy

• Numeracy

• Information and communication technology competence

• Critical and creative thinking

• Ethical behaviour

• Personal and social competence

• Intercultural understanding. The three cross-curriculum priorities are:

• Aboriginal and Torres Strait Islander histories and cultures

• Asia and Australia’s engagement with Asia

• Sustainability (http://www.australiancurriculum.edu.au/Home)

http://www.australiancurriculum.edu.au/Home

http://www.australiancurriculum.edu.au/Home

6

3 Curriculum Overview

Year 7 Year 8 Year 9 - 10 Year 11 - 12 Religious Education English Mathematics Science Humanities – History and Geography Physical Education Technologies Design and Digital Technology Food and Textiles Technology Languages: French

OR Japanese The Arts: Art and Media Performing Arts – incorporating Dance, Drama, Music

Religious Education English Mathematics Science Humanities – History and Geography Physical Education Languages: French

OR Japanese Students continue the language studied in Year 7 ENRICHMENT OPTIONS: Students choose 1 subject from Technologies: Business Design and Digital Technology Food and Textiles Technology AND Students choose 1 subject from The Arts: Dance Drama Music Art and Media

REQUIRED SUBJECTS: Religious Education English Mathematics Science Humanities - History and Geography Core PE Students choose 2 of the following ENRICHMENT OPTIONS: Technologies: Enterprise Education Design and Digital Solutions Food and Textiles Technology Health and Physical Education Languages: French Japanese

The Arts: Dance Drama Music Visual Art

REQUIRED SUBJECTS: Religious Education: Religion and Ethics OR Study of Religion

English: English OR Literature OR Essential English Mathematics: Mathematical Methods OR General Mathematics OR Essential Mathematics

ELECTIVES:

The Arts: Dance Music Drama Visual Art CUA3115 Certificate III in Visual Art (Brigidine College RTO Code 30239)

ELECTIVES:

Mathematics: Specialist Mathematics Humanities: Ancient History Modern History Geography Science: Physics Biology Chemistry Technologies: Accounting Business Legal Studies Design Food and Nutrition Information and Communication Technology Fashion BSB30115 Certificate III in Business (Binnacle RTO code 31319) Health and Physical Education: Physical Education SIS30315 Certificate III Fitness (Binnacle RTO code 31319) Languages: French Japanese

7

4 Access Arrangements and Reasonable

Adjustments (AARA) Access arrangements and reasonable adjustments (AARA) to assessment ensure opportunities for eligible students to demonstrate their learning on the same basis as other students. The Queensland Curriculum and Assessment Authority (QCAA) recognises that some students have disability and/or medical conditions that may be a barrier to their performance in assessment. AARA are designed to assist these students, and do not cover circumstances arising from the student’s or parent/carer’s choice.

Access arrangements:

• are available to a student with evidence of a need that is not necessarily covered by the definition

of disability, e.g. a temporary injury or needs resulting in inclusive educational strategies

• enable a student to access assessment and demonstrate their knowledge

• do not change assessment conditions.

Reasonable adjustments:

• are available to a student with evidence of a need and who has disability in accordance with a legal

meaning. Without reasonable adjustments, the disability results in a substantial disadvantage for

the student when compared to students without disability

• allow for assessment conditions to be changed due to the barriers that may be experienced by the

student with disability. The integrity of the assessment instrument is not changed

• may be unique and tailored specifically for a student’s needs and, therefore, may not be listed in

this handbook

Under the Australian Government’s Disability Standards for Education 2005, educational authorities such as the QCAA, and education institutions such as schools, learning providers and school registered training organisations (RTOs) are obliged to make access arrangements and reasonable adjustments (AARA), and are responsible for consulting with students and parents/carers about AARA.

Students identified as needing to access AARA by the Learning Enhancement Centre will be indicated to all teachers on the College intranet. This information is updated each semester. Teachers are aware of these students and cater for their needs when assessment is to be completed

Please be aware that AARA provisions cannot be provided for family holidays or events. The College Policy

is that most written exams cannot be completed early, due to authenticity of assessment instruments.

This means any students who leave prior to the end of a term and the completion of all examinations, will

be required to complete them when they return at the start of the following term. Any assignments would

be required prior to the student going on holidays.

We would request that students not be taken out of the College during term time unless there are

exceptional circumstances.

https://docs.education.gov.au/node/16354

8

5 Assessment The Brigidine College community provides students with an assessment program that is fair and just. This policy has been developed in accordance with the College’s Catholic heritage, the ethos of the Brigidine Sisters and the relevant College policies and administrative procedures. The College provides for students with special needs in accordance with all Education Queensland, Queensland Curriculum & Assessment Authority (QCAA), Queensland Catholic Education Commission and Brisbane Catholic Commission Policies and Guidelines. The primary focus of assessment at Brigidine College is on ‘what the student is able to do….. achieve.’ ‘Assessment is the purposeful, systematic and ongoing collection of evidence and its use in making judgments about students’ demonstrations of learning outcomes.’ (QCAA, October 2010) College assessment tasks provide for a range of learning styles (visual, kinaesthetic, auditory) and include a variety of traditional and ‘alternative’ modes of assessment. The overall aim of all assessment is to remain authentic to the learning process and are appropriately structured for a student to demonstrate their learning. Assessment tasks may include: Exams — Response to Stimulus, Knowledge Tests Assignments — Essays, Reports Oral Presentations—Debates, Group Forums Practicals—Field Reports, Demonstrations of Skills Multimodal Presentations—Integrating ICTs Integrated Learning—Rich Tasks Curriculum Leaders initiate, monitor and review all assessment items to ensure balance and appropriate assessment programs are in place for each year level and in each subject in the department. Teaching staff in consultation with the Curriculum Leader provide innovative, challenging and appropriate assessment items that cater for all student learning. Student performance and Achievement Standards are determined according to Australian Curriculum, QCAA Syllabus requirements, and Brigidine College Unit guidelines (Years 7 - 10). Distinguishing features of assessment, such as the use of explicit criteria and the discriminating use of + / - to finalise Achievement Standards is at the discretion of the Curriculum Leader and the Deputy Principal Curriculum (DPC). Students are expected to complete all assessment items during a course of study. Students must take responsibility for organising and structuring their learning and complete assessment by the due dates according to instructions. The College Assessment Policy is available on the Assessment Portal in SEQTA Engage.

9

6 Reporting Brigidine College reporting combines relevant, up to date data regarding a student’s academic progress, as well as their involvement in pastoral or cocurricular areas of the College. Reporting takes the form of:

• Informal discussions - parents and teachers

• Formal meetings - academic/learning progress

• Parent/Teacher interviews - College event

• Communication to parents from teachers

• SEQTA Engage - Feedback and marks for all assessment items

• Interim Reports - Term 1

• Formal End Semester/Year Reports End of Semester Reports include:

• Achievement Standards

• Criteria Descriptions

• College Participation

10

7 Access and Diverse Learning Access and Diverse Learning (ADL) at Brigidine College is a partnership between staff, parents/guardians, the student and outside professionals. A team of qualified Access and Diverse Learning teachers, which includes an English as a Second Language (ESL) specialist, identify students with diverse learning needs as they enrol in the College. Relevant information is gathered from parents and primary schools. Other information, provided by secondary classroom teachers and teacher aides, is used to provide ongoing, relevant curriculum adjustments in order for students to reach their potential. The College endeavours to continue to support the needs of both students and classroom teachers by sharing relevant information, teaching strategies and modifications that allow students with diverse learning needs to access the curriculum.

11

8 Classwork and Homework Guidelines These guidelines are to be used by students to assist with their organisation and completion of homework.

Study Skills Homework Skills / Organisation

Year 9 Year 9 (90 - 120 minutes / night)

Use Homework Planner as per subject timetable

Highlight key terms for subject areas and develop word banks

Revision to link learning from classroom to homework

Listening skills to enhance memory skills and develop strategies

Theory: 20 - 30 minutes per week / Practical:

subject related

Other: 15 minutes per week

Planner organisation: Teacher / parent

communication. Home Room teacher to check

Year 10 Year 10 (90 - 120 minutes / night)

Use Homework Planner as per subject timetable

Extend and refine study skills in preparation for Year 11 and 12

Highlight key terms for subject areas and develop word banks

Revision to link learning from classroom to homework

Listening skills to enhance memory skills and develop strategies

Theory: 20 - 30 minutes per week / Practical:

subject related

Other: 15 minutes per week

Planner organisation: Teacher / parent

communication. Home Room teacher to check

Stationery

• notebooks / loose leaf paper

• display / plastic sleeves

• folder per subject

• pens / pencils Students are responsible for having all equipment for each lesson

• rulers / stapler

• calculator

• liquid paper NOT permitted

Study / Homework

When making notes about homework or requirements for study, students need to clearly identify:

• What is to be completed

• How (strategies to be used) to complete the tasks

• Skills to be reinforced and revised—Habits of Mind

• Connections to other subjects/topics—Extend understanding - Habits of Mind

Homework needs to be checked and reviewed as it is considered an invaluable part of the teaching and learning process.

12

9 Subject Selection Guide The required core subjects and enrichment subjects which students study for the next two years whilst in Year 9 and 10 offer students an opportunity to develop a wide variety of skills.

CORE ENRICHMENT

Religious Education English Mathematics Science Humanities Core PE

French Japanese Dance Drama Music Visual Art Enterprise Education Design and Digital Solutions Food and Textiles Technology Health and Physical Education

Students will choose two subjects in both Year 9 and 10. Each subject is offered at a Year 9 and 10 level. Therefore, students may choose any of the following combinations:

• Two subjects that they will do in both Year 9 and 10

• One subject that they will do in both Year 9 and 10; and two more subjects – one studied in Year 9 and one studied in Year 10

• Two subjects in Year 9 and two new subjects in Year 10 Students who are considering studying French, Japanese or Music in Year 11 and 12, are expected to take these subjects in both Year 9 and 10. While all other subjects for Year 11 and 12, encourage students to have studied a subject in Year 9 or 10, there is no expectation that that they have studied the subject for both Year 9 and 10. We encourage students to embrace this journey by selecting enrichment subjects that suit them and their needs. The enrichment options available allow students to have the flexibility to specialise in subjects or experience a wide range of subjects throughout Year 9 and 10. When students are in Year 10 they will be required to complete their Senior Education and Training (SET) Plan in preparation for the Senior Phase of Learning when they again make decisions about their educational Pathway whilst in Year 11 and Year 12. Students will choose two subjects this year. They will then make their choices for Year 10, during Term 3 next year. The following points should be considered by students when selecting their enrichment subjects. 1. Interests

Subjects that students find interesting are the best place to start. Similarly, students should consider activities they like to do outside of school and determine if any cocurricular activities are related to the types of skills taught in the subjects taken at school.

2. Talents and Abilities

Students generally like subjects in which they do well. Therefore, Year 8 results can be a good guide to assist with decision making about enrichment subject choices. Do take into consideration the effort put into the subject and whether students enjoy what they are doing. It is harder to do well when students do not like what they are studying.

3. Value of a Course

Education and being a student is about learning and growing. People often enjoy and gain more from subjects that they value, and think are worthwhile rather than choosing a set of subjects based on career purposes alone.

13

4. Professional Career/Vocational Career Path

It is important to take into account the career opportunities and pathways open to students and consider the school subjects that each path requires. The Sophia Centre at Brigidine College has an extensive range of materials on professional and vocational opportunities and requirements. Being aware of the implications of enrichment subjects on future careers is an imperative.

5. Complementary Balance of Subjects

Students often benefit from selecting a variety of different subjects. If students’ primary interests are in the humanities, they may also have the ability to enjoy the arts or business. It can be beneficial in this case to accompany the humanities subjects with one or more such subjects. Complementary subject combinations help to extend the individual’s personal abilities and career options.

14

10 Learning Areas

SUBJECT SELECTION PROCESS Deputy Principal Curriculum Ms Melissa Dever

CAREERS INFORMATION Careers Counsellor Mrs Tania Munro

CORE SUBJECTS

RELIGIOUS EDUCATION Curriculum Leader Ms Nidean Dickson

ENGLISH Curriculum Leader Ms Romany Smith

MATHEMATICS Curriculum Leader Ms Suzanne Garvey

SCIENCE Curriculum Leader Ms Debra Guthrie

HUMANITIES Curriculum Leader Mrs Domenica Strachan

ENRICHMENT SUBJECTS

TECHNOLOGIES Enterprise Education

Design and Digital Solutions

Food and Textiles Technology

Curriculum Leader Mrs Mellisa White

HEALTH AND PHYSICAL EDUCATION Curriculum Leader Mrs Diana Chambers

LANGUAGES French

Japanese

Curriculum Leader Mrs Catherine de Vos

THE ARTS Dance

Drama

Music

Visual Art

Curriculum Leader Ms Korryn Swindail-Hill

15

11 Religious Education Religious Education is an integral part of the College curriculum and is studied by all students in Years 7-12. The syllabus for Religious Education in Catholic schools states that: “Religious Education aims to form students who are literate in the Catholic and broader Christian tradition so that they might participate critically and effectively in faith contexts and the wider community.” The unit topics are underpinned by the Archdiocesan Religious Education Guidelines. This curriculum learning area is organised into four strands and sub-strands. These include:

• Sacred Texts Old Testament; New Testament; Christian Spiritual Writings and Wisdom

• Beliefs Trinity: God, Jesus, Spirit; Human Existence; World Religions

• Church Liturgy and Sacraments; Church History; People of God

• Christian Life Moral Formation; Mission and Justice; Prayer and Spirituality Knowledge and Understanding

The units of work have been designed to develop the religious knowledge and deep understanding of the students. These two components aim to improve the students’ familiarity with facts about religious matters, learnt through study, observation and personal experience, and their ability to distinguish and make critical judgments between and about things. Religious Education also places great importance on communication and group skills, especially the ability to listen and respond sensitively to others. Year 9 students will study topics including; Hebrew Scriptures, the Miracle and parable stories, Reconciliation, the monotheistic faith traditions, Catholic Social teaching themes - Dignity of the Human Person and Respect for Human Rights, Meditation and contemplative practices and Christian Vocation. The Year 10 students’ focus will be on; the Mystery of God, doctrines of the early Church, Catholic Social Teaching Church documents, See, Judge, Act, religious diversity inquiry, core beliefs and practices of World Religions, Silence and stillness - dadirri. Learning Skills

These skills will be developed during the course of study by:

• defining

• research and note-taking

• interpretation and comprehension

• comparing/contrasting

• evaluating

• decision-making

• multimedia competencies

Assessment Tasks

A wide range of assessment tools will be used to assess students’ Knowledge and Understanding, Processing and Communication Skills. These include written assignments, group presentations, prayer rituals, multimedia presentations, orals and exams.

16

12 English The Year 7 to 10 English program is based on the requirements of the Australian Curriculum as dictated by the Australian Curriculum, Assessment and Reporting Authority (ACARA). In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital text, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and inter textual references. Students develop critical understanding of the contemporary media, and the differences between media texts. The range of literary texts comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Students create a range of imaginative, informative and persuasive types of texts including narrative, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews. Knowledge and Understanding

Students learn about English through the integration of the processes of ways of working with the concepts and practices of knowing and understanding. Units of work are designed to cater for the diverse range of learning styles, interests and abilities of students. They may include:

• individual, small group and whole class activities which encourage students to talk, to discuss, to be articulate and to be effective communicators

• workshops, conferencing

• simulated contexts, e.g. improvisations

• real life contexts

• guest speakers, theatre performances

• experts, e.g. tutorial sessions by other teachers, writers’ visits.

English encourages the use of computer-based technology as a tool for learning. It enriches students’ culture and leisure pursuits and develops their awareness of media in their lives. Learning Skills

These include:

• Speaking and listening (which involve selecting and interpreting language resources to establish and identify the roles and relationships of participants)

• Reading and viewing (which involve the identification of multiple purposes, perspectives and the positioning of audiences through the use of language resources across a wide range of texts)

• Writing and designing (which involve the development of literary and non-literary texts that elaborate and extend main ideas and points of view to appeal to certain groups, and that establish and identify the roles and relationships of participants).

Assessment Tasks

Students will be assessed on their oral and written skills.

17

Year 9 Semester 1 Units

Title: Perspectives Title: Print Advertising

Aim

Students develop a critical understanding of differing perspectives in literature through the study of a variety of short text forms. They will explore the themes and issues of the texts as well as the different characters’ values, attitudes and beliefs. This unit aims to develop the skills that will help students share and reflect on different characters’ points of view and how to write in different genres in preparation for their NAPLAN test. Knowledge and Understanding

Students will read and study a variety of visual and written texts with a specific focus on identifying, interpreting and critically evaluating how various text structures and language features of texts, including literary techniques, are designed to appeal to audiences. Students will explore how literary texts are created to produce suspense, to parody, to persuade and to explore ideas, issues and human relationships. Assessment Tasks

Students will be assessed on their ability to write an imaginative text and a persuasive essay about an issue.

Aim

Through the study of the advertising medium and persuasive writing students will encounter a number of advertisements from the world of print. They will investigate aspects connected to print advertising, particularly what makes an advertisement effective. Students will also be thoroughly prepared for their NAPLAN test. Knowledge and Understanding

Students will examine features of the persuasive genres by reading and studying a wide range of different mediums, including advertisements and persuasive writing articles. Vocabulary enrichment will be emphasised alongside the understanding of the fundamental skills of analytical writing and the five paragraph essay structure. They will also be taught how to create multimodal texts.

Assessment Tasks

Students will present a spoken persuasive multimodal presentation.


Title: Revelling in Reading Title: Small World – Short Forms

Aim

The aim of this unit is to have students read widely and reflect on the type of reader that they are.

Knowledge and Understanding

Students will examine how plot, narrative voice, characters, settings, events/issues and aesthetic language structures and features work together in fiction to position readers to a particular viewpoint. They will also have demonstrated to them how to use IT components, e.g. PowerPoint, Movie Maker, Publisher, Picasa, Wordle etc. to explore and explain the combinations of language and elements of fiction that authors use to create a fictional text.

Assessment Tasks

Students will be assessed on their ability to compare and contrast a particular aspect of two literary texts in essay form.

Aim

The aim of this unit is for students to develop an awareness of the world around them through the exploration of various texts.


Students will gain an understanding of different cultures (including Indigenous Australian peoples and Asia) and times and how they are represented through various short forms of literary and non-literary texts. Texts will include poetry, blogs, visual texts, memoirs, song lyrics, fables and short stories from various locations throughout the world.

Assessment Tasks

Students will be assessed on their ability to respond to stimulus and to write a digital short story.

18

Year 10: Semester 1 Units

Title: The Culture of Celebrity Title: Representations of Prejudice

Aim

To encourage students to understand the importance of media and short film texts. A focus on media and critical literacy. Knowledge and Understanding

Students will study critical literacy with a focus on media texts. Key terms will be taught alongside learning how to write persuasively, creatively and analytically. Literacy practices will be key focuses throughout the unit.

Assessment Tasks

Students will be assessed persuasive spoken task.

Aim

The aim of this unit is to encourage students to respond to the written and spoken text at a more mature and informed level. Knowledge and Understanding

Students will study various textual representations of Australia’s Indigenous people and migrants in a range of texts including the memoir, Jasper Jones, by Craig Silvey and the novella, The Burnt Stick, by Anthony Hill. Students will examine how audiences may be positioned to view characters and ideas in particular ways that reflect cultural values and that these views may be questioned. Literacy practices will be a key focus throughout the unit. Assessment Tasks

Students will be assessed on their ability to compare and contrast two texts and how they position their audiences.


Title: Against the Odds: A Study of Shakespeare’s Romeo and Juliet

Title: Short Film

Aim

The focus of this unit is for students to evaluate representations of the key themes of love, family and generational conflict in Shakespeare’s (stage play) tragi-comedy Romeo and Juliet. Knowledge and Understanding

Students will study a Shakespearean play as well as considering the importance of this work in contemporary society. His narrative style will be closely examined, alongside various film interpretations. Literacy practices will be a key focus throughout the unit. Assessment Tasks

Students will be assessed on a creative spoken performance.

Aim

To encourage students to understand the importance of short film texts. Knowledge and Understanding

Students will examine the narrative structure of short films, alongside more specific film language. A deconstruction of a range of short films from different cultures will be undertaken. Literacy practices as well as how to write analytically will be key focuses throughout the unit. Assessment Tasks

Students will be assessed on a narrative task written under supervised conditions.

19

13 Mathematics The Year 7—10 Mathematics program is based on the Australian Curriculum. The program aims to ensure that students are confident, creative users and communicators of Mathematics. Students build on their existing understanding of mathematical concepts to develop their ability to investigate, represent and interpret situations in their own lives. Students will develop an increasingly sophisticated understanding of mathematical concepts and fluency with problem-solving processes. Through engagement with mathematical investigations students will come to understand that Mathematics is a way of thinking and reasoning that is used to develop solutions to questions, problems and real-world issues. They will recognise connections between Mathematics and other disciplines and appreciate that Mathematics provides the basis for worthwhile career opportunities. Students will demonstrate evidence of their learning over time in relation to the following content strands:

• Number and Algebra • Measurement and Geometry • Statistics and Probability

The units of work have been designed so that students may access knowledge of mathematical concepts and procedures to solve problems, make informed decisions and conduct quantitative investigations. Assessment Tasks

Assessment will include formal examinations, reports on investigations and problem-solving tasks. These will be graded in both:

Understanding and Fluency Students build understanding by making connections between related mathematical concepts, representing concepts in different ways and progressively applying them to new ideas. Students are fluent when they can recall and use definitions and facts, choose appropriate methods, and manipulate expressions and equations to find solutions.

Problem Solving and Reasoning Students demonstrate proficiency in problem solving when they use Mathematics to represent unfamiliar situations, design investigations, plan their approach to a problem, apply their strategies to seek solutions and verify their answers are reasonable. Students are reasoning mathematically when they explain their thinking, justify strategies used and deduce conclusions.

20

YEAR 9

Semester 1 Mathematics or General Mathematics

MATHEMATICS 1 GENERAL MATHEMATICS 1

Aim

To provide a challenging course for capable students to access the concepts and understandings required for the study of Mathematics Methods in the Senior years.

Content

• Ratio and Rates • Financial Mathematics • Patterns and Algebra 1 • Geometric Reasoning • Trigonometry

Assessment Tasks

• Mid-Semester Test • End-Semester Test

Aim

To provide a course which enables students to access the fundamental concepts and understandings required for the study of General Mathematics in the Senior years.

Content

• Ratio and Rates • Financial Mathematics • Patterns and Algebra 1 • Geometric Reasoning • Trigonometry

Assessment Tasks


Semester 2 Mathematics or General Mathematics

MATHEMATICS 2 GENERAL MATHEMATICS 2

Aim

To provide a challenging course for able students to access the concepts and understandings required for the study of Mathematics Methods in the Senior years.

Content

• Probability • Measurement (Area and Volume) • Functions and Analytical Geometry • Data Representation and Interpretation

Assessment Tasks

• Mid-Semester Test • Written Assignment or Report • End-Semester Test

Aim

To provide a course which enables students to access the fundamental concepts and understandings required for the study of General Mathematics in the Senior years.

Content

• Probability • Measurement (Area and Volume) • Functions and Analytical Geometry • Data Representation and Interpretation

Assessment Tasks


21

YEAR 10

Semester 1 Mathematical Methods Preparation or General Mathematics Preparation

Mathematical Methods Preparation General Mathematics Preparation

Aim

To provide a challenging course for cable students to access the concepts required for the study of Mathematical Methods in the Senior Phase of Learning (Year 11 & Year 12).

Content

• Algebra • Trigonometry • Probability • Simultaneous Equations and Linear Graphs • Quadratics

Assessment Tasks


Aim

To provide a course, which enables students to access the fundamental concepts and understandings, required for the study of General Mathematics in the Senior Phase of Learning (Year 11 & Year 12).

Content

• Algebra • Trigonometry • Simultaneous Equations • Probability

Assessment Tasks


Semester 2 Mathematical Methods Preparation or General Mathematics Preparation

Mathematical Methods Preparation General Mathematics Preparation

Aim

To provide students with access to the concepts required for the successful study of Mathematical Methods in the Senior Phase of Learning.

Content

• Advanced Measurement • Advanced Trigonometry • Quadratic Functions and Equations • Finance and Exponential Functions • Statistics • Geometry

Assessment Tasks


Aim

To provide a course which enables students to access the fundamental concepts and understandings required for the study of General Mathematics in the Senior Phase of Learning.

Content

• Financial Mathematics • Measurement • Ratio and Scale • Statistics • Trigonometry

Assessment Tasks


22

14 Science The Year 9 and 10 Science program covers the required understandings and skills from the Australian Curriculum and is a compulsory part of the curriculum at Brigidine College. All students in Year 9 will study the same course. Students in Year 10 will make a choice from one of the Science courses outlined. Students must be achieving results at the appropriate level for their Year 10 choice.

The programs aim to present students with opportunities to develop:

• an interest in Science – as a means to expanding their curiosity and willingness to explore and develop their ability to speculate on the changing world in which we live

• an ability to use the methods of scientific inquiry – questioning; planning and conducting investigations; collecting and analysing data; evaluating results; drawing critical conclusions

• an ability to evaluate and debate scientific arguments and claims • skills in solving problems and making informed evidenced-based decisions, while taking into

account social and ethical implications • an understanding of the historical and cultural contributions to Science • depth of knowledge in the Biological, Chemical, Physical and Earth/Space Sciences.

YEAR 9 SCIENCE Knowledge and Understanding

The students study the content outlined by the National Curriculum under the Science Understanding strand. This includes content descriptors relating to Biological Science, Chemical Science, Physical Science and Earth Science. The specific units studied in Year 9 are:

• Chemical Reactions (Chemistry) • The Earth Moves! (Earth Sciences) • Ecosystems and Body Systems (Biology) • Light and Electricity (Physics)

Learning Skills

The Australian Curriculum also identifies the specific Science Inquiry Skills that are expected of Year 9 students. These include:

• formulating questions or hypotheses that can be investigated scientifically • planning and conducting a range of investigation types • processing and analysing patterns and trends in data and describing relationships • evaluating and reflecting on scientific knowledge and findings from investigations • communicating scientific ideas and constructing evidence-based arguments • using digital technologies as appropriate

Assessment

Assessment tasks in Year 9 and 10 Science include a range of tests, student experiment report and a research investigation. Students demonstrate evidence of their learning in relation to the following assessable criteria:

• Understanding • Skills

23

YEAR 10 SCIENCE Students in Year 10 will make a choice of one of the following two Science courses:

• Physical Science

• Natural Science

Physical Science – in this course students will undertake an extended study of Chemistry and Physics and a compressed study of Biology, which meets the requirements of the Australian Curriculum. Students will be well prepared to choose ANY senior science subject (Chemistry, Physics and/or Biology). Students who are considering Chemistry and/or Physics as a senior subject MUST choose this course. Natural Science - in this course students will undertake a major study of Biology and a minor study of the core concepts of the Physics and Chemistry understandings, which meets the requirements of the Australian Curriculum. Students will be well prepared to choose Biology as a senior science subject but would NOT be able to choose Chemistry or Physics as a senior subject.

In some cases, an Applied Science class may be offered to students by invitation. This subject may not be timetabled every year. Applied Science – in this course students will study elements of biology, chemistry, physics and earth science, related to a range of contextualised topics, including:

• Our Fragile Planet & Our Place in Space

• Forensic Science

• Australia’s Future Energy Needs

• Who Wants to Live Forever?


The students study the content outlined by the Australian Curriculum under the Science Understanding strand. This includes content descriptors relating to Biology, Chemistry, Physics and Earth Science, which are relevant to each of the choices outlined above. Learning Skills

The Australian Curriculum also identifies the specific Science Inquiry Skills that are expected of Year 10 students. These include:

• formulating questions or hypotheses that can be investigated scientifically • planning, selecting and using appropriate investigation methods • analysing patterns and trends in data and describing relationships between variables • evaluating conclusions, including identifying sources of uncertainty and possible alternative

explanations • communicating scientific ideas and constructing evidence-based arguments • using digital technologies as appropriate

Assessment

Assessment tasks in Year 10 Science include a range of tests, student experiment reports and a research investigation. Students demonstrate evidence of their learning in relation to the following assessable criteria:

• Understanding • Skills

24

15 Humanities Humanities is the study of History, Geography and Civics and Citizenship and is a core subject in the national curriculum for all students in Years 7 - 10 across Australia. Students learn about people’s relationship and interaction with their political, social, economic, cultural and physical environments and investigate important and challenging issues from the past, present and future. A range of interrelated concepts are also drawn from other disciplines such as anthropology, economics, ethics, government, law, psychology and sociology, making Humanities a key learning area and essential preparation for studying Ancient History, Geography or Modern History in Year 11 and 12.


Students in Year 9 and 10 are exposed to global, national and regional topics within four overarching themes that form the basis of the Humanities curriculum:

Change and Continuities – examine social, political, economic and cultural developments and determine the contribution of events, ideas and issues to the making of our world. Environment – analyse earth systems on local, national and international scales as well as spatial patterns of human and physical interactions and how we deal with resources. Cultures and Identities – investigate struggles for rights and freedoms to understand our past as well as factors that promote cohesion and diversity to shape our future. Interconnectedness – explore links between Earth’s regions and how we are working towards achieving sustainability for the present and future generations.

Learning Skills

Students discover the origins of contemporary ideas and understand the context of the present world, gain insights into how societies interact with their environment both in the past and the present, determine the features that help us achieve a democratic, just and sustainable world and be empowered with important skills to succeed in the 21st century:

* critical thinking and reasoning * information literacy * problem solving * research * independent learning * global awareness *creative and innovative thinking * collaboration and teamwork * ICT

Students acquire a range of skills and develop their ability to:

• identify and investigate issues from local, national and international contexts • locate and collect a range of sources and data (written and visual) • develop spatial concepts such as patterns and relationships • analyse and evaluate evidence • identify causes and effects • acknowledge the perspectives of others • synthesize ideas • make informed and reasoned judgments • create, manipulate and communicate information in a variety of formats.

25

Assessment Tasks

The following types of assessment allow students to demonstrate their abilities and prepare for their Senior Phase of Learning:

• knowledge tests • responses to evidence (source material) • paragraph and essay responses • research assignments or reports • practical investigations and field work • multimodal presentations (integrating ICTs) for forums or seminars • creative options of presentations

Students are assessed on the following criteria:

• Knowledge and Understanding • Interpreting and Analysing • Communicating

Year 9 – The Making of the Modern World

Students will investigate a variety of topics and ideas, issues and change through a range of local, regional, national or global topics

The Industrial Revolution What changes or developments contributed to the making

of the modern world? 1750 – 1914

This unit explores the impact of change and examines significant political, social, cultural and economic developments to understand how revolution and innovation have influenced people and contributed to our developing world. Students will examine why and how societies change and the influence of global change.

• Technological innovations that led to the Industrial Revolution

• Population movements and settlement patterns

• Experiences of men, women, children and their changing way of life

• Short and long-term impacts, including global changes

World War One What factors contributed to Australia’s participation

in WWI?

This unit investigates how and why Australia committed so many troops to this conflict – the so-called “war to end all wars”.

• Alliance system

• Old loyalties and disloyalties

• Nationalism

• Mateship

• Myth

• Legend

Geographies of Interconnections Is tourism sustainable?

This unit explores where people travel to, what influences their choices, and the impact their choices have on the places they visit.

• Transportation and information/communication technologies are used to connect people to services, information and people in other places

• The ways that places and people are interconnected with other places through trade in goods and services

• The effects of the production and consumption of goods on places and environments throughout the world

Biomes and Food Security Where do the foods we eat and the natural products we use daily come from? This unit explores the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future.

• The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity

• The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alternations

26

The effects of peoples’ trade, recreational, cultural or leisure choices on places, and the implications for the future of these places

• The environmental, economic and technological factors that influence crop yields in Australia and across the world

• The challenges to food production

• The capacity of the world’s environments to sustainably feed the projected future population to achieve food security

Year 10 – The Modern World and Australia

Students will investigate values and freedoms through a range of local, regional, national or global topics

Geographies of Human Wellbeing What management options exist for sustaining human

and natural systems into the future?

This unit focuses on investigating global, national and local differences in human wellbeing between places allowing students to develop a concern for the interaction between human and physical geography as they explore a range of attitudes and values. Students will examine the different concepts and measures of human wellbeing and the causes of global differences in these between countries.

• The human-induced environmental changes that challenge sustainability

• The environmental worldviews of people and their implications for environmental management

• The different ways of measuring and mapping human wellbeing and development and how these can be applied to measure differences between places

• The reasons for spatial variations between countries in selected indicators of human wellbeing

• The issues affecting the development of places and their impact of human wellbeing, drawing on a study from Indonesia

• The reasons for and consequences of spatial variations in human wellbeing on a regional scale.

Ancient History How do we fit in the world?

Students will look at the world from many different perspectives, to inspire a greater love of learning from our ancient past and help students to understand how we got here, where we are going and how they fit. By studying how humans have adapted over time, students will gain a sense of purpose.

• Gain an understanding of scale in relation to our universe and human history

• Interpret the research to discover how evolution and extinction are related

• Locate and classify Ancient Australian discoveries and their importance to our history

• Explore the theories of migration and its effect on communities, agriculture and civilisation

• Investigate bog bodies and their mysteries from around Europe

World War Two How did the nature of global conflict change during the twentieth century? How did the consequences of these

shape the modern world?

Students will investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in history and the nature of Australia’s involvement.

• An overview of the causes and course of the war

• An examination of the events of WWII, including the Holocaust and use of the atomic bomb.

• The experiences of Australians such as POW, Kokoda, the Fall of Singapore

• The impact of WWII (home front etc)

• The significance of WWII to Australia’s international relationships

Student Choice Research Task either focusing on Geography,

Modern History or Ancient History.

27

16 Technologies ENTERPRISE EDUCATION This subject allows students to:

• participate as informed and responsible citizens, consumers, workers and entrepreneurs • interact effectively with individuals, members of groups or organisations in business contexts • identify and meet the needs and wants of individuals, members/groups and organisations, and

respond to business opportunities and challenges • record, report, design and create business information and products and communicate relevant

details to stakeholders • work individually and cooperatively to develop business plans and products • participate in and evaluate the outcomes of small business management

Enterprise Education is important for students as they gain a degree of independence in accumulating and managing finances, make decisions about goods and services, and acquire legal rights and responsibilities as citizens. The aim of this subject is to develop in students an understanding of the importance of being a financially literate consumer/business operator, an insight to the operations and management of a small business and an introduction to the business world from both a consumer’s and a business owner’s viewpoint. Knowledge and Understanding

Throughout Year 9 and 10 students will study and develop their knowledge and skills across a range of units that have been developed from the following strands, which are being developed as part of the Australian Curriculum. Integration of ICT is embedded through all topics.

• Resource allocation and making choices

• Consumer and financial literacy

• Enterprising behaviours and capabilities

• Work and business environments

The following are units of work that students will study throughout Year 9 and 10.

Year 9 Enterprise Education

Term 1: Money management

• budgeting (using spreadsheets and forecasts)

• credit/debit cards and financial strategies and management

• banking industry and global economy

• investigating the concept and influences on the standard of living and consumerism.

• the performance of the economy

• operations of Mother’s Day: small business venture

Term 2: Financial Cycle

• Supply and demand

• Marketing • Operations • Target Markets

Term 3: Entrepreneurship & product development

• definition & characteristics

• feasibility statements and product concepts

• evaluation and analysis of marketing techniques and effective marketing management.

• ethical business management

Term 4: Changing nature of Banking

• Rise of e-banking, zip-pay, afterpay

• Reducing risk – scams, identify theft

• Investing – term deposit, shares, superannuation

28

Year 10 Enterprise Education

Term 1: Financial Accounting

• accounting basics and system management

• transaction analysis, accounts, classification

• balance sheet and financial statements

• integration of spread sheeting for accounting

Term 2: Accelerator – the Start Up Business

Experience

• using the design thinking methodology to create an

innovative business solution

• incorporate aspects of operations, financial,

marketing, and human resource management

within the concept of small businesses.

• product design for small business development

• analyse business success through the development

and use of SWOT, PEST, USP and Break Even

analytical tools

• effectiveness of resource allocation

Term 3: Introduction to Australia’s Legal

System

• Introduction to the constitution

• Federal, State, Local Governments

• How government is formed

• Role of Courts

• Court Personnel

• Trial Processes

• Punishment and Sentencing Options

• Crimes

Term 4: Electives

Students will have the opportunity to independently

study on the following areas:

• Legal Inquiry – students will complete an

investigation report exploring a topical issue

in Australia’s Legal System e.g. Judge or

Jury? Mandatory Sentencing

• Business Feasibility Report – students will

respond to a case study to prepare a

Business Feasibility report

• Accounting – students will have the

opportunity to learn the MYOB Accounting

software and complete an examination.

Assessment for Term 4 is closely modelled on

year 11 subjects.

Assessment techniques:

• Examinations – Combination and Extended Response • Investigation Reports • Business Plans and Business Feasibility Reports • Group and Individual Work • Multimodal presentations

The criteria assessed are:

• Knowledge and Understanding • Business Skills

29

DESIGN AND DIGITAL SOLUTIONS Technology has become a significant presence in information and communication in the twenty-first century. Accordingly, appropriate and efficient utilisation of technology is a paramount matter. Students in this course will engage in practical problem-based learning that enables them to explore and develop ideas, draft and develop design concepts, generate digital solutions and evaluate the impacts, inputs, processes and solutions. Knowledge and Understanding

• Describe design problems and design criteria • Represent design information using drawing and prototyping • Analyse design information • Investigate needs, wants or opportunities to define problems • Evaluate and refine ideas, components and digital solutions against criteria to make

recommendations Throughout Year 9 and 10 students will study and develop their knowledge and skills across a range of units which may include the following:

Semester One Semester Two

Year 9 Exploring Technologies:

• Guide exploration of various emerging technologies including:

o Drones o DigiPets/ Spheros o Developing and analyzing Apps o Coding o Designing and producing

through use of Laser Cutter, 3D printer and other modes

o Developing and evaluating gaming

o Robotics

Design Fundamentals –

• Responding to a design problem and devising ideas and concepts as solutions using the Design Process

• Developing solutions through digital presentation and a visual folio including:

o 2D/3D graphics o Illustrator o SketchUp o PhotoShop

• Design Fundamentals and design influences

• Project Management

• Developing design criteria and evaluating designs

Year 10

Exploring Technologies:

• Independent and guided exploration of new and emerging technologies including:

o Film and TV – developing and editing short film

o Coding o Developing Apps/Games to

respond to problems o Developing

cartoons/animations

Developing Solutions to Design Briefs–

• Responding to a design problem and devising ideas and concepts as solutions

• Developing solutions through digital presentation including:

o Drawing and prototype skills o Video (eg Premier Pro) o Illustrator o Animation (Flash) o App Creation (Thunkable)

30

Practical Skills

• Operate a personal computer and data file management • Operate a wide range of software applications, including Lego Robotics, Adobe Suite and other

applicable applications where required. o Operate professional design and publishing programs o Use digital devices & robotics and animation o Create and manipulate audio and video files

• Develop appropriate internet usage skills, including communication and social networking • Development of graphic design skills including sketch, animation and 3D designs, and film editing • Development of web design skills • Integration of several software application packages through the design of a project

Assessment Tasks

• short and/or extended responses,

• research assignments

• projects and practical exercises

• multimodal presentations such as seminar presentations

• multimedia presentations and reports may also be used.

Criteria Assessed

• Knowledge and Understanding • Practical Skills

31

FOOD AND TEXTILES TECHNOLOGY The study of Technology - Food and Textiles is a multi-dimensional discipline of knowledge and skills in food, textiles design and the living environment that relate to the wellbeing of individuals, families and communities. Such learnings enable effective decision-making relevant to personal and work-related roles in life. Food and Textiles Technology encourages personal independence, living effectively within the wider society, and promoting preferred futures for self and others in contexts related to food and nutrition, textiles, design and consumerism. It develops a range of practical skills in problem-solving, decision-making and time management that are necessary for effective interpersonal interaction. Career paths in health and nutrition, hospitality, childcare, textiles and fashion, event management and interior design or decorating are connected to the study of Technology - Food and Textiles Design. Knowledge and Understanding

The units of study in Food and Textiles Technology have been separated into two areas – Nutrition and Food and Textiles and Technology. They have been designed to cater for the differing needs, skills and interests of students. Each area will be studied as a semester unit in Year 9 and 10. Processes and Production Skills Food and Textiles Technology aims to both inspire students through experiences with food and textiles and to develop a unique repertoire of knowledge of practices. Food and Textiles Technology practice underpins studies within the subject and promotes students’ knowing, thinking, investigating, creating, communicating, participating and reflecting. Practical experiences provide opportunities for action-oriented learning which offers potential to develop knowledge and skills that both promote effective decision-making and empower students for their future. Assessment Tasks

• Written Tests determine the level of knowledge and understanding of key concepts from a unit of work

• Research Assignments communicate relevant knowledge and understanding to investigate, analyse, justify and reflect on an issue relating to the unit of work

• Process Journals record the planning, justifying and evaluating of decisions made in the completion of a practical task

• Practical Performance tasks assess a range of technical skills and time management skills demonstrated in the completion of a practical task

Students are assessed on the following criteria:

Students demonstrate evidence of their learning in relation to the following assessable elements:

• Knowledge & Understanding

• Processes and Production Skills Other Information Costs will need to be met for the supply of food, fabric etc., during practical units (where applicable).

32

Year 9:

Semester Unit: Nutrition & Food Multicultural Australia

Australians pride themselves on their multicultural identity and include foods from different nations on a weekly basis. This unit aims to develop knowledge and understanding of physiological, psychological, social and economic factors that influence food choices. By exploring the multicultural eating habits of Australians, the students will plan, select and prepare multicultural meals. Some dishes from France, Italy, China and Thailand are included. Students will work in groups to collaboratively design their own food truck business. Each student will then design and create an item off their group’s menu. Through promoting a love of cooking and an appreciation of informed food selection practices, it is possible to develop sustainable eating habits for the future. The units have a real-world context, modelling some of the key features of the Australian Curriculum, including critical and creative thinking, ICT capability and Australia’s engagement with Asia.

Semester Unit: Textile and Technology Design Essentials

This unit allows students to use their creativity and skills in the production and embellishment of textile articles. It will enable students to design creative and innovative items whilst learning about fabric properties, the elements and principles of design and the use of appropriate computer software. Students will be challenged to design products from a design brief and develop a range of technical sewing skills and interpret terminology used in Fashion and Interior Design. Year 10:

Semester Unit: Nutrition & Food The Science of Food

This unit aims to develop an understanding of effective food selection, preparation and cooking of meals that rely on fresh ingredients as a healthier alternative to take-away or processed foods. The students will learn to prepare a variety of meals suitable for daily living. Adolescence is a period of rapid growth and development therefore it is important for adolescents to make the right food choices. The food we eat plays a major role in our health and wellbeing. The physical and chemical properties of food ingredients and the way they react during preparation and processing will also be investigated during a Food Science unit. This is essential to producing and evaluating successful products that have the delicious flavour, aroma, texture or visual appeal that we desire. These Sensory evaluations can give students a better understanding of their product and help create an ideal profile of characteristics.

Semester Unit: Textiles & Technology Fashion Illustration

This unit aims to develop confidence and enthusiasm for sewing while teaching all the information necessary to construct garments using a commercial pattern. Relevant knowledge and understanding of fibre and fabric properties is applied to the appropriate selection of fabric for the practical tasks. Students use the Embrilliance Software Program to create their own digitized design logo. Digitizing is the process of converting existing artwork into a stitch file that an embroidery machine can sew on a garment. Students will be offered the opportunity to enter a real-life fashion design experience tailored for the classroom.

33

17 Health and Physical Education The study of Health and Physical Education allows students to use their interests in and experiences of health and physical activity issues to explore how the dimensions of health are dynamic, interrelated and interdependent. They develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively engage in physical activity and enhance personal development. They recognise that capabilities in health, movement and personal development can provide career opportunities and improve quality of life. Knowledge and Understanding

Students use the essential processes of ways of working to develop and demonstrate their knowledge and understanding. They individually and collaboratively make decisions, take action and apply skills to address inequities and promote health and wellbeing, movement capacities and personal development of individuals, groups and communities. They reflect on their learning and apply their thinking and reasoning to develop solutions in a range of contemporary health and physical education contexts. Students select and use tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within health and physical education contexts. Learning Skills

Students are able to:

• identify issues and inequities and plan investigations and activities

• research, analyse and evaluate data, information and evidence

• draw conclusions and make decisions to construct arguments

• propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote health and wellbeing, movement capacities and personal development

• refine movement patterns and apply movement concepts and the principles of training

• create and perform movement sequences by manipulating and combining movement patterns and applying movement concepts

• identify risks and devise and apply safe practices

• select and apply positive, respectful and inclusive personal development skills and strategies

• reflect on health inequities, and identify the impact of diverse influences on health and wellbeing, movement capacities and personal development, and the best use of positive influences

• reflect on learning, apply new understandings and justify future applications. Assessment Tasks

Students demonstrate evidence of their learning over time in relation to the following assessable elements: • Investigating • Performance and Practical Application

Semester 1 Unit: Let’s Get Physical Learning

The introductory semester of Health and Physical Education introduces students to a wide range of movement experiences. These will include two of the following activities: speedminton, volleyball or touch football. Students will develop and demonstrate skills and strategies to solve the tactical problems of maintaining possession, attacking the goal and creating space. Students will study and implement basic sports medicine principles and will also refresh their resuscitation skills. They will also study the two major body systems associated with Physical Education: the skeletal and muscular systems. .

34


• Learning the specific skills, strategies and tactical play of each physical activity

• Learning and developing sound interpretations of rules, scoring and tactical strategies through participation in closed and modified drills and game play

• Study sports medicine principles and management of basic sports injuries • Development of an understanding of injury prevention • Implement resuscitation skills and management of an unconscious patient • What are the major bones and muscles of the body? How do these allow us to move and engage in

physical activity?

Assessment Tasks

• Criteria –Investigating and Performance and practical application

• Completion of theory tests, standardised physical skill tests and game play for the relevant physical activities studied

• Sports medicine and sports injury practical • Resuscitation practical • Body System test

Semester 2 Unit: Playing Better

Semester Two continues to lay the foundation for a sound understanding of the key concepts and skills in Health & Physical Education. This will include a performance unit with either rhythmic gymnastics or sports aerobics as the focus activity. Within the Sports Psychology Unit, students will explore the concepts of goal setting and anxiety in performance. Students will use these psychological techniques to enhance their performance in the sport of Rhythmic Gymnastics or Sport Aerobics. The Bronze Star Lifesaving Award will allow students to further develop their aquatic knowledge and skills. The importance of individual and community strategies to enhance personal health will be examined as students design a sun safety App or education program for their peers and the Brigidine school community. Knowledge and Understanding

• Learning the specific skills, strategies and tactical play of each physical activity • An analysis of the game structure of each sport comparing the differences and similarities in

strategies and tactics employed in each • Explore the concept of Sports Psychology and identify benefits to performance

• Develop and implement goal setting and anxiety performance technique

• Learn specific skills as they relate to Rhythmic Gymnastics or Sports Aerobics and develop individual and /or group routines.

• Develop aquatic skills and apply them. Respond in scenario situations

Assessment Tasks

• Criteria –Investigating and Performance and practical application • Assessment of physical responses associated with an activity, as well as modified drill and game play

for each physical activity • In-class rules test • Perform individual or group Rhythmic Gymnastics or Sport Aerobics routine • Journal reflection of Sports Psychology application • Sun Safe project including media or education item (App)

35

Semester 3 Unit: Sports Person Learning

This unit is designed for and recommended to those students who wish to study Physical Education in Year 11 and 12. The year 10 program challenges students both physically and academically. They will develop an increased understanding of how the body responds to exercise and physical activity. As well as the processes involved in improving performance. Physical activities studied may include aquathlon or basketball or futsal.


• Learning the specific skills, strategies and tactical play of each physical activity • Learning and interpretation of rules through game play and umpiring

• Reflection on training progress through physical activity development • Study of the body’s response to exercise (physiology) and the principles and practices of exercise

science and related body systems (skeletal and muscular) • Identify the relevant energy systems of the body and how each function • Identify fitness components relevant to each physical activity • Study of the principles and theories related to training programs • Actively participate in fitness sessions to learn to apply the principles of training

Assessment Tasks

• Criteria – Investigating and Performance and practical application

• Assessment of closed skills & drills as well as modified & game play for each physical activity.

• Evaluation of training effectiveness and application. • Exercise physiology exam and practical

Semester 4 Unit: Athlete and Coach

Learning

This unit will introduce students to the themes of sociology and skill acquisition which are core focus areas in the senior school. Students need to critically reflect on the power of sociocultural influences to better understand their place, their participation, and the place of physical activity and sport within society. How can an understanding of how we learn influence participation, learning of and performance in physical activities? Physical activities may include ultimate disc, or badminton or synchronised swimming. Knowledge and Understanding

• Learning the specific skills, strategies and tactical play of each physical activity • Learning and interpretation of rules through game play and umpiring.

• Discussion of the images of sport and the socio-cultural dimensions of female participation in sport

• What are the influences that shape personal, team and community participation and appreciation of sport and physical activity within Australian society?

• Survey teenage participation patterns in sport and related issues

Assessment Tasks

• Criteria – Investigating and Performance and practical application • Assessment of closed skills & drills as well as modified and game play for each physical activity

• Sociology assignment/essay • Participation survey/ Skill Acquisition activities addressing concepts of best learning practice.

36

18 Languages FRENCH The study of French enables students to communicate effectively with French-speaking people in most real-life situations on familiar topics relevant to their experience. It also offers insight into another culture, promotes understanding and a greater ability to appreciate and respect other cultures in our multicultural society. Essential aspects relevant to the study of French include:

• the development of students’ repertoire of process skills and strategies used to acquire and manipulate verbal, non-verbal and written French

• recognition of the importance in contemporary society of learning additional languages and using intercultural skills

• understanding and appreciating the diversity expressed in languages and the influence of language on culture

• the study of a range of text types, noticing how communication needs and contextual challenges are responded to for different purposes and audiences

• communication in a range of controlled contexts on known topics, collaborating with peers. • students reflect on their learning and language choices in relation to purpose, context, tone and

audience. Knowledge and Understanding

The student will develop the attributes of a lifelong learner through a variety of listening, reading, speaking and writing activities, which include:

• organising and interpreting, gathering and exchanging information • extending and creating exchanges of information • evaluating and predicting information • listening to others • cooperating with peers on problems and tasks to meet joint goals • setting personal goals • interacting in new and varied social situations • acquiring new conventions of linguistic and cultural behaviour etc.

Learning Skills

Learning French is about communication, which involves comprehending and composing in the language and includes spoken and written texts. By studying French, the student will:

• listen to, speak, read and write French in a range of interactions • acquire other important skills that are valuable to employers and vital for a student’s future, such

as cognitive flexibility, creative and divergent thinking, imagination, memory skills, problem solving and resourcefulness

• gain insights into another culture spoken by 300 million people in more than 40 countries that will give a student a wider perspective from which she might view the world and her place in it.

Assessment Tasks

Students will undertake a range of assessment tasks such as: projects, role plays, assignments, examinations and multimodals.

37

The assessment program will include a variety of topics and text types across the four macro skills and each skill will be assessed at least once a semester. The study of French in Year 9 and 10 is a prerequisite for Senior French. Semester Units – Year 9 Title: En échange Aim

This unit builds on students’ basic communication skills to enable them to interact and engage in activities where they describe themselves, their daily routine, their family and their school. Students will learn to distinguish differences and similarities between societal systems, cultures and values relevant to French speaking students of the same age. They will be expected to interpret and analyse information and respond in French on topics such as pastimes, hobbies and sport. Knowledge and Understanding

Focus: For students to use the language to design and conduct a survey about daily activities, to create a personal profile such as a blog, a letter or an email to get to know French speaking students and to continue communication on familiar topics. Specifically, students will learn to:

• describe their own and their family’s physical appearance and personality • describe their house, rooms in the house and what they do in each room • speak about activities and interests • describe their daily routine • compare schools in French speaking countries with their own • find out information about a French speaking student

Title: C’est la fête! Aim

This unit enables students to develop their linguistic and cultural skills by exploring significant French festivals and learning about French cuisine. They have the opportunity to use the language in very practical situations for shopping, dining out and asking directions. Students will also discuss clothing and fashion, weather, health issues and how they are feeling, topics which are useful when on exchange and in communicating with French people. Students will learn how to use the language for different communication needs in different contexts. Knowledge and Understanding

Focus: For students to use the language to research French food and fashion and create a magazine about fashion, health and cooking. Specifically, students will learn to:

• ask and understand prices and express quantities • write a shopping list • give and receive directions • understand recipes and menus and use these to cook or order food • converse in a restaurant or café • describe and give an opinion on different fashions • express feelings and give advice on health problems • discuss the weather and understand a weather report

38

Semester Units – Year 10 By following the adventures of four friends who are spending their summer break travelling around France and Switzerland, students are encouraged to make observations on aspects of French and Francophone culture while learning new language and expressions that can be used in concrete situations.

Title: Bon Voyage! Aim

This unit enables students to build on the language skills they have acquired thus far to plan and reflect on an imaginary trip to a Francophone country. They will develop linguistic strategies to deal with situations and problems they encounter along the way and learn to take into consideration intercultural differences.


Focus: Students plan and create a blog about a trip to France or a French-speaking country and will learn to: • talk about what they want and are able to do • discuss which clothes to take or wear • choose, order and pay for food • buy a train ticket and souvenirs • express how they feel and what is necessary • explain where it hurts • ask for and give advice • talk about completed actions in the past to describe their travels

Title: Le passé, le futur et notre environnement Aim

This unit gives students the confidence to use language to communicate actions they have undertaken in the past and to talk about their future plans and desires. They will become more aware of how different communication strategies are needed for different contexts, purposes and audiences. This unit will also give students the opportunity to broaden their cultural understanding by learning about the historical significance of French towns, culture and famous historical figures and landmarks.


Focus: Students investigate a crime to determine who is the thief and create a brochure to encourage their peers to protect the environment. Specifically, students will learn to:

• describe themselves and others • use reflexive verbs to talk about chores and routines • talk about past events, childhood memories and what things were like in the past • discuss environmental issues and solutions • talk about future events • discuss education and career choices • say what they would, could or should do

As the emphasis is on real language for real purposes, dialogues and writing are based on these themes, and students' confidence in handling real-life situations is developed. Engagement with authentic online materials in French is an integral part of the course and listening to conversations, songs and watching videos all foster natural speaking patterns. The Year 10 French course is organised around building student learning towards assessment techniques that are valued in Senior French so that the transition is made gradually. Students studying French will have the opportunity to participate in the hosting of visiting students from French-speaking countries. In addition, students in Years 9, 10, 11 and 12 have the opportunity to visit Nouméa on a school-based language excursion. The next New Caledonia Tour is scheduled for 2022. Dinner in a French restaurant and viewing a French film during the French Film Festival outside school hours are an integral part of the study of French in Year 9 and 10.

39

JAPANESE The study of Japanese will assist the students’ abilities to communicate across cultures and promote understanding. Essential aspects relevant to the study of Japanese include:

• the development of students’ repertoire of process skills and strategies used to acquire and manipulate the verbal, non-verbal and written features of Japanese

• recognition of the importance in contemporary society of learning additional languages and using intercultural skills

• understanding and appreciating the diversity expressed in languages and the influence of language on culture

• the study of a range of text types, noticing how communication needs and contextual challenges are responded to for different purposes and audiences

• communication in a range of controlled contexts and collaborating with peers Students reflect on their learning and language choices in relation to purpose, context, tone and audience.

Students select and use tools and technologies, including information and communication technologies (ICTs) in purposeful ways. They make use of the potential that ICTs provide to enquire, create and communicate in Japanese.


Engaging in the following units of work will give students the opportunity to know and understand how to comprehend and compose in Japanese. The following outlines the most important aspects of comprehension and composing language:

• verbal language and non-verbal language adapted according to purpose, context, tone and audience

• texts, including conversations and narratives • familiar language used in new contexts to help interpret and convey main ideas and supporting

details • familiar linguistic features and structures are manipulated to generate original target language

texts and to construct simple, cohesive texts for different purposes, contexts and audiences • ideas or information may or may not be transferable from one language to another and can

provide cultural insights and information • cultural practices in Japanese can be compared with those of other cultures and connections

noticed between language use and cultural knowledge and behaviour • investigations into language use and cultural beliefs, attitudes and practices further develop

intercultural competence.

Learning Skills

Students will gain knowledge from the above by engaging in the following learning tasks: • Gather and exchange information (surveys, interviews) • Organise and interpret information (design graphs, tables, summaries) • Extend and create exchanges of information (role plays, emails) • Evaluate and predict information (weather charts, stories) • Observe new conventions of linguistic and cultural behaviour (TV, DVD, etc.)

Assessment Tasks

Students demonstrate evidence of their learning over time through a range of assessment such as: projects, role plays, assignments, exams and multimodals.

40

This will be supported by regular in-class quizzes and tests to check for understanding - each skill will be assessed at least once a semester. The study of Japanese in Year 9 and 10 is a prerequisite for Senior Japanese. Semester Units Title: My world Aim

This unit builds on students’ basic communication skills, teaching them how to engage in activities where they describe their daily routine, family and weekend activities. Students will learn to interpret ideas and information as well as analyse and respond in Japanese on topics such as sport and hobbies, relevant also to Japanese students of the same age. Students will learn to notice and compare beliefs, values and practices in Japanese texts to identify the author’s purpose and audience.


Students will learn how to compose and comprehend language to enable them to search for a pen pal and continue communication with them on known topics. Specifically, students will learn:

• a wide range of verbs, time words, place names and activity vocabulary which will enable discussion of daily routine

• to plan an outing, organising time, place and transport • to compose short emails and letters using the present and past tense • to describe family members and their personalities • to discuss likes/dislikes, abilities and hobbies • katakana and kanji.

Title: My community Aim

This unit gives students the opportunity to learn language to utilise in very practical situations such as shopping, dining out and travel. As well as interpreting and analysing ideas and information, they will become more aware of how communication needs are responded to for different purposes, contexts and audiences, as well enhancing their intercultural skills. Knowledge and Understanding

Students will become confident using their language to shop, dine and travel in Japan. Specifically, students will learn:

• to revise work on family and to continue learning how to describe people (physical appearance) • to learn how to enquire and provide information about pets and homes • to discuss school systems and subjects in Australia and Japan • to make a request and ask questions when shopping (use of adjectives) • to express preferences • to express amounts of money • to organise a basic travel itinerary • to express calendar dates • about popular sight-seeing destinations in Japan • about styles of accommodation in Japan • about many nuances to enhance students’ cultural awareness and empathy.

41

Title: Let’s play: Festivals and Fast food Aim

This unit gives students the opportunity to continue to develop Japanese skills by learning about Japanese and Australian communities. Students will explore significant events and festivals, as well as community life in Japan. They will learn to interpret and analyse ideas and information, and will become more aware of how communication needs are responded to for different purposes, contexts and audiences, as well enhancing their intercultural skills. Knowledge and Understanding

Focus: Students will learn about the weather, seasons and important events/festivals and appropriate clothing in each season in Japan and in Australia. Specifically, students will learn: • vocabulary for seasons and appropriate description • how to understand a weather forecast • calendar dates, names of Japanese festivals/events and how they are celebrated • how to describe what people wear in different seasons • the importance of healthy eating • to discuss health issues and describe ailments in different body parts • to compare fast food in Japan and Australia • to improve their knowledge of Katakana and Kanji.

Title: Around the world: Travel and Health Aim

This unit will give students some more practical language skills which enable them to communicate about two important topics, Travel and Health. These are topics which they may encounter, both locally and abroad, when dealing with Japanese people. Students may have the opportunity to engage in an intensive language course to help prepare them for Senior Japanese. Knowledge and Understanding

Focus: Students will learn how to plan a trip to Japan and to investigate the lifestyle of Japanese and Australian people. Specifically, students will learn:

• to order food in a restaurant, using a range of appropriate counters • to organise an outing (time/place to meet; invitations, etc.) • to arrange flight times and accommodation • to investigate possible sight-seeing destination • to be able to give and receive directions • to report on the trip • to identify aspects of lifestyles which are healthy/unhealthy • to plan an ideal lifestyle, referring especially to exercise and diet • to be able to give advice when someone is unwell • to form the plain form of verbs • to improve their knowledge of Katakana and Kanji.

42

19 The Arts DANCE Using the human body as the means of expression and communication, Dance aims to broaden the students’ understanding of dance in their lives, as well as its role in different cultures and countries. This course challenges the students to reflect and respond to how females are represented in the media, throughout history and in a variety of cultures; to encourage students to challenge gender stereotypes and to communicate their understanding, opinion and perception through a variety of styles and techniques. Students will reflect and respond to the constant evolution of styles and be provided with an opportunity to perform and choreograph a wide variety of styles that implement technology, fusion and modern techniques.


Units have been designed so that students undertake an integrated approach across many different styles, gaining considerable learning experiences including:

• understanding and identifying the elements of dance and the structure and purpose of dance works

• describing, discerning, analysing and interpreting dance • responding, recalling and reacting to dance works with informed and valid judgments • valuing individual aesthetic responses and foster an appreciation of a range of cultural contexts

within Australia and the rest of the world

Learning Skills

Dance aims to provide students with a rounded experience of dance throughout the world engaging in learning experiences such as:

• developing an understanding and appreciation of dance in different cultures • articulating how meanings of movements may change dependent on cultural, social and

historical contexts • improvising, creating and adapting sequences of movement for a specific purpose • understanding and refining performance skills for variety of genres of dance • participating in dance activities that develop cognitive (developing communication and

expression through dance), emotional (building trust and confidence) and physical aspects (gaining muscular and skeletal strength and coordination)

• creating experiences that aim to develop student confidence and understanding of the creative process involved in making dance

• creating experiences that develop skills in self-directed learning • recognising and reacting to dance experiences both through in-class workshops and performance • utilising technology in performance work and integrating it into choreography to enhance impact

Assessment Dimensions

Performing: Performing a routine as taught by the teacher or guest artist, focusing on the development of physical, expressive and interpretive movements in both informal and formal settings.

Choreographing: Creating movement in groups or individually, as a response to stimulus with a specific intention. The focus of choreography is process and exploration, rather than the final product.

Responding: Oral and written responses analysing, interpreting and evaluating dance clips and live performances from a variety of dance genres. This criterion involves students analysing their own and others’ dance works across a range of contexts. Please be aware that for all Arts subjects. some rehearsals, events and excursions may occur after hours and/or on weekend

43

Year 9 Dance

Semester 1: Musical Theatre and World Dance Semester 2: Ballet and Contemporary

Throughout this unit, students are challenged to explore

dance concepts and skills through the mediums of

performance, choreography and analytical responding

tasks. This unit is designed to explore the evolution of

Musical Theatre, develop jazz technique and investigate

cultural dances from around the world. Exploration of the

elements of dance as well as the functions of World

dance throughout history and culture and pertinent in

this unit, as students expand upon dance as a means of

communication. This unit aims to provide an important

foundation for the student by equipping them with the

necessary skills and processes to unpack, create, perform

and examine dance styles.

Focus on:

• Developing literacy skills; analysing and evaluating dance to communicate meaning

• Social, artistic and ritual dance functions

• Modern Musical Theatre shows

• Movement assisting to create a narrative

• Movement to communicate a character’s emotional state

• World dance styles: Irish, African, Bollywood, Latin, Indigenous Australian

This unit is designed to explore the elements of dance as

well as the functions of ballet and contemporary dance

throughout history. Students explore how ballet has

developed and changed throughout time due to social,

political and historical influences, to progress to

contemporary dance. Students are challenged to explore

dance concepts and skills through the mediums of

performance, choreography and analytical responding

tasks. This unit further aims to provide students with

important foundation technique of classical ballet and

contemporary dance, allowing students to apply these

skills and processes to dances they view, create and

perform.

Focus on:


• Ballet technique and history

• Contemporary Dance technique and influences

• Devising movement to communicate meaning: inspired by a children’s book with perforated pictures for blind children

Year 10 Dance

Semester 1: Popular Culture and Dynamic Duos Semester 2: Identity, Dance and Technology

Students are challenged to explore dance concepts and skills through the mediums of performance, choreography and analytical responding tasks. This unit is designed to explore the elements of dance as well as the functions of popular dance throughout time. Investigating how females are represented throughout history and in culture is a focus of the unit, challenging students to respond and reflect on the media images they are confronted with on a daily basis. The unit further aims to develop jazz and partnering techniques, equipping students with the necessary skills and processes to unpack, create, perform and examine Popular and social dance styles.

Focus on:


• Social and artistic dance functions

• Movement assisting to create a narrative

• Challenging stereotypes

• Jazz technique workshops

• Traditional and contemporary musical shows

• Partner dance techniques: waltz, jive, capoeira, swing dance

• Famous ‘dynamics duos’ throughout history and in literature

This unit is designed to focus on cultural identity and to explore how technology can be integrated into dance performances to further communicate meaning. Focusing on the connection and disconnection to country/place and loss of identity, this unit explores the cultural beliefs of Aboriginal Peoples and Torres Strait Islander Peoples, with particular focus on vital connection and the struggle to maintain connection to culture in an ever-changing society. Through exploring the significance of country/place, students will perform, respond to and choreograph sequences based on own personal experiences and that of other cultures. Focus on:


• Contemporary dance technique workshops

• Fusing other dance styles with contemporary dance

• Dance as a reflection and education of identity and cultural practices

• Develop dance works which integrate technology through the use of film techniques

• Create dance for a teenage audience based on the stimulus of ‘connect’ or ‘disconnect’

44

DRAMA Studying Drama immerses students within the aesthetic realm and provides them with the skills and knowledge to challenge and question the world in which they live through the dramatic art of theatre. Students are exposed to variety of dramatic conventions and styles, develop an awareness of a range of purposes and cultural contexts and refine scripted and student devised drama to empower contemporary audiences. Drama is the making and communicating of meaning involving performers and audiences engaging in a suspension of disbelief. It provides a medium for personal exploration, social criticism, celebration and entertainment. Students who study Drama are actively participating in an experiential mode of learning that blends intellectual and emotional experience and offers a unique means of enquiry that contributes to knowing and understanding themselves and the world. Drama provides students with a range of skills transferable to a variety of pathways. Now and in the future, drama supports workers who are innovative thinkers, adept communicators and excellent team players. Knowledge and Understanding


• dramatic performances used to express ideas in a range of dramatic forms, styles and contexts • dramatic action created and interpreted through specific styles, including realism and non-realism • an understanding of the function of drama in various cultural, social and historical contexts • skills that can be used to present themselves, both personally and in role, in a range of contexts • an ability to apply the conventions of drama to the creation and shaping of dramatic work • an awareness of the aesthetic domain and its relation to dramatic works • the ability to critically reflect on their own and others’ dramatic work • the ability to rehearse, rework, refine material and understand, manage and communicate ideas,

feeling and experiences that are part of the human condition. Learning Skills

Through participating in Drama activities, students are provided with opportunities to: • engage in aesthetic learning experiences and understand the diverse role of dramatic arts workers

in cultures past and present • using languages and symbol systems of drama to communicate meaning • deepen their understanding of symbolic representations • value the range of social and cultural contexts in which drama is made in a variety of cultures • engage with, appreciate and value the contribution of Australian drama • build self-discipline, confidence and communication skills to achieve their unique potential and

have lifelong involvement in dramatic activities


Performing: Performing a rehearsed and polished performance by applying performance skills appropriate to the selected form, style and performance space. Forming: Devising scenarios and scripts, both individually and as part of an ensemble using elements and conventions appropriate to selected forms, styles and purposes. Responding: Oral and written responses identifying the influence of purpose and context of the piece and evaluating the forms, styles and processes used in performance. Please be aware that for all Performing Arts subjects. some rehearsals, events and excursions may occur after hours and/or on weekends

45

Year 9

Semester 1: Children’s Theatre & Collage Drama Semester 2: Process Drama & Mask

Throughout the unit of Children’s Theatre, students

will be guided through the process of devising and

developing a performance suitable for a children’s

audience. Students will become familiar with a

variety of Children’s Theatre conventions specific to

the style and be capable of analysing these

conventions through written responses.

The Collage Drama unit sees students challenged to

consider their role as citizens of a developed country,

and their responsibility as members of a global

community. Students will use improvisation and role-

play to explore ideas and problem-solve issues of

local and/or national interest or concern.

Focus on:

• Elements of Drama

• Theatre for Young People

• Collage Drama

• Play building

• Scriptwriting

• Live performance

• Creating change through Drama

• Drama in the community

When participating the unit of Process Drama,

students are encouraged to recognise Theatre as a

tool for education. Together, students will create

imaginary worlds and work to address challenges or

events through dramatic improvisation.

In the final unit of Year 9 Drama, students will be

guided through the process of using mask within

performance focusing specifically on the

development of unique characters and scenarios. The

purpose of this style is to entertain and go beyond the

form of realism. Students will culminate their

learning at the conclusion of the term by devising and

creating their own mask performance.

Focus on:

• Elements of Drama

• Process Drama

• Mask work

• Functions of Drama

• Contemporary social issues

• Stylised performance

• Physicality

Year 10

Semester 1: Musical Theatre & The Power of Stories Semester 2: Improvisation and Commedia Dell’Arte

Musical theatre is a form of theatrical performance

that combines songs, spoken dialogue, acting, and

dance. The story and emotional content of a

musical – humour, pathos, love, anger – are

communicated through the words, music, movement

and technical aspects of the entertainment as an

integrated whole. The aim of this unit is to expose

students to a variety of popular musical productions

both contemporary and historical in nature.

Focus on:

• Experiment with the presentation of scripted scenes

• Develop ability to analyse character behaviour/dialogue to enhance character development

• Manage and apply the dramatic languages, experimenting and making judgments about dramatic action and meaning

• Transform lyrics into spoken dialogue

This unit is designed to introduce students to the Italian theater form of Commedia Dell ’Arte. They will explore some social and historical aspects of the form through improvisation, stock characters, lazzo and scenarios; using masks where appropriate. The students will be able to recognise and negotiate improvisation problems and solve them individually and in a group. Focus on:

• Physicality

• Mask work

• Stock characters

• Social commentary relevant to a contemporary context Improvisation skill

• Identifying and applying basic improvisational skills

• Accepting and Blocking

• Storytelling focus

• Using stereotypes to develop a scene

46

MUSIC Music has the power to transform and empower. It aims to foster students’ creativity and individuality through analysing, composing and performing. The study of Music endeavours to broaden the students’ understanding of music in their lives. It also allows students engage in, explore and experience a wide range of musical contexts, genres and styles. Through this learning process, students will have the opportunity to gain the basis for a lifelong positive engagement with music. Knowledge and Understanding


• An understanding of music history and its evolution to today’s popular genres and styles • An understanding of musical terminology in order to analyse, describe and evaluate a range of

musical styles and genres • Equipping students with skills for identifying and developing creative and insightful compositions • Develop skills of musical interpretation through performance.

Learning Skills

Learning skills include the following: • performing both as a soloist and in a group • computer skills in using music software for notation, editing and recording • improvising • conducting • compositional skills including harmonising and modulating, word setting, melody writing, and

balancing vocal/instrumental parts • research skills • justifying and validating personal ideas of music • valuating the use of music • communication (both written and spoken) • aural and visual analysis of a variety of styles and genres.


Performing: Performing which can be as a soloist, as part of a small ensemble, a combination of the two or as a conductor. These performances cover a wide variety of styles and are often performed for a public audience. Composing: Composing involve creating music that reflects a certain style or technique. These may be handwritten, computer generated or recorded live. Responding: Visual analysis, interpretation and evaluation of music from a variety of composers. A variety of written and oral tasks are included. Students are encouraged to participate in at least one of the College’s Music Ensembles including String Ensemble, Guitar Ensemble, Concert Band, College Orchestra, College and/or Bridgettes (Show Choir) and/or Chamber Choir. Please be aware that for all Arts subjects. some rehearsals, events and excursions may occur after hours and/or on weekends

47

Year 9 Music

Semester 1: Music in Society Semester 2: Musical Pioneers

This unit is designed to introduce students to the

varying ways music is used in society. Students will

develop an understanding of the stylistic

characteristics of a range of cultural music, music

with a message and religious music from around the

world and explore how composers manipulate the

music elements to achieve purpose in society.

Focus on:

• Discover the historical context of different cultural traditions, and ascertain the importance of music within each cultural tradition

• Explore music with a social or political message, and how composers have used music as a platform to share issues they are passionate about with worldwide audiences

• Examine religious music in Western society – from the earliest recorded plain chants through to modern religious pieces of the 21st century.

• Analyse and evaluate how musicians manipulate the music elements in order to convey these variety of purposes within society.

• Perform a piece of cultural, social, political or religious music on an instrument of your choice.

• Compose and record a piece to convey cultural, social political or religious purpose within society.

Revolutionary musical styles, trends, techniques and

entirely new sounds are continually emerging. Such

innovative music has the power to question

traditional notions, spread new ideas, make

connections with a variety of people, and change

morale and mood. This unit examines the way in

which composers have manipulated compositional

elements and sound sources to pioneer new musical

territory.

Focus on:

• Explore historical and social developments that

have made an impact on the world of music,

influencing the conceptual direction of music

composition.

• Discover technological advances and inventions

that have revolutionized instrument production,

live performance, sound recording and digital

sound production and editing.

• Learn how musicians have pushed musical

boundaries through the abandonment of

previously accepted pillars of composition.

• Analyse and evaluate how composers have

manipulated the music elements to pioneer new

musical territory.

• Perform a piece considered revolutionary or

innovative for its time.

• Compose a piece in a revolutionary style

studied, using Sibelius.

Year 10 Music

Semester 1: Music for Entertainment Semester 2: Music & Mood

Student will develop an understanding of the

musical elements and how they can be used to

create music for entertainment purposes.

Focus on:

• Jazz Music

• Musical Theatre.

• Developing a greater awareness of the stylistic

conventions of both jazz and musical theatre

pieces.

• Composition

• Musescore & Sibelius

Programme music and Film music are key components of this unit. Through these genres students will make and respond to music that shows mood. They will develop a greater awareness of the stylistic conventions of these genres. Focus on:

• manipulating sound sources and technology

• combining and manipulating the elements of music using repetition, variation and contrast

• exploring and manipulating combinations of electronic and acoustic sounds to create new works,

48

VISUAL ART The Visual Art course, which includes components of Visual Art and Communication Design is offered in both Year 9 and 10. Students may choose to study the course for both years or for one year only. This course aims to develop students’ visual literacy and application of various media. The Visual Art components will focus on fine and conceptual art whereas Communication Design focuses on the moving trend towards visual design in advertising, marketing, web and digital media.

Subject Description

The Visual Art course provides students with a powerful and pervasive means of making images and objects, communicating aesthetic meaning and understanding from an informed viewpoint. These dynamic courses offer students experience in both two and three dimensional areas as well as digital artwork. Students will work in Drawing, Painting, Collage, Assemblage, Photoshop, Illustrator, Wearable Art and Sculpture. This course gives a foundation of art making practices with a particular focus on experimentation and developing and refining their skills. Knowledge and Understanding

Visual Art uses an inquiry learning model, enabling multimodal thinking and individual responses through researching, developing, resolving and reflecting. Students are encouraged to seek creative solutions to design problems, think divergently and use a wide variety of media to articulate their ideas. Dimensions of Learning activities are successfully used to engage the students in individual and group dynamics to ‘think outside the box’ and experiment with new media and techniques. Learning Skills

Through making (practical work) and appraising (history and theory), students define and solve visual problems by using visual language and expression, experimenting and applying media to communicate thoughts, feelings, ideas, experiences and observations. A broad range of challenges are given to the students to creatively manage the design process. In appraising artworks, students gain an understanding of artists and their history, to critically react and analyse artworks within diverse contexts and investigate artistic expression. Assessment Tasks

Making: Practical folio of experiments and finished artworks. Responding: Written assignments, multimodal presentations and exam. N.B. It is strongly recommended that students intending to study Art at Senior level undertake at least one year of Visual Art in Year 9 or 10.

49

Year 9 Visual Art

Semester 1: Portraits & Wearable Art Semester 2: Totem & Still Life

The world of wearable art and portraiture is the focus

for the initial units in Year 9. Taking students out of

their comfort zones to create individualised artworks

which reflect concepts of sustainability and solidarity.

Students work in both 2 and 3 dimensions to produce

beautifully rendered and stunningly sculptural works.

Focus on:

• critical and creative thinking

• confidence, curiosity, imagination & enjoyment in developing their personal aesthetic

• Engaging in visual art making

• Conceptual ideas and representation through design and inquiry processes

• Skills in drawing, painting, sculpture & printmaking

Animal totems is the third focus for the year. Student

investigate a range of different cultures, to create a

stylised ceramic totem. In the final unit students

explore the notion of self through a still-life setting.

Focus on:

• Critical and creative thinking skills.

• Appropriate use of visual language to communicate ideas.

• Composition and arrangement of image development.

• Skills in analysing imagery using visual art terminology.

• Technical skill in drawing mediums

• Hand building ceramic techniques

Year 10 Visual Art

Semester 1: Artisan Markets & Journeys Semester 2: Experimental Folios

Ceramic jewelry, hand painted cards, stylized

drawing is the focus of the artisan markets. This unit

builds skill in drawing, ceramics, and technical

drawing. Throughout the second unit, students are

taken on a journey, through the use of layered

imagery and mixed media techniques to produce a

series of works.

Focus on:

• Pointillism

• Rendering

• Creative thinking

• Hand building glazing and under glazing.

• Conceptual art development

To prepare students for the senior phase of learning, this unit explores the notion of experimentation in the development of artworks. Student investigate individualised approaches to topics and experiment with a wide range of media. Focus on:

• Student investigation

• Inquiry questioning

• Experimentation of media

• Working towards resolution.

Subject Levy

Please be aware that this subject has a subject levy which covers the cost of resources. The levy will be added to the College Fees.

Brigidine College PO Box 475

53 Ward Street Indooroopilly Qld 4068

Australia

p: (07) 3870 7225 f: (07) 3371 8936

e: [email protected] w: www.brigidine.qld.edu.au

mailto:[email protected]

http://www.brigidine.qld.edu.au/

Date post:	26-Sep-2020
Category:	Documents
Upload:	others
View:	4 times
Download:	0 times

RIGIDINE OLLEGE · Syllabus requirements, and rigidine ollege Unit guidelines (Years 7 - 10)....

Documents