Curriculum Outline | 2015

YEAR 9

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2015 YEAR 9

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2015 YEAR 9

Page Number

Learning for Life ............................................................................................................................................................................ 4

Art ................................................................................................................................................................................................................ 5

Character & Wellbeing ......................................................................................................................................................... 6

Chinese .................................................................................................................................................................................................. 7

Design Technology .................................................................................................................................................................... 8

Drama ...................................................................................................................................................................................................... 9

English .................................................................................................................................................................................................. 10

French .................................................................................................................................................................................................. 11

Geography ....................................................................................................................................................................................... 12

Health & Physical Educa on ....................................................................................................................................... 13

History .................................................................................................................................................................................................. 14

Maths .................................................................................................................................................................................................... 15

Mul Media ................................................................................................................................................................................... 16

Music ..................................................................................................................................................................................................... 17

Outdoor Educa on ................................................................................................................................................................ 18

Philosophy ....................................................................................................................................................................................... 19

Science ................................................................................................................................................................................................ 20

Tex les ................................................................................................................................................................................................. 21

Thinking & Learning .............................................................................................................................................................. 22

CONTENTS

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2015 YEAR 9

Curriculum Outline

Wilderness provides a posi ve, nurturing, success orientated environment where we recognise and cater for individual di erences. Our curriculum is constantly evaluated to ensure the best possible educa on to meet each girl�’s needs in our constantly changing world.

LEARNING FOR LIFE

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2015 YEAR 9

Aims

This course aims to assist students to:

�• build on skills and to reinforce important art concepts learned in Year 8

�• prac se the skill of crea ve problem solving in designing and making art

�• present and crea vely express their percep ons, ideas and vision

�• inves gate the role of art, cra and design in society

�• foster an apprecia on and understanding of art within di erent historical and cultural contexts

Content

Themes include:

�• The built environment - Australian and Asian tradi ons

�• The role of art, cra & design

�• Drawing Systems

�• Ideas introduced by the Ar st in Residence

The course is designed to encourage students to develop and extend skills in drawing, pain ng, printmaking, clay work and sculpture. There is increased emphasis on three-dimensional work and mixed media and the computer is used as a crea ve tool. Students are introduced to the work of ar sts, art in everyday life and architecture in Australia and Asia. Students explore aspects of Asian ceramics and contemporary Australian clay work.

Approach

Students work individually and in groups. They have the opportunity to see original works of art in the school gallery, through visits to art events, exhibi ons and studios and through the school�’s Ar st in Residence program. Excellent collec ons of art books, journals, audio visual material are an invaluable resource for student learning. Oral and wri en research ac vi es related to Art apprecia on are undertaken concurrently with prac cal work.

ART

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2015 YEAR 9

CHARACTER & WELLBEING

Aims

The aims of Character & Wellbeing are to provide:

�• a safe environment to further develop each girls�’ understanding of who they are and how to develop their character strengths and necessary life skills so they can ouish

�• the opportunity for each student to study Posi ve Psychology and topics related to personal wellbeing

�• prac ce for students to further develop their personal skills such as communica on and collabora on skills and apply personal wellbeing concepts

Content

Topics will be based on the strands of being healthy, safe and ac ve, communica ng and interac ng for health and wellbeing, contribu ng to healthy and ac ve communi es. Some of the topics explored are:

�• Posi ve Psychology: Character Strengths assessment and development

�• Mindfulness

�• Stress Management

�• Gra tude

�• Wilderness Resilience Adolescent Program (WRAP)

�• Social and Emo onal skills

�• Personal Iden ty (Self Esteem, Self Concept and Body Image)

�• Emo onal and Mental Health

�• Problem Solving and Healthy Communica on Skills

�• Con ict Resolu on and Healthy Rela onships

�• Sexual Health and Contracep on

�• Mind Lab: A Ma er of A tude

Approach

A variety of learning and teaching strategies will be employed: direct instruc on, group and class discussions, group work, interac ve games, mind mapping, problem solving and dilemmas, ques oning and role play.

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2015 YEAR 9

CHINESE

Prerequisite

Year 8 Chinese (Mandarin) or equivalent.

Aims

This course aims to develop further in the students:

�• the con dence and ability to communicate in Mandarin Chinese about everyday topics, using the skills of listening, reading, speaking and wri ng

�• familiarity with an increasing range of characters

�• the ability to expand their horizons through an understanding of Chinese culture and to gain an insight into their own culture by comparison

�• familiarity with the structures of language, thus enhancing their understanding of language as a system

Content

The course covers a number of modules including:

�• Communica on

�• Housing

�• Weather and Climate

�• Food

�• Clothing

Approach

The course takes an intercultural approach to language learning and teaching, where language is taught within cultural contexts. Students are encouraged to use the language in everyday situa ons.

A variety of Chinese language texts are analysed and the language learned is used to apply to students�’ own contexts. Students are encouraged to re ect on their own and others�’ cultures, using a variety of texts. Students learn about the Chinese language in use in a wide range of authen c contexts which re ect the Chinese culture as it is today. They ac vely use the Chinese language in a variety of ways, designed to develop their listening, speaking, reading and wri ng skills.

Students are encouraged to construct their own learning and develop the skills necessary to become independent learners. They will also be encouraged to use a wider range of characters when reading and wri ng.

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2015 YEAR 9

Aims

This one semester course enables students to:

�• analyse and apply a range of design concepts and processes

�• develop and evaluate innova ve, enterprising and crea ve design ideas and solu ons

�• apply technical, environmental and crea ve design considera ons to their products

�• use appropriate design strategies to inves gate, plan, produce and evaluate speci ed products, processes or systems

�• use appropriate techniques when communica ng design ideas and solu ons

Content

This course encourages students to design innova ve products using 3D technologies and a systems approach. Spa al concepts, discovery based learning principles and analy cal thinking techniques are used to extend student understanding and to personalise the learning journey. Values addressed include technical, environmental and crea ve design considera ons.

Products designed must meet an authen c need and include a system design such as electronic components. System design can be nego ated.

The content of the course is varied according to current trends, learning area needs and student prior knowledge.

The study and applica on of the learning undertaken in these modules have been designed so that they can be applied in other learning areas.

Approach

Students learn ac vely through a range of tasks including skill oriented prac cal tasks, design documenta on, research assignments, individual and group presenta ons and online sharing of resources.

Students apply 3D modelling techniques and so ware to design individual products and a collabora ve project of their choice. Models will be printed using the School 3D printers.

DESIGN TECHNOLOGY

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2015 YEAR 9

Aims

This course aims to build on the work covered in Year 8 by presen ng longer and more demanding public performances. Hence a student should have an enthusiasm for the demands of performance and an interest in onstage or backstage work as a member of a group. The skills of improvisa on and drama c analysis, movement, voice, design and technical theatre will be developed. It is also intended that students will acquire a further perspec ve on the performance of others as an audience member and cri c.

Content

Semester 1: Comedy

Ini ally, there is some revision of group ac vi es in movement, voice and improvisa on, followed by a focus on one style of performance, comedy. Students study and then apply a wide range of visual and verbal comic techniques. This leads to play produc on based on a script or improvised. Concurrently, o stage skills are being taught to support the onstage performance.

Semester 2: Popular Theatre

Students will write and perform a piece of popular theatre using elements of Pantomime and Commedia del Arte. The emphasis will be on stock characters, developing the skills of popular performance, script structure and wri ng for presenta on. Students will also consider costume, make-up, props, music, choreography and ligh ng and incorporate these elements into a nal performance.

Approach

Group ac vi es and individual responsibili es are both encouraged. Discussion, improvisa on, reading and wri ng, oral presenta ons and public performance are all expected. Students will also be expected to complete wri en reviews of performance and other responses where appropriate.

DRAMA

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2015 YEAR 9

ENGLISH

Aims

In line with the Australian Curriculum, this course aims to develop in all students the ability to cri cally and crea vely speak, listen, read, view and write for a range of audiences and contexts. Students comprehend, create, evaluate and explicitly discuss a range of literary, informa ve and persuasive texts.

Students�’ interac ons with others involve recognising the ways in which language works to construct par cular representa ons of individuals, groups and ideas. Students use ICTs in a range of formats.

Students read c on, non- c on, poetry, lm and mul modal, media and digital texts which involve a greater level of abstrac on with layering of meaning such as sa re and humour.

The range of literary texts includes Australian literature, including Indigenous literature and world literature, drawn from classic and contemporary texts, including texts from Asia. Shakespeare�’s �‘Romeo and Juliet�’ is studied.

Content

Approach

Oral and wri ng ac vi es related to each unit are undertaken concurrently with reading and viewing. These are developed by each girl in consulta on with her teacher and fellow students. There is opportunity for whole-class explora on of a text and group work in projects and performance. Assessment in the range of language modes is made according to how successfully a student has a ained her purposes in communica ng meaning through language.

Language

�• Language varia on and change

�• Language for interac on

�• Text structure and organisa on

�• Expressing and developing ideas

Literacy

�• Texts in context

�• Interac ng with others

�• Interpre ng, analysing, evalua ng

�• Crea ng texts

Literature

�• Literature and context

�• Responding to literature

�• Examining literature

�• Crea ng literature

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2015 YEAR 9

FRENCH

Prerequisite

Year 8 French or equivalent.

Aims

The course aims to:

�• develop students�’ ability to communicate in everyday French, related to the topics covered during the course

�• increase students�’ knowledge of the world through gaining an understanding of the French culture and insights into their own culture by comparison

�• develop students�’ familiarity with a range of language structures, thus enhancing their knowledge of the French language

Content

Students con nue to develop their oral skills and use a greater variety of language in classroom conversa ons and set oral tasks.

A range of text types is presented and students are exposed to longer and more complex listening and reading texts. These cover such topics as:

�• Holidays and Tourism in France

�• Home life, Work and Leisure

�• Shopping

Approach

Learning takes place in a range of graded language ac vi es which are designed to ful l the aims of a communica ve course. These ac vi es bring together the various elements of language and sociocultural knowledge in purposeful language use and students gain increasing con dence in individual skills and strategies. They learn how to communicate con dently and appropriately in both wri en and spoken contexts about topics covered.

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2015 YEAR 9

GEOGRAPHY

Aims

In line with the Australian Curriculum, the Year 9 Geography course aims to develop students�’ geographical knowledge, understanding and skills through the inclusion of inquiry ques ons and speci c inquiry skills, including the use and interpreta on of maps, photographs and other representa ons of geographical data.

Key areas for Year 9 Geography include the causes and consequences of change in places and environments and how this change can be managed, the future implica ons of changes to places and environments and why interconnec ons and interdependencies are important for the future of places and environments.

Content

�• Biomes

�• Food security

�• Exploring interconnec ons

�• Globalisa on

Approach

Many learning ac vi es are o ered throughout the course, including assignments, discussions and debates, eld work and oral presenta ons. These ac vi es may involve individual or group work. A wide variety of assessment procedures is used, ranging from formal tes ng to comple on of nego ated tasks based on the needs of individuals.

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2015 YEAR 9

HEALTH & PHYSICAL EDUCATION

Aims

The Health & Physical Educa on program at Year 9 provides further opportuni es for girls to develop and consolidate motor skills, tness and considera on for others and to take appropriate, well-judged risks in performing with others.

Content

Sports are selected from the following classi ca ons according to the needs of each individual class.

�• Invasion games

�• Net divided games

�• Court games

�• Target games

In Fitness, students begin with Talent Search tes ng and their results are sent to SASI for inclusion in the Na onal Talent Iden ca on program. Students then learn about Fitness Components and their importance in all spor ng ac vi es.

During the Realise program, students plan, undertake, evaluate and re ect on modi ed games ac vi es, using goal se ng to focus their outcomes.

Health units will provide students with the opportunity to inves gate areas of mental, social, physical and emo onal health. These units will be taught as either stand-alone lessons or incorporated into prac cal sessions where possible.

In prepara on for Realise, students will focus on nutri on. They will have the opportunity to cook several main meals and begin to plan meals for the Realise program.

Approach

Consolida on of correct technique and safety considera ons are combined with their applica on in a game situa on. Skill learning is placed within the game context and allows students to see the relevance of skills to game situa ons. Skills and tac cs are linked by emphasising the appropriate ming of skill prac ce and applica on within the tac cal context of the game. This approach to learning games is game-centered and allows the students to appreciate the links between di erent games while improving their own game performance. A knowledge of the fundamental rules of each sport is acquired.

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2015 YEAR 9

HISTORY

Aims

In line with the Australian Curriculum, the Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisa on and rapid change in the ways people lived, worked and thought. It was an era of na onalism and imperialism, and the colonisa on of Australia was part of the expansion of European power. The period culminated in World War 1 (1914-1918), the �‘war to end all wars�’.

The content provides opportuni es to develop historical understanding through key concepts, including evidence, con nuity and change, cause and e ect, perspec ves, empathy, signi cance and contestability.

A framework for developing students�’ historical knowledge, understanding and skills is provided by inquiry ques ons through the use and interpreta on of sources.

Content

Students will study:

�• The Industrial Revolu on (1750-1914)

�• The key features of the Asian socie es of China, India and Dutch East Indies and the signi cance of ONE key event that involved the Asian society and European power(s), including di erent perspec ves of the event at the me

�• The impact of World War 1 (1914-1918) with emphasis on Australia, in par cular, the changing role of women and the commemora on of WW1

Approach

By the end of Year 9, students refer to key events and the ac ons of individuals and groups to explain pa erns of change and con nuity over me. They analyse the causes and e ects of events and developments and make judgments about their importance. They explain the mo ves and ac ons of people at the me. Students explain the signi cance of these events and developments over the short and long term. They explain di erent interpreta ons of the past.

Students sequence events and developments within a chronological framework, with reference to periods of me and their dura on. When researching, students develop di erent kinds of ques ons to frame an historical

inquiry. They interpret, process, analyse and organise informa on from a range of primary and secondary sources and use it as evidence to answer inquiry ques ons. Students examine sources to compare di erent points of view. When evalua ng these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpreta ons about the past. Students develop texts, par cularly explana ons and discussions, incorpora ng historical interpreta ons. In developing these texts, and organising and presen ng their conclusions, they use historical terms and concepts, evidence iden ed in sources, and they reference these sources.

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2015 YEAR 9

MATHEMATICS

Aims

In line with the Australian Curriculum, Year 9 Mathema cs aims to develop mathema cians who:

�• are con dent, crea ve users and communicators of mathema cs, able to inves gate, represent and interpret situa ons

�• develop an increasingly sophis cated understanding of mathema cal concepts and uency with processes, and are able to pose and solve problems and reason

�• recognise connec ons between the areas of mathema cs and other disciplines and appreciate mathema cs as an accessible and enjoyable discipline to study

Content

The Australian Curriculum for Mathema cs is described in 3 context strands:

�• Number and Algebra�• Real Numbers�• Money and Financial

Mathema cs�• Pa erns and Algebra�• Linear and Non Linear

Rela onships

and embeds the pro ciencies of Understanding, Fluency, Problem Solving and Reasoning across the strands.

�• Measurement and Geometry�• Using units of

Measurement�• Geometric Reasoning�• Pythagoras and

Trigonometry

�• Sta s cs and Probability�• Chance�• Data Representa on and

Interpreta on

Approach

Students are given opportuni es to apply their mathema cs as widely as possible and to use concrete materials and logical structures as a framework for acquiring experience and familiarity with symbols and abstract concepts. The use of calculators and computers is encouraged throughout the course.

Assessment takes place in di erent levels and for di erent purposes and is based on wri en and oral work, projects and tests. It includes:

�• ongoing forma ve assessment within classrooms for the purposes of monitoring learning and providing feedback and for students to inform their learning

�• summa ve assessment for the purposes of repor ng to parents and carers on the progress and achievement of students

�• biennial tes ng of the students�’ levels of achievement in aspects of numeracy, conducted as part of the Na onal Assessment Program - Literacy and Numeracy (NAPLAN)

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2015 YEAR 9

MULTI MEDIA

Aims

As members of the digital genera on, living in an interac ve visual world, it is important for students to be able to e ec vely create and publish original digital products. This one semester course helps students to develop the skills to communicate e ec vely in a mul media world.

Content

Students will develop lm produc on skills, with an understanding of cinematography, screenwri ng, storyboarding, shoo ng and edi ng. By the end of the semester, they will be con dent at crea ng their own short lms that communicate, inspire and entertain.

Approach

Students will work in small teams to explore the process of making short digital lms. Together they will inves gate, plan, produce and evaluate their work and use di erent types of so ware to edit, re ne images, mix sounds and publish their digital lms. Opportuni es for working with professional lm makers and entering short lm compe ons are o ered.

The Mul Media course highlights the role of digital media in powerful student learning and engagement.

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2015 YEAR 9

MUSIC

Prerequisites

�• Experience in reading music nota on.

�• Currently learning an instrument or having voice tui on.

Aims

This course aims to develop the capability of students in interpre ng and performing music from a variety of genres and styles, improve aural discrimina on and understanding of music theory, expand musical crea vity and promote understanding of music in context. This is a preparatory course for students wishing to study SACE Music Stage One.

Content

Interpre ng and Performing

Students will prepare a piece of music for a solo performance on their chosen instrument/voice once per term. Students also complete a self-assessment re ec ng on their performance. In Term 2, students rehearse in small groups to prepare a piece of chamber music as their Term 2 performance.

Skills and Concepts

Theory and aural discrimina on skills are studied at an appropriate level for individual students using a combina on of music so ware programs, online tools and other resources.

Crea ng

Students learn about the composi on process through inves ga ng how the elements of music are u lised in various ways. Students experiment with mo fs, phrases, themes, pa erns and varia ons to create their own composi ons.

Understanding Music in Context

Students study vocal and instrumental forms of the Renaissance, Baroque and Classical periods. A range of online resources, recordings and other materials are used to teach this sec on of the course.

Approach

Students have four 45-minute lessons per week. Selected music is studied through listening, interpre ng, analysing, crea ng, discussing, rehearsing, evalua ng, performing and re ec ng.

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2015 YEAR 9

OUTDOOR EDUCATION

Aims

The Realise program aims to foster growth by suppor ng adolescent girls in their transi on into adulthood through immersion in community, academic, well-being and outdoor adventures. The program aims to use the environment to complement the academic curriculum whilst physically challenging the girls and fostering their social and emo onal development.

Content

A compulsory 19 day experience at the Crawford Campus on the Coorong o ers contextual learning in the natural environment. Girls will develop and hone their skills of independence, leadership, community living, organisa on, communica on, environmental knowledge and crea vity. Girls spend most of the experience in purpose-built self contained accommoda on and a component of the program, camping. Learning units relevant to the local area, will be delivered at base camp where the natural environment will be used to enhance student learning. Girls will par cipate in prepara on prior to the camp and re ec on upon their return.

Approach

This unique program centres on the way in which learning occurs. The living environment, the speci c social, geographical and natural context will complement the curriculum with a par cular focus on girls�’ social and emo onal development. Shared living spaces promote quali es such as team work, communica on and con ict resolu on, while maintaining a sustainable living environment. Emphasis is placed on girls nego a ng roles, developing their resilience, con dence, coopera on skills, independence and responsibility for their ac ons. There is a par cular focus on student re ec on to determine the degree of a ainment of the stated aims.

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2015 YEAR 9

PHILOSOPHY

Aims

This one semester subject is designed to develop students�’:

�• knowledge of philosophical ideas and issues

�• ability to inquire into philosophical issues and posi ons

�• skills of crea ve and independent cri cal thinking

�• understanding of the purpose of philosophy in providing a framework for reasoned ac on

Content

The philosophical issues that form the content of the learning and teaching program will be drawn from one or more of the following areas:

�• Aesthe cs

�• Ethics

�• Metaphysics

Popular media will also be used to generate philosophical thinking about modern day issues a ec ng young people in the 21st century.

Approach

Discussions and debates in a �‘community of inquiry�’ will allow philosophical issues to be iden ed, explored and cri cally analysed. Students will engage with the thinking of philosophers past and present in order to develop ethical and logical ideas for shaping their future.

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2015 YEAR 9

SCIENCE

Aims

In line with the Australian Curriculum, the Year 9 Science course aims to s mulate and develop each student�’s interest and curiosity in her physical and biological world. It is intended that students gain an apprecia on of the value of a scien c method of inquiry and an awareness of the impact of science and technology on society. We aim to develop in our students a responsible a tude and respect for themselves and their environment.

Content

The content of the course has been chosen to provide a broad experience of fundamental scien c concepts and skills, laying a basis for their development in studies at higher levels. Topics studied include:

The Science as a Human Endeavour strand involves the nature and development of science and the use and in uence of science.

The Science Inquiry Skills strand involves ques oning and predic ng, planning and conduc ng, processing and analysing data and informa on, evalua ng and communica ng.

The Science Understanding strand involves:

�• Biological Sciences - including internal systems; ecosystems

�• Chemical Sciences - including atoms; chemical reac ons

�• Earth and Space Sciences - including plate tectonics

�• Physical Sciences - including energy transfer

Approach

Students are encouraged to work in small groups on prac cal ac vi es in the laboratory, on research ac vi es and in prepara on for oral presenta ons. Individual mastery of concepts and skills is assessed in a variety of ways, including formal tes ng, wri en assignments, model building and comple on of tasks nego ated according to the needs of individual students.

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2015 YEAR 9

TEXTILES

Aims

This one semester course aims to explore methods of manipula ng bres and fabrics and designing and making func onal and non-func onal objects. Students will gain an awareness and apprecia on of tradi onal and contemporary Indonesian and Japanese cultures through the study of e-dye, ba k, papermaking and bookbinding.

Content

Students will experiment with the applica on of pigments and dyes on fabric as well as other methods of fabric embellishment. The sewing machine and overlocker will be used for construc on and the computer may be used as a design tool. Students will have the opportunity to prac se tradi onal and contemporary cra techniques including e-dye, ba k, papermaking and bookbinding.

Approach

Students have the opportunity to work individually or in groups. Talks and demonstra ons by visi ng ar sts and cra speople and excursions to exhibi ons support the learning process.

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2015 YEAR 9

THINKING & LEARNING

Aims

This course aims to equip all students with the thinking and learning skills necessary for e ec ve and successful learning in the Middle and Senior Schools and beyond. The ability to analyse, evaluate, create and communicate informa on using a variety of sources underpins the way students learn in all areas of the curriculum.

Content

Thinking rou nes, thinking disposi ons and the adop on of a growth mindset will be emphasised in the thinking skills component of the course. Skills that facilitate the processes of e ec ve studying will be the focus of the learning skills component of the course.

In the re ec ng skills component of the course, students will examine their beliefs about learning and their poten al for growth. They will be supported in establishing and achieving learning goals.

Approach

Using familiar content, students will be taught thinking and learning skills. The skills will then be transferred to appropriate subject areas and rehearsed so that students apply thinking and learning skills to subject content. The curriculum may be personalised in order to meet the speci c needs of individual students.

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2015 YEAR 9