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					HIGHFACTS 2011


   MIDDLE YEARS
      SUBJECT
SELECTION HANDBOOK




                     1
Contents
WELCOME ................................................................................................................................................. 4
         Welcome to the Middle Years at Ballarat High School ....................................................................................................... 4
Year 7 & 8 .................................................................................................................................................. 5
         Learning Advisers ............................................................................................................................................................. 5
         ICT .................................................................................................................................................................................... 5
         Year 7 & 8 Learning Teams .............................................................................................................................................. 5
Year 9 ARCH program ................................................................................................................................ 7
         What the research tells us ................................................................................................................................................. 7
         What will be different ......................................................................................................................................................... 7
         Year 9 subject selection .................................................................................................................................................... 8
         Core subjects .................................................................................................................................................................... 8
         Electives ........................................................................................................................................................................... 8
         Why you should choose carefully ...................................................................................................................................... 9
         Information on courses...................................................................................................................................................... 9
         How to choose your subjects ............................................................................................................................................ 9
Year 9 subject descriptions .......................................................................................................................10
    Core subjects ..................................................................................................................................................................... 10
      The core element of the year 9 program ......................................................................................................................... 10
      Communication & culture ................................................................................................................................................ 10
      Number & science........................................................................................................................................................... 10
      TLC (thinking, learning & connecting).............................................................................................................................. 11
      Sport education ............................................................................................................................................................... 11
Year 9 elective subjects ............................................................................................................................12
    ENGLISH ............................................................................................................................................................................. 12
       Creative English .............................................................................................................................................................. 12
       Debating ......................................................................................................................................................................... 12
       Reading for fun ............................................................................................................................................................... 12
       Print media...................................................................................................................................................................... 13
       Non-print media .............................................................................................................................................................. 13
       Sharpen your skills .......................................................................................................................................................... 13
    ENRICHMENT MATHS ........................................................................................................................................................ 14
       Enrichment Mathematics 1 .............................................................................................................................................. 14
       Enrichment Mathematics 2 .............................................................................................................................................. 14
    SCIENCE ............................................................................................................................................................................. 15
       Know yourself ................................................................................................................................................................. 15
       Exploring with science..................................................................................................................................................... 15
    HAPE ................................................................................................................................................................................... 16
       Journey to adulthood....................................................................................................................................................... 16
       Outdoor education .......................................................................................................................................................... 16
       Physical education – your choice! ................................................................................................................................... 16
       Physical education theory ............................................................................................................................................... 16
       Specialist sport................................................................................................................................................................ 17
       Go girls!!! ........................................................................................................................................................................ 17
    LOTE ................................................................................................................................................................................... 18
       German........................................................................................................................................................................... 18
       Japanese ........................................................................................................................................................................ 18
    VISUAL ARTS ..................................................................................................................................................................... 19
       Art: printmaking ............................................................................................................................................................... 19
       Art: murals ...................................................................................................................................................................... 19
       Art: pop art ...................................................................................................................................................................... 19
       Art: ceramics and sculpture ............................................................................................................................................. 19
       Art: visual communication and design ............................................................................................................................. 20
       Art: digital image creation & editing ................................................................................................................................. 20
    PERFORMING ARTS .......................................................................................................................................................... 21
       Drama ............................................................................................................................................................................. 21
       Music prac ...................................................................................................................................................................... 21
       Music prac/technology .................................................................................................................................................... 22
       Music performance ......................................................................................................................................................... 22
    HUMANITIES ....................................................................................................................................................................... 23
       Age of empires ................................................................................................................................................................ 23
       Myths & legends ............................................................................................................................................................. 23
    INFORMATION TECHNOLOGY .......................................................................................................................................... 24
       Animation adventures ..................................................................................................................................................... 24
       Creating for the web ........................................................................................................................................................ 24
       Communicating through technology - web 2.0 ................................................................................................................. 24
       Are you game for gamemaker ? ...................................................................................................................................... 24
       TECHNOLOGY ............................................................................................................................................................... 25
       Home economics – bakers bounty .................................................................................................................................. 25
       Home economics – food from the orient .......................................................................................................................... 25
       Home economics – around the world in 10 weeks ........................................................................................................... 25
       Body art .......................................................................................................................................................................... 26
       Metal mania .................................................................................................................................................................... 26
       Functional furniture ......................................................................................................................................................... 26




                                                                                                                                                                                                      2
Building for the future ...................................................................................................................................................... 26
Systems electronics ........................................................................................................................................................ 27
Systems simulations ....................................................................................................................................................... 27
Systems and technology mechanisms ............................................................................................................................ 27
Clothing: design and production ...................................................................................................................................... 27
Accessory design ............................................................................................................................................................ 28
Interior design and production ......................................................................................................................................... 28




                                                                                                                                                                                    3
WELCOME
Welcome to the Middle Years at Ballarat High School
Ballarat High School is a 7- 12 educational community with a strong focus on middle years from 7-9. Significant
research tells us that how students feel about school is in a large measure determined by relationships with
teachers. This has led to the development of learning teams in year 7 & 8. These teams are run by 5 team
leaders who are directly responsible for 100 students in their team. Teachers within this structure also have
longer blocks of time with students and include personal learning and Information technology as part of their
core curriculum. Students also undertake Japanese or German and a range of Technology and Arts electives
including our award winning classroom music program.

In year 9 students undertake the year 9 ARCH program which is focused on building Active, Resilient,
Connected and Happy students and allows students to actively display leadership.

This handbook contains much of the information you will need know about the middle years at Ballarat High
School.




                                                                                                                  4
Year 7 & 8
In Year 7 and 8 students undertake a range of core subjects from the three strands of the Victorian Essential
Learning Standards (VELS) framework.

In Years 7 and 8 we have developed approaches to ensure teachers have extended opportunities to work with
the same group of students.

   * English, Humanities and Personal Learning are taught by the same teacher as is Maths and Science
   * In addition, students undertake a range of elective subjects which allow the students to explore a variety of
learning experiences.
   * Students also have the opportunity to select from German or Japanese as a language study.

At the start of Year 7 we focus on building relationships with students. Time is devoted to:

  * Getting to know each other
  * A student camp that allows teachers and students to build strong relationships
  * And most importantly getting to know parents with a year 7 Welcome Evening.


Learning Advisers

At Ballarat High school every student has a Learning Adviser. The role of the adviser is to improve student
learning, motivation and achievement. Each week advisers meet with their students and their role is to assist
the student to develop and maintain challenging learning goals.

The school has a dedicated time for Learning Adviser activities every Monday immediately after recess for all
students and staff.

In Years 7, 8 one of the students’ core teachers is their learning adviser which builds on the already established
relationship they have in the classroom.

The Learning Adviser is the person in the school who really gets to know, understand and assist the student in
their learning. They will provide students with the necessary balance of support and challenge to enable them to
grow as a learner and ensure that they are achieving their goals.

Where possible students will have the same Learning Adviser in year 7 & 8.


ICT

Information communication technology is taught via the core teachers and is integral to the teaching and
learning program. Each class has allocated access to computers during the year and in addition we also have
laptops in classrooms. This allows the technological skills to become a core part of the student learning
program.



Year 7 & 8 Learning Teams

  * Each learning team contains 100 students.
  * The learning team has a team leader.
  * Each team has longer blocks of time with core teachers.
  * The Learning Adviser is usually one of the core teachers.




                                                                                                                     5
< insert grid showing Year 7 and 8 curriculum >




                                                  6
Year 9 ARCH program
Students in Year 9 embark on a new educational experience. This innovative program has been developed to
better meet the needs of young people who are living in a very different world to previous generations.
We have named this project the ARCH program.

ARCH stands for –        ACTIVE
                         RESILIENT
                         CONNECTED
                         HAPPY… Why ARCH?


What the research tells us
Research tells us that there is substantial room for improvement in classroom practices. Organisation of
learning time is one area of improvement. Findings from the Middle Years Research and Development Project
suggest the more students feel they have time to explore and understand new ideas, the more they:
• feel they are in control of learning;
• value being able to understand their work;
• feel motivated to learn;
• feel they are better equipped to learn.

The ARCH Program intends to arrange learning time so that:
• students have sustained time for in-depth learning to minimise interruption and the restraints of the
whole school timetable;
• students can undertake challenging and extensive problem based learning tasks;
• a range of learning environments will be used in the school and in the wider community.


What will be different
The ARCH Program aims to improve student connectedness to learning by:
• improving teacher-student relationships and pastoral care;
• establishing professional learning teams comprised of 2 teachers to 50 students who will teach the
core subjects, enabling them to establish programs with a more individual focus;
• providing a diverse range of electives;
• minimising the number of teachers encountered by students;
• involving students in practical, hands on activities that relate to real-life;
• setting tasks that are both challenging and relevant to student needs;
• organising more flexible learning time to plan and explore issues;
• making better connections with students at school and in the wider community;
• having classroom space and a building that the students feel ownership of.

The ARCH program ties in with the VELS (Victorian Essential Learning Standards) initiative. This is designed
to focus education on the whole student.




                                                                                                               7
Year 9 subject selection
The Year 9 curriculum consists of core and elective subjects. The core subjects are designed to provide
students with the essential building blocks to tackle their education beyond Year 9. The elective subjects offer
students a degree of flexibility, enabling the selection of a course that caters for personal needs and interests.

With the exception of foreign languages, the subjects selected for Year 9 do not limit or restrict choices
available to students in Year 10 or the VCE. For example, the Year 10 Textiles Design course is structured so
as to be undertaken by students regardless of whether they have studied textiles in Year 9.


Core subjects
Communication & Culture (8 periods per week)
Number & Science (8 periods per week)
TLC (Thinking, Learning & Connecting) (4 periods per week)
Physical Education (2 periods per week)
These subjects make up 22 periods per week.

All core subjects are studied for the full academic year in a core grouping (2 forms). The exception is Sport
Education which is not in form groups. Core subjects will be allocated automatically and do not have to be
selected on the subject sheet.


Electives
It is suggested that you read this information in conjunction with the subject selection sheet.

Electives make up the remaining 8 periods per week for all students. Students will study two of these
electives each term.

Year 9 students have the opportunity to select 12 elective preferences from those offered. They will take 8 of
these electives over the year.

There will be two elective blocks running in the Year 9 program in 2010. Both blocks will run for two double
periods per week.

Block 1
Students will study four of these electives, one per term, and should indicate preferences 1 to 10 on the
selection sheet in the right hand column.
• For those students who are selecting Japanese or German, these need to be preferences 1, 2, 3 & 4
and are studied for the whole year.
• For those students who have been selected for Specialist Sport, these need to be preferences 1 & 2
and are studied for two terms only.

Block 2
Students will study four of these electives, one per term (every 10 weeks), and should indicate preferences 1
to 10 on the selection sheet in the far right column.
1. Read the subject descriptions provided in this handbook carefully. Do not assume the subject name
provides you with sufficient detail to make an informed choice. Discuss your proposed course with
your parents, teachers, the careers teacher, friends and older students.
2. Select your preferred subjects and list them in order of preference in the space provided. Place the
appropriate numbers in the relevant columns provided on the sheet.
3. PE Electives can be taken twice per year and only once per semester.




                                                                                                                     8
Why you should choose carefully
Once students have made their selections, a computer program will be used to generate the optimum
timetable. It is important for students to realise that their decisions determine what subjects will be taught and
where they will appear on the timetable. Students should select subjects very carefully, as even small
individual changes will have a significant impact on the whole Year 9 timetable. Students should assume that
selections can not be altered at a later date.


Information on courses
Students should seek as much information as they can before selecting subjects. Even though the requirements
of a specific career or tertiary course should be considered, Year 9 students should aim to experience as broad
an education as possible. Perhaps the best reason to select a subject is because it interests the student.

Careers information is available from the MIPs office: Miss B Rodda & Miss D Skewes. Subject teachers should
also be used as a source of information.

Parents are invited to attend an information evening for the selecting of a Year 9 course on Tuesday, 25th
August in the Year 9 ARCH Centre at 7:00 pm. Teachers from the ARCH program will be present to outline
the program, and teachers from the different elective areas will be present to provide advice and ideas.


How to choose your subjects
This year subject selections will be made on-line, by Friday 5th September

Twelve subjects should be selected in preference order. Eight subjects will be allocated and every effort will
be made to allocate preferred choices.

If you have any questions relating to the courses offered or the selection process, please do not hesitate to
contact the 2009 ARCH core teachers: Mr J Bourke, Ms S Gooding, Mrs Y Benson, Mrs K Lee, Mr S Kuhn, Mr
R Wilson, Mr B Keats, Mr B Hillgrove, Mr W Walker or Mr P Tunbridge.

You can also discuss your selections and the process with your Team Leader (Mr. Arnold, Ms Kent, Mr
Rampling, Mr. Govan and Mr. White)




                                                                                                                     9
Year 9 subject descriptions
Core subjects
The core element of the year 9 program
In Year 9, students begin to see themselves as young adults. They are becoming independent thinkers able to
use formal methods of inquiry and seek to apply learning to the world outside school. They set goals and
undertake activities to achieve them.

The Year 9 students will spend the majority of their time with their core teachers, and this time will be divided
into Communication and Culture (combining elements of English and Humanities), Number and Science
(combining elements of Maths and Science) and Thinking, Learning and Connecting (TLC). This will be a
combination of pastoral care, physical activity and learning about learning through a study of the brain and its
functions.

Students will be able to apply similar skills across the three core subjects, although the content will be different
for each subject. Essentially, the students will be able to identify how they learn best and be able to apply
problem solving tools in order to reach intended outcomes. The students will explore how learning might be
applied in settings outside the classroom.


Communication & culture
Course Outline:
This involves the study and application of language skills with the students reading, viewing and being able to
critically analyse a variety of texts while being able to present complex ideas and being aware of a writer’s
ability to position an audience.
The students will also use an inquiry based approach that will require them to explain, demonstrate, compare
and establish patterns in the economic, historical and geographic spheres.

Course Work:
Students will be assessed using a range of methods, including; written responses, oral responses, investigation
projects, displays and aural responses.

Contact: Mr P Tunbridge


Number & science
Course Outline:
Students are required to undertake a variety of activities that have a numerical and/or scientific basis. The
scientific component will allow students to plan and conduct investigations in order to test the validity of
hypotheses. They can also use relevant scientific concepts to discuss science related issues, evaluate the
appropriateness of methods used and to help them understand the features of their natural world. The
numerical component will allow students to choose, use and develop models and procedures to investigate and
solve mathematical problems. Students will also get to select and use technology to assist in developing ideas
to support their inquiries.

Course Work:
Students will be assessed using a range of methods, including; investigative assignments, tests, projects,
practical experiments, oral presentations, visual presentations (EG: posters, PowerPoint, web pages).

Contact: Mr S Kuhn




                                                                                                                       10
TLC (thinking, learning & connecting)
Course Outline:
This is an extended pastoral care program that seeks to engage the students with one of their core teachers by
exploring the individual’s physical, mental and emotional well being. This will be achieved by involvement in;

• Thinking and learning skills – how do I learn?
• Physical activity.
• Life skills.
• Journal reflection.

Course Work:
• Class participation.
• Willingness to be reflective.

Contact: Mr P Tunbridge


Sport education
Course Outline:
This is a practical subject which deals with the key areas of Physical Education.
A range of sports will be offered for students to select. It is expected that these will include the use of
community facilities.

Course Work:
• Participation.
• Skill Level.
• Decision making skills - team strategies.
• Administration/organisation/coaching role.
• Fitness levels.

Contact: Mr M Sordello




                                                                                                              11
Year 9 elective subjects
ENGLISH


Creative English
Course Outline:
In this elective, students have the opportunity to write in a variety of modes and styles. They are encouraged
to experiment and expand on their own writing. The following forms of writing may be studied: Short stories,
descriptive writing, poetry, sensory writing, dialogue, letters and diary writing. Students can also elect to do
extra or alternative forms of writing.

Course Work:
The focus is on producing individual collections of writing with consideration given to the purpose, audience
and appropriate presentation.

Contact: Ms S Eppingstall


Debating
Course Outline:
The aim of this elective is for students to learn the fundamentals of debating. This includes:
• How to develop an argument.
• How to respond to opposing arguments.
• How to speak clearly and persuasively.
• How to work as a team.
• How to adjudicate a debate – elements of manner, matter and method.
• How to chair a debate.
Depending on the term in which this elective is undertaken, students may be given the opportunity to take part
in external competitions

Course Work:
• Classroom participation.
• Workbook – including journal entries, research notes, self-evaluation.

Contact: Mrs D Marshall & Ms S Eppingstall


Reading for fun
Course Outline:
In this elective, students have the opportunity to read a wide range of different genres for their own enjoyment.
Students will select their own reading material within teacher guidelines. Students will be given time to read;
discuss their reading and express their thoughts in a variety of forms.

Course Work:
The focus is on meeting personal reading goals; participating in literature circles; writing about what has been
read; studying a genre (eg. romance, fantasy, horror, vampire fiction, adventure etc.) and other tasks as
negotiated with the teacher.

Contact: Ms S Eppingstall




                                                                                                                    12
Print media
Course Outline:
Explore the way in which the media “get at us” through different print mediums. Look at newspapers,
magazines, advertising etc… Look at a historical aspect as well as contemporary aspects of print media.
Broaden students horizons in relation to newspaper and magazines.

Course Work: Short assignment work.
             Practical activities (group and individual).

Contact: Mr J Greenwood


Non-print media
Course Outline:
Explore the way in which the media “get at us” through non-print media. Look at television, film, web page,
radio etc. Look at the historical as well as contemporary aspects of non-print media. Students will broaden
their horizons in relation to film and television.

Course Work: Short assignment work.
             Practical activities (group and individual).

Contact: Mr J Greenwood


Sharpen your skills
Course Outline:
This course is designed to improve the language skills of students. Emphasis will be placed on improving
expression and spelling skills, learning to write different types of essays, and coping with the basics of
presenting orals.

Course Work:
The focus is on producing individual collections of writing with consideration given to the purpose and
appropriate presentation.

Contact: Ms S Eppingstall




                                                                                                              13
ENRICHMENT MATHS

Enrichment Mathematics 1
Semester 1
This elective is aimed at capable students who intend to study V.C.E mathematics in year 10. Topics to be
covered include number systems – surds, geometric and arithmetic sequences and series.


Enrichment Mathematics 2
Semester 2
This elective is aimed at capable students who intend to study V.C.E mathematics in year 10. Students do not
need to have studied enrichment mathematics 1 to enrol in enrichment mathematics 2. Topics to be covered
include algebra – linear and quadratic functions and equations.

Contact: Ms D Oliver




                                                                                                               14
SCIENCE


Know yourself
Course Outline:
This subject introduces you to yourself. What happens to you mentally, emotionally, and physically when your
body is in control and what happens to you when it is out of control? Can all the bad things be avoided? Why
do you react to things the way you do and others don’t? How does the brain work? What does your body do
with the food you eat? Why is the media stating that fatty foods cause heart attacks? Topics covered will
include:
• The brain/memory/behaviour/the power of positive thinking and the effects of drugs and alcohol on the
brain and body.
• Sensory organs such as the eye and ear and what happens when things go wrong with them.
• Body systems: nervous system, circulatory system, digestive system, excretory system, hormones,
muscles and the skeleton.
• Diet and food: the study of food types such as sugar and fats, nutrition and some of the disorders that
can occur like diabetes and heart attacks.
• Health and disease: viruses/bacteria and how your body fights them.

Course Work:
Dissections, practical work, student centred learning – like internet research, debates, discussion and
drawing. Small tests and assignments like the creation of a D-file (a collection of information on diseases of
the body).

Contact Teacher: Mr P Taxiarhopoulos


Exploring with science
Course Outline:
This subject gives you the chance to find the answers to all the questions you have had in science but never
got to look at. Once you have learnt the procedure you can be just like the Mythbusters. You ask the
questions, decide on variables, determine methods of measuring and recording data, set up your trials and
find your answers.
Your team will have the chance to present your findings to the rest of the class at the end of term.

The topics covered:      Investigating scientifically procedure
                         Safety
                         Group Negotiated Investigation

Course work:
Conducting research, presenting a written report, presenting a visual summary of findings, peer within group
assessment, peer class assessment.

Contact: Mr W Walker




                                                                                                                 15
HAPE


Journey to adulthood
Course Outline:
This course is based on students developing personal skills which help enhance students’ self esteem and
confidence, develop decision making skills and critically evaluate information relevant to adolescence.

Areas of Study: • Decision Making.
                • Adolescent Issues.
                • Sexuality.
                • Drug Education.

Course Work:
Short exercises, Investigation, Media Analysis.

Contact: Mrs H Kearle


Outdoor education
Course Outline:
The aim of this course is to develop an appreciation of the outdoor environment and learn how to participate in
recreation pursuits in a safe manner.

Course Work:
Practical participation, Bookwork, Short exercises, Projects.

Contact: Mr M Sordello


Physical education – your choice!
Course Outline:
students will be offered a range of units to choose from: low intensity/recreation unit, team sports, racquet
sports, high energy individual activities. All units will place emphasis on striving for personal improvement in
skill levels in a variety of activities and individual fitness. Students will be expected to become involved in the
organisation and planning of activities.

Course Work:
Practical participation.

Contact: Mr M Sordello


Physical education theory
Course Outline:
A theoretical study of sport and its influence on society. Students, explore topics including: politics in sport,
body systems, violence in sport, commercialism/sponsorship, gender issues in sport, current issues - drugs
etc., major events eg. Olympic Games.

Course Work:
Assignment work, Class work.

Contact: Mr M Sordello




                                                                                                                      16
Specialist sport
Course Outline:
Only students selected can take this subject. You must go through an application process.
This is a practical subject where you will train in your specialised sport. This will be taken over terms two and
three.

Course Work:
Skill development, Fitness assessment, Knowledge of the sport.

Contact: Mr M Sordello


Go girls!!!
Course Outline:
Students will look at the use of fashion, makeup, food, music and activity to explore body image. In an all girls
environment, students will discuss the impact society has on our perceptions of ourselves and others. It will
also incorporate survival skills – fixing that hem, budgeting, ironing (the bits that show) and cooking.

Course Work:
Short exercises, Media analyses.

Contact: Mrs H Kearle




                                                                                                                    17
LOTE
German
Prerequisite: Satisfactory completion of Year 8 German

Course Outline:
Semester 1:
Students continue working with the Year 8 Text and Workbook, Katzensprung 2. The two chapters covered
include a focus on the individual at home, type of housing in Germany, rooms within a house and working
around the house. Earning and spending money is another topic of interest to the students and is covered in
depth throughout the semester

Semester 2.
The last two chapters of Katzensprung 2 include travelling and tourist destinations in and around Germany.
Holidays and leisure activities of the German people are explored. Students will take a virtual tour of Germany
and plan to visit five tourist destinations in Germany.

Students practise their communication skills in all these topics and cultural activities are incorporated into both
semesters.

To achieve the above objectives classes will be conducted in German as frequently as possible using films,
games, songs and magazines as stimuli.

Course Work:
Listening, speaking, reading, writing, cultural studies.

Contact: Mrs D Bjelanovic


Japanese
Prerequisite: Satisfactory completion of Year 8 Japanese.

Course Objectives:
The Course in Mirai 2 – Myself and Others – builds upon the students’ previous
experience in order to confirm Hiragana proficiency and to extend the Kanji
base; to introduce Katakana, which is the second Japanese syllabary; and to advance the students’ oral /
aural competence in a range of communicative contexts. Japan’s history and culture are a regular focus.

Course Work:
Listening, speaking, reading, writing and cultural studies

Contact: Mrs D Bjelanovic




                                                                                                                      18
VISUAL ARTS
Art: printmaking
Course Outline:
This subject provides an opportunity to learn the basic skills in relation to printmaking.
The unit covers various printing techniques, including: relief lino prints, relief
collographs, mono prints, etc.

Course Work:
Progressive assessment of finished works and assignments, maintenance of a workbook, students will take
part in arranging their work, so it can be presented for an exhibition within the school.

Contact: Ms A Langdon


Art: murals
Course Outline:
This subject provides an opportunity to learn the basic skills in relation to painting and drawing.
Students will be responsible for designing and creating murals that will then be painted onto panels and hung
in the Year 9 area.

Course Work:
Progressive assessment of finished works and assignments, the maintenance of a workbook.

Contact: Ms A Langdon


Art: pop art
Course Outline:
This subject provides an opportunity to learn the basic skills in relation to painting and drawing.
Students will be responsible for investigating and creating paintings and drawings based on pop art: graffiti,
stencil, cartooning and comics.

Course Work:
Progressive assessment of finished works and assignment and the maintenance of a workbook. Students will
take part in arranging their work, so it can be presented for an exhibition within the school.

Contact: Ms A Langdon




Art: ceramics and sculpture
Course Outline:
Students will trial different ceramic techniques. This will include the three hand building techniques:
Pinch, Slab and Coil. Students will also explore different styles- from realistic to abstract. They will apply these
techniques and styles to different themes to create final ceramic artworks.

Course Work:
Small initial slab project, Totem slab pot, Patterned head and shoulders [pinch], Coil vase/platter, Visual
analysis of ceramic artist artworks, Extended study of a ceramic artist.

Contact: Ms A Langdon




                                                                                                                       19
Art: digital image creation & editing
Course Outline:
This subject will focus on developing skills in creating, editing and enhancing photos and imagery using
computers. A range of software will be used that could include Microsoft PhotoDraw, Macromedia Fireworks
and Corel Draw.

Course Work:
A folio of digital images will be produced through a range of set tasks. Students will take digital photos and
learn how to edit the images to produce creative and original works. Students will show their final designs in
either a MS PowerPoint or website presentation. Theory tasks may involve the study of existing digital
designers and specific design areas.

Contact Teacher: Mr G French


Visual Communication and Design
Course Outline:
This subject will focus on manual drawing and design skills. Students will complete
a range of visual communications that may include posters, explanatory diagrams,
logos, paraline and perspective drawings.

Course Work:
Production – each of the three pieces will be assessed.
Theory assessment will be based on:
- completion of homework sheets.
- student performance in assignments and class tests.

Contact: Mr G French




                                                                                                                 20
PERFORMING ARTS
Drama
Course Outline:
This is an activity based course which will offer experience in a variety of dramatic techniques - movement,
mime, voice, improvisation, scripted work and role play. Students will develop in class and extended
performance. They will be involved in acting and technical aspects of theatre.

Course Work:
• Practical work and set assignments.
• Theatre review.
• Written workbook.

Contact: Miss J Kelly



Music prac
Course Outline:
The area of study is Pop Music. Students are involved in listening,
composing and performing activities. There may be some units of
work exploring popular music styles.
Students will be expected to perform rock songs. This will
involve singing and playing of instruments. Composition and/or
improvisation will be explored.
Students will be taught to play some basic guitar and/or drum kit and/or keyboard, during class time and will
be tested.

Course Work:
50% Progressive Assessment of rehearsals and performance of practical work.
50% Class work and set assignments.

Contact: Mr D Woods




                                                                                                                21
Music prac/technology
Course Outline:
Students are involved in listening, composing and performing activities. There may be some units of work
exploring popular music styles. Students will be expected to perform rock songs. This will involve singing and
playing of instruments. Composition and/or improvisation will be explored. Students will be taught to play some
basic guitar and/or drum kit and/or keyboard, during class time and will be tested. Students will also participate
in prac classes as well as the use of Music Software on computers.

Course Work:
• Practical.
• Listening.
• Creativity.
• Performance.

Progressive assessment of keyboard skills and assignment work including:
• Unit Tasks.
• Performance.
• Creativity.

Contact: Mr D Woods


Music performance
Prerequisite: Ability to play an instrument to at least Grade 2-3 standard (or 2 or 3 years of study). Students
who play keyboard, drum kit, electric bass or electric guitar as well as Band instruments are welcome but it is
recommended that you are having lessons on your instrument.

Course Outline:
This subject will give the student an idea of requirements for VCE Music Performance. It is assumed that each
student will also have an individual lesson either as part of our school instrumental program or if necessary with
an outside teacher.

Course Work:
Class time is given to large (band), small ensemble (groups of 5, 6, etc.) Creating music listening skills and
basic theory.

Work Requirements: Assessment:
• Practical. • Unit Tasks.
• Listening. • Performance.
• Creativity. • Creativity.
• Performance. • Listening.
• Workbook. • Investigation.

Contact: Mr D Woods




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HUMANITIES
Age of empires
Course Outline:
In this subject students will examine what life was like in some of the most famous empires and civilisations.
Topics to be studied include:
• Ancient Rome – Why was the Roman Colosseum built? Did people really fight to their death in it?
Were so many animals used that it nearly led to the extinction of some species?
• Aztec Empire – How did 200 Spanish soldiers defeat 100,000 Aztec warriors and consequently
destroy the Aztec civilisation? Why did they sacrifice people everyday?
• Inca Empire – How did this powerful civilisation totally collapse? Was their written communication
really based on knots tied in string?

Course Work:
Research project and written activities

Contact: Mrs. T. Armstrong




Myths & legends
Course Outline:
What is a myth? Students will study myths from different countries, such as Egypt, Greece and China. They
will also look at popular myths and their origins (eg. Dracula) and more modern types. The purpose of the
course is to see how important myths are to different societies and culture and how they reflect those
cultures/societies.

Course Work:
Assignment work and practical activities (group and individual)

Contact: Mrs. T. Armstrong




                                                                                                                 23
INFORMATION TECHNOLOGY
Animation adventures
Course Outline:
Like to create stick figures and have them jumping all over the screen? Interested in animation for the web or
the screen, but unsure of how you do it? Ready to move onto more adventurous animations that involve sound
and interactivity? If so… then Animation Adventures will be for you.

Course Work:
In Animation Adventures you’ll use two software programs – Flash and Scratch – to learn the basics of
computer animation. You’ll learn how to use the drawing tools to create your character, add commands to have
them act like you want them to, create a script that has your animation making all the right moves and
entertaining the crowd - through to preparing them for the web or portable MP4 players. Your assessment will
be your online Character Portfolio which will contain the exciting animations you create.

Contact: Mrs M Kennedy

Creating for the web
Course Outline:
Spend a lot of time on the web and think… hey, I could do better than that? Well, now you can!

Course Work:
In Creating for the Web you’ll use three software programs – Dreamweaver, Flash and Fireworks – to create
exciting and interactive content for the internet. You’ll look at how web pages are created and also how to
create the graphics and animation content that will make your web pages look great. You’ll also look at how
sound and video can be used to make people sit up and take notice of your creations. Your assessment will be
your online Web Portfolio which will contain your major project website.

Contact: Mrs M Kennedy

Communicating through technology - web 2.0
Course Outline:
How often do you logon to FaceBook, My Space or Twitter? Or find yourself reading about other people’s lives
through a blog, or listening to a podcast about something you’re interested in? Then you’re part of the fastest
growing part of the internet – Web 2.0.

Course Work:
In Communicating through Technology you’ll investigate the tools that young people all over the world are using
more and more on the internet. Whether it’s blogging, tweeting, connecting, googling, messaging, shaking,
podcasting, flicking, mapping – you’ll learn the skills you’ll need and work out the best way to get the most out of
these new ways of interacting via the web. Your assessment will be your online Connecting
Network which will keep track of the journey you’ll take through the world of Web 2.0.

Contact: Mrs M Kennedy

Are you game for gamemaker ?
Course Outline:
Like to play computer games and wondered how they make them? Do you have ideas for great games that
just need to be created?

Course Work:
In Are you Game for Gamemaker you will learn about the processes involved in creating computer games.
From the pre planning, through to the creation of images/characters, developing commands that shape how
your game works and putting the final game together – you’ll be involved in creating your own game worlds that
you’ll be able to share with your friends. Other game making software will also be investigated. Your
assessment will be your online Games Collection where you will keep the different types of games you’ll
complete. Contact Teacher: Mrs M Kennedy




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TECHNOLOGY

Home economics – bakers bounty
Course Outline:
In this unit you will learn all the tricks needed to produce good quality and great tasting yeast & pastry
products, homemade pasta and baked goods. Items produced include Orange Syrup Cake, Cinnamon Scrolls,
Sausage Rolls, Brownies and Fettucini Neopolitina

Course Work:
• Weekly Practical exercises.
• Theory based on book work and assignments.

Work requirements include satisfactory participation in classes and satisfactory completion of all
bookwork.

Contact: Mrs M Farquhar / Mrs J Robertson

Home economics – food from the orient
Course Outline:
Do you enjoy Chinese Stir-Fries, Indian Curries and the occasional oriental sweet treat? Then ASIAN cooking
is for you. Every week we will cook food from a different Asian country (and a little bit from America). Learn
how to cook Thai Green Chicken Curry, Spring Rolls, Eastern Bamboo & Chicken Soup and authentic
American Brownies.

Course Work:
• Practical Work.
• Theory work based on classwork, assignment and bookwork.

Work Requirements include satisfactory participation in classes, satisfactory completion of all assignments and
bookwork, as well as maintenance of good safety standards.

Contact: Mrs M Farquhar

Home economics – around the world in 10 weeks
Course Outline:
Enjoy the cuisine of EUROPE without having to leave home! Every week we will cook food from a different
European county, so if you like the sound of Dorset Apple Cake, Spaghetti Puttanesca, Flaming Eggs or
Kourabeithes then this is the unit for you.

Course Work:
• Practical Work.
• Theory work based on classwork, assignment and bookwork.

Work Requirements include satisfactory participation in classes, satisfactory completion of all assignments and
bookwork, and maintenance of good safety standards.

Contact: Mrs M Farquhar / Mrs J Robertson




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Body art
Course Outline:
This subject covers a variety of jewellery making techniques, processes and design. Students will have a
choice of completing a number of projects from different areas including enamelling, etching, plastics and
bead work. Students, if they wish, will have the chance to do some silver work which will involve an extra cost.

Course Work:
• Workbook – which includes all design, theory and evaluation work.
• Production pieces.

Contact: Mr P Every

Metal mania
Course Outline:
This subject covers a variety of general metal working techniques, processes and design. Student will have a
choice of completing a number of projects from different areas including wrought iron work, sheet metal
construction and metal fabrication. Major areas to be taught are MIG welding, oxy acetylene welding and
metal forming techniques.

Course Work:
• Workbook – which includes all design, theory and evaluation work.
• Production pieces.

Contact: Mr P Every

Functional furniture
Course Outline:
This unit focuses upon the function, form and design of wood and associated materials in Australian society.
Fundamental construction processes will be taught along with the safe use of tools. Students will have the
opportunity to use a variety of processes during the construction phase. Folio presentation and design is an
integral part of course work.

Course Work:
• Workbook – which includes all design, theory and evaluation work.
• Production pieces.
• Research relating to contemporary designers of furniture.

Contact: Mr M Cook

Building for the future
Course Outline:
This unit focuses upon facets of wood design used in contemporary housing. Students will use and investigate
tools, materials and equipment required in building trades as well as modern construction techniques.
Students will use contemporary techniques and materials to make a “house” related product. This may range
from a door to a laundry unit. Occupational Hearth and Safety will be a key component of this elective. Please
note, due to the emphasis on personal interest, there may be an extra cost associated with some products.

Course Work:
• Development of a range of experimental products demonstrating the use of a range of contemporary
materials and equipment.
• Production of one major production piece combining learned techniques.
• Development of a folio which includes modern building design and a focus on one aspect of interest.

Contact: Mr M Cook




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Systems electronics
Course Outline:
With the advances in modern day electronics, it is good to have an understanding of its operation. The course
is designed to allow students to have a hands on approach in the construction of a multitude of electronic
projects. Examples of these constructions could include car burglar alarms, small electronic amplifiers or FM
receivers. Depending upon the project selection a small cost may be needed to cover materials.

Course Work:
• Workbook – which includes all design, theory and evaluation work.
• Production pieces.

Contact: Mr K Raneberg

Systems simulations
Course Outline:
With the growing complexity of computer based simulators used to educate drivers, pilots, astronauts etc. This
course will look at how students can produce a simulation device of their own. This could include a vehicle
capsule that could house a screen, steering wheel and pedals within the structure. The simulation device can
include an existing computer based programs or simulation packages. The students will incur a cost toward
the construction of their project and software purchase.

Course Work:
• Workbook – which includes all design, theory and evaluation work.
• Simulation piece.

Contact: Mr K Raneberg

Systems and technology mechanisms
Course Outline:
This course encompasses a broad area in automotive machinery. Automotive at this level is designed to cater
for students with a specialist interest in furthering their skills and knowledge in the mechanical field. The focus
will be on a range of mechanical systems, including various power sources in the automotive industry.
Activities may include: engine rebuilding, welding techniques, study of various automotive systems and
common types of drives.

Course Work:
• Work Book.
• Production.
• Assignment.
• Class test.

Contact: Mr K Raneberg


Clothing: design and production
Course Outline:
This unit focuses on the basic skills required in clothing production. Students will use commercial
patterns to produce simple garments of their own choice. Skills covered are pattern adjustment, layout and cut
out, shaping, piecing and closure processes.

Course Work:
Students will develop a design folio to support their production activities.

Contact: Mrs R Jones




                                                                                                                      27
Accessory design
Course Outline:
Need a new bag or backpack? Want a scarf or wrap, hat cap or fascinator? Discover new
and decorative processes of felting, appliqué, printing, dyeing and machine embellishing and create your own
range of accessories or create gifts for friends.

Course Work:
Students will develop a design folio to support their production activities.

Contact: Mrs R Jones.

Interior design and production
Course Outline:
“My Space – My Style”
Design, decorate and produce cushions, doona covers, curtains, blinds, bean bags, art works or soft storage
to suit your own personal “Space and Style”

Course Work:
Students will develop a design folio to support their production activities.

Contact: Mrs R Jones




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