Year 9&10 Curriculum Guide 2021_Latest

YR 9 & 10

CURRICULUM GUIDE 2021

Contents WELCOME TO THE SENIOR SCHOOL..................... 2

LANGUAGES............................................................ 26

Pathways through the Senior School......................................... 2 Core Subjects (Compulsory)...................................................... 2 Elective Subjects........................................................................ 3 Year 10 - Preparing for VCE ...................................................... 4

Language and Culture Tours................................................... 26 Overseas Exchanges............................................................... 26 Other Languages..................................................................... 26 Chinese.................................................................................... 27 Year 9 Chinese......................................................................... 27 Year 10 Chinese....................................................................... 28 French......................................................................................29 Year 9 French...........................................................................29 Year 9 Advanced French..........................................................29 Year 10 French.........................................................................30 Year 10 Advanced French........................................................30 Indonesian................................................................................ 31 Year 9 Indonesian..................................................................... 31 Year 10 Indonesian...................................................................32 Latin..........................................................................................33 Year 9 Latin..............................................................................33 Year 10 Latin.............................................................................33

BYOD LAPTOP PROGRAMME.................................. 5 ENGLISH.................................................................... 6 Year 9 English............................................................................. 6 Year 10 English........................................................................... 7 English as an Additional Language............................................ 8 Year 9 English as an Additional Language................................. 8 Year 10 English as an Additional Language............................... 8

THE ARTS.................................................................. 9 Year 9 Art................................................................................. 10 Year 10 Art................................................................................ 11 Year 9 Drama........................................................................... 14 Year 10 Drama......................................................................... 14 Year 9 Music............................................................................. 17 Year 10 Music........................................................................... 17

BUSINESS STUDIES................................................ 18 Year 9 Commerce.................................................................... 18 Year 10 Commerce.................................................................. 19

COMPUTING............................................................ 20 Year 9 Computing....................................................................20 Year 10 Computing.................................................................. 21

GEOGRAPHY........................................................... 22 Year 9 Geography....................................................................22 Year 10 Geography.................................................................. 23

HISTORY.................................................................. 24 Year 9 History........................................................................... 24 Year 10 History......................................................................... 25

MATHEMATICS........................................................ 34 Year 9 Core Mathematics........................................................34 Year 9 Pre-Foundation Mathematics.......................................35 Year 10 Mathematics...............................................................35

PERSONAL EDUCATION......................................... 37 Year 9 Personal & Social Development................................ 37 Year 10 Personal & Social Development...............................37

PHYSICAL EDUCATION........................................... 39 Year 9 Physical Education........................................................39 Year 10 Physical Education......................................................39 Year 10 Sports Science...........................................................40

SCIENCE.................................................................. 42 Year 9 Science......................................................................... 42 Year 10 Science.......................................................................43

SUGGESTIONS FOR FURTHER ACTION................ 44 NOTES...................................................................... 45

YR 9 & 10 CURRICULUM GUIDE 2021

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WELCOME TO THE SENIOR SCHOOL Pathways through the Senior School With the exception of History and Geography, core subjects are studied for the entire year in both Year 9 and Year 10.

The Senior School comprises four years of schooling, culminating in the Victorian Certificate of Education (VCE) in Years 11 & 12.

When thinking about the next few years of study, it is helpful to think of the Senior School as being divided into two stages:- Years 9 & 10, and Years 11 & 12 (VCE). Year 9 & 10 provide students with the opportunity to try some new subjects of their choice while still receiving a sound background in the core subjects.

The learning experiences for students throughout Years 9 & 10 are designed to provide a solid grounding across a broad range of subjects so that when it comes time (Term 3 in Year 10) to choose a program for the VCE, students have as wide a range of options as possible.

Elective subjects are intended to provide students with some choice in the subjects they study and allows them to specialise in areas of particular interest. The diagram below illustrates the structure of Years 9 & 10, and shows that in VCE the only compulsory study is in English subjects.

At every stage of learning, subjects are classified as either core (compulsory) or elective, although the classification changes across the year levels as shown in the diagram below.

Core subjects are intended to provide a solid grounding in the generalist areas of study that are vital to today’s students. This is in keeping with the School’s principles of providing students with a liberal education that maintains a strong academic focus and rigour.

Year 9 Core subjects (Compulsory)

Elective Subjects

Year 10

Most subjects (8) 3 electives

Year 11

Year 12

English subject(s)

English subject(s)

All other subjects Diagram 1

The focus of this booklet is the curriculum of Years 9 & 10. In both year levels, the majority of students’ time is spent studying core subjects.

The core subjects and elective subjects are illustrated in Diagrams 2 & 3 below.

Core Subjects (Compulsory) English (including English as an Additional Language)

History

Mathematics

Geography

Science

Physical Education

Personal Education

Languages (one of)

Personal & Social Development (PSD);

Chinese, French, Indonesian, Latin

Religious Education Diagram 2

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With the exception of History and Geography, which are studied for one semester each year, all subjects are studied for the entire year.

Mathematics classes in Year 9 are divided into three groups according to students’ past performances, ensuring that all students are challenged appropriately:- two enrichment classes, 5 mainstream classes and a Pre-Foundation class. Membership of the enrichment and mainstream classes is reassessed at the end of the first semester to take into account students’ recent achievement, thus making it possible for students to move between groups according to their progress.

Mathematics classes in Year 10 are divided into four groups: 1 Maths Methods (VCE) class, 1 advanced class, 5 mainstream classes and a Foundation (VCE) class.

All students have studied languages at the School since at least Year 7. This continues into Years 9 & 10, with one Language being compulsory, although many students continue with a second Language as an elective. The inclusion of a Language in the core group of subjects ensures a broad education continues into the first two years of the Senior School. Language study provides an invaluable benefit in opening up to students an understanding of places and cultures that are foreign to them and greatly expands their understanding of the world.

Personal Education deals with issues of importance to adolescents, and involves social education through PSD and spiritual education to Religious Education. And all students participate in Physical Education each week.

Elective Subjects Visual Arts Art, Visual Communication & Design (VCD)

Performing Arts Music, Drama

Business Studies

Information Technology

Sports Science (Year 10 only)

Second Language: Chinese, French, Indonesian, Latin Diagram 3

A major difference between Years 9 & 10 and the Middle School is the introduction of year-long electives. The number of electives is deliberately kept at a manageable level to prevent students specialising too early in their school careers; rather, the aim is to provide all students with a very thorough generalist foundation, as well as allowing for some exploration of specialist areas.

• Commerce gives students insight into the economic and civic structures in modern Australian society, as well as looking at economic issues that are relevant to everyday life.

Each elective is studied for the entire year.

• Sports Science (for Year 10 students only).

Current Year 8 students are required to select

Important notes:

• One language from the offerings listed above in the section on Core Subjects; and

1. It should be noted that, with the exception of the Languages, the choice of electives does not restrict a student’s VCE options.

For example, a student does not need to have studied Year 9 or 10 Commerce in order to study VCE Economics. However, it is sensible for students to give these subjects a try at some stage through Years 9 & 10 if they are interested in pursuing that field of study in later years.

• any two of the subjects in the above list of Elective Subjects.

• Students are not required to select their Year 10 electives until Term 3 of Year 9. With the exception of a Second Language, these electives do not need to be the same ones studied in Year 9.

The electives include • Computing, which teaches students programming for making games, websites and electronics; • Art, which focuses on painting, ceramics and sculpture, as well as art history and appreciation;

• An additional Second Language is offered. Camberwell Grammar School has high numbers of students studying a Language at VCE and we encourage students to consider this option.

2. Students who are very recent arrivals to Australia may apply to study English as an Additional Language as their Language. They should discuss this with the Mr Daniel, the Head of English as an Additional Language, to see if this is suitable.

Detailed information about every subject is given later in this booklet.

• Visual Communication Design, which involves a range of drawing and design skills; • Drama, with acting, drama theory and stagecraft; • Music, which can be studied as a subject in addition to the normal private music lessons;

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Year 10 - Preparing for VCE CORE SUBJECTS

ACCELERATED LEARNING IN YEAR 10

Year 10 students are required to continue with their study of their core subjects as shown in Diagram 2. This provides for the greatest possible choice at VCE level, and gives students a solid base for their future studies, as well as giving them skills and knowledge that they can use in later life.

For some Year 10 students, it may be possible to study a VCE subject whilst in Year 10. However, this can create additional challenges for students and they will need to meet particular requirements to ensure that this acceleration will be a positive and successful option for them.

Note that English in Year 10 prepares students for English/EAL, English Language and Literature at VCE. In Mathematics some very able students will have the opportunity to study VCE Mathematical Methods at Year 10 (also on offer in Year 11). Students should note that their Mathematics pathway through VCE starts with their performance in Year 10.

Students will continue their semester-length study of History and Geography, as in Year 9, as well as Physical Education, Personal Education and at least one Second Language.

ELECTIVE SUBJECTS As in Year 9, students in Year 10 can choose any two of the Elective Subjects shown in Diagram 3. Each elective lasts for the whole year.

The electives do not need to be the same ones as a student chose in Year 9; indeed, it is often sensible for a student to try out new subjects at Year 10 before committing himself in Year 11.

THINKING AHEAD TO YEAR 11 In Term 3 of Year 10, students will begin to choose their programme of study for the VCE, and some of them may choose to take on a Unit 3/4 subject as part of their Year 11 Programme. This can be a good option, as it can provide students with an additional Year 12 subject in their portfolio, and give them a taste of Year 12 study. However, it can also pose some risks, including a tendency to neglect other Year 11 subjects in favour of their Year 12 choice. Students will receive counselling and advice about this choice and the process of making it later in the year from a range of people including Heads of House, subject teachers, the Careers Counsellor and VCE staff. There will be ample time to make wise decisions about the best course of study available to them in their final two years of schooling.

A LIST OF CURRENT REQUIREMENTS FOR YEAR 11 AND 12 SUBJECTS IS NOTED BELOW. Year 11 Subject

Prerequisite

English Literature

B or higher in English

Chinese First Language

C+ or higher in Chinese

Chinese Second Language

C+ or higher in Chinese

Chinese Second Language (Advanced)

Unit 3/4 Subject in Year 11

Prerequisite

Accounting

Average C+ in Year 10 and B in Commerce or English

Geography

Average C+ in Year 10 and B in Geography

Global Politics

Average C+ in Year 10 and B in History

Chinese First Language

Average C+ for Year 10 and B in Chinese First Language Units 1 & 2 Average C+ for Year 10 and B in Chinese Second Language Units 1 & 2

C+ or higher in Chinese

Chinese Language, Culture and Society

C+ or higher in Chinese

French

C+ or higher in French

Indonesian Second Language

C+ or higher in Indonesian

Latin

C+ or higher in Latin

Chinese Second Language (& Advanced)*

Mathematical Methods

C+ or higher for Year 10 Mathematics

Biology

Average C+ in Year 10 and B in Science

Specialist Mathematics

B+ or higher for Year 10 Mathematics

Further Mathematics

Average C+ in Year 10 and B+ in Year 10 Mathematics

Chemistry

D or higher in Year 10 Science

Mathematical Methods

Maths Methods Units 1 & 2

Physics

D or higher in Year 10 Science Software Development

Year 10 Teacher recommendation and preparatory work over the summer vacation

* Chinese Language classes may also have additional requirements from the VCAA. Please discuss these with your Chinese Teacher.

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BYOD LAPTOP PROGRAMME Camberwell Grammar School has a long history of innovation in the adoption of new technologies to support student learning. In a world where technology is ubiquitous, the development of our students’ digital literacy skills is an important priority. CGS places high value on the development of these skills, supporting our students to utilise new technologies for information discovery, transfer, analysis, review, creation and communication.

Significant investment has been made in infrastructure to provide campus wide Wi-Fi and technology rich experiences supporting learning goals. Our BYOD (Bring your own device) programme enables families to purchase laptops through a school portal, or alternatively, make the decision to purchase a computer from a supplier of their choice.

FOR FURTHER INFORMATION REGARDING THE LAPTOP PROGRAMME PLEASE CONTACT

Details of the CGS Laptop Programme, including models at varying price points with insurance options, costing and software arrangements will be made available in Term 4.

Mrs. Jenny Luca Head of ICT Innovation and Learning.

Ph: 9835 1766 Email: jal@cgs.vic.edu.au

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ENGLISH The aim of English is to broaden and enrich language skills and prepare students for the future, both in their formal studies and as responsible members of the community.

Continuity in the curriculum arises from the fact that all activities focus on the development of the four areas of language use: reading, writing, speaking and listening.

The curriculum is designed to prepare students for the VCE. SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

Year 11

Year 12 English 3 & 4

English 7

English 9

English 10

English as an Additional Language 9

English as an Additional Language 10

English/EAL 1 & 2

English as an Additional Language 3 & 4

English Language 1&2

English Language 3&4

Literature 1 & 2

Literature 3 & 4

English 8

INFORMATION TECHNOLOGY

ASSESSMENT

Computers may be used in class as a part of oral presentations, or to convey and present information and to research the tasks being undertaken by students.

Students complete a range of formative tasks that develop knowledge and skills throughout the year. Common summative tasks are set for all students in the year level in each unit of study. The final examination will be a test of the skills developed throughout the year in terms of analytical responses to text study and explorations of the use of persuasive language when expressing a point of view.

Year 9 English In Semester 1 all students will examine modern classic literature, including Of Mice and Men and a study of teacher selected text.

Students will also produce a range of written pieces, such as a creative short story. Skills in oral communication will be developed through impromptu and prepared speeches to the class.

In Semester 2 students will complete literature studies of texts such as Romeo and Juliet. The study of persuasive language is undertaken through the examination of written, visual and aural language used in advertising. Students will consider the changes

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required in language use as context, purpose and audience shifts.

Other tasks include reflective commentaries, feature articles and analytical text response essays. Oral skills are developed through class participation and the delivery of persuasive and informative speeches. A wide reading program is promoted in each class throughout the year. There is an examination in each semester that targets the key skills covered in the course.

Year 10 English In Semester 1 all students will study and complete an analytical response to Macbeth. Further promotion of the skills associated with reading and creating are fostered through the creative response to the same text. Students will also complete an investigation of how language and argument is used in persuasive writing.

Throughout the year students will continue to develop their writing skills, focusing on argumentative, imaginative and text-based writing.

In Semester 2 students will engage in comparing and contrasting the ideas, issues and themes presented in two texts. The study

FOR FURTHER INFORMATION PLEASE CONTACT

of texts throughout the year are aligned to the skills required in responding in VCE English. Students will continue the study of language and argument use in persuasive writing, including through the presentation of a speech to the class that expresses a point of view on a contemporary social issue. There is an examination in each semester that targets the key skills covered in the course.

Mr Rick Mason Head of English Ph: 9835 1777 Email: rgm@cgs.vic.edu.au

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English as an Additional Language The English as an Additional Language curriculum aims to develop students’ competence in four main areas: • control over the grammatical features of English (grammatical competence) • an ability to use and understand English in a variety of situations (socio-linguistic competence)

The English as an Additional Language course is suitable for students whose first language is not English, and who have considerable difficulty with written or spoken English. Please contact Mr Daniel to discuss whether this course is suitable for your son. Entry into VCE English as an Additional Language is dependant on years of residence in English-speaking countries and of receiving instruction in Englishmedium schools.

• an ability to compensate for a breakdown in communication (strategic competence) • an ability to produce and understand a variety of texts (discourse competence)

Year 9 English as an Additional Language VOCABULARY AND IDIOMS

LISTENING

Students learn the relevant vocabulary and idioms as specified in the designated units. Students are encouraged to write the translation in their own language to assist in understanding and internalising the language.

Students listen to specially recorded tapes that provide a range of listening experiences including talks by native speakers, songs, radio programmes, statements, poems, weather forecasts, and group discussions.

READING

WRITING

Students read a range of materials including material specially written for the course; articles from a range of magazines and newspapers, including biographies, problem pages and travel features; extracts from books, fiction and non-fiction.

As well as completing weekly exercises students will write for a range of purposes in a range of styles including: descriptive, narrative, form filling, sending a fax, writing an informal letter and producing a poster.

SPEAKING Students take part in a range of activities including: discussions, conducting surveys, arranging meetings, exchanging specific information, giving a talk to a group, role play, quizzes, and telling stories.

Year 10 English as an Additional Language The students are to become familiar with the fundamentals of English grammar, the reading, writing, speaking listening and vocabulary and idioms as detailed in the New Headway English Course, Upper Intermediate: Semester 1: Units 1 – 6; Semester 2: Units 7 – 12.

SPEAKING

VOCABULARY AND IDIOMS

LISTENING

Students learn the relevant vocabulary and idioms as specified in the designated units. Students are encouraged to write the translation in their own language to assist in understanding and internalising the language.

Students listen to specially recorded tapes that provide a range of listening experiences including talks by native speakers, songs, radio programmes, statements, poems, weather forecasts, and group discussions.

READING Students read a range of materials including material specially written for the course; articles from a range of magazines and newspapers, including biographies, problem pages and travel features; extracts from books, fiction and non-fiction.

FOR FURTHER INFORMATION PLEASE CONTACT

Students take part in a range of activities including: discussions, conducting surveys, arranging meetings, exchanging specific information, giving a talk to a group, role play, quizzes, and telling stories.

WRITING As well as completing weekly exercises, students write for a range of purposes in a range of styles including: descriptive, narrative, form filling, sending a fax, writing an informal letter and producing a poster.

Mr Michael Daniel Head of English as an Additional Language Ph: 9835 1777 Email: med@cgs.vic.edu.au

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THE ARTS Camberwell Grammar School is proud of its long and distinguished history of providing quality arts education for boys. The School offers subjects in both Visual and Performing Arts including Art, Music, Visual Communication & Design (VCD), and Drama, and offers the opportunity to participate in many arts activities outside normal class time. Please note that a student does not need to study Music or Drama to be a member of a school orchestra or band, or perform in school plays.

Arts subjects promote the development of creativity in students. They encourage self-expression, and involve students in introspection as well as engagement with the wider artistic world. Students explore different media, composition and collaboration within their chosen discipline.

Arts study is elective at Years 9 and 10, but is a valuable part of a balanced course of study.

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Students study Art, Music and/or Drama

Students study Art, and choose two Performing Arts electives from Music (Instrumental), Music (Technology), Film, Drama, Robotics and Visual Communication Design

Students may select Art, Visual Communication Design, Music and Drama

Students may select Art, Visual Communication Design, Music and Drama

VCE: Students may select Art, Studio Arts, Visual Communication Design, Music and Theatre Studies

VCE: Students may select Art, Studio Arts, Visual Communication Design, Music and Theatre Studies

Year 8

Year 9

Year 10

Year 11

Year 12

Art 1&2

Art 3&4

Studio Arts 1&2

Studio Arts 3&4

Art SUBJECT STRUCTURE Year 7

Art 7

Art 8

Art 9

Art 10

INFORMATION TECHNOLOGY

ASSESSMENT

ICT plays an important role in the areas of Art research and documentation. Students use digital cameras, scanners, overhead projectors, computers and mobile devices to source and generate imagery, archive their own work and aid in reflective annotation.

Students are assessed on their ability in creating and making artwork in a range of two and three-dimensional materials. Assessment considers the development of ideas in the Visual Diary and the resolution of work in the Folio. Exploring and responding to theoretical components of the course includes research, analysis and effective use of art language based on the art elements and design principles.

There are a minimum of five theory tasks per Semester and an end of year examination.

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Year 9 Art The aim of Art at Year 9 is to broaden and enrich visual art skills through comprehensive and sustained involvement in a variety of visual art experiences, as well as preparing students for the study of Art at higher levels. All units focus on developing creative and analytical skills through the areas of ‘Creating and Making’ and ‘Exploring and Responding’.

and cartoons characters as subject matter or any contemporary personality. They use ICT to transfer their composition onto a large canvas and employ the painting and print making techniques of Warhol and Lichtenstein to complete their painting.

CREATING AND MAKING: This dimension focuses on the exploration of ideas, skills, techniques and processes using a range of media, materials and techniques with an emphasis on painting, drawing and three-dimensional media. Creating and making art works involve imagination, experimentation, planning, reflection and refinement.

Drawing plays an essential role throughout all aspects of the Art programme. Students must represent their ideas, undertake preliminary sketches and generate design alternatives for all tasks.

EXPLORING AND RESPONDING: This dimension involves analysing and developing understandings about one’s own and other people’s work from different formal, historical and cultural contexts and expressing personal interpretations and informed judgments about works of art.

DRAWING

Additionally, on a weekly basis, students have the opportunity to draw, using a range of media such as pencil, charcoal, markers, pastels and paint from observation. The key skills of line, shape, perspective and form are emphasized as well as students developing their own personal style.

THREE – DIMENSIONAL

Areas of study:

CERAMICS

TWO – DIMENSIONAL

Students explore the theme “Botanical”. They record their observations of nature in the school grounds, complete still life drawings of botanical arrangements and reflect on organic colours, textures, shapes and forms. Students generate a series of watercoloured and acrylic paintings and rendered pieces prior to producing a ceramic tile focusing on negative and positive shape. Students discuss the properties of clay and employ techniques of cutting, joining and glazing.

PAINTING SKATEBOARD DECK Students are introduced to the concept of Appropriation in Art. Through research into how a range of artists have applied appropriation and using different styles to communicate meanings and messages, students select, combine and manipulate images to generate their own appropriated design.

Through exploration and experimentation of a range of technical and design considerations, students purposefully select art elements and design principles and compositional devices to paint and glaze their deck.

HEROES AND VILLAINS ON CANVAS Through exposure to the cultural context and stylistic qualities of Pop Art, students compose an image with accompanying text to visually reflect the theme Heroes and Villains. Students may use comic

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SCULPTURE In this unit students develop personal points of view and informed opinions about art ideas and issues related to Public Art. They participate in a full day excursion exploring Public Art in the City of Melbourne and begin to formulate understandings of site specific and materials considerations. Students generate a series of design alternatives for a Public Art piece and use construction media to create a small Marquette of their chosen design.

Year 10 Art CREATING AND MAKING This area is primarily the practical component of Year 10 Art, where there is a focus on ideas, response to influences, material exploration, skill development and understanding of processes to successfully make Art. Creating and making art works involves imagination, experimentation, planning, reflection and refinement.

EXPLORING AND RESPONDING: The processes of exploring and responding to Art and artists from different historical and cultural contexts is continued from Year 9 Art, but specifically through topics that are explored in Creating and Making. A personal response and effective expression is encouraged through processes of researching, responding, evaluating and developing effective art language.

AREAS OF STUDY PAINTING AND COLOUR

CERAMICS AND SCULPTURE These art forms are used to enable students to develop confidence and motivation to explore and understand a range of ceramic materials, equipment and ideas. Early Melbourne architecture is studied to understand the link with Classical Greek and Roman influences. Ideas are developed through observational drawing and research that are then made in clay. Historical research of both Melbourne buildings and Greek and Roman influences make up the theoretical components of the study.

STILL LIFE DRAWING AND PAINTING - IDEAS AND MEANING ABOUT ‘SELF’ Vanitas, a genre of still-life painting that flourished in the Netherlands in the early 17th century is used as inspiration by the students to develop ideas and meaning about ‘Self’. This is achieved through the selection of objects that contain personal symbols, metaphors and meaning. Students complete a series of detailed, tonal renderings and paintings to demonstrate their compositional understanding and that acknowledge the stylistic influence of Vanitas.

Students work through a range of colour mixing and painting workshops to explore the science and expressive qualities of paint. They are exposed to artists and artworks from the Impressionism art movement in both practical and theoretical studies. Through research, students generate alternative designs reflecting stylistic and compositional considerations; culminating in a completed painting on canvas.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr David Williamson Head of Arts Ph: 9835 1777 Email: djw@cgs.vic.edu.au

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Visual Communication Design The aim of this subject is to help students develop an understanding of, and an appreciation for, the ways in which visual means can be used to communicate information and ideas.

SUBJECT STRUCTURE Year 9

Year 10

Year 11

Year 12

Visual Communication Design 9

Visual Communication Design 10

Visual Communication Design 1 & 2

Visual Communication Design 3 & 4

There are no prerequisites for Visual Communication in Year 9 and Year 10.

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ASSESSMENT

EXPLORING AND RESPONDING

For creative tasks, students are assessed on their ability to effectively apply the design process to meet a required communication need.

Students are taught how to use the Design Process to research information, generate ideas, develop and refine concepts and create final presentations that appropriately respond to specific communication needs. Students explore the use of design elements and design principles to effectively communicate information and ideas. Students analyse and respond to the work of others, interpret visual communications within different contexts while developing an understanding of their own work.

This includes: • Understanding the requirements of a Brief • Research - for information and inspiration • Generating ideas • Developing and refining concepts • Producing final presentations

COURSE OUTLINE - YEAR 9

The assessment of skill based tasks is determined by the student’s ability to apply production skills and theoretical concepts to their work. Areas of production include freehand visualisation drawing, technical drawing, rendering, collage, printing and use of information communication technology (ICT).

Term 1: What is Visual Communication?

Exploring the Design Elements (Illustrator) Perspective Drawing (Photoshop)

INFORMATION TECHNOLOGY A notebook computer with the current Adobe CC software is required. Students use Adobe Illustrator, Photoshop, InDesign and SketchUp to generate and manipulate digital images and create final presentations. Students learn how to use the school’s photocopying, scanning and printing services.

Term 2: Two-dimensional and three-dimensional drawing The Design Process - Product Design (SketchUp) Term 3: Technical Drawing Term 4: Creative Illustration (Illustrator) Examination

COURSE OUTLINE - YEAR 9 Term 1: Colour theory (Photoshop)

CREATING AND MAKING

Term 2: Typography (Illustrator)

Students are introduced to a variety of production methods, including drawing, photocopying, scanning, computer aided drawing and design, and printing. Drawing includes freehand and the use of technical drawing instruments to generate observation, visualisation and presentation drawings in two-dimensional and three-dimensional formats. Students use these skills through various stages of the design process and in the production of final presentations.

Term 3: Rendering (Photoshop) Design Process - Environmental Design (SketchUp)

FOR FURTHER INFORMATION PLEASE CONTACT

Term 4: Paraline and Perspective Drawing, Examination

Mr Simon Barry Co-ordinator Visual Communication Design Ph: 9835 1777 Email: sdb@cgs.vic.edu.au

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Drama Drama makes a distinct and unique contribution to each young person’s ability to perceive, imagine, create, think, feel, symbolise, communicate, understand and become confident and creative individuals. Continuity in the curriculum arises from the fact that all activities focus on the process to performance: plan, create, perform and reflect.

The curriculum is designed to prepare students for the VCE Theatre Studies course.

SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Drama 7

Performing Arts elective: Drama 8

Drama 9

Drama 10

Theatre Studies 1&2

Theatre Studies 3&4

ASSESSMENT Assessment for the subject is based on completion of all performed and written tasks. Students are assessed on rehearsal participation, solo and group performances, written analysis and evaluation tasks.

Year 9 Drama In Semester 1 students develop their ability to communicate various performance skills and techniques, including voice, movement and improvisational skills, as well as producing dramas and in different performance styles. Students explore mask work through the traditions of Commedia dell’Arte and Trestle Theatre Company, and Folk Performance through Mumming Plays and Morris Dancing.

In Semester 2 students are involved in both acting and design roles in the development of two scripted productions to an audience. The learning of lines to deadlines is a core practical activity. The first study is Comic Realism and the second is Contemporary Realism.

Students’ writing skills will be developed through the year, with emphasis placed on Drama and Theatre language and terminology.

Types include reflective, analytical, and evaluative, as well as written responses to their own and others’ performances.

Reflective reading of scripts and sections of textbooks occurs throughout the course and alongside various research tasks.

Students will also attend a professional live performance at a local theatre and write a review of the production, as well as attending all school plays.

Communication skills are developed concurrently throughout the course with the delivery of workshops where students are given the opportunity to develop their collaborative skills and extend their vocal and physical range. This process introduces students to the skills they will be required to develop and present in their performances in Year 10.

Year 10 Drama In Semester 1 students will study Melodrama and Elizabethan Theatre. Students will be involved in both acting and design roles including set, costume, sound, lighting, props, stage management, direction, multi-media and publicity. Through this semester, students will have the opportunity to explore these theatrical traditions in workshops and performance. Students will document the three stages of production: planning, development, and presentation. There will also be a visit to a professional theatre and students write a review on this production, as well as attending the Senior School Play.

In Semester 2 all students will work collaboratively as actors developing and exploring non-naturalistic performance. They will study Epic Theatre and the work of Brecht, followed by Physical Theatre and the work of Berkoff. Students work in groups and will

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develop two performance pieces for an audience. Students also visit a second professional production and write a review, as well as attending the Middle School Play.

Throughout the year students will continue to develop and practise their writing skills, focusing on reflective, analytical and evaluative writing. Students are required to maintain an ongoing drama journal to develop their drama and theatre language and terminology. While students extend their vocal and physical range through workshops and performances, they will also deliver a range of oral presentations, including presentations and analysis of plays, playwrights, contexts and stagecraft.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Andrew Stocker Head of Drama Ph: 9835 1777 Email: ads@cgs.vic.edu.au

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Music The course aims to encourage students to enrich their knowledge, practice and enjoyment of a wide range of music and to lay a solid music foundation.

It is expected that students would be already learning an instrument (which may include voice) or would begin formal lessons with a specialist teacher when enrolling for this subject in Senior School.

SUBJECT STRUCTURE Year 7

Instrumental Music Technology 7

Year 8

Music Electives 8: Ensemble Composition Recording

Year 9

Music 9 Music Styles Composition Performance Recording Aural Theory

Year 10

Year 11

VCE Music Performance 1 & 2

VCE Music Performance 1 & 2

VET Music Industry Certificate III in Music

VCE Music Performance 3 & 4

Year 12

VCE Music Performance 3 & 4

VET Music Industry Certificate III in Music

INFORMATION TECHNOLOGY

ASSESSMENT

Students use the Music Laboratory (or their own laptop computers) for developing aural and theory skills and for composing their own music in a variety of styles. In Year 10 and beyond, students use their own computers loaded with Specialist software such as the music notation program Sibelius, Aural and Theory programs Auralia/ Musition and various recording programs such as Pro Tools or Logic Pro to complete the composition tasks.

Students submit a range of analysis and creative tasks, which include essays, analytical assignments, critical responses to music, oral presentations, compositions and examinations. These are most often delivered via Schoology or the Auralia/Musition Cloud Software or are hand-written in the case of examinations or VCE SAC preparation.

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Year 9 Music HISTORY

MUSIC LABORATORY

The history component consists of studies of the Mediaeval, Renaissance, Baroque and Modern periods, and includes listening to important works and developing skills in analysis. A key feature of this course is to study and attend a musical theatre performance in Semester 2.

Students work in the Music Laboratory using computers, software and recording technology to explore their creativity in composing and arranging, to acquire skills in music theory, to improve aural comprehension skills and to grow in understanding of the development of music in society throughout history. The Music Laboratory consists of computers loaded with the notation programme Sibelius, the recording programme Pro Tools, Musition which aids the development of theory skills and Auralia which aids the development of aural skills. This software can be loaded onto a notebook computer for use at school and at home.

PERFORMANCE Students have the opportunity to perform, both individually and in ensemble, in class and at the Instrumental Concerts organised by the Music Department. The course provides a foundation for further study at VCE level. As singing is such an important component of musical development, students are encouraged to join the School Choir and participate in major performances.

Year 10 Music In Year 10, students may either study VCE Music Performance Units 1 & 2 in preparation for completion of Units 3 & 4 in Year 11 OR Students can enter Certificate III in Music Industry, which is a VET course that they undertake over two years. This course is designed to engage students in the practical areas of music performance, recording, electronic music production, song writing and simple band arrangement.

VCE MUSIC PERFORMANCE 1 & 2 The focus is on developing skills in solo practical music and performance, leading on to Units 3 and 4. Students study performance and performing and develop skills in aural comprehension.

Students need to select an instrument for study and engage in individual lessons with a specialist teacher. The choice of solo works will be at the discretion of the teacher. A section of the course is devoted to the study of Music Theory and Aural Training, and there is also a history component consisting of a detailed study of the Classical and Romantic periods. This includes listening to and analysing major works and composing short pieces in the style of these two periods, amongst others.

PERFORMANCE SKILL DEVELOPMENT This area of study includes technical work along with the performance of a prepared program, the length of which will be determined during the year.

MUSIC CRAFT The minimum theory requirement at this level is Grade 2 AMEB, and students should be working at or equivalent to AMEB Grade 5 or above on their instrument. Class work includes the aural study of scales, chords, intervals and rhythm and melody.

ORGANISATION OF SOUND This area includes a study of the language and form of the works being prepared for performance, including the elements of music.

Background of Musical Works: Here the students study the composers of relevant works and the form and structure of the work.

This includes an analysis of themes, chord progressions and rhythms.

CERTIFICATE III IN MUSIC (VET) Certificate III in Music Industry provides students with the opportunity to apply a broad range of knowledge and skills in varied work contexts in the music industry. Units 1 and 2 include composing and recording electronic music, preparing and arranging music for a live performance and developing skills in audio engineering. Units 3 and 4 focus on composition and song writing, critical analysis of recorded work, notation and transcription of music and production of a music demo.

This course is unscored, however successful completion of the VET Certificate III in Music Production is taken into account when determining their exit score.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr David Byrne Assistant to Director of Music Ph: 9835 1777 Email: djb@cgs.vic.edu.au

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BUSINESS STUDIES Commerce is an integral part of modern society. It is also an inescapable and complex part of the everyday life of its participants. An understanding of commerce enhances both the quality of participation by individuals and the sound operation of commercial society as a whole.

Commerce aims to equip students with the knowledge and skills necessary to cope and engage with key areas of commercial life.

Specifically these revolve around three sets of assessment criteria: organisational / learning, knowledge and subject specific such as financial literacy and use of technology. The Curriculum focuses on key learning areas of civics and citizenship education, the legal framework and the operation of the economic and financial system, including Accounting and savings and investment.

It is not necessary for a student to have completed the Year 9 course before attempting the subject in Year 10. At one level the curriculum is self-contained in that many of the offerings provide knowledge and skills relevant to the current and future commercial activities in which all students will be engaged. However, the course (Yr 10 in particular) also endeavours to provide a preview of the three commercial subjects offered in the VCE - Accounting, Economics and Legal Studies although Commerce is not a pre-requisite to study these subjects.

SUBJECT STRUCTURE Year 9

Year 10

Commerce 9

Commerce 10

Year 11

Year 12

Economics 1 & 2

Economics 3 & 4

Legal Studies 1 &2

Legal Studies 3 & 4

Accounting 1 & 2 Accounting 3 & 4

INFORMATION TECHNOLOGY A notebook computer is a required item for the study of Commerce.

The use of a personal on-line learning environment is essential for developing an understanding and appreciation of the modern commercial corporate environment. In addition, a personal notebook computer affords timely and effective access to the Microsoft Office productivity tools, CD-ROMS and a variety of other software packages.

All Units develop research and organisational skills and involve manipulation, analysis and interpretation of data. Problem solving activities, class presentations and Internet research are an integral

Accounting 3 & 4

part of each unit. Report writing and presentation skills as well as some spread sheet development are enhanced through the use of the Notebook computer.

ASSESSMENT Students are assessed on their performance in class tests and research assignments. These assessment pieces are Common Tasks across the cohort and test the main skills and content required in each Unit. A formal examination is sat at the end of Semester 1 and a final examination at the end of the year.

Year 9 Commerce The following areas are studied:

• Civics, Politics and Government

• Money, Banking and Credit

• Marketing

• Economics

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Year 10 Commerce The following areas are studied: • The Australian Economy • Introduction to Accounting • The Australian Legal System

Much of the Commerce curriculum has been written around the use of the School’s on-line environment and consequently productive learning is dependant, at all times, on a fully functioning, networkready computer. The maintenance of this environment is the responsibility of the student.

• The Australian Taxation System • Savings and Investment • Contracts, Consumers and the Law

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Andrew Warne Head of Commerce Ph: 9835 1777 Email: ajw@cgs.vic.edu.au

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COMPUTING Computing teaches students how to make games, websites, apps and electronics such as interactive light displays and robots. Learning how to code and program is a useful skill in technical professions like engineering or scientific research and as a software developer.

The specific set of programming languages and technologies for each topic is described below.

SUBJECT STRUCTURE Year 7

IT 7

Year 8

Robotics 8 (elective)

Year 9

Year 10

Year 11 Applied Computing 1 & 2

Computing

Computing

Year 12

Software Development 3 & 4

CISCO Networking 3&4

ASSESSMENT Students are assessed on the practical projects they create such as a website, game, app or piece of electronics. There are also tests on theory knowledge and an examination at the end of each semester.

Year 9 Computing In this subject, students are introduced to text-based programming in a number of languages and gain a broad exposure to four practical areas to apply this knowledge.

THE FOUR UNITS STUDIED ARE • Web Development (HTML, CSS and Javascript) • Game Development (Unity and C#) • Electronics (Arduino Uno and C) • App Development and Applications of AI (Thunkable)

Year 10 Computing In this subject, students become more adept at using advanced syntax and structures in their code, and extend the applications of their knowledge to new areas such as Virtual Reality games and Artificial Intelligence (Machine Learning).

THE FOUR UNITS STUDIED ARE • Advanced Web Development (HTML, CSS and Javascript) • Game Development for Virtual Reality (Unity and C#) • Product Design and Electronics (3D printing, Arduino Nano and C) • Introduction to Machine Learning (Python and Google Colaboratory)

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FOR FURTHER INFORMATION PLEASE CONTACT

Mr Andrew Worsnop Co-ordinator of Computing Ph: 9835 1777 Email: apw@cgs.vic.edu.au

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GEOGRAPHY Geography is studied for a single semester at each of Years 9 and 10, and involves the study of physical and human environments from a spatial perspective. It provides students with the knowledge and skills to observe and describe places on the surface of the earth and to analyse and provide explanations from a spatial perspective of human and physical phenomena and their complex interactions. Each student’s evolving understanding of his world provides a basis for evaluating strategies for the sustainable use of the world’s resources.

The dimensions of this study include incorporating geospatial skills and applying the Geographic inquiry method of analysis.

Students are encouraged to ask geographical questions and follow an inquiry based approach which incorporates identification,

observation, description, analysis, explanation, synthesis and evaluation. Students also utilise various computer software applications to collect, process and present data.

SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

Year 11 Geography 1&2

Geography 7

Geography 8

Geography 9

Geography 10 Geography 3&4

Year 12

Geography 3&4

INFORMATION TECHNOLOGY

ASSESSMENT

Notebook Computers are used in class to access the internet for research based inquiry, for the use of software such as Google Earth, Gapminder and in the construction of Powerpoint and multimedia presentations.

Students are assessed on their performance across a variety of criteria including understanding and application of spatial concepts, fieldwork, theory based assessment and research assignments.

Fieldwork is conducted in the Rivers Unit in Year 9 and the Urban Planning Unit in Year 10. At the end of each Semester, students will sit an examination covering both units studied.

Year 9 Geography Student activities throughout the semester are designed to either assist their learning (formative activities) or to assess their achievement at a given point in time (summative activities). These Assessment Tasks contribute directly to the student’s semester achievement as indicated in their semester report.

The Main Biomes unit focuses on investigating the location and role of terrestrial biomes. These distinctive biomes are investigated using studies drawn from Australia and across the world, as outlined under the Australian Curriculum.

The content of this year level is organised into four strands: Geographical Knowledge and Skills, Geographical Inquiry, Tests and a Final Examination.

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ASSESSMENT GEOGRAPHICAL KNOWLEDGE AND SKILLS This criteria assess a student’s understanding of key Geographic terminology and definitions as well as recall of facts and figures taught throughout the course.

Summative tasks: • Knowledge and Skills • Schoology quizzes

GEOGRAPHICAL INQUIRY

UNIT TEST

This criteria assess a student’s understanding and application of fundamental Geographic concepts and the ability to analyse and interpret various forms of data presentation methods.

This criteria takes the form of a test from the Biomes Unit of work.

Summative tasks: • Biomes Test

Summative tasks: • Biomes fieldwork

WRITTEN EXAMINATION

• Classwork

The Final Written Examination combines Knowledge, Understanding, Inquiry and Skills from the Biomes Unit.

Summative task: • Final written Examination

Year 10 Geography Student activities throughout the semester are designed to either assist their learning (formative activities) or to assess their achievement at a given point in time (summative activities). These Assessment Tasks contribute directly to the student’s semester achievement as indicated in their semester report.

The unit, Environmental change and management, focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental world views – including those of Aboriginal and Torres Strait Islander Peoples – that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human–environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.

Wellbeing is infused within this curriculum, designed to help assess and evaluate socio-economic responses to environmental change.

The content of this year level is organised into four strands: Geographical Knowledge and Skills, Geographical Inquiry, Tests and a Final Examination.

ASSESSMENT GEOGRAPHICAL KNOWLEDGE AND SKILLS This criteria assess a student’s understanding of key Geographic terminology and definitions as well as recall of facts and figures taught throughout the course.

Summative tasks: • Knowledge and Skills Schoology quizzes GEOGRAPHICAL INQUIRY This criteria assess a student’s understanding and application of fundamental Geographic concepts and the ability to analyse and interpret various forms of data presentation methods.

Summative tasks: • CGS environmental change fieldwork • Classwork UNIT TEST This criteria takes the form of a test from the Environmental Change Unit of work.

Summative tasks: • Environmental Change Test WRITTEN EXAMINATION The Final Written Examination combines Knowledge, Understanding, Inquiry and Skills from the Environmental Change Unit.

Summative task: • Final written Examination

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Tim Cross Head of Geography Ph: 9835 1777 Email: tjc@cgs.vic.edu.au

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HISTORY History is studied for a single semester at each of Years 9 and 10 as part of the Australian Curriculum. The study of History develops particular historical understanding – key concepts and skills that are fundamental to the everyday lives of students. These include skills in analysing and evaluating a range of primary and secondary sources such as artefacts, written documents, graphics, film, Internet and media. Students learn that there are many different perspectives on events and that explanations are often incomplete and contested. They develop skills in critical inquiry: framing questions, organising inquiries, identifying the origins of sources, identifying values and beliefs underpinning them and using the language of history. They demonstrate their understanding in a variety of forms such as timelines, oral presentations, narratives, multimedia presentations and formal essays.

SUBJECT STRUCTURE

Year 7

History 7

Year 8

History 8

Year 9

History 9

Year 10

Year 11

Year 12

History 1&2

History: Revolutions 3&4

Global Politics 3&4

Global Politics 3&4

History 10

INFORMATION TECHNOLOGY

ASSESSMENT

Students require access to devices each lesson for note-taking, preparing PowerPoint presentations for oral presentation, and for research.

Students are assessed in the three key skill areas of essay writing, historical research, and graphic and document analysis. Assessment tasks include research assignments, PowerPoint presentations, class essays, cartoon/graphic analysis tasks and class tests. A variety of assessment tasks is used as a basis for the awarding of grades for the two interim assessments made during each semester. At the end f the semester there is an examination.

Year 9 History The Year 9 Australian Curriculum History course, ‘The Making of the Modern World, 1750-1918’, covers one semester. The course comprises an Overview of the key world events between 1750 and 1918, plus a number of Depth Studies which focus on Australian history from European Settlement to 1918. The major Depth Studies are:

• British Settlement of Australia • The Convict Experience • Establishment of Port Phillip District and Impact on Aborigines • Gold and Eureka • Causes of World War 1 • Gallipoli and the ANZAC Legend

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Year 10 History The Year 10 Australian Curriculum History course, ‘Australia and The Modern World, 1918 to the present’, covers one semester. The course comprises an Overview of the key world events between 1918 and 2012, plus a number of Depth Studies, which focus on Australian history since the end of World War 1. The major Depth Studies are:

The core topics are: • The causes of World War 2 • The War in the Pacific • Migration after 1945 • The Vietnam War • Immigration and the Asylum-seeker Debates • Indigenous Land Rights, Reconciliation and the History Wars

FOR FURTHER INFORMATION PLEASE CONTACT

Dr Graham Morey-Nase Head of History Ph: 9835 1777 Email: gmn@cgs.vic.edu.au

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LANGUAGES Camberwell Grammar School places strong emphasis on the importance of learning languages. In an increasingly interconnected and globalised world, languages broaden students’ horizons and expose them to new ideas and cultures. Language learning helps make students aware of different cultures and how to engage with them, skills which will become increasingly important in the future.

COURSE STRUCTURE Year 7

Students study four languages for a semester each

Year 8

Students continue with two languages

Year 9

Students continue with at least one language

Year 10

Year 11

Year 12

Students continue with at least one language

VCE: language study is optional, but students can continue with any of the languages on offer

VCE: language study is optional, but students can continue with any of the languages on offer

Language and Culture Tours French, Latin and Chinese offer overseas tours to augment student learning. These are held in school holidays and are not compulsory, but do help students to see places they have been studying, and for

the modern languages to practise their language in a real setting. For more details please see the respective Head of the language.

Overseas Exchanges Students may wish to spend an extended time overseas on exchange. This will provide them with increased exposure to the target language in real-life situations, and is beneficial to a student’s

language skills. Ideally exchanges should be arranged to coincide with school holidays, to ensure other subjects do not suffer.

Other Languages In some cases students may wish to study a language not offered at Camberwell Grammar School. This may be a language that the student speaks at home, or has studied at another school. In these situations it may be possible to study the language through the Victorian School of Languages (VSL). Usually the student works by correspondence with a teacher at the VSL, who sends an amount of work to be done each week, and arranges a regular time to talk over the phone.

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Learning a language by correspondence with the VSL requires great determination and self-discipline from a student, as there is no regular class structure to support and encourage him. Typically the student will be given time to work on his language study in the library in place of a language elective.

Students who are interested in studying a language with the VSL should discuss the matter with the Head of Curriculum (Years 9 to 12).

Chinese SUBJECT STRUCTURE Year 7

Year 8

Beginners’ Chinese 7

Continuing Chinese 8

Year 9

Year 10 Continuing Chinese 10

Continuing Chinese 9 Intermediate Chinese 7

Intermediate Chinese 8

Pre-VCE Advanced Chinese 10

Year 11

Year 12

VCE Chinese (SL/SLA/CLCS) 1&2

VCE Chinese (SL/ SLA) 3 & 4 Advanced Chinese 7

Advanced Chinese 8

Advanced Chinese 9

• Beginners’/Continuing Chinese is recommended for students who have no home background in speaking Chinese • Intermediate Chinese is recommended for students who have learnt Chinese at primary school or have some exposure to Chinese at home • Advanced Chinese is recommended for students who have a home background in speaking Chinese and have also learnt Chinese at primary school or weekend community languages schools

VCE Chinese (SL/ SLA/ FL) 1&2

VCE Chinese (SL) 3&4 VCE Chinese (SLA) 3&4

Chinese (CLCS) 3&4

VCE Chinese (FL) 3&4

INFORMATION TECHNOLOGY Notebook computers may be used for internet searches relating to assignments and projects, operating interactive software programmes, drafting and presenting, and accessing some of the audio components of the prescribed Course Book.

ASSESSMENT Students are assessed on their performance in class tests that cover the four major skill areas of listening, speaking, reading and writing. There are tests of vocabulary, grammar, speaking (role play, reading aloud) written expression, reading comprehension, and listening comprehension. Research projects are also graded.

A minimum of three assessment tasks are used as a basis for the awarding of grades for the two interim assessments made during each semester. At the end of the second semester there is an end of year examination.

Year 9 Chinese Students build their Chinese language skills in listening, speaking, reading and writing by completing units of work in the textbook Chinese Made Easy 3.

Students increase their cultural knowledge and expand their vocabulary by studying materials on China and the Chinese- speaking world by completing cultural research projects.

LANGUAGE ELEMENTS Semester 1: Idioms and phrases; Informative writing style; persuasive writing style; Text-types, for example, speech, newspaper article.

Semester 2: Evaluative writing style; Imaginative writing style; Texttypes, for example, report, magazine article, story.

CULTURAL STUDIES One project per semester on: Chinese arts: Chinese calligraphy; Chinese painting; Peking Opera; Chinese art crafts: for example, kites, fans, and chopsticks; Chinese lifestyle: for example, leisure activities.

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Year 10 Chinese Students build their Chinese language skills in listening, speaking, reading and writing by completing units of work in the textbook Chinese Made Easy 4.

Students increase their cultural knowledge and expand their vocabulary by studying materials on China and the Chinese-speaking world by completing cultural research projects.

There will be four streams of VCE Chinese offered at the School in 2019, including a new VCE subject: Chinese Language, Culture and Society Units 1 &2. For Chinese SL & SLA, there will be a new Study Design Units 1 & 2, but Units 3 & 4 will remain the current Study Design.

CHINESE FIRST LANGUAGE (FL) Designed for students who have had more than seven years of education in a school where Chinese is the medium of instruction.

CHINESE SECOND LANGUAGE ADVANCED (SLA) No more than 7 years of education in a school where Chinese is the medium of instruction The highest level attained in a school where Chinese is the medium of instruction is no greater than the equivalent of Year 7 in a Victorian school.

CHINESE SECOND LANGUAGE (SL) No more than 12 months of education in a school where Chinese is the medium of instruction OR

CHINESE LANGUAGE, CULTURE AND SOCIETY (CLCS) No more than 6 months of education in a school where Chinese is the medium of instruction OR Less than 2 years (24 months) of residence in China, Taiwan, Hong Kong or Macau.

Notes: All applicants will be deemed to have commenced formal education by the end of their 5th year of age, regardless of the setting.

Application forms for second language study are available from the Student Services Office. Students in advanced classes will study Chinese SL/SLA/CLCS and Chinese First Language Units 1 & 2.

LANGUAGE ELEMENTS Semester 1: Complex sentence patterns; Different genres; Texttypes, for example, dialogue, role-play, news report.

Semester 2: Five different writing styles; Story-telling.

CULTURAL STUDIES One project per semester on: Current issues in China: for example, youth issue; one-child policy; Chinese history: for example, a famous emperor/empress; a famous Chinese person in the world today: for example, Yao Ming; Bruce Lee; Jackie Chan.

Less than 3 years (36 months) of residence in China, Taiwan, Hong Kong or Macau.

FOR FURTHER INFORMATION PLEASE CONTACT

Mr Wei Ha Head of Chinese Ph: 9835 1777 Email: wh@cgs.vic.edu.au

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French SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

French 7

French 8

French 9

French 10

Advanced French 7

Advanced French 8

Advanced French 9

Advanced French is taken by: (a) incoming Year 7 students with substantial experience of French in Primary School, (b) students who have been part of the Advanced class in their previous year of study, and (c) students who are transferred into Advanced French as a result of outstanding performance in their mainstream French studies at the school. Please contact the French staff to discuss suitability.

INFORMATION TECHNOLOGY Notebook computers may be used for Internet searches relating to assignments and projects, operating interactive software programmes, drafting and presenting, and accessing some of the audio components of the prescribed Course Book.

Advanced French 10

Year 11

Year 12

VCE French 1&2

VCE French 3&4

ASSESSMENT Students are assessed on their performances in class tests that cover the four major skill areas of listening, speaking, reading and writing.

There are tests of vocabulary, grammar, speaking, written expression, reading comprehension, and listening comprehension. Research projects are also graded. A minimum of three assessment tasks are used as a basis for the awarding of grades for the two interim assessments made during each semester. At the end of the second semester there is an end of year examination.

Year 9 French Students build their French language skills in listening, speaking, reading and writing by completing units of work in Tapis Volant 1.

LANGUAGE ELEMENTS Semester 1: Daily routines at school and at home, describing things around the house, expressing opinions, giving directions, reflexive verbs, the imperative, position and agreement of adjectives, adverbs, regular and irregular verbs in the present tense.

CULTURAL STUDIES Students increase their cultural background by studying materials on France and the French-speaking world in each chapter of the course book. Topics covered are: transport in France, homelessness in France, European money, ethnic diversity, racism and discrimination, festivals and celebrations in France, holidays and ecotourism.

Semester 2: Describing personalities and appearances, expressing feelings, leisure activities, festivals and celebrations, holiday plans, the weather, direct object pronouns, nationalities, immediate future tense/ le future proche, il faut + infinitive, avoir expressions.

Year 9 Advanced French Students build their French language skills in listening, speaking, reading and writing by completing units of work in Tapis Volant 2.

LANGUAGE ELEMENTS Semester 1: Revision of present, future and near future tenses, imperative forms, reflexive verbs, object pronouns, restrictive structures, vocabulary of household items and tasks, months and seasons, poetry study and recitation for the Alliance Française competition.

CULTURAL STUDIES & EXTENSION PROGRAMME One project per term from: French family life, holiday destinations and travel in France, popular leisure activities, famous French monuments.

Students read authentic tests in French according to their interests and level of competence. The library has a growing collection of texts ranging from simple readers to novels in French. Students keep a reading journal and make regular classroom presentations in French.

Semester 2: Negative and interrogative forms, past participle agreement, vocabulary of social and leisure activities, places in a town, shops and services, past time expressions, sequencing expressions: d’abord, puis, ensuite, après, finalement.

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Year 10 French Students build their French language skills in listening, speaking, reading and writing by completing units of work in Tapis Volant 2.

LANGUAGE ELEMENTS Semester 1: Negotiating, talking about yourself, future events, expressing probability, talking about past events, direct object pronouns, adverbs, review of regular and common irregular verbs, months and seasons, asking questions, past time expressions, the perfect tense/le passé composé with regular verbs, negative and interrogative forms in the perfect tense.

CULTURAL STUDIES Students increase their cultural background by studying materials on France and the French-speaking world in each chapter of the course. Topics covered are: popular leisure activities in France, technology and young people in France, souvenirs and tourist attractions in France, food in France, comic books, the Gauls, youth in France today.

Semester 2: Talking about recent social and leisure activities and saying whether or not they went well, narrating a series of events, buying food and drinks, prices and quanties, health and safety issues, the perfect tense/le passé composé with irregular verbs, using être and reflexive verbs, negation in the perfect tense, sequencing, the pronoun en, the imperfect tense, indirect object pronouns, and le future simple.

Year 10 Advanced French Students build their French language skills in listening, speaking, reading and writing by completing units of work from Tapis Volant 2.

LANGUAGE ELEMENTS Semester 1: Review and completion of the study of tenses and moods: present, imperfect, future, conditional, perfect, pluperfect, past historic, future perfect, conditional perfect, imperative, present and perfect subjunctive. Reflexive verbs, price and quantity expressions, the partitive article, the pronoun en, interrogative expressions, conjugation of irregular verbs pouvoir, vouloir, devoir, croire, connaître, se souvenir, se plaire, s’asseoir and a poetry study and recitation for the Alliance Française competition.

Semester 2: Constructing a narrative using a range of tenses, possessive and demonstrative adjectives, demonstrative pronouns, direct and indirect object pronouns in perfect tense structures, advice imperatives (il faut, tu dois…), use of (dé)plaire (à), manquer (à), the vocabulary of work and professions.

FOR FURTHER INFORMATION PLEASE CONTACT

CULTURAL STUDIES & EXTENSION PROGRAMME Students increase their cultural background by studying materials on France and the French-speaking world in each chapter of the course book and by completing cultural research projects. Topics covered are: French specialist food shops, malls and markets, fashion, the Gauls, the French media, life issues of young French people, the changing face of employment in France.

Students continue to read authentic tests in French according to their interests and level of competence. The library has a growing collection of texts ranging from simple readers to novels in French.

Students maintain a reading journal and make regular classroom presentations in French.

Elements of the DELF programme are regularly undertaken.

Ms Naomi Eckersley Head of French Ph: 9835 1777 Email: nme@cgs.vic.edu.au

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Indonesian The study of Indonesian provides students with the ability to understand and use a language that us spoken in the world’s 16th largest economy, and one of its fastest growing. Australia’s closest neighbour, Indonesia is the world’s 4th most populous country. Students are able to engage with Indonesian speaking communities in Australia and internationally in a variety of endeavours including business, tourism and education.

SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Indonesian 7

Indonesian 8

Indonesian 9

Indonesian 10

Indonesian 1&2

Indonesian 3&4

INFORMATION TECHNOLOGY

ASSESSMENT

Notebook computers are frequently used in class to access the Internet and Intranet for developing a cultural perspective, as well as for drafting written tasks, preparing slide shows and creating posters.

Students are assessed on their skills in listening, speaking, reading and writing, as well as cultural understanding.

Year 9 Indonesian The Indonesian taught in Year 9 is based on the Communicative Approach to language teaching. The course is topic based and follows the progression set out in the text: SAYA BISA 2, along with locally designed units. Over 5 periods a week, students study a range of topic based activities aimed at developing their competency in Indonesian reading, writing, listening and speaking, as well as promoting Indonesian and Intercultural awareness.

As part of our ongoing commitment to enriching our students’ cultural experiences, students participate in an outing to an Indonesian film screening and enjoy a meal at an Indonesian restaurant in Semester 2, and also participate in other in-school cultural activities such as guest speakers and incursions.

Topics include: • LENGAN SAYA SAKIT: School and holiday experiences of young people in Indonesia and Australia. Describing events using days, dates and times. Body, health, wellness and illness including talking about body parts and expressing how you feel. Learning about common illnesses in Indonesia and the Indonesian health system, including modern medical care and traditional health practices. Word order in noun phrases and the function of ber- and me- verbs.

• MARI KITA KE PASAR!: Comparing and contrasting shopping experiences in Australia and Indonesia. Learning about tropical fruit and vegetables and other staple products of Indonesia including rice. Expressing preferences for certain foods or drinks, asking about prices and describing quantities of particular items.

The language of buying and selling goods, (including bargaining) in a culturally appropriate manner. Classifiers, use of ter-suffix or paling + adjective to express the superlative, pe- nouns.

• AYO KE RUMAH MAKAN! Comparing and contrasting food and eating habits in Australia and Indonesia. Learning about the nature of different eating venues in Indonesia as well as the diverse range of regional foods found across the Indonesian archipelago. Describing the taste of food and expressing preferences. The language of ordering food including use of classifiers to denote quantity. Learning about popular Indonesian foods and drinks. Understanding and following procedural texts to cook Indonesian food.

• Di RUMAH: Learning about the layout and function of Indonesian houses including the range of housing types found across the Indonesian archipelago, as well as understanding what factors (eg climate, infrastructure) contribute to their style. Describing houses and rooms of a house. Comparing and contrasting the daily routine of young people in Indonesia and Australia, as well as the factors that contribute to these similarities and differences.

Qualifiers, the use of ‘adalah’, frequency words and tense markers.

• SELAMAT DATANG DI KOTA SAYA! Examining the function of buildings that make up a typical city in Indonesia and Australia.

Naming buildings, structures and places in Indonesian. Describing the location of places around town using prepositions of place, giving a street address or using compass points. Asking for and giving directions for how to get to a particular destination.

Ber- verbs (intransitive verbs) and the use of the ter- prefix for accidental verbs.

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Year 10 Indonesian Students study a range of topic-based activities aimed at developing their competency in Bahasa Indonesian through reading, writing, listening and speaking as well as promoting Indonesian cultural awareness, based on the text: SAYA BISA ! 2 COURSE BOOK AND WORKBOOK. Students have the opportunity to attend the Why Learn Indonesian Forum, presented by VILTA (The Victorian Indonesian Language Teachers’ Association) in Semester 2, which provides students with the knowledge about pathways for continuing the study of Indonesian after secondary school. Guest speakers are also invited to speak to students throughout the course of the year. Year 10 students also participate in an excursion to the Indonesian Film Festival followed by an Indonesian restaurant where they practise their speaking and listening skills and develop an understanding of the cultural aspect of the Year 10 Course.

Topics studied include : • HARI LIBUR: Entertainment and Media in Indonesia. Students explore a range of media influences through film and music.

Students learn the grammatical structures of BER – verbs, PE – nouns. Auxiliary verbs and how to use – KAH? In questions.

• YA AMPUN KITA KEHUJANAN: Students learn about the weather and how to distinguish the different seasons both here and in Indonesia. Students discuss the various seasons and activities associated with these seasons. The tropical landscape of Indonesian, climate change, volcanoes and natural disasters are also explored. Students learn the grammatical structures of KE – AN verbs. ADA/ADALAH and use of – NYA as a pronoun.

• DOCUMENTARY STUDY: Australian Story – SAVING BONDAN • JAGALAH LINGKUNGAN KITA! Students explore environmental issues such as endangered animals and deforestation, and the effect of climate change on the environment. Students learn the grammatical structures of Giving Opinions: MENURUT PENDAPAT SAYA and Supporting Opinions: KARENA and SUPAYA .

• KAMU BEKERJA SEBAGAI APA? Students learn about the different occupations in Indonesia through discussion of work opportunities, writing letters of application, and the formal structure of language used in a job interview. Students also learn to discuss family members’ occupations, as well as future aspirations. Students learn the grammatical structure of PE nouns, and the difference between ahli and tukang; to work as….bekerja sebagai; future ambitions – cita-cita; di masa depan, saya mau menjadi.

FOR FURTHER INFORMATION PLEASE CONTACT

Mrs Janet Sharman Head of Indonesian Ph: 9835 1777 Email: jms@cgs.vic.edu.au

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Latin SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Latin 7

Latin 8

Latin 9

Latin 10

Latin 1 & 2

Latin 3 & 4

INFORMATION TECHNOLOGY

ASSESSMENT

The Cambridge Latin Course textbook that students use in Years 9 and 10 is complemented by a vast array of web resources: assisted translation of stories, grammar exercises, background material and more. Teachers make regular use of these in class and on homework assignments. In addition, the Latin Department produces an extensive in-house array of Schoology exercises, equipping students to learn, revise and test themselves on vocabulary, tables and grammar at their own pace and at a series of levels of increasing complexity. Students are required therefore to bring a laptop computer to class.

Students are assessed in three strands, grammar, vocabulary and translation, by means of regular class tests. There is also a formal examination at the end of the year (but no mid-year examination).

Year 9 Latin As Year 9 students work through the final four Stages of Book II (blue) of the Cambridge Latin Course, and then all eight Stages of Book III (green), they learn about life in the Roman provinces in the first century AD. The locus of the stories is Roman Egypt and Britain.

Students explore topics such as science and medicine in the ancient world, religious rites and traditions, and the organisation, equipment and operation of the Roman army. The storyline continues to follow the adventures of its young hero from prior years, Quintus Caecilius, but also introduces fresh characters. The ‘braggart soldier’ Modestus

and his sidekick Strythio in particular contribute a light comical touch.

Grammar continues as a major focus. Students are introduced to two new noun cases, the genitive and the ablative. They meet present and perfect participles, various forms of pronoun, and subordinate clauses using the subjunctive mood.

Finally, students memorise the meanings of Latin words in the checklists at the conclusion of each Stage, building a working vocabulary by the end of Year 9 that totals nearly 600 words.

Year 10 Latin In Book IV (gold) and Book V (purple) of the Cambridge Latin Course, students transition from studying life in the provinces (Egypt, Britain) to studying life in the city of Rome itself. They explore architectural wonders like the Arch of Titus and the Colosseum; they examine the customs and structure of Roman society; they delve in greater depth into topics covered in the previous year as well, like Roman religion.

The storyline takes a sinister turn, as students enter the court of the Emperor Domitian. There they discover how ruthlessly he dealt with threats and rivals to his absolute power.

FOR FURTHER INFORMATION PLEASE CONTACT

In their study of grammar, students tackle increasingly complex sentence structures. Passive voice verbs, deponent verbs, the ablative absolute construction, future and future perfect tense, perfect subjunctives, and indirect statements all challenge students’ Latin code-cracking powers. And of course there are further checklists of vocabulary words to memorise: by the end of Year 10, students have mastered over 850 words, enabling them to work efficiently through unseen passages with minimal reference to a dictionary.

Dr Tebb Kusserow Head of Latin Ph: 9835 1777 Email: tck@cgs.vic.edu.au

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MATHEMATICS The Year 9 & 10 curriculum is divided into four progressive semester units and two semester units will be completed in any one year. Progress from one unit to the next does not depend on success.

Wherever possible, students are extended mathematically. This is achieved by exposing them to material of a higher level, participating in Mathematics competitions, using Mathematics software and/ or graphic calculators, and completing investigations that look at applications of Mathematics and links to history.

In keeping with the cumulative nature of the subject, it is expected that students will do regular homework, and specific work will be set at least once a week. When class work is not finished it is expected that the student will complete the work prior to the next lesson.

SUBJECT STRUCTURE Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Pre-Foundation Mathematics 9

Foundation Mathematics 1 & 2

General Mathematics 1 & 2

Further Maths 3&4

Mathematical Methods 1 & 2

Mathematical Methods 3 & 4

Further Mathematics 3 & 4

Further Mathematics 3 & 4

Mathematics 10 Mathematics 7

Mathematics 8 Mathematics 9

Mathematical Methods 1 & 2

Mathematical Methods 3 & 4 Specialist Mathematics 1 & 2

Specialist Mathematics 3 & 4

INFORMATION TECHNOLOGY

ASSESSMENT

Students use CAS (Computer Algebra System) calculators in Year 10 and may in addition use spreadsheets and graphing software during their Mathematics classes and for projects.

Common unit tests are undertaken every four to five weeks with a final examination at the end of semester. This helps monitor student understanding and maximises recovery possibilities. In addition to the tests, students are expected to complete homework tasks, assignments, projects and class worksheets which all contribute to their Assessment grades for the semester.

Year 9 Core Mathematics With the exception of students studying Pre-Foundation Mathematics, students study common core material which is supplemented by extra material for more advanced groups and students. Each student’s final result is an accurate means for selecting an appropriate pathway in Mathematics.

Students are expected to attain an appropriate level of mastery in:

SEMESTER 1 Real numbers; Financial mathematics; Linear algebra, equations and graphs; Area and volume; Geometry; Pythagoras’ theorem; Trigonometry

SEMESTER 2 Further Linear Graphs; Indices; Statistics; Quadratic expressions and equations; Non-linear graphs.

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Year 9 Pre-Foundation Mathematics For some students, a modified Mathematics course is provided in Year 9. This course, which has very little algebra, aims to prepare students for the VCE Foundation Course in Year 10. Entry to this course is by negotiation.

Students are expected to attain an appropriate level of mastery in:

SEMESTER 2 Probability and Statistics; Geometric Constructions using drawing instruments; Business Mathematics; Graphs and Mathematical Modelling; Application of ratio to Scales.

SEMESTER 1 Real numbers and their application to wages, salaries and taxation; Geometry of Measurement including area and volume; Applications of Geometry using Pythagoras’ Theorem and Trigonometry, plus Computational and Algorithmic Thinking.

Year 10 Mathematics All students in the core group are taught the following key concepts (students studying Foundation Mathematics or Mathematical Methods follow a curriculum set out by the VCAA):

SEMESTER 2 Parabolas; Applications of indices; Measurement; Geometry; Logarithms; Polynomials; Probability and statistics.

SEMESTER 1 Linear relations; Indices and surds; Quadratic equations; Trigonometry

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MATHEMATICS PROGRESSION IN THE SENIOR SCHOOL There are many different options for Mathematics in Years 11 and 12. Please note that progression to higher levels is not automatic, and will depend on a student’s performance. Mathematics staff are available to advise on what level is most suited to students.

MATHEMATICS PATHWAYS THROUGH THE SENIOR SCHOOL YEAR 9 Students participate in one of the three Maths subjects below dependent on their achievement.

YEAR 10 Students participate in one of four Maths subjects dependent on their achievement in Year 9.

Year 9 Pre-Foundation Maths

Year 10 Foundation Maths

Year 9 Mainstream Maths

Year 10 Mainstream Maths

Year 9 Enrichment Maths

Year Year10 9 Pre-Foundation Enrichment Maths Maths

YEAR 11 YEAR 12 There are four pathways in VCE Maths. It is important to select the correct unit 1/2 subjects to allow for appropriate selection of Unit 3/4 subjects.

General Maths Units 1/2

Further Maths Units 3/4

Maths Methods Units 1/2

Maths Methods Units 3/4 Further Maths Units 3/4

Maths Methods Units 1/2 Further Maths Units 3/4

Maths Methods Units 3/4

Maths Methods Units 1/2 Specialist Maths Units 1/2

Maths Methods Units 3/4* Specialist Maths 3/4*

Specialist Maths Units 1/2 Further Maths Units 3/4 Maths Methods Units 1/2

Maths Methods Units 3/4 Specialist Maths Units 1/2

Specialist Maths Units 3/4* *University Maths Program is a possible additional option.

FOR FURTHER INFORMATION PLEASE CONTACT

Dr David Rodgers Head of Mathematics Ph: 9835 1777 Email: jdr@cgs.vic.edu.au

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PERSONAL EDUCATION PROGRAMME STRUCTURE Year 7

Year 8

Year 9

Year 10

Personal & Social Development

Personal & Social Development

Personal & Social Development

Personal & Social Development

Christian Education

Christian Education

Religious Education

Religious Education

Personal and Social Development The Personal & Social Development Programme is coordinated by the HoH with input from the Careers and Counselling staff. All students will study Personal & Social Development for a semester in each of Years 9 and 10.

ASSESSMENT This subject is not formally assessed.

Year 9 Personal and Social Development In Personal and Social Development, students investigate the role of EI in their lives. In conjunction with Swinburne University, students will complete a personal EI survey and a survey to rate their peers. They will receive an individual report with their results separated into the 4 criteria below. The results will be discussed with their respective Heads of House, strengths or weaknesses will be identified, and strategies to improve or develop these traits will be investigated.

These branches are: • Emotion Recognition and Expression • Understanding Others Emotions • Emotional Reasoning • Emotion Management and Control

Emotional Intelligence is a series of abilities relating to how we identify, use and regulate emotional information in ourselves and others. Operating on a four branch model, the foundations of basic competencies are typically built on towards the more complex.

Year 10 Personal and Social Development This Personal & Social Development Programme is d esigned to h elp s tudents m ake informed choices related to health issues and to raise their awareness of potential problems in these areas.

It c o vers topics s u c h as r i s k t a k i n g , a l c o h o l , s m oking, s u bstance a buse, s e xuality, sex education, sleep, nutrition a nd s kin p r o tection, a nd a ims to develop communication and assertiveness skills.

Career development, work experience preparation and VCE subject selection are also a focus.

For more information, please contact your son’s Head of House.

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Religious Education The Year 9 and 10 religious studies programme is significantly different in orientation compared to the Christian Education programme which operates from Prep to Year 8.

It begins with an examination of religious ideas in a subject entitled Religious Education.

As the name suggests it offers students the opportunity to look at the broader questions about different world religions and religious philosophy. The subject offers two semesters of study; in Semester 1 (Year 9) students follow a broad theme, ‘The search for meaning’ and in Semester 2 (Year 10) it continues with the question, ‘What’s religion got to do with it?’.

ASSESSMENT This subject is not formally assessed.

Year 9 Religious Education: The search for meaning Students are encouraged to think about the philosophical need to find meaning. Many have sought to understand the questions around the meaning of life and even cartoonists like Leunig sometimes explore this question. Others think of life as a journey which throws up a variety of experiences both good and bad which need to be understood. Without meaning life is pointless.

The world’s religions have evolved over millennia in response to this question so students are asked to develop some lines of enquiry to determine just what religions have had to say about meaning making.

Students are asked to research a world religion which is not the same their cultural religious background to see how this religion provides meaning for its adherents often in reference to a deity. To complete this study they also consider the place of sects and cults with a view of becoming aware of how orthodox beliefs can be skewed sometimes even to the detriment of their followers.

Year 10 Religious Education: What’s religion got to do with it?

A key assumption underlining the programme is that if religion has value it must be able to speak into the many practical and ethical dilemmas facing the world today. Religion has much to add to the conversation around and the practical response to poverty, justice, equity, human rights, sustainability, terrorism, racism, war and has a significant role in ethical debates such as the sanctity of life, cloning, genetic engineering and eugenics. For many of these issues, rightly

FOR FURTHER INFORMATION PLEASE CONTACT

or wrongly, religion has often been parodied or accused of causing some of these world issues. It is important therefore to sort the myth from the reality in order to move the debate from prejudice and sensationalism to enlightenment and resolution. These and other issues identified by students will be explored and analysed from a religious perspective.

Reverend Charles Butler Co-ordinator of Religious Education Ph: 9835 1777 Email: cdb@cgs.vic.edu.au

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PHYSICAL EDUCATION All students study Physical Education for two periods per week. Physical Education is an integral part of the educational experience of the School. It aims to firstly provide activity, essential to healthy growth and development and secondly, to improve or sustain a student’s level of fitness and skill.

SUBJECT STRUCTURE Year 7

PE 7

Year 8

PE 8

Year 9

PE 9

ASSESSMENT During this programme students are assessed on their level of physical skill on a continuum from Advanced (highly skilled, very adaptable) to Basic (has not acquired the skill, extra practice needed) in the following major areas of the curriculum: • motor skill, • athletic ability,

Year 10

PE 10

Year 11

Year 12

PE 11

PE 12

VCE Physical Education 1 & 2

VCE Physical Education 3 & 4

The student’s level of physical fitness is also assessed through their completion of the Australian Fitness Education Award. The following components of fitness are assessed during this testing: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and anaerobic power (speed). The student’s Body Mass Index (appropriateness of weight for height) is also established through the measurement of height and weight. BMI data is published through Schoology.

• tactical skills and • aquatics.

Year 9 Physical Education The Year 9 curriculum is based on a multi-activity programme including Aquatics, Athletics, Football, Basketball, Fitness Testing, Hockey, Lacrosse, Touch Rugby, Tennis, Soccer and Volleyball.

Throughout this programme students engage in activities which develop strategic thinking and tactical knowledge for improving individual and team performance. A feature of the programme

is the students’ involvement in the Sport Education in Physical Education Programme (SEPEP) which runs throughout the state of Victoria. In this programme the students participate in peer teaching or coaching situations with a focus on skill development and improvement, and game sense.

Year 10 Physical Education Physical Education is an integral part of the educational experience of the School. It aims to firstly provide activity, essential to healthy growth and development and secondly, to improve or sustain a student’s level of fitness.

Physical Education is a practical study of bodily movements that aims to develop their physical, social, intellectual and emotional potential.

This curriculum is based on a multi-activity programme including Aquatics, Touch Rugby, Street Hockey, Badminton, Basketball, Fitness Testing, Baseball, Lacrosse, Gaelic Football, Soccer and Tennis. Throughout this programme students learn and practise tactics and strategies relevant to these sports and activities.

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Sports Science This unit is aimed at providing students with both a practical and theoretical insight into sport science such as areas of kinesiology, anatomy, physiology and enhancing sport performance. Topics covered include the skeletal and muscular systems, energy systems, nutrition and training programs. The aim is for students to develop an understanding of the functionality of the human body and acquire skills for how to improve fitness, wellbeing and sport performance.

SUBJECT STRUCTURE Year 10

Year 11

Year 12

Sports Science

Physical Education 1&2

Physical Education 3&4

INFORMATION TECHNOLOGY

ASSESSMENT

Notebook computers may be used for Internet searches relating to assignments, quizzes and laboratory reports, for drafting and presenting work, and accessing course work from Schoology.

Students are assessed on their performance in topic tests, laboratory write-ups, quizzes and examinations based off the information delivered to students throughout the course. Skills such as describing, interpreting and analysing graphs, tables and charts will be developed and also assessed.

Year 10 Sports Science Anatomy: The structures and roles of the musculoskeletal and cardiorespiratory systems will be explored including their role to provide movement.

Physiology: How the body produces energy for movement including looking at food and body fuels and the three energy systems.

Nutrition: The role that nutrition plays to provide energy and how humans can use nutritional strategies to enhance sport performance and recovery from exercise.

FOR FURTHER INFORMATION PLEASE CONTACT

Training programs: Aspects of how to structure an individual training session and the methods and principles involved to develop a training program aimed at improving sport performance will be explored.

Students will participate in a training program with the view to improve performance and develop their knowledge at how to assess the effectiveness of a training program.

Mr David Beardsley Head of Physical Education Ph: 9835 1777 Email: dtb@cgs.vic.edu.au

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SCIENCE The study of science encourages students to better understand and explain the complex world around them. Problem solving is based on concepts which are more challenging and abstract than those experienced in earlier years. Students engage in more formal thought processes and respond to greater intellectual challenges, including higher levels of mathematical procedures. They are expected to plan and conduct investigations and interpret their results.

SUBJECT STRUCTURE Year 7

Science 7

Year 8

Science 8

Year 9

Science 9

Year 10

Year 11

Year 12

Chemistry 1 & 2

Chemistry 3 & 4

Physics 1 &2

Physics 3 & 4

Science 10 Biology 1 & 2 Biology 3 & 4 Biology 3 & 4

INFORMATION TECHNOLOGY

ASSESSMENT

Notebook computers are used extensively in Science as a research tool to investigate the applications of Science in the real world.

The use of simulation software complements practical activities.

Students use the Microsoft Office package to draft and present reports and assignments. Classes use the online Schoology learning management system to submit assignments.

Science is assessed using a range of activities, including practical reports, research investigations, homework, class activities and tests. Students are assessed on their knowledge and application of Scientific concepts complemented by production of reports and homework assignments.

Year 9 Science The Scientific Approach: This unit discusses the nature of Science, the relationship between science and technology, experiment design and reporting, measurement errors, significant figures, logical thinking, creativity and problem solving. Students conduct practical experiments requiring effective experimental design and undertake a major individual research project. The concepts are reinforced with STELR investigations into wind turbines and solar panels.

Ecosystems: This unit explores the complexity of life and the varied interactions of living things within their environment. Students study energy transfer and cycling of matter through the Earth’s biosphere, the connection between biotic and abiotic factors, the pressure of human population growth and the growing awareness of the interdependency of all organisms.

Body Systems: Multicellular Organisms are clusters of specialised cells that perform distinct roles. All organisms receive a myriad of changing internal and external stimuli, the rapid reaction to which ensures their survival. Students will investigate the importance of homeostasis and the roles of the nervous and hormonal systems to maintain this delicate balance.

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Light, Sound and Radioactivity: Students study the properties of light and the electromagnetic spectrum, refraction, reflection and colour mixing. Applications of this technology include the eye, spectacles, camera, microscope and projectors. They also study the processes of radioactivity and its effects on human populations.

Chemistry: A range of chemical reactions is observed as students study the chemical and physical properties of the first 20 elements.

Students see the links and trends within the periodic table and predict possible reactions. By learning chemical language, they can write chemical formulas and balance equations.

Astronomy: This unit looks at the position of stars and deep space objects in the night sky, the positional changes over a day or year and the use of major constellations in the Southern Sky for direction finding. The Starry Night software is used to assist in the location and movement of space objects. Students learn of the evidence for the Big Bang theory of cosmology.

Plate Tectonics: This unit uses Plate Tectonics theory to discuss major geological building processes on earth: volcanoes and earthquakes. Students investigate seismic waves and discover how to locate an earthquake epicenter and its Richter rating from seismic data.

Year 10 Science Students study the following topics: Electronics: This is a practical unit involving the building of simple electronics projects using basic components such as transistors, capacitors, diodes and resistors.

Minerals to Metals: Students perform practical work to establish the reactivity series of metals. This is used to predict chemical reactions involving common metals with water, acids, oxygen and salt solutions. The physical properties and economic considerations are discussed when choosing a metal for a particular application.

Students develop an awareness of the procedures employed in mining, refining and recycling of metals. A practical investigation involves the extraction of copper from malachite mineral.

Traffic: Students work in practical groups to investigate what happens in collisions. Through experiments with carts, air tables and ticker timers, they learn the principles of motion. They study Newton’s laws of motion and develop an understanding of describing motion in graphical form.

FOR FURTHER INFORMATION PLEASE CONTACT

Water Analysis: The physical and chemical properties of water are discussed to increase awareness of its importance in our lives.

Students study common reaction tests to identify ions in solution, learn common reactions involving acids and bases. Students compare Melbourne’s water supply to other capital cities, and consider methods employed in the home to reduce water demand.

A day excursion investigating the pollution a waterway looks at the effects of a city on an aquatic system.

Genetics/Evolution: All species transfer genes to their offspring.

Remarkably, genes are made from only four base chemical letters; A,T,C and G. The arrangement of these letters have a profound impact on the appearance and biochemistry of all Life. Students come to appreciate how these four letters, or nucleotides, can have beneficial and detrimental outcomes on an individual’s survival, reproduction and the evolution of an entire species.

Immunology: The immune system is a fortress containing multiple defence mechanisms. Assisted by antiseptic techniques and antibiotics, the human body defies the onslaught of disease causing organisms and maintains life. Students study the constant bombardment of pathogens from our food, air, water, touch and bodily fluid. Practicals demonstrate the ubiquitous nature of bacteria and the effectiveness of different antibiotics and commercial antiseptics. Students examine diseases that have had a major impact on human history and the importance of immunisations.

Mr Gordon Wilson Head of Physical Science Ph: 9835 1777 Email: gw@cgs.vic.edu.au

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SUGGESTIONS FOR FURTHER ACTION If you are in Year 8,

If you are in Year 9,

• speak to your Form Teacher, Mr Wyatt or Mr Stanley about electives for next year

• make an appointment to speak to the Careers Counsellor, Ms Reiger

• Speak to Mr Ince (Director of Teaching) about your course

• Go to a university Open Day to find out about courses you may be interested in

• Speak to the teacher in charge of a subject you are interested in for next year

• Speak to students in your Tutor Group already studying subjects you may be interested in

PLANNER Year 9

Year 10

English

English

Maths

Maths

Science

Science

History

History

Geography

Geography

PE

PE

RE

RE

Personal & Social Development

Personal & Social Development

Language:

Language:

Elective 1:

Elective 1:

Elective 2:

Elective 2:

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NOTES

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CAMBERWELL GRAMMAR SCHOOL 55 Mont Albert Road, Canterbury, 3126 P.O. Box 151, Balwyn, 3103 Phone: 9835 1777 Fax: 9835 1752 www.cgs.vic.edu.au