Cathedral College Wangaratta - Year Seven 2022 Curriculum Guide

CATHEDRAL COLLEGE WANGARATTA

LEARN Year Seven Curriculum Guide 2022

Welcome to Year Seven

Year Seven students at Cathedral are surrounded by fresh faces, grand ideas and new experiences.

All students are encouraged to strive for their best and to reach for even greater rewards as they set goals and work hard for their future. Our Middle School curriculum is based on the Australian Curriculum standards but also reflects the values we place on a liberal education, one that is relevant, dynamic and inspiring to our students.

The 2022 Curriculum Guide outlines the core and elective curriculum offered to students in Year Seven with opportunities to choose from a range of subjects designed to give them a broad experience, consolidate skills and provide extension. It is hoped that students are able to choose elective subjects that foster their individual interests and talents, that will challenge and inspire them.

There is a deliberate focus on the core skills of literacy and numeracy whilst challenging students towards higher order thinking; this is achieved through a balance of core subjects and an array of elective choices which change from year to year.

Students are asked to select three electives in each semester from each Faculty area, endeavouring to gain a well-rounded education incorporating the creative and performing arts, languages, technology and health and personal development. At this age, we encourage a breadth of knowledge and with guidance, students are encouraged to choose subjects that they may have not tried before or ones they would like to know more about.

Please do not hesitate to contact me should you have any questions about the curriculum. I look forward to meeting the Year Seven 2022 cohort and helping provide an educational environment which they can find interesting, challenging and rewarding.

Mrs Julie Findlay Director of Studies

Executive Team and Key Contacts

Principal: Mr Nick Jones principal@cathedralcollege.vic.edu.au Acting Head of Middle School: Ms Lauren Lee llee@cathedralcollege.vic.edu.au Director of Studies: Mrs Julie Findlay jfindlay@cathedralcollege.vic.edu.au Year Seven Coordinator: Mrs Kerrylee Bonacci kbonacci@cathedralcollege.vic.edu.au Learning Enhancement (Year Six to Eight): Mrs Mary Laughton mlaughton@cathedralcollege.vic.edu.au School Counsellor: Ms June Stamp jstamp@cathedralcollege.vic.edu.au

Middle Years Curriculum

The Middle Years develops students to become independent and motivated learners who reflect on their progress, ask questions seek feedback and collaborate with peers and teaching staff to improve learning. Students are encouraged to use a growth mindset to promote further learning opportunities in their quest for success in their studies.

The Australian Curriculum Cathedral College Wangaratta offers a comprehensive secondary curriculum that uses the Australian Curriculum F - 10 in Years Seven to Ten, to prepare students for learning in the Victorian Certificate of Education (VCE) in the Senior Years. The Australian Curriculum F -10 sets out the core knowledge, understanding, skills and general capabilities important for all Victorian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the world they now live in. It makes clear what all students should learn as they progress through schooling and is the foundation for high quality teaching to meet the needs of all students. The Australian Curriculum F - 10 is taught within a curriculum framework. This framework incorporates our values and mission statements.

Learning Areas The curriculum subjects and associated enrichment activities are designed to stimulate and challenge our students, whilst allowing them to have a breadth of experiences based on interests and abilities. The curriculum is provided principally through electives and the following core Learning Areas: English Geography History Health and Physical Education Religious and Values Education Science General Capabilities Capabilities are an integral part of the Australian Curriculum F - 10. They encompass knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.

The Australian Curriculum F - 10 includes four capabilities. These are: Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding In addition to the Learning Area offerings and the general capabilities in the elective programs provide pathways for the senior years of schooling and beyond. In addition, extension and support is provided by the Learning Enhancement programs.

Middle School Philosophy

Community Time Community Time is an integrated time dedicated to continuing to build our Middle School culture and Middle School learners. This allocated time for the Middle School will take place on the second Friday afternoon in each timetabled cycle (Day 10). It will allow us to come together as a Middle School and focus on key areas such as wellbeing, the performing arts, physical wellbeing, positive influences, service, careers and skill building.

All Middle School students will be encouraged to explore and reflect upon their areas of strengths, as well as areas for improvement, in relation to their social and emotional development which will directly link and influence their personal learning skills and interests. Students will be involved in a rotation of choice workshops to allow them to learn new skills and be exposed to new areas of interest.

House To foster House spirit, each year at Cathedral College Wangaratta is started with House cross age activities. All students are allocated to a House group. Our House structure works with all students from Prep through to Year Twelve. Our Houses truly represent our P-12 structure and it provides students with an opportunity outside their traditional classes to meet students from different year levels and Sub Schools.

During the year, there are major House events where students compete against the other Houses.

These are usually the Swimming Sports, House Music, Cross Country and the Athletic Sports.

Preparation for these major events occurs during House meetings, and the sporting events are practised during normal Physical Education lessons leading up to each carnival. There are also regular House Challenges that occur during Assemblies or at special events, such as the House Masterchef.

During a number of House sessions in each term, a myriad of smaller activities are run. The focus of these activities is on pastoral care and building teamwork and cooperation. Activities may take the form of self-esteem games, competitions, peer teaching (which includes a buddy system), or group discussions. House teachers or House Captains usually run activities.

Camps The Year Seven students participate in a camp at the beginning of the year allowing students to get to know each other and set goals. Based at Howmans Gap, students challenge themselves in a number of physical activities. This is a wonderful opportunity to make new friends and work in a team.

Howmans Gap is a YMCA camp in a beautiful Alpine environment.

Language Cathedral College Wangaratta offers two languages to study from Prep through to Year Twelve. At the Year Seven level, students who have attended Cathedral College Wangaratta throughout the Junior School continue their study of either German or Indonesian.

Students who are new to Cathedral College Wangaratta in Year Seven 2021 will be enrolled in to ‘Introduction to LOTE’. These students will study both subjects for the duration of a Semester before committing to either German or Indonesian in Year Eight.

Students will be allocated to their LOTE class when parents and students have their elective selections confirmed.

Digital Learning Students will use digital technology when appropriate to complete classwork and assignments. It is important we prepare students for the digital work environment, and part of this preparation involves competently using digital tools, knowing when to use digital tools and being a conscientious digital citizen.

Bring Your Own Device (BYOD) Program for students Years Six to Twelve will be launched in 2022. You can find information you need to make an informed choice via this link: https://link.cathedralcollege.vic.edu.au/byod

Assessment and Reporting Satisfactory Completion Students must satisfactorily complete the requirements for each subject. Satisfactory completion will be based on the student’s demonstrated achievement of learning outcomes. These outcomes are specified by the College so that the student can demonstrate knowledge and skills through assessment outcomes. The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s overall performance on class attendance, participation, as well as assessment tasks designed for the subject. Additional information about levels of achievement based on graded school-based assessment tasks will be provided for students and parents in the Academic Reports.

Attendance Students are expected to attend all classes for which they are timetabled. An unexplained absence constitutes a serious breach of the attendance policy. A student may be awarded a not satisfactory completion for a subject as a result of a substantial breach of the attendance policy and will appear on the student’s Academic Reports. At Cathedral an unexplained absence is where no documentation that explains the absence is provided, or documentation that is provided is not approved by the school. Strong attendance provides continuity in students’ learning. Students give themselves their best chance to build on their learning of skills and knowledge by being present from one class to the next. Social connections within the school setting are also better maintained by students when they are present on each school day and participate in all school activities. Students will feel more strongly connected to a peer group and to the school community as a whole.

School Assessment Coursework assessment is part of the regular teaching and learning program and must be completed within a limited timeframe and mainly in class time. In most studies the teachers select from a range of tasks designated for the assessment of unit outcomes and the student learning style.

Home Learning and Independent Study Carefully structured home learning is an integral part of the learning experience in the Middle School.

It provides students with opportunities for clarifying and consolidating new knowledge, skills and understandings, and for reflecting on their progress as well as their needs as independent learners.

Students are asked to dedicate time each week to the planning and organising of upcoming events, tasks and commitments.

ENGLISH Overview The English course has been designed to build upon the competencies of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

Aims Use language with enjoyment as a vehicle for thought, creativity, learning and self- expression; Respond appropriately to a variety of texts; Gain a deeper understanding of human nature, of oneself and others; Develop a critical approach to literature; Develop the sense of a new humanism by exploring the interdependence of human beings and their environment in this technological age; Comprehend more clearly aspects of one’s own culture and those of other people’s cultures; Develop wide reading for enjoyment.

Year Seven In Year Seven, students communicate with peers, teachers, individuals, groups and community members. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

Literary texts that support and extend students in Year Seven as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences as well as a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics.

GEOGRAPHY Overview Geography provides a framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The content is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts.

Aims To develop a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world.

Encourage a deep geographical knowledge of their own locality, Australia, the Asia region and the world.

Have the ability to think geographically, using geographical concepts.

Develop the capacity to be competent, critical and creative users of geographical inquiry methods and skills.

Be informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.

Year Seven There are two units of study in the Year Seven curriculum for Geography: ‘Water in the world’ and ‘Place and liveability’.

‘Water in the world’ focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity.

‘Place and liveability’ focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people.

HEALTH AND PHYSICAL EDUCATION Overview The Physical Education program comprises the study of the actions performed in the sports and games and movement activities that are currently practised in our multicultural society. It emphasizes knowledge and attitudes as well as motor skills. Successive years build on the previous year’s skills, knowledge and attributes. This will not only support their learning in the Senior School but provide the skills and attributes needed for lifelong learning. The Health and Personal Development Program aims to foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle.

Aims Use inquiry to explore Physical and Health Education concepts; Participate effectively in a variety of contexts; Understand the value of physical activity; Achieve and maintain a healthy lifestyle; Empower to make informed decisions; Collaborate and communicate effectively; Build positive relationships and demonstrate social responsibility; Reflect on their learning experiences.

Year Seven In Health, students discuss physical, social, emotional and mental health and personal development across various stages of the lifespan. Students investigate the importance of personal safety within interpersonal relationships and relationships in the wider community. In Physical Education lessons, students develop their motor skills, health-related physical fitness and sport education concepts to fully engage with physical activity at multiple levels. They participate in activities that develop strategic thinking and tactical knowledge to improve individual and team performances in competitive sports and games. The students are required to collaborate with team members by discussing games-based tactical challenges. The students consider the rights of others to participate and discuss inclusive practices. They reflect on their personal and social behaviours in physical activity settings and how they contribute to creating an inclusive and supportive environment for learning and fair play.

HISTORY Overview In History, the content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

Aims Students have interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens.

Students have knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society.

Understand and use historical concepts such as evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability Develop the capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

Year Seven The Year Seven curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history with an in depth study into Egypt and China.

MATHEMATICS Overview The language of mathematics enables people to describe and model events and situations and provides a key to understanding the world in which we live. A study of mathematics also provides the opportunity to study the language of mathematics for its own sake. With the rapid pace of technological development, it is essential that students are equipped with a solid base of mathematical knowledge, related skills and attitudes to enable them to adapt as the need arises.

The fundamental concepts of Middle School Mathematics include holistic learning, intercultural awareness, communication and the use of technology.

Aims The Australian Curriculum: Mathematics aims to ensure that students: Are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens; Develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability; Recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

Year Seven The Year Seven Mathematics course has been designed to build upon the competencies of understanding, fluency, problem-solving and reasoning. Students develop an understanding of topics including describing patterns in uses of indices with whole numbers, recognising equivalences between fractions, decimals, percentages and ratios, plotting points on the Cartesian Plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and expressions. They further develop fluency in calculating accurately with integers, representing fractions and decimalsin various ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms.

In addition, students develop problem-solving skills related to formulating and solving authentic problems using numbers and measurements, working with transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance experiments. Reasoning is also used in applying the number laws to calculations, applying known geometric facts to draw conclusions about shapes, applying an understanding of ratio and interpreting data displays.

RELIGIOUS AND VALUES EDUCATION (RAVE) Overview The study of Religion and Values is vital in helping students develop their understanding of themselves, others and the societies in which we live. Students are encouraged to think critically about beliefs, both personally and in a wider context. The course approaches the study of religion from a biblical Christian perspective based on: Biblical and Christian Tradition Ethics Philosophy of Religion World Religions (in Senior School) RAVE is studied for one lesson a week at all year levels in the Middle School. Topics and units are chosen in an order determined by each RAVE teacher.

Aims Provides a basis on which to make educated and well thought through decisions about the place God has in their lives; Opportunities in which they are challenged in their thinking and questioning of the Christian Faith; A knowledge and understanding of the Bible and Christian Faith, and the relevance and application of these to life; Acknowledge and explore the spiritual aspects of life; Encourage and support students in their Christian Faith; Provide an overview of World Religions in order to appreciate the variety of beliefs that people have in our world; Develop an understanding of the formation and basis of values and ethics.

Year Seven The Year Seven RAVE curriculum introduces students to the Christian scriptures (The Bible). Firstly, the New Testament Gospels in terms of structure, content and historical context in relation to the key events of the life and teachings of Jesus Christ. Secondly, investigating ‘The Birth of a Nation’, looking at the role of Moses as the leader of the nation of Israel from slaves in Egypt to arriving in God’s promised land. Students are encouraged to develop an appreciation of the value of worship and prayer, and a capacity for spiritual sensitivity and growth in their own lives, as expressed through Blessings & Meditation and attending Chapel.

SCIENCE Overview Science is taught as a single subject and is divided into Biology, Chemistry, Physics and Psychology from Year Eleven onwards.

Cathedral Sciences aspire to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society. The aims of the teaching and study of sciences are to encourage and enable students to develop curiosity, interest and enjoyment towards Science and its methods of inquiry by posing questions, solving problems, constructing explanations and assessing arguments.

Aims Acquire scientific knowledge and foster the growth of Scientific Literacy; Communicate scientific ideas, arguments and practical experiences effectively in a variety of ways; Develop experimental and investigative skills to design, carry out, evaluate and draw conclusions from scientific investigations; Develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations and judge arguments; Develop an awareness of the possibilities and limitations of science and appreciate that scientific knowledge is evolving; Appreciate the relationship between science, technology and their roles in society; Develop an awareness of some of the implications of the practice of Science; Observe safety rules and practices to ensure a safe working environment during scientific activities; Facilitate an awareness of the need and value of effective collaboration during scientific activities.

Year Seven In Year Seven, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion.

They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sunmoon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision-making processes.

YEAR SEVEN 2022 ELECTIVE SUBJECTS

DESIGN & TECHNOLOGY

PERFORMING ARTS

Drama Music

Agriculture & Horticulture Digital Technology Food & Technology - Budding Chef Food & Technology - Eating for Health Materials & Technology

CREATIVE ARTS

3D Art Visual Arts Visual Communication & Design

HEALTH & PERSONAL DEVELOPMENT

Outdoor Education Physical Wellbeing

DESIGN AND TECHNOLOGY ELECTIVES In an increasingly digital world, it is important that students are exposed to and feel confident to use and navigate technology in the future. Design and Technology actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students manage projects independently and collaboratively from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed products, services and environments. At CCW students may explore design and technology through Agriculture and Horticulture, Food, Materials or Digital electives.

Students rank the following electives, in the Design and Technology Learning Area, in order of preference. Students will complete one or two of these electives per semester.

AGRICULTURE AND HORTICULTURE Year Seven Agriculture and Horticulture constitutes an introduction to the science and practice behind different forms of farming. Students are engaged in a practical manner by establishing and caring for a seasonal vegetable garden. Students are also required to investigate key principles related to food production and the challenges of supplying food for a growing world population.

Students learn practical vegetable gardening skills, seed propagation and soil science in practical activities. This is combined with theoretical lessons focusing on planning their garden and studies of the science behind agriculture and horticulture and comparisons between food production throughout The World.

This course can lead to further studies in Agriculture and Horticulture and VCE.

DIGITAL TECHNOLOGY Digital Technology explores two types of system - hardware and software, such as computers and the operating systems and networks and the internet, for example-wireless, mobile and wired networks and protocols. In this elective, students build upon their understanding of these systems and also explore how these systems are used by people or may be of benefit. The economic, environmental and social impacts are evaluated and methods for data protection are studied. This is a rapidly changing aspect of like and students apply problem solving, communication and analysis skills in practical situations and projects.

Digital technology competence is increasingly required in all aspects of like and may also become the focus of study in VET Media and VCE Media courses.

FOOD AND TECHNOLOGY – Budding Chef The major focus for this semester is for students to display and gain an understanding of the importance of working both safely and hygienically with food in the kitchen. Students will be encouraged to confidently use equipment to produce challenging yet achievable dishes. Students will be encouraged to use basic food preparation skills such as grating, slicing, zesting and shredding.

The importance of reading a recipe carefully and using a workplan during production is also covered. Students will investigate the importance of vegetables in the diet – why should we eat five serves per day?

This course can lead to further studies in Food and Technology and Food Studies in VCE.

FOOD AND TECHNOLOGY – Eating for Health The major focus for this semester is for students to continue to display and understand the importance of working both safely and hygienically with food in the kitchen. Students will confidently use equipment to produce challenging yet achievable dishes. Students are encouraged to use basic food preparation skills focusing on the versatility of eggs and fruit in food preparation. Students will be introduced to the design process and will complete an investigation, production and evaluation tasks to meet a design brief. The nutritional and functional properties of eggs and fruit are explored as well as the decisions involved in making healthy food choices.

This course can lead to further studies in Food and Technology and Food Studies in VCE.

MATERIALS AND TECHNOLOGY This is an introductory course in Materials and Technology. Students will learn to build small individual projects, such as a money box or eco lamp using materials including timber, metal and plastic. The focus is on workshop safety, tool use and recognition, and the skills needed to manipulate tools.

Students are introduced to the design process and complete a design brief task for a product.

Students begin to understand the importance of safety in the workshop and build skills in the proper use of tools and materials. In practical tasks students develop skills in joining timber, marking, measuring, cutting, design and drawing and the processes involved while using wood, metal and plastic.

This coursecan lead to the building of skill competencies in future Materials and Technology electives and VCE Product Design.

FOOD TECHNOLOGY ELECTIVE PATHWAY

Year Seven Budding Chef (Semester One only)

Year Eight Good Food Fast

Year Nine Meals on a Menu

Year Ten Back to Basics (Semester One only)

Year Nine Social Enterprise Food Technology

Year Seven Eating for Health (Semester Two only)

Year Eight Lets Eat Local

Year Nine Global Goodies

Unit 1 & 2 Food Technology

Unit 3 & 4 Food Technology

Year Ten Masterclass (Semester Two only)

DIGITAL & MATERIAL TECHNOLOGY ELECTIVE PATHWAY

Year Seven Digital Technology

Year Eight Digital Technology

Year Nine ICT

Year Nine Media

Year Seven Materials and Technology

Year Eight Materials and Technology

Year Nine Materials and Technology

Year Ten Media

Year Ten Materials and Technology

Unit 1 & 2 VET IT (Fast Tracked in Year Ten)

Unit 3/4 VET IT (Fast Tracked in Year Eleven)

Unit 1 & 2 Media

Unit 3 & 4 Media

Unit 1 & 2 Product Design

Unit 3 & 4 Product Design

PERFORMING ARTS ELECTIVES Both Performing and Visual Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The Performing Arts subjects- Drama and Music are included in the CCW curriculum to provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world. In Performing Arts, students learn as performers and audience. They acquire knowledge, skills and understanding specific to The Arts subjects and develop critical understanding that informs decision-making and aesthetic choices.

Students rank the following electives, in the Performing Arts Learning Area, in order of preference.

Students will complete one or two of these electives per semester.

DRAMA This semester elective is for all students who are interested in learning or developing skills in improvisation and script interpretation. The course covers the building blocks and tools needed to improvise in front of an audience with a strong emphasis on storytelling and playfulness. Students will leave this course having learnt a life-skill and will work towards developing the confidence to step on to a stage with or without a script in front of a public audience.

This course can lead to VCE Drama and a trip to a live theatre performance in Victoria as well as all future Drama elective or musical theatre productions at Cathedral College Wangaratta.

MUSIC The Year Seven Music elective explores the concepts of music through two separate units of work.

Students will learn to read, notate and perform rhythms as they study World Percussion and through the study of Rock and Roll, they will learn basic keyboard and guitar technique, along with aural analysis skills. Students will be introduced to music creation techniques, both live and digital, through short composition tasks in each unit of work.

This course can lead to future Music electives and the composition skills developed can be utilised in the generation of audio-visual presentations in subjects such as Media.

VISUAL ARTS ELECTIVES Through Visual Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing, producing and resolving their work is as essential to learning in the arts as is creating a finished artwork. Students develop their arts knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages, symbols, techniques, processes and skills of the arts subjects. Arts learning provides students with opportunities to engage with creative industries and arts professionals. Visual Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. The CCW Visual Arts curriculum allows students to revisit increasingly complex content, skills and processes each year and so develop confidence and sophistication in their finished artwork.

Students rank the following electives, in the Visual Arts Learning Area, in order of preference. Students will complete one or two of these electives per semester.

3D ARTS In this introductory unit of three-dimensional art, students will explore the multitude of ways in which artists have articulated form to create sculpture and or sculptural experiences. Students will be exposed to a variety of three-dimensional art forms which may include collage, wire sculpture, paper mache, assemblage and installation work, found object sculpture and ceramics. Emphasis will be on building technical skills in a range of three-dimensional art forms, working through the different stages of the design process and manipulating the art elements of form, shape, space and texture to create individualised art works.

VISUAL ARTS In Visual Arts, students build on their understanding of how artists communicate their ideas and intentions through different visual representations. They develop and refine their knowledge and skills through a variety of visual arts practices. Students develop skills for art making by exploring art elements, techniques and processes used by different artists from different cultures and times. Art forms to be explored include drawing and painting. Students present artworks demonstrating consideration of how artworks are displayed for different audiences. Students analyse how artists use visual conventions in artworks and reflect on their own work. They apply appropriate visual language when discussing artworks.

This course can lead to future Arts electives and VCE.

VISUAL COMMUNICATION AND DESIGN In this introductory elective, students explore and apply appropriate drawing methods, materials, media and design elements and design principles to create and present visual works. Students draw by observation, explore freehand drawing and design, and experiment with visualisation drawing to develop foundation skills for Visual Communication Design or Visual Arts electives. After exploring rendering techniques and developing drawing skills, students apply their knowledge to design and produce a number of design tasks incorporating perspective. During the course, students reflect on their own visual practices and experiment with different media and materials. This unit assists students to develop skills for future Visual Arts electives. It is recommended for students who have basic or no art experience, or students who wish to perfect their artistic techniques for the future.

This course leads to other electives in Visual Communication and Design and VCE.

ARTS ELECTIVE PATHWAY

Year Seven Visual Communication & Design

Year Eight Visual Communication & Design

Year Seven 3D Art

Year Eight 3D Art

Year Nine Visual Communication & Design

Year Nine 3D Art

Year Ten Visual Communication & Design

Year Nine Studio Arts

Unit 1 & 2 Visual Communication & Design

Unit 3 & 4 Visual Communication & Design

Unit 1 & 2 Studio Arts

Unit 3 & 4 Studio Arts Year Seven Visual Arts

Year Eight Visual Arts

Year Nine Photography

Year Ten Visual Arts

HEALTH AND PERSONAL DEVELOPMENT ELECTIVES The aim of the Health and Physical Education curriculum at CCW is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, students acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally.

Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills.

Health and Physical Education in the elective program provides students with additional opportunities to work in a team and participate in activities which are contemporary, relevant, challenging and physically active.

Students rank the following electives, in the Physical Wellbeing Learning Area, in order of preference.

Students will complete one or two of these electives per semester.

OUTDOOR EDUCATION This subject is an introductory unit in Outdoor Education and can be undertaken in either Semester One or Two; however, both semesters are not available. Students will learn about adventure activities and the different environments in the North East. Concepts such as bush safety, appropriate clothing and equipment, first aid, navigation, and camping and cooking skills are covered.

Students also attend an introductory three day camp to Mt. Warby National Park and an additional day of windsurfing in Yarrawonga to develop and enhance their practical skills. Students complete a Year Seven Outdoor Education booklet throughout the Semester, which has work sheets and assignments that equip students with the theoretical knowledge required for the camps and activities in a variety of outdoor environments.

This course can lead to future Outdoor Education electives and VCE.

PHYSICAL WELLBEING In this subject, students learn how to create, conduct, monitor and evaluate their own personalised fitness program in order to improve both health-related and skill-related fitness components. They will also be introduced to a range of different fitness training methods in order to improve these fitness components.

Students will look at the many mental and physical benefits of regular physical activity as well as examining the long term health consequences of leading an inactive lifestyle. The elective covers global physical activity levels around the world and identifies the cultural and historical significance that physical activities play in different countries.

Students will look at how emerging technologies like smartphones, smart watches and apps can help keep people motivated and active on a regular basis. The elective also exposes students to a range of different strategies aimed to improve lifelong physical wellbeing including meditation, progressive muscle relaxation and mindfulness exercises.

Students will examine what the Australian Physical Activity guidelines are for a range of different age groups and explore why physical activity levels typically decline as we get older.

Cathedral College Wangaratta A school of the Anglican Schools Commission (inc.)