Academic Learning

At University Campus all students study a set of core subjects and choose two electives which best suit their learning needs and areas of interest. All students study:

• English

• Health and Physical Education

• Inquiry-based units

• Languages

• Mathematics

• Science

Academic Wellbeing

Year 9 is an important year of academic development and at University Campus we help students transition from being learners, dependent on explicit instruction and direction, towards a more independent, selfdisciplined approach that will prepare them for study in the Senior Years.

As students work towards taking more responsibility for their work and study habits, their Mentors, Heads of Wellbeing and academic staff guide them on appropriate and effective ways to plan their time, the difference between ‘homework’ and ‘study’, as well as the academic culture of honesty and integrity at University Campus.

Students will sit their first set of exams in the second half of Year 9 at their home campus. While exams are important the primary goal of these exams is as a learning experience; to expose students to the myriad of emotions around preparing for exams, consolidating all their learning in one paper and examination room etiquette.

Out Of Classroom Programs

To ensure that we are providing programs that are responsive to students’ developmental and learning needs in the Middle Years, and which are challenging, engaging and rewarding, twice a year all formal academic classes stop and students are offered a range of Out-of-Class Programs. These meet educational research recommendations to offer the Middle Years Student programs that:

• use varied and engaging teaching and learning approaches relevant to middle years students, including the use of innovative learning technologies that respond to the needs and characteristics of this unique phase of development

• provide stimulating and relevant experiences, excursions and school–community links for middle years students.

• supporting school leaders and middle years teachers to provide learning and teaching programs that engage and motivate all students through innovative, integrated multimodal approaches.

• Provide the opportunity for students to be independent in managing their travel arrangements in a safe environment

• Giving every student the chance at one point over the year to be immersed in a program of their choice, that operates ‘out of the classroom, and where possible involves outside providers and provides a challenge be it physical, emotional or academic.

These programs may vary slightly over the year depending on availably of providers, staff and venues but usually include; Financial literacy learning about the stockmarket and undertaking a trading simulation game at La Trobe University, News@Nine a media program using state of the art media equipment from the University to produce a professional news report. Community Service programs offering assistance to local groups like The Big Group Hug in Bundoora and the Springthorpe Retirement Village across the road from the campus, or the Lifeskills participants at La Trobe University. A Wellbeing Week where students are introduced to good nutrition, exercise routines and physical activities for optimal health relevant to their age and development. Working Life, where students are offered the opportunity to experience 5 different occupations for example Lawyer, Forensic Scientist, Archaeologist. A Sustainably Program for students who want to investigate what is around the city to assist in planning for sustainable solutions. And Making Melbourne Marvellous where students are in the city investigating and experiencing Melbourne from 4 to 5 different perspectives such as Sport, Recreation, Tourism and Food.

Ignite

La Trobe University and Ivanhoe Grammar School work collaboratively to provide many innovative experiences to our students. One of these experiences is a program offered to us by Dr Rochelle Fogelgarn from the School of Education. Dr Fogelgarn works with students and staff in the development and facilitation of the IGNITE Program.

IGNITE is an adaptation of Professor Kieran Egan’s ‘Learning in Depth’ model. Year 9s choose a topic to explore and design their own learning journey. At the end of semester, they present what they have learned or created and reflect on what they have learned about the ‘learning process’. IGNITE is not formally assessed and when possible students work with Student Teachers from La Trobe’s School of Education who act as mentors and facilitate the learning as it is a Self-Directed Learning experience.

Some students already have a passion and know what they want to do for the semester. As this program is about assisting students to become experts in an area of their own choosing, the topics are wide and varied and usually are done predominantly at home. We encourage students to take photos, and video’s, undertake interviews where relevant and then bring these ‘artifacts’ to class where we can have conversations about what is working, what challenges they may be facing, how they intend to overcome the challenges and if there is any way we can help them.

The highlight of every semester is the EXPO where students stand up with confidence and pride and talk to an audience of parents, staff and students in an informal setting about ‘their passion’.

Choosing A Language

Students have a choice of languages from Chinese, French and Spanish. These build on Year 7 and 8 studies in the same language.

Please be aware when you and your child are making your language choice, Spanish is not available to students who will be returning to Plenty Campus at the end of Year 9.

Choosing An Art Elective

In addition to the core curriculum and a chosen language, students select two Arts Electives. Your child can choose to do any two of the following electives:

• Art

• Drama

• Media

• Music

• Product Design and Technology

• Visual Communication and Design

• Transformative Technology.

When selecting two Arts Electives, we recommend you and your child base your choices on interest rather than considering possible prerequisite studies for Senior Years. Your child will be asked to select the four electives that most interest them in rank order, and they will be allocated two electives from their choices.

Art is a fundamental means of expression and communication in all societies. Through Art we gain a sense of our social and individual identity. Study in Art gives students access to the cultural diversity in their community and the broader Australian and international context. They learn to recognise and value the cultural forms and traditions that constitute artistic heritage.

Course Content

Drawing and Painting Students will:

In Art, students learn ways of experiencing, developing, representing and understanding ideas, emotions, values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values, explore alternative solutions, engage in arts criticism, share opinions, extend the limits of Art, as well as to develop, practise and refine techniques.

• manipulate art materials using painting and drawing observational techniques to represent a range of 3D objects on a 2D surface

• use a variety of art materials to create a series of trials leading to a final artwork

• respond to a given theme to create artwork/s that represent particular subject matter

• analyse and write about their own and other peoples artworks using specific art language: art elements and principles.

Digital Photography Students will:

• use a digital camera as a means for artistic expression

• build an understanding of digital photography as a digital form of analogue photography and analyse artworks from both contemporary and past photographers

• plan and create digital still life artworks inspired by the work of existing artists

• incorporate digital technologies including the use of Adobe programs eg: Photoshop.

4D Students will:

• use the media of film to produce artwork

• explore time as a contemporary art element and investigate how artists use time to make digital artwork

• analyse digital film and discuss how artists use time to make visual qualities in artwork and to tell stories.

Assessment

• Visual diary documenting the creative process.

• Completed artwork.

• Analysis.

This course aims to open up the imaginative and analytical side of the students through two large units. The first analyses dreams and the subconscious, and the way they impact on us in our understanding of ourselves and the way we think. The second explores current and relevant social and political issues through the form of documentary drama using the performance conventions of Bertolt Brecht.

Course Content

Dreams and the Subconscious

Students explore the impact of thoughts, beliefs and their identity by their understanding of the world and its issues through key questions:

• Are nightmares and dreams the same thing?

• Where do dreams come from?

• How and why do we share similar ideas in our dreams?

The students develop a theatre piece built around their acquired (and developing) performance skills.

Documentary Drama

The Theatre of Brecht – Written

• Students examine and analyse a current social or political issue that they can develop into a performance using Brechtian-staging conventions.

• The depth of the performance work on documentary drama is consolidated and expanded through a research paper that explores the history and context of the theatre practitioner (Bertolt Brecht).

• This exploration can underpin both of the performance units (above) in terms of uncovering non-naturalistic performance conventions that will give the students a 'tool kit' for expressing ideas using dramatic form and analysing the impact of the work they develop.

Assessment

Students will prepare a performance that incorporates a written component. Student assessment criteria incorporates grading for both individual and group work.