Year 9
Curriculum Handbook 2025
Overview
This handbook is designed to provide students and parents with important information related to all subjects and studies in Year 9 for 2025 at St Michael’s Grammar School.
A detailed account of the subjects and studies in Years 10 to 12 is provided in separate curriculum handbooks and students are always encouraged to look ahead to enhance their contextual understanding of holistic curriculum progression.
In Year 9, the curriculum reflects the belief that students in early secondary schooling benefit from participating in a broad range of core learning opportunities. In Year 9, students will undertake compulsory subjects across a broad range of learning areas, but also choose elective subjects that will expose them to further opportunities for learning within particular faculties. As students move into Year 10, the curriculum will provide more opportunities for choice and we encourage students to take an increasing level of responsibility for their program. Educational research suggests that students, particularly those in their middle years of schooling, become more engaged in their studies if they are given greater control of what and how they learn.
The study of Languages is compulsory until the end of Year 9. In Year 7, students choose between Chinese, French, Italian and Japanese. In Year 10, students may choose whether or not they continue with this Language study.
St Michael’s is committed to preparing students to be independent learners and responsible citizens. We endeavour to provide an invigorating learning environment in which students acquire knowledge and skills which are critical in them becoming lifelong learners. Students who succeed tend to be those who have good organisational skills, lead a balanced lifestyle and who have a sense of optimism about their future. The challenge for parents and teachers is to provide them with just the right level of support and advice that communicates both our confidence and our trust in them.
Mr Ben Moody Director of Curriculum (7-12)
Mr Simon Daniels Director (7-9)
Course Structure
All students at Year 9 are required to undertake the following core subjects.
• English
• Mathematics
• Humanities
• Science
• Languages
• Physical Education
• Health and Wellbeing
• Anam Cara Learning
Students are also required to select two semester-long elective subjects.
Year 9 Core Subjects
English
Year 9 English is framed by the question: 'How have others represented our world?'
Students experience how language and knowledge can empower people to be active agents of change in their world. Skills of enterprise, persuasion and close textual analysis are developed through stimulating debate and practical community based programs in which students are given greater autonomy and choice in their learning:
Key skills:
• Discuss and critically analyse texts, both orally and in written form
• Speak, listen, view and write with enjoyment, purpose, effect and confidence in a wide range of contexts
• Recognise the ways in which language varies according to context, purpose, audience and content and the capacity to apply this knowledge
• Identify the linguistic patterns used to construct different texts, and the capacity to apply this knowledge, especially in writing
• Relate knowledge gained from wide reading about aspects of society, culture and personal experience
• Recognise that textual interpretation and understanding may vary according to social, cultural and personal differences. Students begin to develop reasoned argument based on understanding and meaning
Key objectives:
• Contextualise a range of text types
• Learn to reflect, evaluate, analyse, and interpret texts
• Develop an understanding of text structures and organisation
• Plan, rehearse and deliver presentations in oral and written modes
• Understand how language can vary and change over time
Semester 1
• Society Now: language analysis and persuasive language skills are developed through a combination of class work and a student managed community-based fundraising campaign
• Social Justice: The study of a Play
• Wider Reading
Semester 2
• Future Societies: literary study of future focussed literature
• Creative Societies: literary texts form the basis for student creative expression and community engagement
Mathematics
Year 9 Mathematics continues to build upon the foundation of each student's prior learning and experiences. Year 9 students delve deeper into mathematical concepts, developing a more sophisticated understanding and proficiency in various strands. By engaging in problemsolving, reasoning, and practice, students further enhance their mathematical skills and abilities, preparing them for more advanced studies in the future.
Curriculum Overview
Our curriculum aligns with the Victorian Curriculum Mathematics version 2.0 and encompasses the following essential strands:
Number:
• Exploring operations with rational and irrational numbers
• Understanding powers and roots
Algebra:
• Solving linear and quadratic equations
• Graphing linear and quadratic functions
Measurement:
• Calculating area and volume of geometric shapes
• Applying trigonometric ratios to solve problems involving right-angled triangles
Space:
• Exploring transformations such as translations, reflections, and rotations
• Applying Pythagoras' theorem and trigonometry in realworld contexts
Statistics:
• Collecting and organizing data using various methods
• Calculating measures of central tendency and dispersion
Probability:
• Understanding concepts of probability including sample spaces, events, and outcomes
• Applying probability concepts to real-life situations such as games of chance and decision-making
Structured Learning Approach
In our lessons, students will experience a structured approach to learning. We expect them to engage in rigorous problem-solving activities, collaborative group work, and hands-on investigations to deepen their understanding of mathematical concepts.
Assessment will be varied and may include quizzes, tests, assignments, and projects. Additionally, students will be evaluated on their ability to communicate mathematical ideas effectively through written and verbal explanations.
Enrichment and Support
Whilst most students are in mixed ability classes, we offer an Enrichment class that focuses on problem-solving and explores connections with the Year 10 curriculum where appropriate. Students in this class will lay the groundwork for the opportunity to commence VCE Mathematical Methods in Year 10. Additionally, we have a Foundation class available to provide additional support for students who may require it.
Our Mathematics Enrichment Club provides a co-curricular setting where students can explore advanced topics, engage in challenging problems, and collaborate with peers who share a passion for mathematics. We also encourage students to participate in external mathematics competitions such as the Australian Mathematics Competition and the University of Melbourne Schools Mathematics Competition to further develop their skills and showcase their abilities on a broader stage.
Humanities
In Year 9 Humanities, students will study: Civics and Citizenship, Economics and Business, Geography and History.
Humanities provides a framework for students to examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment.
In Civics and Citizenship and Economics and Business, students explore the systems that shape society, with a specific focus on legal and economic systems. Students learn about Australia’s role in global systems and are encouraged to appreciate democratic principles and to contribute as active, informed and responsible citizens.
In History and Geography, students explore the processes that have shaped, and which continue to shape, different societies and cultures, to appreciate the common humanity shared across time and distance, and to evaluate the ways in which humans have faced and continue to face different challenges.
The main objectives of the Humanities curriculum are to develop in students:
• The 6’s C of Education (Critical Thinking, Collaboration, Communication, Creativity, Citizenship/Culture, Character Education/Connectivity)
• Financial literacy: understanding how the Australian and global economy functions, how businesses operate and to develop an understanding of individual financial goals
• An understanding of the Australian legal and political system, to best understand their rights, roles and responsibilities in society. To know how to be an active participant in the democratic system
• An understanding of how society has developed over time, different cultural customs and how various leaders and belief systems have impacted the world that we know today
• An understanding of how the world is connected through the movement of people and the development of technology. To identify and develop potential management strategies for environmental and geographical challenges
• The skills to be a curious person, who can interrogate evidence, unpack a range of case studies, historical sources and current day media to make informed decisions within this ever-changing world.
The topics covered in the course include:
Economics and Business:
Creating a Competitive Edge in Business
1. What are: savings, borrowing, investments and financial scams?
2. What are the various objectives of a business?
3. How can a business create an advantage over its competitors?
Civics and Citizenship:
Australian Democracy
• What role does political parties and individual representatives have in shaping a democratic society?
Geography:
Geography of Interconnection (Tourism)
Biomes and Food Security
• How do we protect, manage and sustain our food security?
History:
The Industrial Revolution
Making a Nation
World War One
• What were the causes and effects of the Industrial Revolution?
• How has the modern world changed?
• What was the experience of First Nations people following European arrival?
• How did World War One shape Australian identity?
Science
Core Science (Mainstream)
Science is a way of asking the important questions about the natural world. The knowledge of science has been developed over the centuries built upon experimentations and questioning why. The skills to undertake these investigations have also been refined over time and form the basis of the scientific method. Science has influenced the society in which we live and in turn the society has also affected the scientific direction.
Students undertake an individual project over two weeks in which they can explore many topics such as: which is the more effective cleanser - soap vs hand sanitiser; evaluation of electric vs manual tooth-brushing; graininess of film under different light conditions; does taste depend upon visual clues? These projects are designed to allow the students to develop their science skills in their individual projects.
In Year 9 the students explore the complex system of the human body and how it responds to its external environment. This includes the control the nervous and hormonal systems have on the body systems as well as how the body responds to disease and immunity.
Students explore the flow of energy in ecosystems and how chemical reactions like the reactions of acids and combustion can influence this system.
They examine the idea of matter and energy in many topics, from the structure of the atom to how series and parallel circuits work. They explore how magnetism interacts with the electricity and wires. Students learn about the electromagnetic spectrum called light, its uses in modern society and how the waves transfer energy.
They cover a wide range of chemical concepts that are important in the real world; such as: the role of fossil fuels in the supply of energy and the production of carbon dioxide to the actions of acids and bases.
The topics in Year 9 are:
• How do organisms respond to changes?
– Control and coordination
– Disease and immunity
• What is inside the atom?
• Cosmology
• Global Warming
• Energy in ecosystems
• Chemistry in the environment
– Acids and bases
– Fuelling society
– Rate of reaction and Scientific Investigation
Science Enrichment
Science Enrichment provides a dynamic, flexible experiential learning program that combines elements of Physics, Chemistry and Systems Engineering. Students select from a range of Science units within the course, creating an individual program, allowing some students to undertake advanced studies in Physics and Chemistry. It empowers students to take ownership of their own learning whilst still being supported to nurture their passion and interest in the study of Science. Given the nature of the Enhanced Science course design, it is offered to students who have demonstrated strong academic ability in Science and Maths, and a mature, inquiring approach to their learning.
Entry is limited and by invitation based upon the proven academic performance and demonstrated abilities. The minimum requirement will be an overall B average across all subjects and a B+ average in Science and Mathematics.
Pathways
Students completing this course will have several additional course options, depending on their involvement and achievement levels within the program:
• Year 11 entry to VCE Units 3 and 4 Systems Engineering or Physics (this is completion of the Year 12 level in these Studies)
• The opportunity to continue an in-depth study in this area during their Year 10 Immersion project.
Duration of the program
The program has two elements:
• Chemistry and physics core units in term 1.
• Four elective units selected over Term 2, 3 and 4.
Enrichment Science will be a two-year program with the majority of students joining in Year 9.
Course structure and outline
The course comprises a set of core modules and a set of elective modules. Students will choose modules depending on their intended pathways. Year 9 students must complete the core modules over the two years. Most modules will have a minimum number of student selections in order to run in a particular semester. Modules can be completed both within and outside of class time.
In selecting their modules, students must be aware of the modules that are pre-requisites for various VCE courses.
Core modules
• Mechanical systems: forces and motion
• Electricity and circuits
• Chemical Reactions
• Fundamental Chemistry
Elective modules
• Sailbot design and construction
• Fuels and Fire
• Pharmaceuticals and Polymers
• Environmental Chemistry
• Electrochemistry
• Global systems
• Wolfgang's waves
• Tesla's Terrific Coils
• Defending against pathogens
• A world of DNA
• Biological control systems
• Darwinian Survival
• Cosmology
Languages
Years 9 is a transition year in the learning of languages. After at least two years of studying the basics of the language of their choice, students can now concentrate on interacting in this language. Communication is increasingly the keyword.
Year 9 is also the last year in which the study of a language is part of the compulsory core curriculum at St Michael’s.
Chinese (Mandarin)
Year 9 Chinese is designed to give students the knowledge and skills in speaking, comprehending, reading and writing, with a focus towards methodically developing an awareness of the Chinese language structure.
The Chinese course in Year 9 uses diverse texts and forms of media to explore a number of themes:
• Communicate preferences and tastes
• Shopping and bargaining in China
• Climate (influence of weather on food, clothing and activities)
• Comparing Chinese culture and society to Australia
In Year 9, there is a strong emphasis on the use of various grammatical structures for students to form sentences in Mandarin accurately to express their views.
French
The Year 9 French course uses diverse texts and the School's computer network to explore a number of themes:
• What do we look like? (physical descriptions, body parts, being sick and expressing it)
• French Art (description of some works of art, cultural background)
• La Gastronomie (shopping for food, cultural importance of food in France, planning a meal, recipes, setting the table, use of commands)
• La Tulipe Noire: a classic novel (simplified for language learners) by Alexandre Dumas
• Planning and talking about holidays (places, health, activities and weather)
In Year 9, there is a strong emphasis on the use of verbs as they are a cornerstone for communication in most of these themes; an understanding of verbs is indispensable in order to be able to use language in different tenses, particularly the past tense. Pre-reading skills are developed with the particular study of a simplified classic novel.
Italian
The Year 9 course in Italian makes available a variety of written and aural texts that allow students to examine and integrate a range of grammatical structures and vocabulary; the main goal being to facilitate communication and develop their language repertoire. Set topics throughout the course encourage an efficient and systematic approach to language use.
In the Year 9 Italian course, students examine the present and past tenses, articulated prepositions, modal verbs and further grammar structures, across some of the following themes:
• the four seasons (seasons and the difference between seasons in Australia and Italy, the weather and how the weather influences the activities that people do)
• free time and leisure (communicating what one enjoys doing in their spare time, where they like to go and do in various locations as well as describing activities that one might do independently or with others in a team, with friends or family)
• Italian neighbourhood, getting around the city, giving and taking directions, how to read and use a map, and how to communicate directions based on a map
• the Renaissance period in Florence (important Italian figures and their works of art and how the Renaissance era has influenced modern society).
Japanese
The Year 9 Japanese course has been designed to give students the knowledge and skills in speaking, comprehending, reading and writing, in order to enable them to interact with others in Japanese. It has also been designed to develop an awareness of the structure of the language. Students will be required to extend further the range of personal information they can give. They will undertake a range of communicative tasks: both spoken and written, which will require them to learn expressions and grammar patterns.
Topics/themes explored include friends and self, daily routine, school life, eating habits, seasons, festivals and travelling in Japan. Students will further extend their understanding of the Japanese culture and the Japanese way of life.
We work towards students being able to:
• Communicate appropriately in a variety of situations within the family, school, peer group and community to maintain social relationships in Japanese
• Use and adapt models to express opinions about aspects of daily life and learner interests, providing some facts to support these opinions
• Use some socially and culturally appropriate communication strategies in oral interactions
• Read for enjoyment, using strategies such as contextual clues or reference to a dictionary where necessary
• Identify socially and culturally important features of texts read
• Construct sentences accurately and appropriately using a wide range of vocabulary and grammar patterns
Language Investigation – Semester 2
This course is offered in Semester 2, by negotiation with Languages teachers and Head of Faculty, to students of Year 9 who are not intending to continue with the study of their language beyond Year 9. The features of this course are:
• Based on investigation skills: the Language Investigation course endeavours to ensure students access the basic investigation skills (choice, research, presentation) that are taught in language courses in Year 9.
• Based on chosen language-linked topics: students will investigate and present a topic/issue/theme of their choice (chosen in collaboration with their teacher), that is linked to the culture of the countries in which Chinese, French, Italian and Japanese are spoken. Language basics will be recalled or discovered.
• Support and learning opportunity: the course will offer differentiated support to currently struggling students, allowing them an opportunity to learn at their pace.
• Certificate: Students who successfully complete the Language Investigation course will receive the St Michael's Language Investigation Certificate at the end of Year 9. This certificate will credit the student with a Language Investigation Level Achievement.
• End of Languages studies at St Michael's: The Language Investigation Certificate will be a skillsdevelopment academic recognition. It will not allow students to continue studying a language at St Michael’s in Year 10 and beyond.
This course will only be available to a limited number of students based upon discussions with Language teachers, the Head of Languages and the Head of Learning Services.
Physical Education
Year 9 Physical Education aims to develop physical literacy, referring to developing mastery of skills, knowledge and behaviours that empower students to engage in and lead active lives. Integral to Physical Education classes is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities.
As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in specialised movement skills, physical activities and movement concepts and acquire an understanding of how to improve fitness and benefits of achieving fitness outcomes.
Movement is a powerful medium for learning, allowing students to acquire, practise, reflect and refine personal, physical, behavioural, social and cognitive skills. The Physical Education curriculum provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
The main objectives of Year 9 Physical Education curriculum are for students to:
• Acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts and settings
• Engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes
• Apply and transfer movement concepts and strategies to new and challenging movement situations
• Apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances
• Work collaboratively to design and apply solutions to movement challenges, for example in team games or fitness units
• Explain the importance of cooperation, leadership and fair play across a range of health and movement contexts
• Propose and evaluate interventions to improve fitness and physical activity levels in their communities
• Develop the 6’s C of Education (Critical Thinking, Collaboration, Communication, Creativity, Citizenship/ Culture, Character Education/Connectivity)
Year 9 Enhanced PE Opportunity
Year 9 Enhanced PE classes provide an opportunity for students to extend and challenge their skill sets and physical literacy, in a faster paced class environment, focusing on more intricate sport specific technical and strategic critical thinking skills.
Students are allocated to these classes according to a combination of: their physical skill abilities and competencies, including average overall grade of at least B+ in Physical Education (working above standard), their consistent commitment and positive contributions to both Physical Education and ACS Sport, and the student’s readiness for an increase in challenge.
Note: There will be opportunity for students in the mainstream classes to work towards being included in the enhanced classes, as through assessment and growth over the year, students may be recognised and asked to increase their challenge and move into the enhanced class.
Note: Both the mainstream and enhanced classes will participate in the same units of learning over the year. However, the teaching strategies and skill expectations will differ according to learning readiness between the two. Students in mainstream Physical Education classes will continue to be challenged with high expectations and given the chance to still achieve the highest grades.
Year 9 Physical Education Term Units
• Invasion Games (Netball and Basketball)
• Net & Court Games (Volleyball and Racquet Sports)
• Personal Fitness and Conditioning
• Inclusive and Diverse Games (e.g. Wheelchair basketball, Goal Ball)
• Indigenous Games and Games from Around the World (IGAW) (e.g. Yulunga Traditional Indigenous Games, European Handball, Lacrosse, Ultimate Frisbee etc)
Health and Wellbeing
The subject, Health and Wellbeing, encompasses aligned themes and content from the Health, Positive Learning and Anam Cara Learning curriculums. (Please see the subject Year 9 Anam Cara Learning for more information about this element.) Health and Wellbeing was previously called Personal Wellbeing.
The Health and Wellbeing curriculum provides a broad holistic approach, supporting personal growth as individuals and as informed contributing citizens. Through expanding and developing student health and emotional literacy, Health and Wellbeing provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, make informed decisions and positively influence and enhance, their own and others’ health and wellbeing in varied and changing contexts. It also addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities.
Students examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health services available to them in a variety of settings.
Health and Wellbeing provides students an experiential curriculum that is contemporary, relevant and challenging, aiming to empower students to lead fulfilling lives, maintain positive relationships, and prioritise their health and wellbeing.
The units covered in Year 9 Health and Wellbeing are:
• Physical Activity and the Community: students review the Physical Activity and Sedentary Behaviour Guidelines, discuss the importance of balanced lifestyles, including exploring the importance of positive sleep habits
• Drug Education: students evaluate and analyse the facts around alcohol, binge drinking, vaping, illicit drugs, pharmaceutical drugs, scenario-based strategising, self-regulation and help seeking, addiction and support services
• Respectful Relationships: students discuss effective communication, friendships, intimate relationships, gender and relationship diversity, identifying unhealthy and abusive relationships, consent and the law, help seeking
• Sexual Health: students assess how to make informed decisions in relationships, evaluating contraceptives, sexting and the law, sexual health risks and care, health care services available to support sexual health
• Yoga and Mindfulness Program: students learn about the practice of yoga, through participating in a practical yoga unit, with an qualified yoga teacher. They learn how it can be used to improve physical, mental and emotional health, the interrelationship of breathing and nervous system, and the history and ethics aligned with yoga practice
• DRCC and mental health: students learn about mental health awareness, self-talk, help seeking, awareness with support from our psychologists
• First aid: students learn basic first aid, including CPR
Through these units, the Health and Wellbeing curriculum aims to develop knowledge, understanding and skills to enable students to:
• Access Health Information: Develop skills to access, evaluate and synthesise health information from a range of sources to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan.
• Build Respectful Relationships: Build and sustain relationships that demonstrate respect for themselves and others through effective communication, empathy, care and compassion. Develop personal, behavioral, social, and cognitive skills to promote and navigate personal identity, and to manage relationships and wellbeing. Evaluate situations and scenarios and propose appropriate actions and emotional responses. Explore ethical decision-making in building respectful relationships and to celebrate diversity, and promote inclusion and equality. Investigate the impact of relationships on health and wellbeing including online relationships and interactions
• Explore Emotional Literacy and Mindset: Analyse factors influencing emotions, including develop strategies for to manage emotions in different contexts. Understand mindsets and how managing mindsets enables positive and productive impact on outcomes.
• Understand Health and Physical Activity Contexts and Healthy Lifestyle Practices: Promote behaviours that advocate health, such as balanced nutrition, adequate sleep, regular physical activity, and balanced technology use. Analyse how personal, local, regional, and global factors influence perceptions and opportunities related to health and physical activity. Additionally, students explore the concept of 'flow' and techniques to focus attention in the present moment.
• Develop Help Seeking Strategies: Understand the importance of seeking help and learn relevant help seeking strategies. Examine barriers to seeking support and evaluate strategies to overcome these barriers.
• Explore Community Wellbeing Strategies: Plan, research and develop evidence-based resources to improve community health and safety.
• Understand PERMAH Wellbeing Model Outcomes: Understand, link and apply components of the PERMAH Wellbeing model to student’s lives, to improve motivation and wellbeing (aligned with overall curriculum goals for health and wellbeing)
• Develop the 6 C’s of Education: Develop and apply critical thinking, collaboration, communication, creativity, citizenship/culture, and character education.
Anam Cara Learning
This course seeks to apply the principles studied in the previous two years to current issues which are relevant to students' lives. Anam Cara Learning is part of the Health and Wellbeing subject and supports the content taught in that subject. The main focus for the year is to contemplate the theme of meaning.
The main objectives of the Year 9 Anam Cara Learning curriculum are:
• To develop in students an appreciation of the search for meaning common to humanity
• Discovering meaning and purpose through grief and loss
• Discovering meaning and purpose through the principles of Christianity and Buddhism
• To develop in students a broad appreciation of issues related to wellbeing from a religious perspective
• To develop in students an understanding of the importance of the sanctity of life and different perspectives of this issue.
The topics covered in the course include:
• Spiritual intelligence
• Grief and suffering
• What matters/ethics
• Socratic inquiry
Year 9 Elective Subjects
Students are also required to select two semester-long elective subjects.
Year 9 Elective Subjects include:
• Dance
• Music
• Drama: Production and Performance
• Drama: Improvisation and Theatresports
• Food and Technology: Food for Fitness
• Food and Technology: Foods Around the World
• IT: Game Development
• Product Design and Technology
• Product Design and Technology (STEM)
• Athletic Development
• Visual Communication Design
Note: Athletic Development, Fine Art, Game Development, Product Design and Technology, Product Design and Technology (STEM) and Visual Communication Design can only be selected once, either in Semester 1 or 2.
Dance
Semester 1
This elective is intended to both introduce and challenge students' understanding of dance as a form of communication and expression within the community. This course is not just for experienced dancers but also for those students who have an interest in the art form and wish to begin their exploration of it.
In this unit, students explore the body, society and movement. Students understand the body through kinaesthetic awareness and alternative dance practices. They will explore art through the senses and begin to develop their own movement vocabulary, responding to various structured improvisations.
Students will also gain an understanding of society and movement, delving into how dance may be used as therapy.
Dance within the community will be embraced as a platform for students to appreciate dance in alternative ways. The course culminates into a group-devised community-based performance.
Music
Semester 1
This course provides students with the opportunity to extend their music performance skills and experience.
The main objectives of the course are to develop:
• techniques in solo performance and ensemble performance practice
• extended techniques and skills in theory and aural comprehension
• extended techniques and skills in music analysis of contemporary and classical music (aural and written)
• techniques and skills for composition
The units covered include:
• Solo Performance, assessed through a 6-8-minute performance on an instrument of choice (including voice)
• Ensemble Performance, assessed through participation and performance in a school ensemble or choir and a rehearsal reflection task
• Music Analysis, assessed through the completion of a Music Analysis Folio
• Theory and Aural Comprehension, assessed through ongoing and end-of-unit tests
• 12 Bar Blues Composition and Improvisation, assessed through a 12 Bar Blues composition and performance task
It is recommended that student enrolling in this subject have some prior knowledge and experience on an instrument or voice. Students undertaking this course are expected to participate in a St Michael's Cocurricular ensemble or choir. This can be arranged at the commencement of the course.
Production and Performance
Semester 1
Students enrolling in this course will experience the multifaceted process of bringing a work to life from script to performance, designing and creating props and sets, devising lighting and sound and developing expressive and performance skills in acting and movement for theatre.
The course is a highly hands-on experience with a production process leading to public performances of their work at the end of the semester. To foster their skills, students will have the opportunity to work with a range of St Michael's staff as well as visiting specialists. Students will explore all aspects of performance through a series of workshops in acting, stagecraft, directing and choreography. They will learn how to interpret existing plays as well as devise their own work.
These workshops will then help inform the direction the students wish to take with the creation of their own production. Students will choose roles to specialise in from areas including acting, directing, choreography, design and technical operation, and embark on the extended production phase leading to their performance in front of a live audience.
To enhance their understanding of the impact and skills of live theatre, during the semester students will also attend a professional performance together and reflect upon their experience.
The main objectives of the subject are:
• To foster and support a passion for theatre
• To develop the skill to interpret scripts as well as devise original work
• To learn how to engage an audience through performance and expressive skills
• To understand how design elements enhance meaning and an audience’s experience
• To build confidence and connection between students, through collaboration
• To build skill in storytelling and/or the exploration of ideas and experience through live performance
Food and Technology: Food for Fitness
Semester 1
This is a Semester 1 Food Tech subject only. A different subject, Foods Around the World, is offered in Semester 2.
If you are interested in fitness, nutrition and living a long and healthy life, then this course is for you! The course focuses on nutrition, healthy, balanced diets, foods for optimal fitness, and reducing the risks of diet-related diseases.
Using varied preparation techniques, cooking methods, and presentation styles, students will have the opportunity to create innovative food products. Fresh, seasonally available ingredients will be incorporated in productions to ensure nutritious, high-quality foods are prepared. Students will learn about food selection models, the importance of healthy eating, and develop a healthy lunch box for Year 3 students.
You will have the opportunity to design your own dishes and weekly practical lessons will allow you to develop your cooking skills.
Key focus areas:
• Hygienic and safe food production.
• Key food groups and food selection models and applying nutritional concepts to a range of settings.
• An understanding of the design process; including design briefs, ordering, and evaluating.
• Following and creating design briefs and developing design ideas.
• Investigating the relationship between nutrients, diet, and health.
• Investigating diet related diseases and creating a menu for people to reduce the risks.
• Designing a healthy lunch box for Year 3 students.
• The ability to work both independently and as a member of a team to problem-solve.
• Skills to successfully analyse and evaluate outcomes in a range of environments.
• Competence and confidence in cooking through practical experience.
Food and Technology: Foods Around the World
Semester 2
Throughout this course, students investigate and prepare foods from many international cuisines. This unit enables students to investigate the role food plays in the cultural life of people around the world. You will investigate the multicultural life of Melbourne, sampling many foods and creating mouth-watering dishes. Indigenous Australian ingredients will be investigated and used in an array of ways.
Using varied preparation techniques, cooking methods, and presentation styles, students will have the opportunity to create innovative food products. Fresh, seasonally available ingredients will be incorporated in productions to ensure nutritious, high-quality foods are prepared. The students will work towards preparing and hosting a World Food Fair, demonstrating their skills in creating interesting and diverse dishes from Australia and around the world.
You will have the opportunity to design your own dishes and weekly practical lessons will allow you to develop your cooking skills.
Key focus areas:
• Hygienic and safe food production.
• Investigating international food culture and celebrations.
• Learning about, sampling, and using indigenous Australian ingredients.
• Experiencing Melbourne’s diverse food culture.
• Gaining an understanding of the design process, including design briefs, ordering, and evaluating.
• Following and creating design briefs and developing design ideas.
• The ability to design menus, highlighting a range of cultural celebrations.
• Planning and preparing a World Food Fair for staff at St Michael’s Grammar School.
• The ability to work both independently and as a member of a team to problem-solve.
• Skills to successfully analyse and evaluate outcomes in a range of environments.
• Competence and confidence in cooking through practical experience.
Drama: Improvisation and Theatresports
Semester 2
Students enrolling in the course will develop the skill and confidence to improvise as a form of live performance as well as using it as a technique to devise original theatre. The course is highly practical and interactive with a focus on the work of the actor and the building of connections between students.
The course will progress through a series of workshops in improvisation. Structured improvisation provides opportunities for actors to work spontaneously to create characters, scenes and stories in response to prompts or stimuli. It can be explored and enjoyed in different forms. Students will learn the terminology of improvisation and how these skills can be applied in different ways.
These opening workshops will then lead to a major unit on Theatresports. Theatresports is a special form of fun, improvised and often comedic entertainment played as a spectator sport in a game format; it is the marriage of theatre and sport and is played all around the world. The nature of Theatresports is grounded in developing skills in listening, confidence, expression, communication and comedy.
The culmination of the unit will be our own Theatresports Competition with competing teams performing in front of an audience with the accompaniment of live music.
The main objectives of the subject are:
• To have fun and build confidence
• To develop the skills to working cooperatively, spontaneously and creatively with other performers
• To foster performance and expressive skills to create character and engage an audience
• To learn how improvisation can be its own form of live theatre but can also be used as a technique to devise original works
• To develop an understanding of the elements of dramatic situations, building scenes and narratives.
• To foster both dramatic and comedic skill
IT: Game Development
This course runs in both Semester 1 and Semester 2. It is the same course and cannot be selected in both semesters.
The Information Technology courses are designed to engage students with a range of technologies and applications from Animations to Game Design, and Video Production to Web Design. It may also address areas such as robotics where appropriate. Students use software which is industry standard in real world situations.
Game Development
The Game Development course is designed to give the students an understanding of a broad range of computer skills and knowledge. The course is designed around the topic of creative game design so that students can quickly transfer their prior knowledge into tangible skills which can be transferred to many other subjects.
Using their laptop and software, students learn to make games, progressing from maze games (e.g. Pacman), to platform games (e.g. Mario and Sonic) then to more complex control structures using coding (e.g. Flight Control).
This unit is designed to be self-paced and allows for students who are keen to extend their skills and abilities via extension activities and resources.
The main objectives of the Game Development curriculum are to develop in students:
• The ability to manage files and folder structures for large projects.
• An understanding of what makes a ‘good game’.
• An understanding of how computers think.
• An understanding of game logic.
• Project management skills.
• Communication skills with group members via online forums, collaboration tools, and face-to-face meetings.
• An ability to problem solve and debug using known techniques.
Topics covered for Game Development:
• Computer logic and binary logic
• Character design
• Gameplay design
• Maze and platform gaming
• Piracy and solutions
Product Design and Technology (STEM)
This course runs in both Semester 1 and Semester 2. It is the same course and cannot be selected in both semesters.
This study engages students in the applications of Science, Technology, Engineering, and Mathematics through designing and manufacturing solutions to identified ‘real world’ problems. STEM has become an important and recognised area of study, and it is a widely desired skillset in the respective professional disciplines of Science, Technology, Engineering and Mathematics.
This elective is designed as a pathway for many subjects such as VCE Systems Engineering, VCE Product Design and Technology, and VCE Physics. Students should consider this subject if they are interested in both a theoretical and practical study, with a particular focus on problem solving and investigating real world problems.
What does this look like as a subject?
In this study you will learn how to apply creative and critical thinking techniques to investigate and solve problems. You will investigate and apply knowledge from each of the disciplines – Science, Technology, Engineering, Mathematics.
You will make products that solve real problems through ‘project-based’ learning.
You will develop design and manufacturing skills through use of both traditional, hands-on methods and contemporary technology such as computer-aided design and computer-aided manufacturing (3D printing and laser cutting).
This study will be assessed through both a project record document and a practical outcome.
The main objectives of this subject are to develop in students:
• The ability to analyse problems and generate ideas.
• Prototyping, testing, and evaluating processes to determine the success of design ideas.
• The ability to apply and adopt both creative and critical thinking techniques.
• The knowledge and hands-on application of Computer Aided Design and Manufacturing (CAD/CAM).
• The ability to carry out investigation, research, and analysis.
• An understanding of systems and mechanisms.
• An understanding of contemporary production techniques.
• The ability to integrate and make connections between the study disciplines of Science, Technology, Engineering, Art, and Mathematics.
Athletic Development
This course runs in both Semester 1 and Semester 2. It is the same course and cannot be selected in both semesters.
The subject will involve learning about athletic development and how to apply this to students' own sporting endeavours to improve performance.
It is an accelerated physical education program, exposing students to the elements and requirements of an elite athlete. Students will also work with our Athletic Development coach in the practical sessions to build understanding and confidence when developing strength and conditioning.
This elective is an introduction to the Year 10 Sports Science elective and VCE Physical Education.
Students that select the Athletic Development Year 9 Elective should have an interest in the following topics that will be covered:
• Learning about different training methods, fitness and conditioning to seek sport specific training benefits
• Team sport and individual sport tactics and strategy to improve performance
• Linking the dimensions of health to athlete development, focusing on how mental, social, emotional and physical wellbeing contribute to performance
• Positive sport psychology strategies, gaining an understanding of how this is used in elite sport and drawing links as to how these may support their own sport specific endeavours
• Sports nutrition for elite athletes and how to apply elements of this to the students' own athletic endeavours
• Biomechanics of sporting equipment (for example an inquiry task on researching the purpose and physics behind the dimples in golf balls)
• Improving their own athletic abilities and skills
• Being physically active and engaging in practical activities each week to consolidate the learning of the topics above
• An interest in pursuing VCE PE and the career paths associated with this
This elective will focus on tying all athletic development theory learnt to practical sessions, where students can demonstrate, apply and practice their learning through physical movement and activity.
Students will also experience and discuss the links between being active and improved wellbeing, to promote life-long positive behaviours and attitudes towards physical activity and the associated benefits.
The Units covered are:
• Developing a successful athlete (muscular and skeletal system, injuries of muscular system, cardiorespiratory system, sports nutrition, sports psychology, recovery)
• Peak training performance (legal and illegal performance enhancement, fitness components, fitness tests, training methods and creating and performing a training program)
Fine Art
This course runs in both Semester 1 and Semester 2. It is the same course and cannot be selected in both semesters.
Students are introduced to traditional art media and techniques. Students develop skills in painting and sculpture, collage and printmaking, creating works that are a personal interpretation of technical approaches through historical and cultural investigation. In each area, students explore the idea of representation and how we can communicate through appropriation, symbolism and style. Students will also develop an understanding of Modernism from a visual art perspective and study the major movements, events and changes in attitude through the 19th and 20th Centuries.
A portfolio of work will be the basis for assessment of achievement in this course.
The main objectives of the Year 9 curriculum in Visual Art & Design are to develop in students:
• an ability to interpret art and design through making and responding to their own and others' work
• the ability to create ideas through to an extended investigation and a strong design process
• a clear understanding and effective application of art and design terminology including the analysis of the elements and principles of design
• an understanding of art and design in a historical and cultural context
• how to produce artworks through an understanding of the techniques and materials used by artists and in artworks and processes applicable to the studio area
• a process of reflection and refinement in the making of a finished piece of work.
The topics covered in the semester-long course include:
• an investigation into a Modernist movement
• developing the design process
• the practical interpretation of researched styles: Still life drawing, painting, collage, printmaking
• research of Modern artists
• personal interpretation of a traditional technique: Sculpture
Visual Communication Design
This course runs in both Semester 1 and Semester 2. It is the same course and cannot be selected in both semesters.
This course combines the digital design programs with the graphic design world developing ways of visually communicating ideas and concepts using specific design systems and devices for design needs. The focus will be on developing an understanding of the methods, media and materials, particularly the digital platforms, with a focus on the Adobe Suite. It explores the design processes involved in creating clear and clever designs and considers the purpose of design within a cultural and historical context.
The main objectives of the Year 9 curriculum in Visual Communication Design are to develop in students:
• an appreciation of multimedia and design through written and verbal tasks
• an ability to interpret design through making and responding to their own and others' work
• the ability to create ideas through research and a design process
• an understanding of multimedia design in a cultural context
• a process of reflection and refinement in the making of a finished piece of work.
The topics covered in the course include:
• Drawing for Design using traditional and digital design drawing systems
• Skill development in Adobe programs
• Responding to design tasks – design analysis, critically examining advertising
• Utilising the design process: designing to a brief
This course combines the digital design programs with the graphic design world developing ways of visually communicating ideas and concepts using specific design systems and devices for design needs. The focus will be on developing an understanding of the methods, media and materials, particularly the digital platforms, with a focus on the Adobe Suite. It explores the design processes involved in creating clear and clever designs and considers the purpose of design within a cultural and historical context.
The main objectives of the Year 9 curriculum in Visual Communication Design are to develop in students:
• an appreciation of multimedia and design through written and verbal tasks
• an ability to interpret design through making and responding to their own and others' work
• the ability to create ideas through research and a design process
• an understanding of multimedia design in a cultural context
• a process of reflection and refinement in the making of a finished piece of work.
The topics covered in the course include:
• Drawing for Design using traditional and digital design drawing systems
• Skill development in Adobe programs
• Responding to design tasks – design analysis, critically examining advertising
• Utilising the design process: designing to a brief
Outdoor Education
Year 9 Exodus
Year 9: Tasmania Unleashed
Get ready to embark on an extraordinary adventure through the captivating landscapes and rich narratives of Lutruwita Country! Our "Tasmania Unleashed" program is an immersive Year 9 journey designed to transform students into intrepid explorers and thoughtful learners. Over the course of this dynamic experience, students will uncover hidden treasures within Tasmania's diverse tapestry of flavours, stories, terrains, and social landscapes.
Each themed program offers a unique pathway to discovery, providing students with the opportunity to delve deeply into the essence of Tasmania. Whether navigating bustling markets filled with artisanal delights or exploring the solemn echoes of convict history at Port Arthur, every moment is crafted to reveal a new facet of Tasmania's allure. Through these enriching experiences, students will gain invaluable knowledge about Tasmania's past and present social dynamics.
Themed Program Outlines (minimum numbers for each program to run)
Tasmania Unleashed: Unbounded East Cycling
Pedal your way through Tasmania's stunning eastern landscapes. This program combines physical challenge with environmental education as students cycle along coastal paths, through quaint towns, and past historic sites, gaining an appreciation for Tasmania's natural beauty and heritage.
This program includes additional costs.
Tasmania Unleashed: Unveiled over land
Embark on an adventurous hiking and exploration style program that traverses Tasmania's diverse terrains, from Cradle Mountain NP walks to verdant rivers and valleys. This journey emphasises outdoor skills, teamwork, and environmental stewardship, culminating in a profound connection to the land.
This program includes additional costs.
Tasmania Unleashed: Unearthed Food Tour
Discover Tasmania through its rich culinary traditions. Students will explore local farms, markets, and eateries, learning about sustainable food practices and the cultural significance of Tasmanian cuisine. This gastronomic adventure promises to tantalise the taste buds while educating the mind.
Tasmania Unleashed: Unravelled Art Tour
Dive into the vibrant art scene of Tasmania. This tour introduces students to local artists, galleries, and cultural institutions, fostering an appreciation for the island's artistic heritage. Through hands-on workshops and guided tours, students will explore the intersection of art, history, and community.
Tasmania
Unleashed:
Uplifted Environment and Social Justice Experience
Engage in projects that intertwine environmental education with social justice along the West Coast of Tasmania. Students will delve into the history and significance of the Franklin River campaign, explore the origins of the Wilderness Society, and participate in workshops on contemporary social issues. Through these activities, they will gain a comprehensive understanding of their role in promoting sustainability and equity.
Tasmania Unleashed: Unified Tasmania
This comprehensive program integrates elements from all the themed experiences, offering a well-rounded exploration of Tasmania's natural, cultural, and social landscapes. Students will engage in a variety of activities that foster personal growth, community building, and environmental awareness.
Alternative Program
Warburton Unleashed: Art/Food and Culture Tour
For students who are unable to travel domestically, the Warburton Unleashed program offers a rich exploration of art, food, and culture within the picturesque town of Warburton. This local alternative mirrors the immersive and educational spirit of the Tasmania Unleashed programs, ensuring all students can partake in a meaningful and enriching experience.
Immersion Projects
Discover the world through Year 9 immersion projects at St Michael’s, where learning transcends borders and classrooms. Each immersive journey is carefully crafted to enrich students' educational experience and personal growth. Some of these programs will incur an additional cost. Estimate costings will be available at selection. Minimum numbers for programs will need to be met to run. You will be asked to provide 3 options in order of preference.
Cambodia - Service Learning
Embark on a transformative 9-day journey to Cambodia, where service learning projects are at the heart of this immersive experience. Students will engage in meaningful community service initiatives aimed at addressing local challenges and fostering sustainable change. From building infrastructure to teaching English or assisting in healthcare clinics, participants will develop empathy, cross-cultural understanding, and global citizenship. This program not only emphasises the importance of giving back but also encourages personal growth through leadership opportunities and teamwork in a diverse and enriching cultural setting.
Aims
• Collaborate on impactful service projects that benefit local communities.
• Develop empathy and cross-cultural understanding through immersive experiences.
• Enhance leadership, teamwork, and problem-solving skills in a global context.
Japan - Science, Food and Culture
Explore the dynamic intersection of science, culinary arts, and cultural exchange in Japan during this enlightening 9-day program. Students will delve into Japan's rich scientific advancements, from robotics to sustainable technologies, through interactive workshops and visits to innovative laboratories. They will also immerse themselves in Japanese sporting traditions, mastering the art of traditional meals, tea ceremonies, and exploring the cultural significance of food. This program aims to broaden perspectives, deepen appreciation for Japanese culture, and inspire a passion for scientific exploration and crosscultural learning.
Aims
• Engage with cutting-edge scientific advancements in Japan.
• Explore Japanese culinary arts and traditions through hands-on experiences.
• Foster cross-cultural understanding and global awareness.
New Zealand - Aerospace and Robotics
Delve into the future of aerospace and robotics amidst the stunning landscapes of New Zealand. This 9-day program combines hands-on experiences with theoretical learning, offering students the opportunity to engage in space technology, space exploration, and robotics workshops led by industry experts. Students will gain insights into environmental conservation efforts and technological innovation. This program aims to inspire innovation, critical thinking, and a passion for STEM fields while fostering appreciation for New Zealand's natural wonders.
Aims
• Gain practical skills in aerospace engineering, drone technology, and robotics.
• Explore New Zealand's unique ecosystems and environmental conservation initiatives.
• Foster curiosity, innovation, and problem-solving abilities in STEM disciplines.
Workplace Skills Immersion
Prepare for future career success with our Workplace Skills Immersion program. Over 5 days, students will develop essential professional skills through practical workshops and simulations. Students will have the opportunity to learn from industry leaders across a range of sectors, participate in resume writing, understand payslips, master personal branding/networking and interviewing practice. Students will also use this opportunity preparing for the workforce with First Aid Certificate training and the choice of additional skill acquisition such as Food Safety, Barista, Pool Lifeguard, Austswim qualifications + many more making students job ready for employment.
Aims
• Enhance communication and presentation skills.
• Build teamwork and leadership capabilities.
• Gain insights into industry expectations and career pathways.
Uniquely Melbourne
Immerse yourself in Melbourne's vibrant culture and history through guided tours and interactive experiences. Discover the city's unique landmarks, arts scene, and diverse communities.
Aims
• Deepen understanding of Melbourne's cultural heritage and significance.
• Explore urban planning and environmental sustainability initiatives.
• Foster civic engagement and community awareness.
The SMGS Cooking Experience
Delve into the art of cooking with our immersive culinary program in Melbourne. From mastering cooking techniques to exploring food culture, students will develop practical skills and culinary knowledge.
Aims
• Learn fundamental cooking techniques and culinary principles.
• Explore diverse cuisines and food traditions.
• Develop a deeper appreciation for food sourcing and sustainability.
Our Bay, Port Philip Bay
Engage in environmental conservation and marine biology studies in the picturesque setting of Port Philip Bay. This program combines fieldwork with educational workshops to foster environmental stewardship.
Aims
• Study marine ecosystems and biodiversity conservation.
• Participate in hands-on environmental research and conservation activities.
• Develop awareness of sustainable practices and environmental issues.
Active Xperience Melbourne (Sport)
Enhance physical fitness and sportsmanship through diverse sporting activities in Melbourne. This program promotes active lifestyles and teamwork through engaging sports sessions and recreational challenges.
Aims
• Improve physical fitness and sports skills.
• Foster teamwork and leadership through sports activities.
• Promote lifelong habits of health and wellness.
Red Stitch Actors' Theatre - Craft of Acting
Immerse yourself in the art of acting at Red Stitch Actors' Theatre. This program focuses on honing acting techniques, creativity, and stagecraft under the guidance of professional theatre practitioners.
Aims
• Develop acting skills and stage presence.
• Explore character development and storytelling techniques.
• Gain insight into the theatrical production process.
Art Industry
Engage with Melbourne's dynamic art industry through workshops, studio visits, and discussions with industry professionals. This program offers firsthand insights into the art world and opportunities to create meaningful connections.
Aims
• Learn from and network with local artists and industry experts.
• Gain practical experience in art studio practices and techniques.
• Explore career pathways in the art and creative industries.
STEAM
Design Challenge
Engage in a dynamic STEAM-based immersion program where Science, Technology, Engineering, Arts, and Mathematics converge to solve future challenges. This project offers students an integrated approach to deepen their understanding of design principles and technologies, fostering creative and critical thinking skills within a practical, real-world context.
Key Activities
• Learn Design Thinking fundamentals.
• Propose solutions and conduct cost-benefit analyses.
• Prototype solutions using various mediums.
• Develop digital marketing strategies.
• Present solutions and budgets to a panel.
St Michael’s Grammar School 25 Chapel Street, St Kilda VIC 3182 Australia
Telephone: +61 3 8530 3200
community@stmichaels.vic.edu.au stmichaels.vic.edu.au
CRICOS Provider 00345G