Scroll down or quick link to find out more about electives that interest you.

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> AGHORT
> CHEMISTRY

> ENVIROMENTAL SCIENCE
> FORENSIC SCIENCE
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> PHYSICS (*UNIT 1)
> BIOLOGY (*UNIT 1 & 2)
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HISTORY

> THE MODERN WORLD & AUSTRALIA
> OUR AUSTRALIA

> 20TH CENTURY HISTORY (*UNIT 1)
> AUSTRALIAN GLOBAL POLITICS (*UNIT 1)
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THE ARTS

> DRAMA 1 (Semester 1 only)
> DRAMA 2 (Semester 2 only)
> STUDIO ARTS
> STUDIO ART - PHOTOGRAPHY
> VISUAL COMMUNICATION & DESIGN
> DRAMA (*UNIT 1 & 2)

> VISUAL COMMUNICATION & DESIGN (*UNIT 1 & 2)
> STUDIO ART
Painting & Drawing (*UNITS 1 & 2) 

TECHNOLOGIES

> DIGITAL - BIG IDEAS IN COMPUTER TECHNOLOGY
> FOOD TECHNOLOGY - THE MENU

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> FOOD STUDIES (*UNIT 1 & 2)

HUMANITIES

> ECONOMICS - WORLD OF COMMERCE
> GEOGRAPHY - WHERE TO FROM HERE
GEOGRAPHY (*UNIT 2)

HEALTH & PHYSICAL EDUCATION

> HEALTH & HUMAN DEVELOPMENT (*UNIT 1 & 2)
> PHYISCAL EDUCATION (*UNIT 1 & 2)

LANGUAGES

> FRENCH
> INDONESIAN

> ITALIAN

LITERATURE

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Year 10 | Electives

 

Elective | The Arts.

 
 

Drama

ELECTIVE | THE ARTS (DRAMA)

Year 9 Drama is offered as an Arts elective with a contact time of five 80-minute periods per fortnight.

Students study the origins, characters and plots of the Commedia dell’Arte, an Italian form of comedy popular from the mid-1500s to the mid-1700s. This task involves student interpretation of a scripted play. In undertaking this process, students organise a small theatrical production and become involved in acting, costume design, props, directing and multimedia.

Students also explore soap operas. Using daytime television soapies as inspiration, students script, direct and rehearse their own soap opera plays employing recognised techniques of the genre.

Send-up (satire) is examined in a separate task, as students prepare to imitate and mock a famous celebrity of their choice. A brief student script serves as the basis for a fun, two-minute solo performance in class.

Skills acquired in this course include comic timing, physical comedy techniques and character work.

Successful completion of this course suitably prepares students with the necessary skills for Year 10 Drama 1 courses or VCE Unit 1 and Unit 2 Drama (subject to Avila College’s acceleration requirementsRELINK THIS).

 
 

 
 

Music - Performance

ELECTIVE | THE ARTS (MUSIC - PERFORMANCE)

  • Perform every week in class either as a soloist or in a duo, trio or quartet
  • Record all performances for reflection and learning
  • Perform a ten minute recital at the conclusion of the semester
  • Perform a song/piece in a class ensemble at Music Festival
  • Identify and understand symbols, patterns, concepts used in music
  • Theory: rhythms, pitch, tonality, scales and chords
  • Aural: rhythmic and melodic transcription
  • Research the concept of ‘deliberate practice’ and do an experiment using the findings
  • Investigate the history, mechanics/anatomy of your instrument or the singing voice
  • Listen to and explore the elements of music in a variety of songs and pieces
  • Compose a short work using rhythm and scales as the stimulus

Frequently Asked Questions

Do I need to have private music lessons?
Although it is not obligatory to have private music lessons with an instrumental/singing teacher, it is extremely beneficial for your progress.

Do I have to perform each week?
Not necessarily, but it is best to try to perform weekly. Regular performance is the best way for you to improve your confidence and musicality.

Can I sing/play with someone else?
Yes. Sharing your passion for music with others, and spending time together collaborating on a song or piece to perform, is a great way to improve your confidence and ensemble skills.

A Student’s Perspective:

A class where you can truly express your creativity. 
Sasha Sassine – 9 Music Performance 2016

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SUBJECT PATHWAYS

  • VCE Music Performance
  • Sing/Play Music for your own enjoyment and fulfilment
  • Sing/Play for your family and friends
  • Sing/Play at church
  • Sing/Play in a community orchestra/band/choir
  • Enhance your appreciation for music – concerts, recordings

CAREER PATHWAYS

If you enjoy Music you may like to think about career options.  

Pathways can include:

Performer, Conductor, Song Writer, Video Game Scorer, Film Sound Track Composer, App Music Creator, Mobile Phone Ring Tone Composer, Sound Designer, Freelance Song Writer, Jingle Writer (Radio, TV and Other Media), Music Producer, Lyricist, Composer, Band member, Session musician, Music Teacher, Music Supervisor

 
 

 
 

Music - Rock Band

ELECTIVE | THE ARTS (ROCK BAND)

Do you enjoy Music? The following subjects are for those interested in creating, making, playing, practising, researching and performing music. Students choose subjects in Music if they want to learn new techniques and practise their skills.  At Year 9 you can choose either Rock Band or Music Performance.

  • Form a band of 4 – 6 members
  • Research and choose a collection of songs to play
  • Learn how to play the chords, riffs, rhythms and melodies on an instrument and/or sing in the band
  • Explore the workings of the main instruments in a band: Bass guitar, electric guitar, keyboard, drum kit and percussion
  • Practise individually and rehearse as a band
  • Learn how to read chord charts, tablature and sheet music
  • Study relevant music theory: Pitch, Notation, Rhythm, Tonality and Chords
  • Learn about sound amplification, the equipment required and how to use it effectively and safely
  • Understand and take part in the recording process: Pre-Production (rehearsal), Production (recording) and Post- Production (mixing)

FREQUENTLY ASKED QUESTIONS

What if I don’t play an instrument and/or sing?
That is okay. You will learn the basics of an instrument and play a simpler version of the original part.

Can I swap instruments?
Yes. If you are a multi-instrumentalist or want to have a go at singing, then negotiate with the band members to swap roles.

What do I do in the lesson?
A concept, such as music theory, music industry and/or sound technology is explored together, then the band rehearses for the remainder of the lesson.

What if I don’t like the song?
Most bands end up with a collection of about 5 songs, so eventually, everyone gets their preference.

 

A Student’s Perspective:

Participating in Year 9 Rock Band was one of my highlights of the year. It was a very fun class to attend and really developed my skills when working together with other people. I play the guitar and this class really helped me to hone in my skills when doing solos or as part of a group. The subject wasn’t just practical work but also the theory behind what we were learning. This was presented in a fun way which allowed everyone to participate and enjoy what they were learning. It was also a really awesome class in the sense that I could talk about music to those that love music. I was able to hang out with some really cool people and have a fun, chill lesson. Madelyn Janky  2016

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SUBJECT PATHWAYS

  • VCE Music Performance
  • Sing/Play Music for your own enjoyment and fulfilment
  • Sing/Play for your family and friends
  • Sing/Play at church
  • Sing/Play in a community orchestra/band/choir
  • Enhance your appreciation for music – concerts, recordings

CAREER PATHWAYS

If you enjoy Music you may like to think about career options.  

Pathways can include:

Performer, Conductor, Song Writer, Video Game Scorer, Film Sound Track Composer, App Music Creator, Mobile Phone Ring Tone Composer, Sound Designer, Freelance Song Writer, Jingle Writer (Radio, TV and Other Media), Music Producer, Lyricist, Composer, Band member, Session musician, Music Teacher, Music Supervisor

 
 

 
 

2D Studio Arts

ELECTIVE | THE ARTS (2D STUDIO ARTS)

Do you enjoy Art and Design?  The following subjects are for those interested in imagining, creating, designing, drawing, sculpting and painting. Students choose subjects in Visual Arts if they want to learn new techniques and practise their skills.

This semester course aims to promote students’ artistic development, their technique and confidence in handling a range of art media in a two-dimensional art form.  Students are encouraged to effectively manipulate art elements and principles in the exploration and refinement of their ideas and maintain a record of their design processes in their visual diary.

The teacher’s specialisation and individual approach will affect the design of the course content.

Studio Process

The practical topics covered are selected from painting, drawing and printmaking areas with a focus on newly introduced materials and techniques.

Students complete

  • A folio of artworks in a range of media
  • A visual diary recording student’s development of ideas & evaluations of completed artwork
  • Written responses analysing the artworks of a variety of artists, their aims and techniques

A Student’s Perspective:

2D Studio Arts allows for students to be able to be expressive using various art materials such as paints, charcoal and grey lead pencils, ect.  Art students will love this subject as it allows them to freely explore different art areas and work with various designs as well developing the smallest of ideas. You learn a range of techniques using pen and pencil, as well as explore different styles of artworks through the eras. I enjoyed exploring different ideas through images and annotations in my visual diary as well as creating thumbnails and various trials.  Studying 2D Studio Arts caters to all students with different skills and improves the ability to create artworks using the resources available.  There are challenges like any other subject, but they are met with a great outcome.  2D Studio Arts is rich in learning and teaches you how to think outside the four squared box and let the ideas shine.  Olivia Gomatos

Career Pathways

Visual Arts courses at Year 9 (Studio Arts 2D or 3D or Visual Communication Design) are useful for careers in fields such as Graphic Design, Multi-Media Design, Advertising, Illustration, Architecture, Interior Design, Stage Design, Fashion, Industrial Design, Art Therapy, Art Curator, Exhibition Designer, Stylist and for careers in the Fine Arts.

 
 

 
 

3D Studio Arts

ELECTIVE | THE ARTS (3D STUDIO ARTS)

This semester course aims to promote artistic development, technique and skill in the manipulation of materials to create three-dimensional art forms. Students are encouraged to explore a variety of materials including clay, wire, paper and fibres in the art making process.  They develop their understanding of different methods in construction when handling such materials and the challenge of 3D design.

Studio Process

Through the exploration process, students become aware of the unique properties of each media and become more confident and expert with these. Students artistic and creative ability is encouraged and developed.

The teacher’s specialisation and individual approach will affect the design of the course content.

Students complete

  • 3D Artworks
  • A visual diary recording the development of ideas and concepts, and evaluations of final artworks
  • Analysis tasks researching artists from different times and locations

 

A Student’s Perspective:

I chose 3D Studio Arts because I had enjoyed this art form in primary school and at Avila.  In Year 9, this subject allows you to investigate different mediums to create sculptures rather than just clay. We were able to explore a variety of wires and papers to create 3D forms. This subject improved my knowledge of architecture, ancient history, and renowned sculptors. Looking back on this subject I have learnt to visualise 3D objects and draw them from a variety of angles. The classes of Year 9 3D Studio Arts are interesting and hands on, where you will creatively build on a brief to develop your own interpretation of the topic. It has increased my appreciation of sculpture as I built and designed a circus themed candlestick, a ceramic cake, and a nature-themed hanging form. It has been an enjoyable experience and many of the skills in planning and developing that I have learnt are transferable into my other subjects. Jessica Vincent

CAREER PATHWAYS

Visual Arts courses at Year 9 (Studio Arts 2D or 3D or Visual Communication Design) are useful for careers in fields such as Graphic Design, Multi-Media Design, Advertising, Illustration, Architecture, Interior Design, Stage Design, Fashion, Industrial Design, Art Therapy, Art Curator, Exhibition Designer, Stylist and for careers in the Fine Arts.

 
 

 
 

Visual Communication Design

ELECTIVE | THE ARTS (VISUAL COMMUNICATION DESIGN)

This semester course is for those students who have an interest in design, drawing and computer graphics.  Students learn the basic skills in free-hand drawing that underpins all design work.  This subject develops the skills and knowledge necessary to work with computer programs and enables the students to manipulate a range of tools in order to create effective design and digital imagery.

Students learn

  • Free-hand observation drawing techniques
  • Principles of design and graphic advertising
  • Composition rules and layout skills
  • Working with Adobe Illustrator and PhotoShop files
  • Analysing and evaluating the effectiveness of advertising material

Students complete

  • A folio of free hand drawings and a record of the design process
  • Research tasks and analytical responses to graphic designs techniques
  • A folio of computer generated designs

A Student’s Perspective:

If you’re looking for a great learning experience that involves designing while still being heaps of fun, Year 9 Vis Com is the perfect option for you! Tiana Pincic

In year 8, I was hesitant to choose to study Visual Communication Design (VCD) because I thought that I would need to be a great artist to do well, but I couldn’t have been more wrong.  We have all had so much fun this semester learning how to use Photoshop, Illustrator and SketchUp, as well as finding out tips and tricks to make our drawings look more realistic and 3D.  VCD is also useful for developing skills used in real life – this semester we have learned how to design resumes, appealing presentations and edit photos. Emily Goncalves

VCD is not only on paper, Illustrator, Photoshop and SketchUp are three different programs on the computer which you can play with during VCD. Alia Ahmed

Career Pathways

Visual Arts courses at Year 9 (Studio Arts 2D or 3D or Visual Communication Design) are useful for careers in fields such as Graphic Design, Multi-Media Design, Advertising, Illustration, Architecture, Interior Design, Stage Design, Fashion, Industrial Design, Art Therapy, Art Curator, Exhibition Designer, Stylist and for careers in the Fine Arts.

 

 

Elective | Technologies.

 
 

Digital - Web Designer

ELECTIVE | TECHNOLOGIES (DIGITAL - WEB DESIGNER)

Are you curious about customising your Tumblr theme? Do you wonder how gifs are made and want to make your own? Have you ever thought about how a website is put together? Did you really enjoy Year 7 IT and want to spend more time exploring the wonders of the world of technology?

If you answered ‘Yes’ to one of more of these questions then ‘Be a Web Designer’ may be the subject for you!

This course is designed to enable you to move from a web consumer to a content creator. During this course you will develop practical skills in:

  • HTML programming
  • Web page design
  • Formatting
  • Photoshop
  • Plus discover the secret worlds of CSS and DIV tags.

You’ll work on your own and in teams to develop a website, learn about problem solving, project management and working to deadlines.

You will also explore audio, video and image creation and examine concepts such as file management and naming conventions, cyber safety, data security, writing for the web and copyright. The impact of emerging technologies and new uses of the World Wide Web are also explored. You will also use a range of software tools to organise your thinking, collaborate, explore and reflect on your learning.

ASSESSMENT

Assessment will be based on a folio of exercises including the creation of a website.

 
 

 
 

Garment Construction

ELECTIVE | TECHNOLOGIES (GARMENT CONSTRUCTION - DESIGN)

If you are interested in spending a semester at school making a timeless dress style from a few sheets of tissue paper and some fabric, then Garment Construction is a perfect choice. In this unit, you will investigate aspects of design and the suitability of materials for specific styles. Based largely on production work, you will build on the skills introduced in Year 8. These skills include the use of the sewing machine and overlocker, fit and adaptation of particular style details, as well as finishing techniques specific to each individual product. Using a commercial pattern, you will learn the basics of measurement and establishing good fit, and the importance of suitable materials selection to complement your design. Also, how to alter the pattern, lay-out and cut fabrics and learn new processes and techniques that are required to manufacture a more elaborate garment.

This unit has a strong focus on improving and extending further on basic skills and knowledge. With five lessons per cycle over the semester, there is the opportunity to immerse yourself in garment construction.

You will monitor and evaluate processes and modifications and make decisions about improvements to these. You will develop and apply evaluation criteria that enable you to make judgements about the effectiveness of processes, justifying materials choice and discussing improvements.  You will produce a folio that includes some design, planning, trials and journal keeping.

Material choice is your responsibility and it becomes the key focus for design activities.  

ASSESSMENT

The assessment items include a folio of work practices, production skills as well as a major finished item.

A Student’s Perspective:

Personally, I loved Design Tech during this semester and looked forward to every class. The course itself was really fun and engaging and whilst challenging at some parts, overall, it was really worthwhile and useful for everyday life.  It allowed me to build on my skills from the previous year, whilst extending myself and my design capabilities. Through actually making the dress – I learnt how to problem solve things on the go and that there’s many different processes and ways in which to make a dress.  At the end of it all, I couldn’t believe the amazing standard my dress was made to! Even now I sometimes choose it over my other store bought clothes. Claudia Chmielewski.

 
 

 
 

Food Safari

ELECTIVE | TECHNOLOGIES (FOOD TECH - FOOD SAFARI)

At Year 9, Food Technology is offered as a semester based subject. This subject focuses on the cultural influences on our food choices, examining their historical perspective and availability, the impact they have on us today, and choices we make as residents of Melbourne. The classes include an introduction to a variety of food preparation methods, ingredients specific to cuisines and the use of appropriate tools and equipment. The subject consists of five lessons per fortnight, with three of these involving food production.

Students are assessed according to the Victorian Curriculum Standards with particular emphasis on their Personal and Social Capability.

Food Technology at Year 9 encompasses a range of technology use and allows students to develop their creativity and innovation through the design process.

Skills developed in Food Technology provide students with excellent decision making skills and the ability to work through problems with clarity and sound understanding.

The study of Home Economics provides:

  • an academic discipline in the areas of research
  • an arena for everyday living for individuals, families and communities
  • as a curriculum area facilitating students to develop and discover how to use resources and making sound decisions

(adapted from: Creating Home Economics Future: The Next 100 Years. Pendergast D etal, 2012)

Investigation

Students commence this study with an examination of what defines Australia’s cuisine. Topics covered relate to different areas and nationalities focussing on key ingredients and techniques some of which are specific to each country.

Design

Students use their selected ingredients to design food products linked to the topic theme. Appropriate materials and techniques need to be selected. Students work independently and as teams to design products and develop recipes based on specification outlined to them in a design brief.

Production

Students are involved in significant practical sessions to increase skill development and experience the production of recipes related to the unit of study. This includes production of their own designs using a range of techniques. During these classes students also learn how to handle food safely in line with the Australian Dietary Guideline 5 – Care for your food, prepare and store it safely.

Evaluation

Students independently evaluate their own products and, when working with partners and in teams, their group’s product, assessing the techniques and materials used as well as the completed food product. This is completed as a sensory evaluation. Students also self and peer evaluate and reflect on their work practices.

Career Pathways

Future Career Opportunities that could stem from studying Food Technology include: Home Economist/Teacher, Dietitian, Environmental Health Officer, Food Critic, Nutritionist, Food Technologist as well as many other career opportunities.

 

 

Elective | Geography / Economics.

 
 

Geography 'We're in the World'

ELECTIVE | GEOGRAPHY/ECONOMICS

'WE’RE IN THE WORLD'

TOPIC 1 – BIOMES AND FOOD SECURITY

In this unit students investigate the distribution and characteristics of different types of environments around the world and make connections between food production, land and water degradation, climate change and population.  They consider sustainable and indigenous resource management strategies for food security.

 

TOPIC 2 – GEOGRAPHIES OF INTERCONNECTION

This unit begins with some reflection on our sense of place and the ways in which we are connected to place.  Students investigate ways in which places and people are interconnected and consider the impacts of consumption and production on different places throughout the world.

Fieldwork:  An investigation of the ways that places and people are interconnected with other places through trade in goods may be undertaken during a day trip to the Port of Melbourne and the Melbourne Emporium.

ASSESSMENT  

Photo Essay and Investigation Task

 
 

 
 

Economics 'Money makes the world go round'

ELECTIVE | Geography/Economics

'Money Makes The World Go Round'

Firstly, what does economics mean to me? What is a budget, credit, investments and shares? Students look at ways to manage personal finance and how to avoid ‘credit-stress’ – we have a good look at where Rebecca Bloomwood went wrong in ‘Confessions of a Shopaholic’! We explore the share market and investments and participate in the ASX Share market game.

Secondly, we look at what is involved in the Australian economy. How does the government spend its money and where do they get it from? Students look at the role of business in our Australian economy and also the responsibilities of social welfare.

Finally, we explore what it means for Australia to be part of the Asia region and global economy. We consider the interdependence and responsibilities of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. We consider how we see our nation as part of the global world and how globalisation impacts our decision making. The impact of our decisions on workers in other nations is also investigated. We might even ask…What does chocolate have to do with it?

SUBJECT Pathways

Money Makes The World Go Round assists in providing a sound economic basis to help you prepare for VCE Accounting, Business Management and Legal Studies or World of Commerce in Year 10.

 

 

Elective | Languages.

 
 

Le Français

ELECTIVE | LANGUAGES (FRENCH 1 & 2)

The Languages programs are designed as full year courses. Students are expected to continue their language study until the end of Year 9. Students use a range of resources and styles to consolidate and develop their skills, including the study of a text and a self-guided walking tour of Melbourne.

OBJECTIVES

Students are encouraged to use the language by communicating in speech and writing to:

  • participate in simulated and, where possible, real situations related to the practical aspects of everyday life
  • interact with others in socially and culturally appropriate ways
  • seek out and understand factual information conveyed orally, visually or in writing
  • interpret, evaluate and use information for a specified purpose and audience
  • develop communication strategies using multimedia resources
  • expand knowledge and skills in the language
  • manage their own language learning
  • entertain themselves and others.

ASSESSMENT

Work requirements are set in each topic, assessing the four strands of language learning—listening; speaking; reading; and writing.

TOPICS INCLUDE

  • Self, Family, School, Friends

  • Clothes and Fashion

  • Housing / Home Life / Town Life

  • Holidays, Transport and Travel

  • Shopping

  • Food and Beverages

LANGUAGE PERFECT WORLD CHAMPIONSHIPS

Students use a program called called Language Perfect. Annually they take part in the World Championships that is a world wide language vocabulary competition.

 
 

 
 

Bahasa Indonesia

ELECTIVE | LANGUAGES (INDONESIAN 1 & 2)

The Languages programs are designed as FULL YEAR courses.  Students are expected to continue their language study until the end of Year 9. Students continue using ICT applications, including iPads and create a class blog to communicate with each other and students in Indonesia.

OBJECTIVES

Students are encouraged to use the language by communicating in speech and writing to:

  • participate in simulated and, where possible, real situations related to the practical aspects of everyday life
  • interact with others in socially and culturally appropriate ways
  • seek out and understand factual information conveyed orally, visually or in writing
  • interpret, evaluate and use information for a specified purpose and audience
  • develop communication strategies
  • expand knowledge and skills in the language
  • manage their own language learning
  • entertain themselves and others.

ASSESSMENT

Work requirements are set in each topic, assessing the four strands of language learning—listening; speaking; reading; and writing.

TOPICS INCLUDE

  • Sport and Hobbies
  • Leisure Activities
  • Weather and Seasons
  • Shopping and the Market
  • Restaurants
  • Film and TV
  • Natural Disasters
  • The City
  • Work
 
 

 
 

Italiano

ELECTIVE | LANGUAGES (ITALIAN 1 & 2)

The Languages programs are designed as FULL YEAR courses.  Students are expected to continue their language study until the end of Year 9.  Students participate in the Dante Alighieri Poetry Competition at the University of Melbourne and visit the Italian precinct in Lygon Street, Carlton.

OBJECTIVES

Students are encouraged to use the language by communicating in speech and writing to:

  • participate in simulated and, where possible, real situations related to the practical aspects of everyday life
  • interact with others in socially and culturally appropriate ways
  • seek out and understand factual information conveyed orally, visually or in writing
  • interpret, evaluate and use information for a specified purpose and audience
  • develop communication strategies
  • expand knowledge and skills in the language
  • manage their own language learning
  • entertain themselves and others.

ASSESSMENT

Work requirements are set in each topic, assessing the four strands of language learning—listening; speaking; reading; and writing.

Topics Include:

  • Self and Family
  • The House
  • Festivals and Celebrations
  • Travel and Transport
  • The Weather
  • Clothing and Fashion

DANTE ALIGHIERI POETRY COMPETITION – RECITATION 

This is the longest running poetry competition in Melbourne for over 150 years. Our students participate in this competition annually.

LANGUAGE PERFECT WORLD CHAMPIONSHIPS

Students use a program called Language Perfect. Annually they take part in the World Championships that is a world wide language vocabulary competition.

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Electives | Science.

 

Astro Stream

ELECTIVE | SCIENCE (ASTRO STREAM 1 & 2)

Astro Stream investigates Astronomy and Technology, included in this elective is space mission simulation at the Victorian Space Science Education Centre as well as time spent in class constructing and coding robotic devices.

Each stream runs throughout the whole year and the content in the core topics is according to the Victorian Curriculum. A majority of the science year focusses on core content in the fields of Biology, Chemistry and Physics, with approximately one school term spent on Astro Stream.

Core topics also covered are:

  • Chemistry (Atomic Theory and Chemical Reactions)
  • Systems of Life / Biology (Body Systems and Ecosystems)
  • Energy / Physics (Electricity)

Core topics help develop our understanding of physical, chemical, and biological sciences and the way humans interact with their environment. They build on the knowledge presented in Years 7 and 8 and extend the use of the Scientific Method in designing, experimenting and reporting on practical work.

Class activities that are common to all Science units are:

  • practical work
  • class discussions,
  • group work;
  • research assignments,
  • reading;
  • answering questions and completing tests to evaluate progress.

ASSESSMENT

can be done by written tests that include recall of facts, understanding of concepts, and solving of problems, as well as practical work, practical tests and reports, oral and multimedia presentations and assignments. An exam is held each semester on the content covered.

SUBJECT PATHWAYS

All science streams are suitable prerequisites for future studies in Science and subject choice in Year 10 will not be limited by the choice of Science stream undertaken in Year 9.

 

 
 

Consumer Stream

ELECTIVE | SCIENCE (CONSUMER STREAM 1 & 2)

Consumer Stream explores the production and advertisement of different commercial products, some of which students will make and test themselves.

Each stream runs throughout the whole year and the content in the core topics is according to the Victorian Curriculum. A majority of the science year focusses on core content in the fields of Biology, Chemistry and Physics, with approximately one school term spent on Astro Stream.

Core topics also covered are:

  • Chemistry (Atomic Theory and Chemical Reactions)
  • Systems of Life / Biology (Body Systems and Ecosystems)
  • Energy / Physics (Electricity)

Core topics help develop our understanding of physical, chemical, and biological sciences and the way humans interact with their environment. They build on the knowledge presented in Years 7 and 8 and extend the use of the Scientific Method in designing, experimenting and reporting on practical work.

Class activities that are common to all Science units are:

  • practical work 
  • class discussions,
  • group work;
  • research assignments,
  • reading;
  • answering questions and completing tests to evaluate progress.

ASSESSMENT

Can be done by written tests that include recall of facts, understanding of concepts, and solving of problems, as well as practical work, practical tests and reports, oral and multimedia presentations and assignments. An exam is held each semester on the content covered.

SUBJECT PATHWAYS

All science streams are suitable prerequisites for future studies in Science and subject choice in Year 10 will not be limited by the choice of Science stream undertaken in Year 9.

 
 

 
 

Enviro stream

ELECTIVE | SCIENCE (ENVIRO STREAM 1 & 2)

Enviro Stream investigates the biology of “Growing Things” undertaken in the Agriculture and Horticulture Centre involving caring for animals and learning horticultural practices.

Each stream runs throughout the whole year and the content in the core topics is according to the Victorian Curriculum. A majority of the science year focusses on core content in the fields of Biology, Chemistry and Physics, with approximately one school term spent on Astro Stream.

Core topics also covered are:

  • Chemistry (Atomic Theory and Chemical Reactions)
  • Systems of Life / Biology (Body Systems and Ecosystems)
  • Energy / Physics (Electricity)

Core topics help develop our understanding of physical, chemical, and biological sciences and the way humans interact with their environment. They build on the knowledge presented in Years 7 and 8 and extend the use of the Scientific Method in designing, experimenting and reporting on practical work.

Class activities that are common to all Science units are:

  • practical work 
  • class discussions,
  • group work;
  • research assignments,
  • reading;
  • answering questions and completing tests to evaluate progress.

ASSESSMENT

Can be done by written tests that include recall of facts, understanding of concepts, and solving of problems, as well as practical work, practical tests and reports, oral and multimedia presentations and assignments. An exam is held each semester on the content covered.

SUBJECT PATHWAYS

All science streams are suitable prerequisites for future studies in Science and subject choice in Year 10 will not be limited by the choice of Science stream undertaken in Year 9.

 

 

Upon invitation for 1 Semester

 
 

Learning Enhancement

Learning Enhancement

This semester length unit is devised as an aid to improving and consolidating literacy skills and is offered by invitation.

Aims

  • Improve accuracy of written and spoken English – spelling, vocabulary and grammar
  • Assist students to develop good work habits
  • Develop ability to read and comprehend a variety of text types
  • Develop ability to write a variety of text types – narrative, information report, persuasive.
  • Develop note-taking skills and oral presentation skills
  • Support the mainstream English course

Assessment

  • Reading Comprehension
  • Writing Task/s