Year 9 & 10 Subject Selection Handbook

Ryan Catholic College

Year 9 and 10 Subject Selection Handbook

2022 For students completing Years 9 and 10 in 2023-24

Updated 23/08/2022

Contents

Contents ........................................................................................................................................... 1 Our Mission ...................................................................................................................................... 2 Our Year 9 and 10 Curriculum: An Overview .................................................................................. 2 Our Academic Program ................................................................................................................... 3 The Structure of Years 9 and 10...................................................................................................... 4 Helpful Contacts ............................................................................................................................... 4 Core Subjects................................................................................................................................... 5 Elective Subjects ............................................................................................................................ 11 Semester Electives ........................................................................................................................ 20

Our Mission

Ryan Catholic College lives the Emmaus Story, inspiring students in their journey to a life of faith, service, compassion and learning. Our inclusive community challenges and prepares our young people to embrace their future with confidence and success.

Our Year 9 and 10 Curriculum: An Overview

At Ryan Catholic College, we deliver the Australian Curriculum as defined by the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the Queensland Curriculum and Assessment Authority (QCAA). Our curriculum is organised into nine Key Learning Areas (KLAs):  English  Health and Physical Education  Humanities and Social Sciences  Languages  Mathematics  Religious Education  Science  Technologies  The Arts Each Key Learning Area plays a role in developing the Australian Curriculum General Capabilities:  Literacy  Numeracy  ICT Capability  Critical and Creative Thinking  Personal and Social Capability  Ethical Understanding  Intercultural Understanding Furthermore, our curriculum develops our students’ capacity to engage with the three Cross- Curriculum Priorities:  Aboriginal and Torres Strait Islander Histories and Cultures  Asia and Australia’s Engagement with Asia  Sustainability Parents, carers and students may access the curriculum in its entirety at the Australian Curriculum website, and may access further resources detailing its application in Queensland at QCAA’s Australian Curriculum in Queensland page. By delivering the Australian Curriculum in its entirety, we work towards equipping our students with the 21 st Century skills that will prepare them for success in the future. We also aim to engender a love of, and commitment to, a life of learning and ongoing personal development. We recognise the unique place of Years 9 and 10 in a student’s learning, as they transition from the more rigid structures of the middle years of schooling to the greater flexibility and opportunities for specialisation in the senior years.

Our Academic Program

The Year 9 and 10 Curriculum offered at Ryan Catholic College includes a combination of core and elective subjects. The core subjects are considered to be essential learning in the compulsory phase of schooling, while the elective subjects are tailored to meet students’ individual learning needs, interests and aspirations. All students complete the following subjects:  English  Health and Physical Education  History  Mathematics  Religious Education  Science Students select two electives from the following options: Business Humanities Languages Economics and Business Civics and Legal Studies Geography Italian Japanese Science Technologies The Arts STEM – The Orchid Project Design and Technology Digital Technology Dance Drama Students may choose from different Key Learning Areas, or they may choose more than one elective from the same Key Learning Area. Except under extraordinary circumstances, students will only be permitted to study a language that they have undertaken in Years 7 and 8. In addition to these listed electives, students select two “semester electives” to be studied for one semester each in Year 9. These subjects are regularly reviewed and updated to ensure that they meet both the demands of the curriculum and the interests of our students. Each semester elective is aligned with the Australian Curriculum as delineated in the appropriate Key Learning Area. Students are encouraged to read subject descriptions carefully, to discuss their subject choices with their parents/carers and to consult their subject teachers and Curriculum Leaders when they select their subjects. After selections are made and the timetable is constructed, opportunities to change subjects are limited. While every effort is made to accommodate all students’ subject choices, timetabling restrictions may mean that students are placed in subjects they have chosen as reserves. For this reason, it is also important that students pay close attention to their selection of reserve subjects. Food and Hospitality Design and Graphics Textiles and Fashion Media Music Visual Arts

The Structure of Years 9 and 10

Years 9 and 10 are divided into four semesters of learning. Students receive an interim report at the end of Semester 1 in each year, and an end-of-year report reflecting their achievement against the Australian Curriculum Achievement Standard for each learning area at the end of each year. When students select subjects for Years 9 and 10, they commit to undertaking these subjects for three semesters. The second semester of Year 10, while based on the Australian Curriculum, is structured to allow students to trial the pathways they have identified for themselves for Years 11 and 12. The structure of this program is as follows: Year 9 Year 10 Semester 1 Semester 2 Semester 1 Semester 2 English (Core, Extension or Support) Mathematics Mathematics (General, Methods or Essential) Religious Education Health and Physical Education

History Science

Electives available in Year 10, Semester 2

First elective drawn from Business, Humanities, Languages, Technology and The Arts Second elective drawn from Business, Humanities, Languages, Technology and The Arts Semester elective 1 Semester elective 2

Helpful Contacts

Students, parents and carers are encouraged to contact the following people if they have queries about subject offerings and the subject selection process:  Catherine Whittaker Deputy Principal – Teaching and Learning (7-12)  Graham Joseph Assistant to the Principal – Curriculum (P-12)  Carmen Franks-Weier Assistant to the Principal – Religious Education (7-12)  Kathy Hughes Curriculum Leader – English  Scott Smith Curriculum Leader – Health and Physical Education  Kristen Harrison Curriculum Leader – Humanities and Business  Kathleen Wiseman Curriculum Leader – Languages  Andrew Neumann Curriculum Leader – Mathematics  Belinda Coombe Curriculum Leader – Science  Angella Burgess Curriculum Leader – The Arts For more specific queries about career pathways and learning opportunities, students, parents and carers are encouraged to contact the following people:  Nicole Stott-Whiting Careers Advisor  Elisa Hogue Program Leader - VET  Juan Mendiolea VET Field Officer  Stacey Dewing Curriculum Leader – Inclusive Education

Core Subjects

Students undertake six core subjects. Our timetable is delivered in fortnightly cycles, with hours of learning allocated across a fortnight as follows: Year 9 Year 10 Subject Hours Subject Hours Religious Education 5 Religious Education 5 English 6 English 7 Health and Physical Education 4 Health and Physical Education 5 History 5 History 5 Mathematics 6 Mathematics 7 Science 6 Science 6

Religious Education Rationale

“The schools and colleges of the Diocese of Townsville aspire to educate and form students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader Christian tradition so that they might participate critically and authentically in faith contexts and wider society.” (Townsville Catholic Education Office, Shape Paper for Religion in the Diocese of Townsville 2014 - 2018) The development of Religious Literacy is a significant element of the Religious Education program. Religious Literacy refers to the language, knowledge, practices and strategies that are needed in order to fully participate in the religious and moral life of a community. In Years 9 and 10, students will be involved in activities designed to promote critical and reflective thinking, discussion and action in relation to the nature and role of Church traditions, religious faiths, and the role of religion in society. Course Delivery Students undertake Religious Education throughout Years 9 and 10. In Semester 2 of Year 10, students transition to the Introduction to Senior Religion course, which is based on the Year 10 content but delivered in a style that mirrors the senior subject Religion and Ethics.

English Rationale

The Year 9 and 10 English course is designed to enable students to interpret and construct meanings in texts using both established and new technologies. This focus will allow our students to participate effectively in this rapidly changing and increasingly mediated world. Furthermore, the Year 9 and 10 English course aims to develop students’ understandings of language, literature and literacy through the examination of literary, mass media and everyday texts. These understandings enable students to examine ways of knowing, being, doing, thinking, feeling and interacting in diverse situations, times and places within and beyond their direct experiences. In each of the units of study, students engage in learning experiences that explicitly develop their knowledge of and ability to effectively use Standard Australian English in a range of contexts. Students will also gain an understanding about how the English language, in its many forms and variants, works in and interacts with a culture. The Year 9 and 10 English course recognises the diversity that exists amongst our students by providing opportunities for students to engage with resources and learning experiences that best cater for their individual needs. Course Delivery In Years 9 and 10, students are enrolled in one of three English courses. They remain in the course for the entire two-year period. Core English English Extension English Support

This course further develops students’ knowledge and understanding about language as it operates in our culture as well as focusing on building on resources/skills that will equip students to function more effectively as users of the language.

Students are invited to undertake this extension course. Eligible students will have achieved at the A or B standard in English in Years 7 and 8 and will also have demonstrated the potential to achieve consistently at a high or very high level in the subject. The performances of students participating in this course will be reviewed at the completion of each semester.

Students undertaking this course will have experienced significant difficulties with the Core course to date. This course may include programs tailored to meet the educational needs of individual students.

Health and Physical Education Rationale

The Health and Physical Education key learning area reflects the dynamic and multi-dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in contemporary Australian society. The key learning area provides a foundation for developing active and informed members of society, capable of managing the interactions between themselves and their social, cultural and physical environments in the pursuit of good health. The key learning area offers students opportunities to develop knowledge, processes, skills and attitudes necessary for making informed decisions about:  promoting the health of individuals and communities  developing concepts and skills for physical activity  enhancing personal development. Students are encouraged to act, individually or collectively, in culturally appropriate ways, to enhance health and wellbeing and to promote structures in society which support their own and others’ health and wellbeing. Active engagement in physical activity is a major emphasis in this key learning area. This emphasis recognises that participation in physical activity promotes health and acknowledges the unique role of physical activity as a medium for learning. A significant amount of time is allocated to learning experiences that actively engage students in physical activity. Course Delivery In Years 9 and 10, students will engage with six units of work:  Positive relationships  Sustainable health challenge  My social responsibility (drug awareness)  Looking after myself and others  Health practices throughout the community  Risk taking and decision making in relation to drug awareness Students will continue their study of promoting the health of individuals and communities. They will investigate the social, cultural and environmental factors associated with the health concerns of young adults in order to propose strategies that support healthy behaviours in response to the current trends in our society. Students will also devise personal and community strategies to respond to potentially unsafe situations and behaviours. Students will be involved in designing and implementing health promoting strategies. Students will develop concepts and skills for physical activities while participating in a wide range of individual and group sports.

History Rationale In Year 9 and 10, students study History as defined by the Australian Curriculum. The History curriculum is organised into two interrelated strands:  Historical Knowledge and Understanding; and  Historical Skills. Historical knowledge and understanding includes key concepts such as evidence, continuity and change, cause and effect, significance, perspectives, empathy, and contestability. The historical skills strand encompasses skills including chronology, terms and concepts; historical questions and research; analysis and use of sources; perspectives and interpretations; explanation; The Year 9 History course is structured under the overarching theme of the development of modern Australia. Students will take part in inquiries which explore the beginnings of modern ideas and trends such as industrialisation, migration and decolonisation. Students will examine Australia’s emergence as a nation by investigating Australia’s role in the Asia-Pacific region and World War I. History in Year 10 explores notions of Australia in its global context following the focus on the emergence of modern Australia in Year 9. The “Shrinking World” or “Global Village” concept, brought about by rapid developments in technologies, means that events occurring in other parts of the world have an impact on Australia which is often immediate. It is of relevance that students develop critical awareness of such events and are skilled to interpret them. The transformation of the modern world is explored with a view to understanding continuity, change and perspectives of Australia’s place in the modern world. As such, key themes will be examined such as:  Globalisation  Cooperation  Conflict communication. Course Delivery

Mathematics Rationale

Mathematical ideas have evolved across all cultures over thousands of years and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. The Mathematics curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Course Delivery Students in Year 9 continue to build their core understanding of mathematics. Specifically, students study three key strands: Number and Algebra Measurement and Geometry Statistics and Probability  Number and place value  Fractions and decimals  Real numbers  Money and financial mathematics  Patterns and algebra  Linear and non-linear relationships  Units of measure  Shape  Pythagoras and trigonometry  Location and transformation  Geometric reasoning  Data representation and interpretation  Chance Students in Year 10 select from one of three options, which mirror their choices in Year 11 and 12. Essential General Methods A course of study in Essential

A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences, mathematics and science education, medical and health sciences, engineering, computer science, psychology and business.

Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.

Entry Requirements

Year 9 Mathematics

C

Year 9 Mathematics

C

Year 9 Mathematics

B

Year 9 NAPLAN

Band 7

Year 9 NAPLAN

Band 7

Year 9 NAPLAN

Band 8

Science Rationale

Scientific knowledge is a set of explanations, made by communities of scientists, which attempts to account for events and experiences. Scientists work in ways which influence the nature and credibility of the conclusions they draw. People who understand how scientists work are more likely to make thoughtful and critical decisions about scientific claims which influence their own interest in the health, environment and appreciation of the universe. Students, when working scientifically, make sense of events and phenomena they experience as they investigate, understand and communicate. Engaging in Science contributes to students’ sense of awe and wonder about the beauty and power of the universe. Science is a process of inquiring which involves questions, predicting, hypothesising, investigating and gathering evidence, organising data to elicit patterns, testing and refining ideas, developing explanations for natural phenomenon and communicating the findings to others. Course Delivery Science at Ryan covers all basic areas (Biology, Chemistry, Physics, and Earth and Space Science) for all students. These traditional Science disciplines are covered under strands of science education termed Science Understanding, and Science Skills. Students in Year 9 continue to build their understanding of scientific principles and theories. Students study four key strands in Science: Physical Science Biological Science  Energy transfer  Wave and particle models  Sound through different mediums  Populations  Ecosystems  Interdependence of organisms and abiotic components  Matter and energy flow Earth and Space Science Chemical Science  Plate tectonics  Geological activity and continental movement  Natural disasters  Big Bang theory  Origins of the universe  Matter (protons, neutrons and electrons)  Radioactivity  Introduction to the periodic table In Semester 1 of Year 10, students consolidate their understanding of three branches of Science, which can inform their choices in the senior years. Biological Science Chemical Science Physical Science Transmission of heritable characteristics from one generation to The motion of objects can be described and predicted using the laws of physics.

The atomic structure and properties of elements are used to organise them in the Periodic Table. Different types of chemical reactions are used to produce a range of products and can occur at different rates.

the next involves DNA and genes. The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence.

Elective Subjects

Students undertake two elective subjects for three semesters. They undertake two further elective subjects for one semester each. Across a fortnightly cycle, time allocations for these elective subjects are as follows: Year 9 Year 10 Subject Hours Subject Hours Elective 1 6 Elective 1 6 Elective 2 6 Elective 2 6 Elective 3 (Semester Elective) 4 As mass global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate in society and the economy as individuals and more broadly as global citizens. Young Australians will also face a number of social, economic and moral challenges in their lifetimes that will affect their lives and choices. It is critical that students are equipped with the knowledge, understanding and skills that will empower them in the face of such challenges. The Australian Curriculum: Economics and Business empowers students to shape their social and economic futures and to contribute to the development of prosperous, sustainable and equitable Australian and global economies. The study of economics and business develops the knowledge, understanding and skills that will equip students to secure their financial futures and to participate in and contribute to the wellbeing and sustainability of the economy, the environment and society. Through studying economics and business, students learn to make informed decisions and to appreciate the interdependence of decisions made within economic systems, including the effects of these decisions on consumers, businesses, governments and other economies, and on environmental and social systems. Humanities - Economics and Business Rationale Economics and Business provides students with opportunities to develop enterprising behaviours and capabilities that will equip them to face challenges in their lifetime. Through authentic learning opportunities, the Economics and Business curriculum fosters enterprising individuals who are able to effectively embrace change; seek innovation; work with others; show initiative, flexibility and leadership; use new technologies; plan, organise and manage risk; and use resources efficiently. Economics and business will better place students now and in their adult lives to actively and effectively participate in economic and business activities, while reflecting on the effects of their decisions on themselves, other people and places, now and in the future. (Source: Australian Curriculum) Course Delivery This subject brings together theoretical understandings and practical applications in a range of business and economics activities. Students will explore topics including:  What is an entrepreneur?  Corporate social responsibility  Simulated business – Trading Day  Tourism and the economy  Accounting processes  International business

Humanities – Civics and Legal Studies Rationale

ACARA notes that “a deep understanding of Australia's federal system of government and the liberal democratic values that underpin it is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy.” In this subject, students investigate political and legal systems and the social structures created, affected and governed by them. They examine the relationships between these systems and structures and the liberal democratic values of freedom, equality and the rule of law. Students come to understand “how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.” Beyond the content addressed in this subject, students also develop their skills of inquiry: they learn to question, investigate, make and justify decisions and resolve complex social, political and legal problems. This subject helps examine a range of perspectives, and gives students the opportunity to work collaboratively, think critically and develop critical skills in problem solving, public speaking and negotiation. Course Delivery This subject will give students the chance to investigate law and order in Australia. They will explore:  the types of law and the court system in Australia.  the theories and systems that form the basis of our modern democracy. Students will become involved in:  practical initiatives that will encourage them to solve real-world problems that currently impact upon our local, national and global communities.  opportunities to engage with the United Nations Youth Program, to examine how people can use democratic processes as a means of engaging with others to work towards solutions to common problems.  discussions on how the international community can approach ‘rogue states’ such as current regimes in Syria and North Korea.

12

Humanities – Geography Rationale

Geography is the investigation and understanding of the earth and its features and the distribution of life on earth, including human life and its impacts. It is the study of the many different “places”, or environments, which make up our world and is described as “the why or where”. (ACARA. Shape of the Australian Curriculum: Geography.) Geography involves investigations and explorations into places and people, and how they impact upon each other. Included in this subject are concepts related to the way places are defined and described; spatial knowledge and skills; environmental perspectives; and human factors associated with places. Many skills that will be useful in a range of senior subjects and career

pathways are developed in Geography. Geographers ask questions such as:  What is the issue or problem?  Why does this issue exist?  What can be done?  What should be done? Course Delivery

The Geography program will be centred on two interrelated strands: Geographical knowledge and understanding, and Geographical inquiry and skills. Topics will alternate between a focus on environmental characteristics of places and a focus on human characteristics of places. However, the interrelationships between environmental and human features of places will be examined in all topics. The following broad topics may be studied in Years 9 and 10:  Landscape and resources  Environmental sustainability  Livelihood and lifestyles  Human wellbeing Examples of sub-topics that may be studied include geomorphology (how the land is shaped); urbanisation; recreation (e.g. parkour) landscape conservation; mining; tourism; hydrology; weather; biogeography; transnational corporations; and global patterns of technology, poverty, consumption, development, human rights.

Languages – Italian and Japanese Rationale

Language learning at all year levels is about communication. Communication involves comprehending and composing a variety of written and spoken texts for a variety of purposes. Communication means that students engage in listening, speaking, reading and writing their language of study, in real or lifelike tasks. The Language courses at Year 9 and 10 level offer students the potential to:  Enhance their own English language and literacy skills  Enhance their capacity for creative thinking and problem-solving  Become familiar with a variety of genre or text types  Understand and use the range of cognitive verbs related to their language learning  Develop an appreciation of Australia as a culturally and linguistically diverse nation  Develop a high level of cultural awareness  Acquire the knowledge, processes and skills to communicate with a native speaker at a basic level Course Delivery The College offers Japanese or Italian to all students from Years 4 to 8. From Year 9, students may choose to continue with their language studies throughout Years 9 and 10. Students who wish to continue with their language studies in Year 11 and 12 must complete the four semesters of Years 9 and 10. Students’ achievement levels should achieve at the B standard or better. In Years 11 and 12, languages are studied as a General Subject. Throughout Years 9 and 10, students will engage with topics such as Daily Routine and School Life; Hobbies and Free Time; Popular and Traditional Culture; Growing Up; Healthy Lifestyles; Leisure; Celebrations; Careers and Aspirations.; Technology and Environment; Travel. Students have the opportunity to engage in Enrichment Activities such as:  Townsville and District Annual Japanese and Italian Speech Competitions  Restaurant Visits  Interacting with visitors from Japanese and Italian schools  Hosting exchange students  Japanese and Italian cooking  Japanese and Italian festivals or special events  Taiko Drumming  The Language Ambassadors’ Program  Townsville Cultural Festival

Science – STEM: The Orchid Project Rationale

This subject is a multidisciplinary subject that integrates a variety of skills from across Science, Maths, Engineering and Technology. Here at Ryan, STEM takes on a very different look. We are going to grow Orchids from seed! Sound easy right? Well no! To grow orchids from seeds, you need a highly sterile environment (and that is difficult) and a source of orchid seeds. The microscopic seeds germinate under very specific environmental conditions in prepared agar mediums in jars where they stay until ready for reflasking. After months of growing and multiple reflasks the young plants are transferred into small pots to grow naturally. We in STEM investigate several abiotic conditions that affect the Cooktown orchid growth at various growing stages. STEM stands for:  Science - biology and chemistry of orchid growing.  Technology - data loggers, developing QR codes and a sophisticated database, coding Arduinos for measuring abiotic factors as well as a sprinkler system.  Engineering and physics - building a better portable aseptic container.  Mathematic - data analysis beyond the student's years. STEM is essential as it touches every aspect of human living, It allows for:  Developing new technologies to solve problems  Earth and outer space exploration  Innovation and change Course Delivery Our main short-term goals are:  Work collaboratively with members of the public: o Sunny View Orchids  Provide each graduating year 12 student with one of our orchids.  Sell the stock at our annual Mother's and Father’s day stalls as well as at Spring Fair to gain valuable funds back to our school.  Beautify our College and other public gardens with any surplus stock. The longer terms goals are:  Grow native orchids from seed for conservation purposes – revegetate natural populations  Create our very own native Ryan hybrid orchid Assessment in this subject is an ongoing portfolio consisting of two parts – but it is the learning, rather than the assessment, that is the main purpose of this subject. The skills students learn are invaluable to lifelong learning and problem-solving. Students will produce a:  Multimedia presentation  Long-term experimental write-up o James Cook University o Townsville City Council o The Townsville Orchid Society This subject is recommended for high-performing and hard-working science and mathematics students who may want to pursue science and more difficult mathematics subjects in their senior years.

Technologies – Design and Technology Rationale

The Design & Technology Key Learning Area reflects the dynamic and innovative nature of technology. It provides opportunities for students to respond to design challenges in a diverse range of contexts by “working technologically”. Design challenges are situations, problems or tasks that have a technology demand – that is, there are challenges requiring students to make cognitive and practical responses that draw on their technology knowledge, practices and dispositions. Students are challenged to:  design and develop products in response to needs, wants or opportunities  apply technology practice and use information, materials and systems  consider appropriateness, contexts and management as they initiate, design, use, modify, and reflect on products of technology. Course Delivery At Ryan Catholic College, the Design and Technology curriculum is offered as four separate subjects:  Food and Hospitality  Textiles and Fashion  Design and Technology  Design and Graphics Students may select one or more of these subjects in Years 9 and 10. These areas of study provide knowledge and skill foundation for future pathways including Senior Technology related subjects or employment opportunities in trade related occupations. Each unit of work in the area of study is based around the design process. Students are provided with opportunities to become familiar with material, machinery and safe working processes relevant to the selected area of study core outcomes from the Technology syllabus. The course content for each of the areas of study progresses in complexity. Food and Hospitality In the first unit, “The Changing Face of Food”, students will develop an awareness of the impact of technology on food production. They will investigate, design and produce food products and food packaging and look at the impact that food technology has had on the wellbeing of individuals and society. The second unit “A Cultural Feast: Where Does it all Come From” investigates various foods, staples and dietary habits across the world. Students explore food habits, cultural influences, and the impact of food from around the world as they examine and prepare a wide range of ethnic foods. Students will investigate the cuisine of a culture of their choice and run a “cooking show.” The unit “Café Culture” introduces students to café food preparation and service. Specifically, students will develop knowledge, understanding and skills in food preparation, cookery and presentation, different styles of service, menu design, and table setting. As a culminating task, students will be required to work in small groups to prepare, cook and serve a two-course lunch to invited guests. Textiles and Fashion Textiles Technology in Year 9 explores the use of textiles in our everyday lives. In the first unit “Textiles for You and Me”, students build upon skills and techniques learnt in Year 8 to develop bags and clothing articles. In the second semester, students develop and build on skills learnt to construct a collection of simple and more complex, garments such as skirts, shorts, tops and dresses. This is a very practical subject where students will learn important skills in fabric decoration and design, reading and interpreting patterns, developing ideas, clothing construction and practical application of creativity. In Year 10, in the unit “Fashion Design”, students will work through a variety of tasks with the aim of learning more about fashion creation. Students will be involved in activities centred around garment construction and/or deconstruction and design in fashion in order to demonstrate creativity, knowledge and understanding using textiles as a medium. Students will work through a number of practical textile tasks including designing and making items of clothing and accessories to match.

Design and Technology This unit of study provides students with the opportunity to further develop their skills and knowledge gained in Year 7 & 8 Design & Technology activities. The students will be introduced to a variety of methods for improving the strength of material and alternative methods of joining materials. Marking, cutting, shaping, forming and finishing are some of the ‘hands on’ skills that will be utilised by the students. During the course of the two semesters of Year 9, practical projects using wood, metal, plastic or electronic components will involve students in problem solving techniques surrounding those materials. This process will incorporate design, sketching, annotating, and 2D/3D drawing. Students will make, test and evaluate their ‘best’ solution for each of the design challenges. Year 10 provides students with the opportunity to further develop their skills and knowledge gained in Year 9 Design & Technology activities. More complex design challenges will be posed to the students. These design challenges will focus upon increasing the student’s knowledge and abilities in selecting, making and justifying their design solutions to meet industry standards. They will incorporate design processes developed in Year 9. Students will continue to make, test and evaluate their ‘best’ solution for each of the design challenges whilst gaining the additional opportunity to use a greater variety of workplace machinery and techniques. Design and Graphics This subject incorporates foundation studies in design thinking and the use of contemporary and emerging technologies prior to students being presented with ‘real world’ design challenges. Students develop products, services and/or environments to solve a brief using a design process predominantly involving sketches with annotations, formal drafting/designing using a variety of software programs and low fidelity prototyping, which may incorporate 3D printing or laser cutting. As with most processes, the solution is evaluated to determine the strengths, limitations and implications. Year 10 extends upon the knowledge, understanding & skills developed in Year 9 Design & Graphics so that students can further experience a unique opportunity to be challenged and gain personal satisfaction from becoming effective problem- solvers through the design of products, services and/or environments as solutions. As part of the Design Process, opportunities arise to use software programs like Autodesk Inventor, AutoCAD, Adobe Illustrator and technologies like 3D printing or laser cutting in individual and collaborative learning experiences. This subject creates pathways to senior Construction/Engineering/Furnishing and Design/Industrial Graphics and further study/training or employment after schooling.

Technologies – Digital Technology Rationale

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as games and apps. In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes. Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments. Course Delivery At Ryan Catholic College, students explore a range of areas, including:  Robotics  Python programming  App development  Arduino programming  Game design  Web design with HTML and JavaScript

The Arts Rationale

“In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging arts practices in each art form across a range of cultures and places.” (QCAA, 2021) Ryan Catholic College Arts are a vital element of the whole College curriculum. We aim to provide the opportunity for deep understanding through a range of experiences in fun, educational and innovative environments. The Arts programs are designed to excite students to develop their potential and give them an awareness of the possibilities in The Arts. Ryan Arts comprises five subjects (Dance, Drama, Media Arts, Music and Visual Arts). Rich in tradition, The Arts play a major role in the development and expression of cultures and communities. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world. In The Arts, students learn as artists and audiences through the intellectual, emotional and sensory experiences of the arts. They acquire knowledge, skills and understanding specific to The Arts subjects and develop critical understanding that informs decision-making and aesthetic choices. Through The Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the world. Arts learning provides students with opportunities to engage with creative industries and art professionals. The Arts entertain, challenge, provoke responses and enrich our knowledge of self, community and culture. Ryan Arts students involve themselves in the wider College community in their commitment to the College musical, liturgies (Memorial Mass/Ryan Day) and assemblies. Additionally, The Arts and Cultural events such as Instrumental Music, Drama and Dance performance evenings. Self-expression, creativity, innovation and risk taking are aspects of learning that can be fostered in The Arts classroom. Opportunities are provided for students to display and/or perform for their peers, parents and staff throughout the year. Course Delivery At Ryan Catholic College, the Arts curriculum is offered as four separate subjects:  Dance  Drama  Film, Television and New Media  Music  Visual Arts Students may select one or more of these subjects in Years 9 and 10. Dance In Dance, students will develop knowledge, understanding and skills to communicate ideas using the elements of dance, including space, time, dynamics and relationships. They will work with the body as the instrument and movement as the medium of dance, using dance composition processes to explore, organise and refine movement for choreography and performance. Dance students will build fundamental skills in the areas of technique, composition, dance theory and performance. Students will focus on investigating styles and genres of dance, including, but not limited to styles of Musical Theatre (Jazz and Tap), World Dance (Bollywood and Highland) and Modern Movement (Contemporary). Students will engage in workshops with professional companies, including Dance North. Students will study and manipulate the key components of Dance performance, choreography and appreciation. There will be opportunities for excursions to visit Dance companies and experience live performances, allowing students to relate what they are learning in class to real world contexts.

Drama In Drama, students explore, depict and celebrate human experience by imagining and representing other people through live enactment. Drama is a collaborative art, combining physical, verbal, visual and aural dimensions. In drama students experience theatre and develop an understanding of the performer/audience relationship. The Drama units are designed to introduce students to the fundamental principles of performance through an investigation and analysis of both traditional and contemporary styles. Various styles and practitioners are explored in order to develop acting skills and techniques. The foundations of the elements of drama and the exploration of dramatic conventions are interconnected with the practical aspects of theatre. Film, Television and New Media In Media Arts, students develop knowledge, understanding and skills in the creative use of communications technologies and digital materials to tell stories and explore concepts for diverse purposes and audiences. Media artists represent the world using platforms such as television, film, video, newspapers, radio, video games, the internet and mobile media. Produced and received in diverse contexts, these communication forms are important sources of information, entertainment, persuasion and education and are significant cultural industries. The course aims to develop skills relating to the creation and use of a range of digital media and technologies. Particular areas of focus are on camera operation, audio recording, lighting, managing digital media, green screen techniques and editing. Students investigate and analyse the work of other filmmakers, learning to recognise and respond to the various techniques and devices used before putting these into practice in a series of hands-on, skill-developing activities. Students then complete a short film production, either in a small group or independently. This will usually be in conjunction with a film festival competition. Production work can be completed on their own laptops, students will also have access to video and audio production and editing software. The focus capabilities for this subject are communication and learning. Music In Music, students use the concepts and materials of music to compose, improvise, arrange, perform, conduct and respond to their own and others’ work. They learn the elements of music including duration (rhythm and tempo), dynamics, form, pitch (melody and harmony), and timbre (sound texture and quality). They apply this knowledge to the materials of music, including the voice, body, instruments, found sound sources (natural and manufactured objects including stones, household objects and so on) and information and communication technology. The Music units allows students to investigate musical styles and genres (World Music, Fusion and The Music of Film and Television), influences, elements of music, and how music is made. Students process and synthesise their key learning in performance, composition and analysis of professional works. Students participate in a class ensemble and solo performance opportunities, developing their understanding of musical elements, analysis and reflection. Students synthesise their learnings by creating musical works that express their ideas and emotions. Students will be introduced to the digital aspect of sound production and computer-based sound recording and editing. Topics include basic electronic and acoustic theory, digital audio and recording, as well as an introduction to the components used in professional sound recording studios and live sound production. Visual Arts In Visual Arts students learn through direct engagement with two-dimensional, three-dimensional and four-dimensional art and design practices and concepts, theories, histories and critiques. They develop skills, knowledge, understandings and techniques as artists, designers, critics and audiences. Students learn to explore ideas through imaginative engagement, making and presenting art, craft and design works, and engaging critically with these works and processes. During this course students will develop lateral thinking, artistic presentation and research skills associated with both 2D and 3D Art. Students will have the opportunity to negotiate practical areas of specific interest. Students will present final visual artworks and the support work displaying their developmental process. They produce a written practitioner’s statement of artistic intent. They will exhibit final artworks within the school community and when possible, the wider community. Students will use critical analysis and personal research to gain an understanding of historical and contemporary artists and artworks and develop the use of art terminology. Students will visit exhibitions and become familiar with local artists and art in the community.

Semester Electives

Creative Industries (The Arts) Creative Industries gives students opportunities to engage with two or more art forms to create an artwork of their design. The artwork might be a performance, an exhibited or curated product or a combination of these. Examples of possible artworks:  Sound installation (visual arts, media arts, music)  Interactive picture book (drama, media arts, visual arts)  Animated film clip (drama, media arts, music)  Virtual installation (media arts, music)  Performance installation (drama/dance, visual arts)  Video game (visual arts, music, media arts) CREST (Science) If you enjoy performing experiments in Science, then CREST is for you. CREST is a non- competitive awards program that supports students in the design and performing of open-ended science investigations or technology projects. There are six CREST award levels: Green, Orange, Blue, Bronze, Silver and Gold. The awards are assessed on a competency basis, and every student who demonstrates that they have met the requirement of an award will receive that award. Topics that students can choose from are:  Investigating sunscreen or flight (Science topics)  Investigating packaging or solar energy (Technology and Engineering topics)  Investigating building blocks (Mathematics topic) Students who complete an investigation will be eligible for a nationally recognised award. Industrial Skills (Technologies) This elective subject offers students the ability to utilise design software and its connection with laser & 3D printing technology to the use of hand & power tools and machinery predominantly in a workshop setting. Students will informally design projects that incorporate different mediums/ materials based around a problem and an associated design brief. The skills developed in this subject can open pathways to senior subjects like Design, Construction, Engineering, Industrial Graphics and Furnishing and later into additional training, university or employment.

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