Click on the link below to select your Year 9 subjects for 2021.
Recorded Webex session on subject selection held on the 10th September.
At Year 9 students consolidate their core learning as well as beginning to choose electives from the Arts, Technologies, Health PE and Languages Learning Areas.
All Year 9 students also undertake a student-directed, community-based, independent learning experience Community Leadership Challenge (CLC). This is one full day for one semester.
The achievement standards reflect the Pathways Stage of the Victorian curriculum, where students can begin to plan for their Senior Secondary Program.
Students can choose 4 electives for the year. They will complete 1 elective during their CLC semester, and 3 electives in the alternative semester.
Middle Years Leader
John Paola John.Paola@education.vic.gov.au
Year 8 Level Leaders
Ricki Ryan Ricki.Ryan@education.vic.gov.au
Ross Kelly Ross.Kelly@education.vic.gov.au
Health and Physical Education
Each of these electives run for one semester. Please select 4, and 2 back-up choices.
Music Industry Sound Production
Design & Print - Textiles
Sport & Rec
Tutto in un Giorno! – All in one day
Students will learn how to talk about leisure and free time by exploring topics such as music and cinema. They will describe their daily schedule using reflexive verbs and use common Italian expressions to talk about their favourite things. Students will learn how to offer, accept and decline invitations while using more advanced grammar elements, such as conjunctions and interrogatives, to sound more fluent. They will be able to describe the weather using the appropriate vocabulary and structures.
L'Italia: presente e passato – Italy: past and present
Students will be introduced to one of the most common verb tenses used in Italian – il passato prossimo. They will talk about past events and experiences such as holidays, trips to Italy and weekend activities. Students will explore the ways in which Italy’s geography has influenced the life-style and regional characteristics of the country. They will also study the historical significance of Florence and the Renaissance, including three great Renaissance figures: Leonardo da Vinci, Dante Alighieri and Galileo Galilei.
In Year 9 Art, students build on their awareness of how and why artists realise their ideas through a variety of visual arts practices. They refine their personal aesthetic in their Visual Diary through art production and responding perceptively as an artist or audience to other artworks. Through annotation and individual research, students identify and explain how artists and audiences interpret artworks through explorations of different viewpoints. Mediums explored include visual diary, aerosol on paper, oil pastel on paper, acrylic paint on paper/board.
Visual Communication Design
In Year 9 Visual Communication Design, students build on their awareness of how designers communicate ideas with a specific purpose, to a targeted audience, using different visual communication design processes and viewpoints. They refine their own personal aesthetic through the development of knowledge, understanding and skills in making and responding to visual communications. Students study a design movement and use their understanding of this movement to complete an individual design process. Tasks include the design process, observational drawing and design movement brief.
In Year 9 Photography, students refine and extend their understanding and use of structure, intent, settings, viewpoints and genre conventions in their compositions. As they use media technologies they extend the use of photography techniques and digital skills. They analyse the way in which audiences make meaning and how audiences interact with and share media artworks. Methods Include: DSLR Basics, Adobe Suite, Printing Skills, Photographic Styles and Folio Production
In year 9, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute. Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. Tasks Include: media analyses, creation of media products, premiere and Photoshop.
Year 9 Drama
In Year 9 Drama, students will focus on ‘Comedy’. They will explore a range of different styles of comedy, including slapstick, farce and black comedy. They will participate in a range of practical Drama games and activities. These activities will develop their performance skills with a focus on exaggerated movement, physical theatre and comic timing. Students will work individually or in groups to script their own piece of comedic theatre. They will individually or in small groups to script the performance, rehearse and perform the final piece. They will develop their playmaking and expressive skills to create an engaging storyline and engaging comical characters. The students will also view and respond to a range of comedians and will create a presentation about a comedian of their choice for the class. Outlining the performance skills used by their chosen comedian and providing examples of their work. Comedic skills will also be developed by using comical scripts written by professional playwrights.
In Year 9 Music students will work in small groups to perform applying the following music skills: analysis of music, listening, aural and theory skills, instrument-specific skills and ensemble playing skills. Students will also perform solo on a chosen instrument or voice. Students will investigate the History of Rock Music, researching the different music styles and artists from a particular decade. Students will learn basic musicianship and analysis skills.
Music Industry (sound production)
In the Music Industry (sound production) subject, students will learn basic composition and computer music software techniques to create their own music technology piece. Students will work in small groups to learn skills and create a radio advertisement and news report that will form part of a radio program to be recorded using recording software. Students will investigate strategies into producing sound for the animated film including voice-overs, sound FX and ambient sound. Students will also learn basic skills in lighting and audio system set up.
Students use design and technology knowledge and understanding of textile processes and production skills to produce design solutions in response to identified opportunities using fibre and fabrics. Students consider combining characteristics and properties of fibres and fabrics to create design solutions for individuals and communities whilst considering society, ethics, economic, environmental and social sustainability factors. Students reflect and respond to feedback from others and evaluate the use of the design process to develop solutions. Students use creativity, innovation and enterprise skills with increasing confidence and independence. Common Assessment Tasks: Investigating and designing and evaluating, folio, designer research, producing, negotiated textile articles-woven cushion and sleepwear.
Students will study the principles of food safety, safety when working in a kitchen setting, preparation and presentation techniques as well as investigating sustainability and ethical issues and how these could influence their food choices. They will research the cultural history of Australian cuisine and the factors that have had an impact on the Australian diet. Students research and modify recipes to promote healthy eating. Recipes are also adjusted for food allergies and intolerances. Students create food solutions for healthy eating based on the Australian Guide to Healthy Eating in response to a design brief and by using the design process.
Students use design and technology knowledge and understanding of woodworking processes and production skills to produce design solutions in response to identified opportunities using timber. Students consider the characteristics and properties of a variety of timbers to create design solutions for individuals and communities whilst considering society, ethics, economic, environmental and social sustainability factors. Students reflect and respond to feedback from others and evaluate the use of the design process to develop solutions. Students use creativity, innovation and enterprise skills with increasing confidence and independence. Common Assessment Tasks: Investigating and designing, producing, and evaluating a classroom project.
Design and Print (Textiles)
A hands-on course which allows students to explore a variety of hand printing and colour application techniques to create their own fabulous designs on fabric using both hand-cut stencils and computer-generated stencils for screen printing onto premade clothing.
CAD (3D Computer-Aided Design)
Computer-generated designing: 3D modelling is the process of developing a mathematical representation of any surface of an object (either inanimate or living) in three dimensions via specialized software. The model can also be physically created using 3D printing devices. Students will learn how to use computer programs to draw and design both online content and real-world objects using
This leads into the production processes used in current Building and construction technologies with 3D printing CNC laser cutting, CNC milling and CNC router and is used in electronics, design, media, science, house design, street design and many more.
As part of this subject, students will explore a range of programming languages, digital technologies and software packages in order to develop the skills and knowledge necessary to become confident and creative developers of digital solutions.
Learning areas covered include:
Pathways: The Year 9 Digital Technology units are designed to prepare students for studies in Year 10 Digital Technology, VCE Computing and VCE/VET Creative & Digital Media.
Introduction to VET Sport and Recreation
This subject gives students an understanding of VET Sport and Recreation Certificate III that is offered in Year 11 and Year 12. This Year 9 elective subject will give students a sample of units covered in VET. Students will study muscles, bones, coaching styles, training programs, warm-up, cool-down procedures and students will be required to plan and teach a lesson, either at a Primary school or to your peers. The subject has practical and theoretical components.