2021 year 9 curriculum handbook - marryatville high school€¦ · this curriculum guide provides...

2021 Year 9

Curriculum Handbook

Introduction This curriculum guide provides information regarding the broad range of programs offered at Marryatville High School and specific course descriptions of subjects within these programs. It is designed to provide students the important information needed to make informed decisions about potential and preferred pathways for schooling and future pathways and careers.

At Marryatville High School, we strive to provide all students the capabilities required to be active global citizens. Students are encouraged to learn, think creatively, critically and independently and to continue to aim for personal achievements in a student-centred learning environment.

Subject Selection and Course Counselling Process Students will receive information regarding the subject selection process during Term 3. Students will have the opportunity to gain advice on potential pathways and study options with Parents, Homegroup teachers, Learning Area Leaders, Year Level Leaders, Subject Specific Staff and Course Counsellors. Engaging in conversations with as many people as possible is crucial to ensure the correct course is selected in the subject selection process.

Please note that recommendations are:

• To be used as a guide for student subject choice • Indicate that a student is capable of success in that subject area • Not a “should do” that subject • Students should be discouraged from choosing against recommendations. • Please note on the selection form or in your HG folder (comments section) if a student chooses against recommendations • Subjects without recommendations = will accept any students

Recommendations to all Students Before selecting a subject or course there are a number of important steps to consider:

• Possible future pathways based on current levels of performance, as well as ambitions and capabilities. • Success with, and enjoyment of current subjects. • Plans and goals for the future and subjects required to achieve these goals. • Requirements of university, TAFE enrolment or employment.

Subject Availability Every effort will be made to place students into the subjects of their choice. However, the availability of subjects offered will be dependent on the number of students selecting the subject and staff availability. Students will be supported in selecting an alternative subject if needed.

Course re-counselling will occur in Term 4 for any student who may need to refine their selections as a result of the timetabling process or pathway changes. Once the timetable has been set, very little space is available to students wanting to change subjects in Term 1.

Contents Introduction ......................................................................................................................................................................... 2

Subject Selection and Course Counselling Process .......................................................................................................... 2

Year 9 Curriculum ............................................................................................................................................................ 5

Arts ..................................................................................................................................................................................... 10

Dance ............................................................................................................................................................................. 11

Drama ............................................................................................................................................................................ 12

Media Arts ..................................................................................................................................................................... 13

Visual Arts ...................................................................................................................................................................... 14

Year 9 Dance A ............................................................................................................................................................... 15

Year 9 Dance B ............................................................................................................................................................... 16

Year 9 Drama ................................................................................................................................................................. 17

Year 9 Photography and Filmmaking ............................................................................................................................. 18

Year 9 Visual Arts A ........................................................................................................................................................ 19

Year 9 Visual Arts B ........................................................................................................................................................ 20

Co-Curricular Program ....................................................................................................................................................... 21

English and EAL .................................................................................................................................................................. 23

Year 9 English ................................................................................................................................................................. 24

Year 9 English as an Alternative Language or Dialect .................................................................................................... 25

Flexible Learning Options .................................................................................................................................................. 26

Humanities and Social Sciences ......................................................................................................................................... 29

Geography ..................................................................................................................................................................... 30

History ............................................................................................................................................................................ 31

Year 9 Humanities .......................................................................................................................................................... 32

Year 9 History ................................................................................................................................................................. 33

Health and Physical Education ........................................................................................................................................... 34

Year 9 Health and Physical Education ............................................................................................................................ 35

Year 9 Physical Education .............................................................................................................................................. 36

International Programs ...................................................................................................................................................... 37

Year 9 International Studies .......................................................................................................................................... 38

Intensive Secondary English Course (ISEC) ........................................................................................................................ 39

Languages .......................................................................................................................................................................... 41

Year 9 Chinese ............................................................................................................................................................... 42

Year 9 French - Accelerated ........................................................................................................................................... 43

Year 9 French - Continuers ............................................................................................................................................ 44

Year 9 Japanese ............................................................................................................................................................. 45

Mathematics .................................................................................................................................................................. 46

Year 9 Mathematics (Advanced Coding)........................................................................................................................ 47

Year 9 General Mathematics & Advanced Mathematics............................................................................................... 48

Year 10 Numeracy .......................................................................................................................................................... 49

Music .................................................................................................................................................................................. 50

Special Interest Music .................................................................................................................................................... 51

Year 9 Elective Music ..................................................................................................................................................... 53

Year 9 Special Music ...................................................................................................................................................... 54

Science ............................................................................................................................................................................... 55

Year 9 Science ................................................................................................................................................................ 56

Technologies ...................................................................................................................................................................... 57

Digital Technologies ....................................................................................................................................................... 59

F1 & Subs in Schools (STEM) .......................................................................................................................................... 60

Food Design ................................................................................................................................................................... 61

Food In Action ................................................................................................................................................................ 62

Information Processing and Publishing ......................................................................................................................... 63

Material Technologies ................................................................................................................................................... 64

SMART Technologies ..................................................................................................................................................... 65

Textile Design ................................................................................................................................................................. 66

Special Tennis Program ...................................................................................................................................................... 67

Special Interest Tennis ................................................................................................................................................... 68

Year 9 Tennis .................................................................................................................................................................. 70

Year 9 Curriculum The subjects offered in Year 9 are grouped within the learning areas of the Australian Curriculum. Students undertake a common curriculum depending on the student’s enrolment in either Special Interest Music or Tennis. The curriculum allows students to access a greater range of subjects as they progress from Year 8 to 10.

The following table indicates the subjects offered for courses studied at Year 9. Students need to accumulate a total of 14 semesters to be enrolled as a full time student. Students who undertake Special Interest Tennis, Special Interest Music or the Elective Music have specific subjects aligned to this area of study and as a result elective choices are less in number.

Year 9 Curriculum Year 9

MS Tennis Elective Music Special Music COMPULSORY

English • English or • English as an Additional Language or Dialect

2 2 2 2

Mathematics • General Mathematics OR • Advanced Mathematics OR • Advanced Mathematics – Coding OR • Numeracy (Invitation Only)

2 2 2 2

Science 2 2 2 2 Humanities and Social Sciences

• History • Civics and Citizenship and Economics and Business

1 1

1

1 1

1

The Arts • Visual Arts A or

1 1

• Drama A • Elective Music 2 • Special Music 4

Health and Physical Education • Health and Physical Education 1 1 1 • Tennis 1 2

Design & Technologies • Material Technologies A or • Materials Technology B or • Food Technologies

1

1 1

Total 11 12 12 12

CHOICE

Art & Design • Visual Arts A • Visual Arts B • Visual Arts Design • Drama A • Drama B • Photography and Film Making

Technologies • Material Technologies • Textiles Technologies • Food Technologies • Digital Technologies • Information Processing & Publishing • F1 & Subs in Schools • Smart Technologies • Food and Nutrition

Health and Physical Education • Physical Education • Touch Football

Languages (full year) • French Accelerated • French Continuers • Chinese • Japanese Accelerated • Japanese Continuers

Cross Curriculum Innovation • Community Challenge (9-11) • STEMIE Competition (9-11) • Sustainability (9-11)

3

2 2 2

MARRYATVILLE HIGH SCHOOL YR 9 MAINSTREAM SUBJECT SELECTION 2021 Family Name: ......................................................... Given Name: ........................................... 2020 HG: ............

COMPULSORY SUBJECTS (11) Learning Area / Subject Name My Selections

English (Select 1) • English OR • English as an Additional Language or Dialect

Mathematics (Select 1) • General Mathematics OR • Advanced Mathematics OR • Advanced Mathematics – Coding OR • Numeracy (Invitation Only)

Science (Select 1) • Science

Humanities & Social Sciences • History AND • Civics and Citizenship and Economic and Business

History Civics & Citizenship and Economics and Business

The Arts (Select 1) • Visual Arts A OR Drama A OR Photography and Film Making OR

OR Design A

Health and Physical Education Health & Physical Education

Technologies (Select 1) • Material Technologies OR Food Technologies OR Textiles

Technologies OR Digital Technologies

Choose an additional 3 subjects from the following. Please note Languages counts as two selections. Choose a replacement subject (will be used in the event of a clash) You cannot choose any subject more than once

CHOICE SUBJECTS (3) Learning Area / Subject Name My Selections


Technologies • Material Technologies • Textiles Technologies • Digital Technologies • Information Processing & Publishing • F1 & Subs in Schools • Smart Technologies • Food in Action




Choice #1

Choice#2

Choice #3

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 9 TENNIS SUBJECT SELECTION 2021 Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............





Tennis Tennis Humanities & Social Sciences

• History AND • Civics and Citizenship and Economic and Business


The Arts (Select 1) • Visual Arts A OR Drama A OR Media Arts OR Dance A

OR Design A

Health and Physical Education • Health & Physical Education

Health & Physical Education

Technologies (Select 1) • Material Technologies OR Food Technologies OR Textiles

Technologies OR Digital Technologies


CHOICE SUBJECTS (2)

Learning Area / Subject Name My Selections






Choice #1

Choice#2

REPLACEMENT SUBJECT Reserve Choice#1 Reserve Choice #2

MARRYATVILLE HIGH SCHOOL YR 9 ELECTIVE MUSIC SUBJECT SELECTION 2021

Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............





Music Elective Music Humanities & Social Sciences

• History AND • Civics and Citizenship and Economic and Business


Health and Physical Education Health & Physical Education Technologies (Select 1)

• Material Technologies OR Food Technologies OR Textiles Technologies OR Digital Technologies


CHOICE SUBJECTS (2)

Learning Area / Subject Name My Selections






Choice #1

Choice#2

REPLACEMENT SUBJECT

Reserve Choice#1

Reserve Choice#2

MARRYATVILLE HIGH SCHOOL YR 9 SPECIAL INTEREST MUSIC SUBJECT SELECTION 2020 Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............

COMPULSORY SUBJECTS (12) Learning Area / Subject Name Subject Code




Humanities & Social Sciences • History AND • Civics and Citizenship and Economic and Business


Special Music Special Music Health and Physical Education Health & Physical Education

Choose an additional 2 subjects from the following. Please note Languages counts as two selections. Choose a replacement subject (will be used in the event of a clash) Cannot choose a subject more than once

CHOICE SUBJECTS (2) Learning Area / Subject Name My Selections






Choice #1

Choice#2

REPLACEMENT SUBJECT

Reserve Choice#1 Reserve Chocie#2

Arts

The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The five Arts subjects in the Australian Curriculum are Dance, Drama, Media Arts, Music, and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences. At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.

• Dance • Drama • Music • Media Arts • Visual Arts

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities, locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts values, respects and explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to Australia’s arts heritage and contemporary arts practices through their distinctive ways of representing and communicating knowledge, traditions and experience. In the Arts, students learn as artists and audience through the intellectual, emotional and sensory experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts subjects and develop a 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. They learn that designing, producing and resolving their work is as essential to learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages, symbols, techniques, processes and skills of the Arts subjects. Arts learning provides students with opportunities to engage with creative industries and arts professionals. The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and processes with developing confidence and sophistication across their years of learning. By creating and analysing art works students develop transversal capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings This rationale is extended and complemented by specific rationales for each Arts subject.

Dance

This rationale complements and extends the rationale for The Arts learning area.

Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.

Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.

Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.

In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

*Please note that Dance will not be offered as a subject to students in 2021*

Drama

This rationale complements and extends the rationale for The Arts learning area.

Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential. Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action. Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures. In making and staging drama students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Media Arts

This rationale complements and extends the rationale for The Arts learning area. Media Arts involves creating representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media Arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, both individually and collaboratively. As an art form evolving in the twenty-first century, Media Arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices. Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and of themselves. They learn to interpret, analyse and develop media practices through their media arts making experiences. They are inspired to imagine, collaborate and take on responsibilities in planning, designing and producing media artworks. Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape contemporary communication through media technologies and globally networked communications. By making and analysing Media Arts works students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Visual Arts

This rationale complements and extends the rationale for The Arts learning area. Visual Arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world, and other worlds. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries. Similarly with the other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking. Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by utilising visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic and appreciate and value that of others. Visual Arts supports students to view the world through various lenses and contexts. They recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge in order to make critical judgments about their own importance as artists and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their responsibilities as global citizens. In making and analysing artworks students develop transversal capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.

Year 9 Dance A

Subject Code: 9DANA Length of course: Semester Course Outline: By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance. Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style. Topics Included: Technique, Composition, Performance and the history and development of dance. Students will also learn anatomy and how to prevent injury to enable safe dance practices. They will develop an understanding of how to manipulate movement to create sequences. Student’s performance a class piece or they are involved in a stagecraft role to develop performance skills. Theory tasks will centre on the influence of Bangarra Dance Theatre as an indigenous company in Australia to understand intercultural influences to the development of contemporary dance. Assessment:

Technique

• Contemporary and safe dance and warmup • Anatomy tasks

Composition

• 2 x short tasks (group and with a partner) • Review and analysis tasks

Performance

• Perform in a class piece OR Participate in an offstage role

Analyse dance from contemporary and past times

• Review a dance work from Bangarra Dance Theatre repertoire

Additional Costs: Nil *Please note that Dance will not be offered as a subject to students in 2021*

Year 9 Dance B

Subject Code: 9DANB Length of course: Semester Course Outline: By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance. Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style. Topics Included: Technique, Composition, Performance and the History and development of dance. Students will also learn about body systems and dance notation. They will develop an understanding of how to manipulate movement to create sequences and produce a group film clip. Students perform a class piece or they are involved in a stagecraft role to develop performance skills. Theory tasks will centre on the development of dance in South Australia and research will analyse the Australian Dance Theatre and its impact on contemporary dance development. Assessment:

• Technique o Classes in ballet, jazz, contemporary and hip hop o Body systems and their impact on dance

• Composition o Group film clip presentation o Reflection

• Performance o Perform in a class piece OR Participate in an offstage role

• Analyse dance from contemporary and past times

o Research the Australian Dance Theatre and its impact on dance development

Additional Costs: Nil

*Please note that Dance will not be offered as a subject to students in 2021*

Year 9 Drama

Subject Code: 9DRA Length of course: Semester Course Outline Students are leaning to analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints. Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action. Topics Included: This course focuses on providing students with the opportunity to experience different styles of performance and new ‘making’ techniques through:

• Improvisation and workshop skills focussing on collaboration, quick thinking, physical and vocal work and character/scene building.

• Theatrical Genres such as Melodrama, Medieval or Greek Theatre, focussing on history, conventions and links to modern day performance.

• Play Making allows students to explore and adapt common texts (such as fairy tales), focussing on meaning, symbols, interpretation and subversion.

Assessment:

• Class work – responding to tasks, collaborative skills, responding to feedback, participation in class discussions. • Performance work – assessment of the final product is based on the creation and execution of the scene/role,

collaboration and time management in rehearsal. • Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the

correct terminology and demonstrating their learning.

Additional Costs: Costs for excursions that include tickets and transport to see live performances

Year 9 Photography and Filmmaking

Subject Code: 9MEA Length of course: Semester Course Outline By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and 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.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes. Topics Included:

• Analysis of media artworks from contemporary and past times • Experimentation with ideas and stories that manipulate media conventions and genres • Development and refinement of media production skills • Planning, production and distribution of media artworks, considering social, ethical and regulatory issues

Assessment: Analysis of media

• Individual responses - oral, written, multimodal • Group responses – oral, written, multimodal

Skill development in:

• Image manipulation • Film techniques • Media creation applications/software

Production of:

• An individual media production • A group media production • Folio – evidence of planning, preparation and evaluation • Final media production (may include: short film, animation, webpage, series of photographic images) • Presentation to an audience, with artists’ statement

Additional Costs: Costs for excursions that include entry fees and transport.

Year 9 Visual Arts A

Subject Code: 9ARTA Length of course: Semester Course Outline: Students are working towards learning how to evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists’ on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks. Topics Included: Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing artworks through display • Analysing and reflecting upon intentions • Responding to and interpreting artworks

With a focus on 2 dimensional practices (such as drawing painting and printmaking), students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They build on and refine their knowledge, understanding and skills through visual arts practices focusing on representations, practices and viewpoints. Assessment: A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of media and experimentation, practical application, analysis and responding. Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

Year 9 Visual Arts B

Subject Code: 9ARTB Length of course: Semester Course Outline Students are working towards learning to evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists’ on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks. Topics Included: Students gain an understanding of the following:

• Exploring ideas and improvising with ways to represent ideas • Manipulating and applying the elements/concepts with intent • Developing and refining understanding of skills and techniques • Structuring and organising ideas into form • Sharing artworks through display • Analysing and reflecting upon intentions • Responding to and interpreting artworks

With a focus on 3 dimensional practices and digital technologies, students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They build on and refine their knowledge, understanding and skills through visual arts practices focusing on representations, practices and viewpoints. Assessment: A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of media and experimentation, practical application, analysis and responding. Additional Costs:

• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for excursions and workshops, that include entry fees and transport

Co-Curricular Program

Marryatville High School has an extensive Co-curricular Program. The program includes an extensive range of sporting and cultural activities which offer opportunities for students to develop skills in an individual and team environment, as well as form relationships with teachers and students outside the classroom. While parental involvement is actively encouraged, skilled coaches are also employed to develop the abilities of students in these areas. Marryatville High School belongs to the Sports Association of Adelaide Schools, Secondary School Sport of South Australia and the South Australian Catholic Secondary Schools Girls’ Sports Association Inc, which organise sporting competitions on Saturday mornings and some afternoons during the week. Marryatville High School is an active participant in the state wide Knock Out Sport competitions throughout the school year.

Cultural Co-Curricular Activities include

• Art Club • Chess Club • Debating • Drama Productions • Environment Club • Singapore Drama Tour • French Cultural Tour • Japanese Cultural Tour • Future Problem Solving

Sporting Co-Curricular Activities include

• Cricket • Tennis • Basketball • Volleyball • Touch Football • Water Polo • Softball • Athletics • Swimming • Badminton • Soccer • Football • Hockey • Surfing • Netball • Orienteering • Cross Country • Triathlon • Cycling • Mountain Bike • Fencing

Co-Curricular Music Ensembles

Music performance skills and instrumental expertise are developed through strong involvement by students in ensembles. Our co-curricular ensembles are in great demand for community and concert performances. All students at Marryatville High School are encouraged to participate. Entry into senior ensembles is by audition.

Large Ensembles

• School Orchestra • Concert Bands I and II • Studio Strings • Guitar Ensembles I and II • Choirs • Concert Choir • Junior Choir • Chamber Choir • Girls’ Choir • Boys’ Choir • Swing Tones • Pops Vocal Ensemble

Other Ensembles

• Big Bands I, II and III • Baroque Ensemble • Recorder Ensemble • Percussion Ensemble • Chamber Music Groups • Small Jazz Combos

English and EAL

The study of English and English as an Additional Language or Dialect (EALD) is central to the learning and development of all young people living in Australia. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future. Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian Curriculum: English contributes both to nation-building and to internationalisation. English also helps students to engage imaginatively and critically with literature to expand the scope of their experience. Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australia’s links to Asia. At the SACE level students can choose English subjects or English as an Additional Language (EAL) subjects. To be eligible to enrol in an EAL subject, he or she must be a student for whom English is an additional language or a dialect (EALD), and who has had a total of: either

• no more than 5 years of full-time schooling where the medium of instruction was English

or

• more than 5 years of full-time schooling where the medium of instruction was English, and whose knowledge of English is restricted or the student is resident and studying in an overseas country.

For further information please read the SACE Eligibility for Enrolment Guidelines - English as an Additional Language Subjects. To meet SACE requirements students must successfully complete, to at least C level, two units (20 Credits) of English or EAL or a combination of these.

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6

https://www.sace.sa.edu.au/documents/652891/4d6396af-5b5b-455a-bbb3-58da443f0ef6

Year 9 English

Subject Code: 9ENG1 Length of course: Full year Course Outline: By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience. Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation. Topics Included: This course focuses on language, literature and literacy. It further develops student understanding, knowledge and skills in reading, listening, viewing, speaking, writing and creating. Students will:

• engage in and respond to a variety of texts for a range of audiences and purposes (including media, digital, fiction and mutlimodal texts), developing their critical understanding

• study shared and independently chosen literary texts with a range of challenging structures and themes • develop a deeper understanding of language features • produce a range of imaginative, informative and persuasive text types • complete a series of skills based Common Tasks.

There is a focus on students being aware of and extending the strategies they use for working with and producing texts. Assessment: Written and multimedia responses, writing not related to text, speaking and listening activities. Peer and self-assessment strategies are included, along with Common Tasks. Additional Costs: Costs for excursions that include entry fees and transport may be charged.

Year 9 English as an Alternative Language or Dialect

Subject Code: 9EALD Length of course: Full year Recommended Background: Students must come from a non-English speaking background - includes immigrants (recently arrived or long term residents) or students born in Australia. Other Advice: While the course outline and the Achievement Standards are the same as for the Year 9 English course, the specific design and teaching of this course takes into account the impact of linguistic cultural and social factors on students’ engagement with society. Leads to: Year 10 English as an Addition Language or Dialect OR after advice from the English Coordinator, and by negotiation, students may alternatively access Year 10 English. Course Outline: By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience. Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation. Topics Included: This course focuses on language, literature and literacy. It further develops student understanding, knowledge and skills in reading, listening, viewing, speaking, writing and creating. Students will:

• engage in and respond to a variety of texts for a range of audiences and purposes (including media, digital, fiction and multimodal texts), developing their critical understanding • study shared and independently chosen literary texts with a range of challenging structures and themes • develop a deeper understanding of language features • produce a range of imaginative, informative and persuasive text types • complete a series of skills based Common Tasks.

There is a focus on students being aware of and extending the strategies they use for working with and producing texts. There is a focus on giving students the linguistic support needed to develop their written and oral English skills. Student learning is supported through explicit modelling and construction of texts. Assessment: Assessment is both formative and summative and focuses on communication skills, language and cultural understanding and language learning strategies. Additional Costs: Costs for excursions that include entry fees and transport may be charged.

Flexible Learning Options

Flexible Learning Options are designed to provide students with the flexibility in what is studied, the range of skills that can be developed and techniques used to assess learning. Marryatville High School’s Flexible Learning Options are contained within four broad categories:

• Vocational Education and Training (VET and ASbA) • Stage 2 Workplace Practices • Community Learning - Community Developed Programs or Self Directed Learning • Additional Programs

For further information make an appointment with the Student Wellbeing Leader for Pathways. Vocational Education and Training (VET)

Vocational Education and Training may be completed during the senior school years of Years 11 and 12. The major benefits of these programs include:

• achievement of Industry recognised units of competency and qualifications from nationally endorsed training packages

• credit towards the SACE • credit for entry into further study. TAFE recognises completed units and provides credit towards further study in

the same area • opportunities to learn in an adult environment or real work settings • work placement provides on the job training and experience as an entry-level trainee • assisting with decisions regarding future directions • assisting a smooth direction and transition from school to work • developing enterprise and employability skills • beginning networks with employers who may offer further employment or apprenticeships

VET in the SACE

Students can gain SACE credits for the successful completion of VET qualifications, or units of competency, that make up a qualification. A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum number of credits allocated to each qualification. All VET qualifications, or units of competency that make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion of the SACE. The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each qualification. (Refer to the VET Recognition Register on the SACE Board website). Students can gain recognition for up to 150 SACE credits at Stage 1 and Stage 2 for successfully completed VET. VET can count for up to 20 credits of flexible learning as part of an ATAR calculation.

https://www.sace.sa.edu.au/subjects/recognised-learning/recognition-register

East Adelaide Secondary Vocational Alliance

The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and regional provision of Vocational Education and Training across Department for Education schools in the East of Adelaide. The 8 alliance schools and a range of training partners, compile courses that compliment student interests, school specialisations, regional and national skill shortage areas and experiences that lead to the development of transferable employability skills. These courses are most frequently part or full certificate II or certificate III programs. The number of SACE credits awarded varies and therefore it is important to check the details of each program. For 2020 the EASVA will offer a broad range of courses across a variety of learning environments for senior students to study. The courses involve students being out of school for one or partial day a week. By agreement EASVA schools have made a commitment to hold programs on a Thursday where possible.

The range of courses can be found on the EASVA webpage at www.easva.sa.edu.au

Australian School Based Apprenticeships

In an Australian School Based Apprenticeship (ASBA) students are employed part time while being enrolled as a full time school student. The student, as part of the contract of training, gains a vocational education qualification, which is most commonly at Australian Qualification Framework (AQF) level 2 or 3. In addition, the training contributes towards SACE completion. While ideally the student should work part time to complete the apprenticeship, in most cases they will only work for one day per week and make up any extra hours on weekends, after school and during school holidays. Australian School Based Apprenticeships (ASBA) are available in a variety of industry areas.

Workplace Practices

Workplace Practices suits the following students:

• those who are involved in or select VET programs and work place learning in a specific vocational area • those who have Australian School Based Apprenticeships • have employment • play elite level sport

The subject requires a blend of course work and practical workplace involvement. Community Learning

Learning that is the result of following a structured accredited Community Developed program or the result of undertaking Self-directed community learning is considered to be Community Learning.

Self-Directed Learning

Programs or sets of activities are developed by the individual student or developed specifically for individual students by others. Examples of these programs include undertaking an independent life skills program or a personal enrichment program, care giving, taking leadership in the workplace or mentoring.

Community Developed Programs

Many community organisations develop and accredit their own programs. Examples of community organisations that develop such programs are the Australian Music Examinations Board, the Duke of Edinburgh’s Award, the Royal Life Saving Society (SA Branch), Scouts Australia and the SA Country Fire Service.

http://www.easva.sa.edu.au/

Additional Programs

For some students another option can be to study particular subjects outside the school.

South Australian Secondary School of Languages

Students can enrol into language subjects that are not offered at Marryatville High School. The SASSL charges a fee for each subject enrolled. The family of the student must pay this. Students must enrol in SASSL independently; this is not handled by the school, although the forms must be signed by the Languages Coordinator at Marryatville. Students may be allowed to replace two of their selected school units. Most of these classes run in the evenings.

Marden Senior Secondary College

Students can enrol into subjects that are not offered at Marryatville High School. Marden is a high-school, like Marryatville, so enrolling into two schools can only occur with the permission of both schools. Marden charges a fee for each subject enrolled. The family of the student must pay this. Students apply to enrol into Marden through our Counsellors at Marryatville. Students maybe allowed to replace one of their selected school units. Open Access College

Students can enrol into subjects that are not offered at Marryatville High School. The Open Access College works by distance education. Students do not attend lessons at the College. Instead, lessons are conducted electronically via computer or over the phone. The Open Access College charges a fee for each subject enrolled. The family of the student must pay this. Students apply to enrol into the Open Access College through the Counsellors. Students may be allowed to replace one of their selected school units.

Humanities and Social Sciences

Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and values that enables them to participate, in a range of ways, as ethical, active and informed citizens in a democratic society within a global community.

Geography

Geography is a not just capital cities! Geography is a highly relevant and meaningful subject that involves exploring, analysing and understanding the places that make up our world and how and why they change. Human geography explores population patterns as well as health and wealth around the world. Physical geography explores the natural environment and the relationship between people and places and how humans interact within their landscapes. We incorporate both streams of geography to explore our world and the issues affecting it. Geography integrates knowledge from the natural sciences, social sciences and humanities in fun and interesting ways. Students will reflect on their relationships with and responsibilities in the world, and propose actions designed to shape a socially just and sustainable future. Geography uses an inquiry approach to assist students to make meaning of their world. They conduct fieldwork, map and interpret data and use spatial technologies. Students develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, a capacity for teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work. Geography is always relevant a current.

History

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively. The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.

Year 9 Humanities

Subject Code: 9HUM Length of course: Semester Course Outline:

This course draws on the Civics and Citizenship and Economics and Business Australian Curriculums.

Students evaluate features of Australia’s political system, and identify and analyse the influences on people’s political choices. They explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system. They analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups participate and contribute to civic life.

When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.

Students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.

When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions. Topics Included:

This subject has an Asian focus. In studying Australia’s political and justice system, they will engage in a comparison with an Asian country. Furthermore, they will learn about Australia’s economy and consider trade relations with Asia. Assessment:

• Research and explanations • Oral Presentations • Reports/ arguments • Source analysis

Additional Costs: Cost for excursions that include entry fees and transport

Year 9 History

Subject Code: 9HIA Length of course: Semester Course Outline: Students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past. Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts, and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources. Topics Included:

• The Industrial Revolution • Making a Nation • World War I

Assessment:

• Sources analysis tasks • Explanations • Letters • Oral Presentations • Reports

Additional Costs: Cost for excursions that include entry fees and transport

Health and Physical Education

Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices. The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong. Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills. Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing. Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.

Year 9 Health and Physical Education

Subject Code: 9HPE Length of course: Semester Course Description: Students are working to critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics Included:

• Basketball • Fitness & Conditioning • Soccer • Sofcrosse • Table Tennis • Touch • Relationships and Sexual Health • Drugs, alcohol and tobacco • Disability • Lifestyle choices • Group Dynamics

Assessment:

• Peer assessment and self reflection • Performance and observation checklists • Analysis and response- written, oral and multimodal


Year 9 Physical Education

Subject Code: 9PED Length of course: Semester Course Description: Students are working to propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics Included:

• Athletics • Cricket • Football • Hockey • Tennis • Volleyball

Assessment: Students are assessed according to their skill-development and performance, application and attitude. Assessment methods include performance checklists, skills tests, written assignments and records of participation. Additional Costs: Nil

International Programs

As a leader in International Study Programs, Marryatville High School offers an extensive international program for international fee paying students. These students can participate in a range of study programs which include:

Intensive Secondary English Courses (ISEC) Program

The ISEC Program consists of intensive English classes designed to improve the students’ English communication and formal language skills when they first arrive in Australia.

High School Graduate Program

This program is for students who wish to complete the SACE (South Australian Certificate of Education) and enter university or other tertiary institutions e.g. TAFE (Technical and Further Education). The High School Graduate Program provides international students with the opportunity to live and study alongside Australian students. Marryatville High School offers a variety of programs to cater for the individual academic needs of each student. Students can make a choice of subjects at senior high school level that will complement their own interests and ambitions for tertiary study. Students are assisted in deciding on the most appropriate tertiary course for them.

High School Study Abroad Programs

The Study Abroad Program provides international students with an exciting opportunity to experience the Australian way of life whilst studying alongside Australian students. Study Abroad Programs are available for one, two, three or four terms at all year levels. French, Chinese and Japanese can be studied at Marryatville High School while other languages can be studied off campus at the South Australian School of Languages. Marryatville High School has a widely acclaimed music and tennis program and entry into these programs is considered on an individual basis. Entry is on merit selection based on set criteria. At Marryatville High School, International Students are supported by an International Coordinator and support teachers who are dedicated to ensuring that international students are successful learners who will reach their potential and feel comfortable in our safe school environment. School Counsellors, a student life program responsive to cultural needs, as well as orientation programs, ensure that students make a successful transition into our school community and have a good understanding of the teaching and learning methodology used to ensure they are successful in their studies. International students are individually supported, at each year level, with their subject choices.

http://www.schooloflanguages.sa.edu.au/

Year 9 International Studies

Subject Code: Length of course: Semester

Advice:

This course is an excellent foundation for Studies of Society and Culture and Legal Studies at Stage 1 and 2. This course is based on the Civics and Citizenship subject, but has been designed with a strong international focus. Students will develop civics and citizenship knowledge and understanding, and civics and citizenship skills in relation to contemporary international issues.

Course Outline:

Students compare and evaluate the key features and values of systems of government, and analyse the Australian Government’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.

When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.

Topics:

• Students will be involved in negotiating topics. These could include issues such as poverty, inequality, the role of the United Nations, Australia’s role as a global citizen, environmental issues as global issues, human trafficking, the role of religion in conflicts, education, gender

• Students will investigate and analyse the social, economic, political and legal dimensions of these issues

Assessment: Students will complete a variety of assessment tasks. There will be scope for student negotiation of assessment mode. The range of assessment tasks could include, but is not restricted to:

• Class work • Media monitoring • Comparative Study • Source Analysis • Investigation

Intensive Secondary English Course (ISEC)

The ISEC program consists of intensive English classes designed to improve students’ English communication skills when they first arrive to study in South Australia. The program supports students in developing their learning and creative capacities. This course enables students to:

• Develop both oral and written communication skills • Increase their knowledge of Australian culture • Acquire subject specific language • Receive content support • Develop study skills • Learn skills for living and studying in Australia.

Courses are available for ten, twenty, thirty and forty weeks, depending on the time of year of enrolment and the English language proficiency, reading and writing skills of each student.. All teachers are subject specialists and are highly experienced in teaching International students. Contact Person: Ms. S Goldfain The subjects taught in the ISEC program are as follows.

AUSTRALIAN STUDIES

Length of Course: Semester Course Outline: Participation in this course improves student understanding of Australian lifestyles and Australian schooling practices. Students develop skills in the following areas: research, note taking, paraphrasing information, paragraphing, essay writing, report writing, small group work and in developing oral presentations.

ENGLISH AS AN ALTERNATIVE LANGUAGE OR DIALECT

Length of Course: Semester Course Outline: English as an Alternative Language or Dialect will provide opportunities for students to develop their skills in listening, viewing, speaking, writing and using technology. Students will read view and listen to a range of texts and discuss topics of interest. They will communicate both orally and in writing for a variety of purposes, audiences and situations. Students will develop skills in organising ideas logically in both written and oral language tasks.

HEALTH AND PHYSICAL EDUCATION

Length of Course: Semester Course Outline: Health and Physical Education aims to develop, in students, a positive approach to ongoing participation in regular physical activity. Students will participate in a number of sporting activities to enhance co-operation and collaboration skills. They will complete a research task and be involved in problem solving activities

INTEGRATED STUDIES

Length of Course: Semester Course Outline: Students investigate information and ideas from a variety of sources, working both individually and collaboratively. Using technology, they develop skills in communicating ideas and opinions which assists in building relationships with others and the world around them. Students will develop:

• language skills and strategies to learn independently and collaboratively • critical and creative skills to meet the demands of current and future studies • the ability to participate confidently and effectively in Australia’s diverse cultures

MATHEMATICS

Length of Course: Semester Course Outline: The Mathematics Program has been specifically designed to meet the needs of ISEC students at Marryatville High School. It will assist them in developing the language specific to mathematics as well as provide them with the appropriate mathematical background necessary for their eventual transition into mainstream. Topics are studied through carefully designed, graded worksheets to meet each student’s specific needs. PERSONAL LEARNING PLAN

Lengthy of Course: Semester Course Outline: This course will support students in planning their personal and learning goals for the future. It will assist them in making informed decisions about their personal development, future study pathways and career options. Developing goals for the future will engage students in activities such as:

• selecting subjects, courses, and other learning relevant to pathways through and beyond school • investigating possible career choices • exploring personal and learning goals • communicating and interacting with others to explore and present ideas and plans for current and future

learning goals

SCIENCE Length of Course: Semester Course Outline: This course develops students’ scientific skills and knowledge as well as English vocabulary and expression within the Science context. Students will learn how to write scientific reports as well as complete practical experiments within well-equipped laboratories. The Science course will include topics from Physics, Chemistry and Biology.

Languages

Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of humanity, to reflect on their understanding of human experience in all aspects of social life, and on their own participation and ways of being in the world. Learning languages broadens students’ horizons to include the personal, social, and employment opportunities that an increasingly interconnected and interdependent world presents. The interdependence of countries means people in all spheres of life have to be able to negotiate experiences and meanings across languages and cultures. It has also brought the realisation that, despite its status as a world language, a capability only in English is not sufficient. A bilingual or pluri–lingual capability is the norm in most parts of the world. Learning languages:

• extends the capability to communicate and extends literacy repertoires • strengthens understanding of the nature of language, of culture, and of the processes of communication • develops intercultural understanding • develops understanding of, and respect for, diversity and difference, and an openness to different perspectives

and experiences • develops understanding of how culture shapes world view and extends the learner’s understanding of

themselves, their own heritage, values, culture, and identity • strengthens intellectual and analytical capabilities and enhances creative and critical thinking

Learning languages also contributes to strengthening the community’s social, economic, and international development capabilities. Language capability contributes to the development of rich linguistic and cultural resources through which the community can engage socially, culturally, and economically in all domains. These include business, trade, science, law, education, tourism, diplomacy, international relations, health, and languages.

Year 9 Chinese

Subject Code: 9CIE1 Length of course: Full year Recommended Background: Satisfactory completion of Year 8 Chinese. Course Outline: Students are working towards, sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives to different audiences. They select and organise ideas, adapting language, style, register and textual features to mediate these ideas for a range of audiences who speak Chinese or English or both. They respond to authentic texts and create a range of persuasive, informative and imaginative texts. Students apply features of prosody in their own speech. They apply understanding of character components and morphemes to their own writing. They reflect on their own experiences of interacting across diverse linguistic and cultural contexts, and move readily between languages and cultures. Students demonstrate metalinguistic awareness across Chinese and English and identify similarities and differences in the structure and framing of both languages. They make and justify choices on how they present themselves and their ideas to audiences who speak either language. They analyse how language features and devices are used to achieve different purposes. Students explain how language and languages vary with time and according to situation and context. They identify evidence showing how texts reflect the cultural background and values of the author and different perspectives. Topics Covered: The communication skills in listening, speaking, reading and writing acquired in Year 8 are further developed. Emphasis is placed on learning to use the language. Life in China is explored in more detail through topics which include: School Life, School Routines, Food and Drink and Clothing. Assessment: Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of the Australian Curriculum. Additional Costs: Nil

Year 9 French - Accelerated

Subject Code: 9FRA1 Length of course: Full year Recommended Background: Successful completion of Year 8 French (Accelerated) or by negotiation after successful completion of Year 8 French (Continuers) Course Outline: By the end of Year 9, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student politics and priorities, the environment, virtual worlds). They socialise, express feelings and opinions, and use expressive and descriptive language to participate in different modes of imaginative and creative expression. They initiate conversations and discussion (such as Qu’est-ce que vous pensez au sujet de ... ? A mon avis ...), change or elaborate on topics (for example, Oui, mais … d’autre part ...), and provide feedback and encouragement (for example, En effet - c’est intéressant; et toi, qu’est-ce que tu en dis?). They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use présent, passé composé, imparfait and futur proche tenses in their own texts, and the conditional tense to express intention or preference (for example, Je voudrais aller au cinéma ce soir). They use with support futur and plus-que-parfait tenses. Students translate and interpret a range of French and English texts, comparing versions and analysing processes. Students explain differences between spoken and written French, and identify the contribution of non-verbal elements of spoken communication and the crafted nature of written text (for example, grammatical elaboration, cohesion). They provide examples of the blurring of these differences in modes of communication such as text messages, emails or conversation transcripts. They describe how languages change, borrow from, build upon and blend with each other (for example, le franglais). They demonstrate understanding of the power of language to shape relationships, to include and exclude. They use appropriate terminology to explain some irregularities of grammatical patterns and rules (such as irregular verb forms, different word order of some adjective-noun combinations), and textual conventions associated with familiar genres such as invitations, apologies or music reviews. They reflect on their own cultural perspectives and discuss how these are impacted by French language and culture learning. Topics Covered: Students will continue to focus on topics of a personal and social nature, expressing themselves in French about their own experiences, past, present and future, as well as investigating further the richness of the French-speaking world. Assessment: Tasks consist of a variety of activities and exercises covering the three strands Communication, Understanding language and Understanding culture. Additional Costs: Nil

Year 9 French - Continuers

Subject Code: 9FRC1 Length of course: Full year Recommended Background: Satisfactory completion of Year 8 French Course Description: Students are working towards, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (such as family, friends, interests), and some broader social and cultural issues (such as health, social media, international experience, the environment). They approximate rhythms and intonation patterns of extended and compound sentences, using syllable combinations, and building fluency and accuracy in pronunciation, pitch and stress. They use the passé composé tense of regular verbs with avoir and être, noticing that the participe passé form of verbs with être involves gender and number agreement. They identify the form and function of reflexive verbs (such as se laver, se lever) and use appropriate forms of possessive adjectives in own language production. They locate, interpret and analyse information from different print, digital and community sources, and communicate information, ideas and views in a range of contexts using different modes of presentation. They use expressive and descriptive vocabulary to talk about feelings and experiences. They create imaginative and performative texts for a range of purposes, such as entertaining or persuading. They use French to narrate and describe, matching modes of presentation to context and intended audience. They create bilingual texts (such as guides, event commentaries, cultural glossaries), and interpret observed interactions in terms of cultural practices and comparisons. Students identify differences between spoken and written forms of French, comparing these with English and other known languages. They identify the importance of non-verbal elements of communication, such as facial expressions, gestures and intonation. They make distinctions between familiar text types, such as greetings, instructions and menus, commenting on differences in language features and text structures. They use metalanguage for talking about language (such as formal and informal language, body language) and for reflecting on the experience of French language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and stems of words (such as préparer, préparation; le marché, le supermarché, l’hypermarché). Students identify the validity of different perspectives, and make comparisons across languages and cultures, drawing from texts which relate to familiar routines and daily life (for example, la vie scolaire, la famille, les courses, les loisirs, la cuisine). They explain to others French terms and expressions that reflect cultural practices (such as bon appétit, bonne fête). They reflect on their own cultural identity in light of their experience of learning French, discussing how their ideas and ways of communicating are influenced by their membership of cultural groups. Topics Covered: Students further develop the skills of listening, speaking, reading and writing. Integrated background studies cover topics such as regional France, New Caledonia, Religious Holidays and Historical Events. Topics include: Food, Clothing, Hobbies and Last Weekend (using past tense). Assessment: Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of the Australian Curriculum. Additional Costs: Nil

Year 9 Japanese

Subject Code: 9JPE1 Length of course: Full year Recommended Background: Satisfactory completion of Year 8 Japanese. Course Outline: Students are working towards using written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education, travel, sport, teenage life and popular culture. When collaborating in shared tasks and activities, they use set phrases and modelled language to transact and make arrangements, for example, 来週らいしゅうの土曜日にサッカーをしませんか。土曜日はちょっと…。 Students ask and respond to questions, such as どのぐらい、いくつ、 using spontaneous language. They provide explanations, opinions and reasons, for example, by using ～と思います、～からです. They maintain and extend interactions by requesting repetition or clarification and by using あいづち. They apply appropriate conventions of pronunciation, rhythm and phrasing in speech to allow for others’ use of あいづち. Students read and write hiragana and known kanji, read katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They analyse and extract information from a range of spoken and written texts and multimodal sources. They understand gist and predict the meaning of unfamiliar words and expressions from context, grammatical and vocabulary knowledge. Students create and present informative and imaginative texts, taking into account audience and purpose, such as by using て form (～ては

いけません、～てもいいです、～ています), and the plain form (～たり～たりします、～と思います、～つもり). They extend or qualify their message by using adverbs such as とくに、時々ときどき、 and link ideas by using conjunctions, such as それに、だから、けれども. Students translate and interpret texts, explaining words and expressions that are difficult to translate and those with embedded cultural meanings, such as ただいま, おかえり. They describe their reactions to intercultural experiences and reflect on how their own assumptions and identity influence and are influenced by their language use. Students identify the functions of different scripts within texts: how hiragana is used for particles, conjunctions, and verb and adjective endings; katakana for borrowed words and some onomatopoeia; and kanji for nouns and verb and adjective stems. They apply their understanding of kanji to identify word boundaries and know its role in assisting with the identification of linguistic elements. They distinguish between おくりがな and ふりがな、 and recognise that kanji can be pronounced differently using 音 (on) or 訓 (kun) readings. Students understand the function of verb stems, and of て form and plain form verbs, and conjugate a range of verb tenses and forms. They apply their understanding of conjugation to produce negative and past adjectives. Students identify and use a range of case particles such as か (or), より、で (purpose/by) and に (location). They use metalanguage to describe and compare language features and rules of sentence construction. They choose between using です/ますor plain form based on age, relationship, familiarity, context and text type, such as using plain form in a personal diary. They understand that languages change over time through contact with other languages and cultures, and identify the particular impact of technology and media on contemporary forms of communication, for example, the widespread adoption of English terms into Japanese, such as コピペ. Students explain how Japanese cultural values such as the importance of community, 内うち/外そと、 respect, and consideration for others are embedded in language and behaviours such as がんばりましょう。だいじょうぶ？。 Topics Covered: Communication skills in listening, speaking, reading and writing acquired in Year 8 are further developed. The katakana script is introduced and is used with hiragana and new kanji in reading and writing tasks. Students are introduced to life in Japan through topics including Food, Festivals, and Shopping in Tokyo. Assessment: Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of the Australian Curriculum. Additional Costs: Nil

Mathematics

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. 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 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. The Australian Curriculum: Mathematics ensures that the links between the various components of mathematics, as well as the relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics classroom. In science, for example, understanding sources of error and their impact on the confidence of conclusions is vital, as is the use of mathematical models in other disciplines. In geography, interpretation of data underpins the study of human populations and their physical environments; in history, students need to be able to imagine timelines and time frames to reconcile related events; and in English, deriving quantitative and spatial information is an important aspect of making meaning of texts. The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The mathematics curriculum provides students with a carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help students become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.

Year 9 Mathematics (Advanced Coding)

Length of course: Full year Course Outline:

In this course students will complete the content of the Year 9 Australian Curriculum for Mathematics. Unlike other Year 9 Mathematics classes, this course will be taught with a software coding and data analysis focus.

Key concepts and skills of the Year 9 Mathematics curriculum will be reinforced and opportunities for deeper understanding will be provided using a variety of coding and data analysis activities and projects. Students will code a mathematical quiz to aid in gaining fluency in the use of index laws and in solving simple and compound interest problems. They will write code and tests for a measurement toolkit that will provide further practice in unit conversions and the use of surface area and volume calculations.

Students will use a symbolic computation package in Python to explore algebraic concepts. Similar triangles and trigonometric ratios will be investigated using the Geogebra tool, and students will compute trigonometric ratios using code. Students will use statistical measures, both manual and coded, to analyse the results of reaction time experiments. Chance experiments will be coded, providing opportunities for students to readily analyse the results of large numbers of trials.

This course is designed for students who are looking for extension and enrichment in Year 9 mathematics. No prior knowledge or experience in coding is assumed so any students with an interest in developing their coding and data analysis skills whilst covering the Year 9 mathematics curriculum are encouraged to apply.

Topics Covered: Topics covered in this course include index laws, simple interest, volume and surface area, algebra, trigonometry, similar triangles, statistics and probability as described within the Year 9 Australian Curriculum for Mathematics.

Furthermore, students will learn the fundamentals of coding, including the design, implementation and testing of software that relates directly to the mathematical concepts of the course.

Assessment: A range of assessment practices, including tests, assignments, coding projects and investigations. Additional Costs: Nil

Year 9 General Mathematics & Advanced Mathematics

Subject Code: 9MTH1 Length of course: Full year Course Outline: By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data in primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data. Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots. Topics Covered: The course is developed on the curriculum content strands of: Number and Algebra

• Real Numbers • Money and financial mathematics • Patterns and algebra • Linear and non-linear relationships

Measurement and Geometry • Using units of measurements • Geometric reasoning • Pythagoras and trigonometry

Statistics and Probability • Chance • Data representation and interpretations

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands. Assessment: A range of assessment practices, including tests, assignments and investigations. Additional Costs: Casio Calculator fx-82AU Plus II

Year 10 Numeracy

Subject Code: Length of course: Full year Recommended Background: Satisfactory completion of Year 9 Mathematics (by recommendation only) Other Advice: In the second semester this course becomes Stage 1 Numeracy in the Community which if passed at a C grade level or better qualifies as a ten credit point SACE numeracy unit. Course Outline: In the study of mathematics students participate in a wide variety of problem-solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem solving, with the goal of communicating to others the relationships observed and the problems solved. Students who complete 10 credits of this subject with a C grade 2 or better in semester will meet the stage 1 numeracy requirement of the SACE. Topics Covered: This course is designed for students that have experienced significant difficulties with Year 9 Mathematics. The course involves mathematics that can be used in everyday life and the workplace. Semester 1 reviews previous skills while Semester 2 students undertake Stage 1 Numeracy Pathways topics. Assessment: A range of assessment practices, including tests, assignments and investigations. Additional Costs: Nil

Music

This rationale complements and extends the rationale for The Arts learning area. Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music. Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation in music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional and graphic forms enables students to access a wide range of music as independent learners. Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students. As independent learners, students integrate listening, performing and composing activities. These activities, developed sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way students develop an aesthetic appreciation and enjoyment of music.

Special Interest Music

The Special Interest Music Program offers a broad music education, performance opportunities, as well as an intensive study of music. It has an enviable reputation as a centre for outstanding music education, a tradition of excellence and achievement in all endeavours, and a program that is vibrant, innovative and highly regarded nationally and internationally.

Underlying principles of Special Interest Music Centres in Public Schools.

• To cater for students who demonstrate the strongest motivation and greatest aptitude for development in music. • To develop self-confidence and achievement of personal excellence in music, enabling confident participation in music within the school and the wider community. • Successful applicants will pursue their music studies until the completion of Stage 2.

Special Music Entry (Special Interest Music) Entry to this course is through application and successful completion of a practical musicianship test, audition and interview. Although usual entry is for Year 7s enrolling into Year 8, entry to higher year levels is possible but with musical and academic prerequisites. Special students are passionate and committed to a musical education. SIMC Candidate selection criteria and application forms and the information brochure outline the process for enrolment and entry into this course. Special Interest Music students receive a scholarship to support private instrumental/vocal tuition and travel grants are available for students meeting specific criteria.

Special Music Curriculum (Years 8 to 10)

In Years 8 to 10, areas of study for Special Music students include Theory, Aural, Composition and Arrangement, Concert Practice, Solo and Ensemble Performance, Choir, Score Reading and Listening, History, Analysis, Early Music, Music Pathways and Music Technology.

Special Music Curriculum (Senior Music)

The Senior Music Program offers students a broad and comprehensive musical education. Four music subjects are offered as part of Stage 1 and all eight music options are offered in Stage 2 of the SACE. The school provides pathways to music studies at tertiary level.

Orchestral Program

Marryatville High School has four orchestras: School Orchestra, Studio Orchestra, Chamber Orchestra and the Junior Orchestra. The School Orchestra has travelled to Japan and Europe, as well as many regional and national tours.

Concert Band

Marryatville High School has a strong band program at junior and senior level. The development of ensemble skills is nurtured through the classroom program in Years 8 to 10, as well as after hours as a co-curricular activity.

Jazz

Through the Jazz program the Big Bands have had success in local and national competitions, namely the Generations in Jazz National Stage band Awards associated with James Morrison. Big Band One has toured to England, USA and Canada.

http://www.marryatvillehs.sa.edu.au/_r2662/media/system/attrib/file/384/SIMC%20APPLICATION%20FORM%202015%20September.pdf

http://www.marryatvillehs.sa.edu.au/_r2495/media/system/attrib/file/275/SIMC%20Brochure%202015.pdf

Choral

As singing is the most important part of a child’s musical development, it is an integral part of the music program at Marryatville High School. Every music student sings in a class choir. Students may also choose to participate in Co-curricular ensembles: Concert Choir, Chamber Choir, Junior Choir, Boys’ Choir, Girls’ Choir and the Pops Vocal Ensemble. Small Ensembles

Our extra curricular ensembles include many smaller groups such as: Double Bass Ensemble, Flute Ensemble, Baroque Ensemble, Senior and Junior Recorder Ensembles, Senior and Junior Guitar Ensembles, Percussion Ensembles, Jazz Combos, Instrumental trios and quartets and other ensembles depending on student needs. Specialist Areas

Expertise is available in the highly specialised area of Composition. Students may access contemporary music technology through the music computer laboratory and recording studio.

Special Music Expectations

Special music students:

• are committed to the intensive study of music within the context of a balanced musical education. • are committed to the Special Interest Music program from Years 8 to 12. • intend studying music to SACE Stage 2 (Year 12). • participate in the SIMC’s co-curricular ensembles (lunchtime and/or after school), attend rehearsals and performances outside of school hours. (If a conflict with outside interests arises, the preference must be given to the SIMC.).

http://www.marryatvillehs.sa.edu.au/_r524/media/system/attrib/file/245/MHS%20Expectations%20for%20Music%202.pdf

Year 9 Elective Music

Subject Code: 9MU11 Length of course: Full year Recommended Background: Satisfactory completion of Year 8 Elective Music, including at least one year of instrumental tuition. Other Advice: It is a requirement that the students undertake instrumental tuition, with either the Instrumental Music Service or a private teacher. Course Outline: Students are learning to analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions. Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music. Topics: • Class Ensemble o concert band o string ensemble o percussion ensemble o guitar ensemble • Class Choir • Concert Practice • Music Theory and Aural • Composition • Score Reading and Listening • Music History • Aboriginal and Torres Strait Island Music and Culture • Music of other Cultures • Music Technology Assessment: Students shall be assessed formally and informally through creative tasks, research projects, oral presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will reflect and analyse personal work and that of their peers. Participation at Elder Hall concert in term four. Additional Costs: Nil

Year 9 Special Music

Subject Code: 9MU21 Length of course: Full year (Double Subject) Recommended Background: Satisfactory completion of Year 8 Special Music or selection through audition process in the previous year. Other Advice: It is a requirement that the students undertake instrumental tuition on at least 2 instruments, with either the Instrumental Music Service or a private teacher. Course Outline Students are working towards the analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions. Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music. Topics Included: • Class Choir • Class ensemble and Junior Orchestra • Concert Practice • Music Theory and Aural • Composition • Score Reading and Listening • Aboriginal and Torres Strait Island Music and Culture • Music of other Cultures • Music Technology • Co-curricular ensembles Assessment: Students shall be assessed formally and informally through creative tasks, research projects, oral presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will reflect and analyse personal work and that of their peers. Participation at Elder Hall concert in term four. Additional Costs: Nil

Science

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises. The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers. In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity. The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of scientific understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy.

Year 9 Science

Subject Code: 9SCI1 Length of course: Full year Curriculum Scope: The three interrelated strands of the Australian Curriculum in Science are:

• Science Understanding • Science as a Human Endeavour • Science Inquiry Skills

Science Understanding is divided into 4 main sub-strands: Biological sciences, Chemical sciences, Earth and Space sciences and Physical sciences. Within each of these sub-strands are integrated the strands of Science as a Human Endeavour and Science Inquiry Skills. Course Outline: By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. Topics included: Everyday reactions, Atomic structure, Health and nutrition, Body balance, Disease, Ecosystems, Electrical energy, Light energy, Using radiation, Forensic skills, Plate tectonics and Going into space. Assessment:

• Tests 50% • Assignments 25% • Practical Work 25%


Technologies

Technologies enrich and impact on the lives of people and societies globally. Societies need enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed, and constructed environments. Technologies subjects at Marryatville high school come in a variety of options but can be broadly separated into two areas:

• Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities focusing on either Material or Digital solutions.

• Food and Textile Technologies, where the focus on producing designed solutions is through the medium of hospitality or fashion design.

All classes follow either the Australian Curriculum or South Australian Certificate of Education Curriculums where: Technologies will ensure that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. This learning area encourages students to apply their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, that meet current and future needs. The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas. All young Australians should develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies. Students need opportunities to consider the use and impact of technological solutions on equity, ethics, and personal and social values. In creating solutions, as well as responding to the designed world, students consider desirable sustainable patterns of living, and contribute to preferred futures for themselves and others. Please find more detailed information for each Technologies subject hereafter

Digital Technologies

Subject Code: 9TDT Length of course: Semester Recommended Background: Nil Course Outline: Refreshed for 2021, this course is designed to introduce students to computer programming and digital information systems in an engaging and easy to understand way.

Students explore the way that we engage with digital systems on a daily basis and learn to identify the ways they can influence these systems, exploring data and its impact on society and the individual.

Topics

• Block coding and game design • Text coding with Arduino • Networking

Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology, Digital Technologies. With evidence of work provided by both practical and theoretical tasks. Primarily this will be in a project the students compleate? Additional Costs: Nil

F1 & Subs in Schools (STEM)

Subject Code: 9TSIS Length of course: Semester Recommended Background: Nil Course Outline: In ‘F1 & Subs in Schools’, students explore entrepreneurial opportunities within the two international STEM competitions. Students will form teams of similar interest and can compete in either of the competitions or work on a school level competition. Information on the competitions can be found here:

https://rea.org.au/f1-in-schools/ https://rea.org.au/subs-in-schools/

Regardless of competition or competitive level (State Finals/School Finals) students will work as a team to develop the skills necessary to solve their design brief.

The brief is to create a miniature F1 Team or Submariner Team, generate an entrepreneurial approach and managed team structure with marketing and project organisation. Develop a unique identify and engage with learning / development as a collaborative effort.

Students will build upon previous skills and once developed design their own solution based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes.

Topics Included: Students produce a variety of project deliverables/key outcomes such as:

• Cohesive and unique team identity including clothing design, graphic design and logo • Scientific learning appropriate for deliverable (F1 Car / Submarine) applied and documented • Computer Aided Design, Manufacturing, and Engineering using Advanced Technologies • Documented record of learning and evaluation of successes and areas for improvement • Evidence of Project management strategies and processes learnt, developed and implemented.

This course will work with Specialists in the field who will come into school or students will go on excursions to engage with some of the Advanced Engineering opportunities in SA.

Assessment

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’.

This is will be presented in a number of formats (and is up to the students) including a folio of work, presentations and physical/digital products. Additional Costs: Nil

https://rea.org.au/f1-in-schools/

https://rea.org.au/subs-in-schools/

Food Design

Subject Code: 9TFT Length of course: Semester Recommended Background: Nil Course Outline: Students work collaboratively to prepare a range of foods. An introduction into using Thermomixers where students can further develop their practical skills in food preparation and quality control. Students also have the opportunity to explore their cultural background and specific cooking techniques.

Topics Included: This course involves students to explore and investigate the key role technologies have in the design and production of food. Students will develop their understanding of kitchen safety, hygiene, technology, food preparation, presentation along with the development of collaborative learning through group work. Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology, with emphasis on food and fibre production, food specialisation and materials and technologies specialisation. Additional Costs

Nil

Food In Action

Subject Code: 9TFIA Length of course: Semester Recommended Background: Nil Course Outline:

Students understand the connection between food choices and nutrition, explored through a variety of hands on cooking experiences in the kitchen. Students investigate key concepts of nutrients and food groups by using the Australian Guide to Healthy Eating, analysing nutrition information panels, and understanding how to make suitable food choices using a range of technologies.

Topics Included:

Students may investigate and research food brands and labelling, lunch alternatives incorporating fast and fresh lunch box ideas and compare health promotion campaigns around healthy eating.

Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology, with emphasis on strands: Technologies and Society, Food Specialisation and Creating Design Solutions.

Additional Costs

Nil

Information Processing and Publishing

Subject Code: 9IPP Length of course: Semester Recommended background: Nil Course Outline Students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment. To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities. Information and communication technologies are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaptation in different contexts. They transform the ways that students think and learn and give them greater control over how, where and when they learn. The nature and scope of ICT capability is not fixed, but is responsive to ongoing technological developments. This is evident in the emergence of advanced internet technology over the past few years and the resulting changes in the ways that students construct knowledge and interact with others. Students develop capability in using ICT for tasks associated with information access and management, information creation and presentation, problem-solving, decision-making, communication, creative expression and empirical reasoning. This includes conducting research, creating multimedia information products, analysing data, designing solutions to problems, controlling processes and devices, and supporting computation while working independently and in collaboration with others. Students develop knowledge, skills and dispositions around ICT and its use, and the ability to transfer these across environments and applications. They learn to use ICT with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities. Topics Covered:

• Applying social and ethical protocols and practices when using ICT • Investigating with ICT • Creating with ICT • Communicating with ICT • Managing and operating ICT

Assessment: Practical and Theoretical tasks Additional Costs: Nil

Material Technologies

Subject Code: 9TMT Length of course: Semester Recommended Background: Nil Course Outline: In year 9 Material Technologies students create designed solutions for one or more of the technologies contexts such as Timber, Metal and Electronics in a workshop environment.

Students build upon previous skills and once developed design their own solution based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes.

They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, adjusting plans when necessary. They select and use appropriate technologies skilfully and safely to produce high quality designed solutions suitable for the intended purpose. Topics Included: Students produce a variety of projects and cover topics relating to materials, processes and production techniques CAD (Computer Aided Design) will be embedded in the unit.

Actual projects vary depending on room and resource availability but might include;

• Metal balancing toy • Device holder • Wooden photo frame holder • 3d printed micro drone • Electronics alarm

Assessment

Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products. Additional Costs: Nil

SMART Technologies

Subject Code: 0TSMART Length of course: Semester Recommended Background: Nil Course Outline: Students will work in groups to research a real-world problem and design, develop and test an innovative solution to this problem. The project will incorporate various aspects of Science, Technology, Engineering and Mathematics (STEM), drawing on skills and understanding previously learnt in these areas, as well as learning new skills and understandings as required.

An example of a problem that students might investigate is how to automate the watering of indoor plants in H-block. Working in a group, the students would be required to design and develop a solution. An engineered solution may involve sensors for monitoring climate data and actuators for watering the plants and opening/closing air vents. Students would be required to do scientific experiments to determine optimal growing conditions and mathematical calculations to determine the frequency and volume of watering required. Coding skills would be required to automate the system.

Topics:

Students will work through a development lifecycle from initial problem identification; feasibility study; design; engineering of a prototype and finally testing. The development of the final prototype will include aspects of coding, electronics, material technologies, digital design and marketing. Students will work in groups and will be required to prioritise and allocate tasks to individual students in the group. Assessment will be based on both overall group outcomes and individual contributions.

Assessment Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products.

• Investigation • Design and Planning • Project Work • Evaluation • Knowledge and Understanding


Textile Design Subject Code: 9TTD Length of course: Semester Recommended Background: Nil Course Outline: Students will investigate fibre and fabric properties and construction processes to develop skills and confidence to safely use Bernina machines and create formative pieces. The design process underpins all practical applications and each student will problem-solve and demonstrate techniques to produce textile items and marketing to suit design brief parameters. Students investigate notions, clothing and fashion matters and make real plans to ensure a successful excursion to Spotlight, Trinity Gardens. Students will make pincushions, L-Plates, bunting, accomplished a ‘license’, pillowcase, draw-string bag, polar fleece hat for camp, and cushions to be ready for ‘The next range, Peter Alexander collaboration’.

Topics Included:

• Understanding and developing fabric material solutions • Using the design process to solve and apply skills to create textile solutions • Developing an understanding of fashion and marketing • Making a number of projects with a focus on a given style

Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology with the following items;

• Individual Design Solution with planning notes. • Individual Evaluation Report • Collaborative Design Solutions with Production Plan • Evidence of Practical success • Investigation and critical analysis about a contemporary fashion matter

Additional Costs Nil.

Special Tennis Program

Tennis as a subject is offered from Year 8 to 10 and to those Year 11 students (National High Performance Academy (NHPA) squad members with Tennis SA) who are able to meet specific criteria regarding skill level and playing ability. There are two different practical coaching groups operating within the curriculum. Group 1 Recommended for students involved in NHPA squads with Tennis SA

• 2 x 1 hour coaching sessions per week for 8 weeks each term. • 1 theory lesson per week. • International students may apply for entry to this group - acceptance will depend on playing ability.

Group 2 – Extended Program

• 3 x 1½ hours coaching sessions per week for 8 weeks each term. • Physical program to be completed in own time • 1 theory lesson per week.

It is an expectation that students will play tennis for the school in the Saturday morning school competitions and participate in any tournaments conducted by the South Australian Secondary Sports Association as part of their course. They will also be expected to participate in at least three other tournaments at some stage during the year - these may be at a local, state or national level. Students are assessed in their practical skill development and acquisition of tennis knowledge and will receive accreditation for 20 SACE credits at the successful completion of Year 10. Students involved with National High Performance Academy squads with Tennis SA may be able to attain extra SACE credits with Tennis at Year 11. Students can apply for Self Directed Learning credits for Stage 1. This can be done through the Pathways Counsellor. SACE accreditation will apply. Tennis Contact Person: Mr Tony Byles

http://www.tennis.com.au/play/become-a-pro/national-academies

http://www.tennis.com.au/sa/

Special Interest Tennis

Marryatville High School’s Special Interest Tennis Program was established in 1995 to enable students who are training for tennis at a high level to be able to combine their school studies and tennis coaching with minimal disruption to their school work. The tennis program offers a broad academic education, specialist tennis coaching during school hours, acquisition of theory knowledge related to tennis and the opportunity to represent Marryatville High School at school, state and national levels. The Special Interest Tennis Program has the following compulsory elements:

• specialist coaching squads. • coaching from accredited coaches during school time. • theoretical knowledge in areas such as anatomy and physiology, fitness, diet and nutrition, relationships,

sports injuries, drugs in sport and psychology of winning. • participation in tennis teams involved in the Saturday morning school competition, SSSSA team and individual

tournaments and at a national level in the School Sport Australia Tennis Teams Challenge from Years 8 - 12.

Program Entry Criteria Applications for entry to the Special Interest Tennis program are made directly to the school and applicants must meet the following criteria:

• boys - Australian ranking of less than 2000. • girls - Australian ranking of less than 1000. • be committed to representing the school in tennis teams and competitions (Years 8 - 12).

Benefits to Students

Marryatville High School has an enviable tradition of excellence and achievement in all endeavours and there is a strong sense of community support for this ethos in the school. In particular, the tennis program gives students the:

• opportunity to study and specialise in tennis with students of similar interests and abilities. • support for academic studies. • coaching at school to minimise disruption to schooling. • cooperation between the school and Tennis SA to maximise student opportunities. • opportunities to develop skills. • access to tournaments and competition play at local, state and national levels. • opportunity to take a tennis pathway through scholarships at USA colleges. • development of individual coaching skills.

Facilities

Marryatville High School has four hard courts and two synthetic courts. To complement their school tennis coaching, international students are able to avail themselves of coaching packages at the Next Generation Tennis Complex whose facilities include hard, synthetic and grass tennis courts, a swimming pool, gymnasium and squash courts.

http://www.marryatvillehs.sa.edu.au/_r1608/media/system/attrib/file/279/Special%20Interest%20Tennis%20Application.pdf

Achievements (1996-2013)

The school's Drive Tennis teams have been premiers in Division 1 for twelve years, and runners up on five other occasions. At the State Knockout Championships:

• Open Boys - state winners 16 years • Open Girls - state winners 16 years • Junior Boys - state winners 10 years • Junior Girls - state winners 12 years

At the National Schools Teams Challenge:

• Boys - national winners 1996, 1997, 2000, 2001, 2006 and National runners up 2013. • Girls - national winners 1998, 2004 and National runners up 2002, 2005

At the International School sports Tennis Event – 2013 Boys (9th). From a parent of a Year 8 tennis student: “Students have the opportunity to develop their skills and knowledge among other like-minded students of similar abilities”. “Theory work is invaluable, providing a well-rounded program”. From a Year 9 tennis student:

“This school was recommended to me by a number of coaches and I think that being able to do tennis as a subject is both a rare and valuable experience”.

Year 9 Tennis

Subject Code: 9TEN1 Length of course: Full year Recommended Background: Entry by merit selection Course Outline: Students are working towards critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges. Topics Covered: Theory units include: Energy Systems, Food and Nutrition, Fitness Principles, Decision-Making, Drugs in Sport, Healthy Lifestyle. Assessment:

• Practical tasks and evaluation booklets 60% • Theory tasks 20% • Attitude/Participation 20%


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