Year 9 2013 - Marian College

Marian College 

2013 

Year 9 2013 

Principal: Mr John Crowley 

304 Barkly Street 

ARARAT VIC 3377 

Postal: PO BOX 314, 

ARARAT VIC 3377 

Phone: 5352 3861 

Fax: 5352 5002 

email: principal@mcararat.catholic.edu. 

Web: www.mcararat.catholic.edu.au 

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Contents 

Welcome to Year 9, 2013 .............................................................................................................................. 4 

The Year 9 Course of Study ........................................................................................................................... 5 

2 

Core Subjects ............................................................................................................................................ 5 

Electives .................................................................................................................................................... 5 

Core Subjects ................................................................................................................................................ 6 

Religious Education ................................................................................................................................... 6 

English ....................................................................................................................................................... 6 

Science ...................................................................................................................................................... 6 

Mathematics ............................................................................................................................................. 7 

Health & Physical Education ..................................................................................................................... 7 

History ....................................................................................................................................................... 7 

Electives ........................................................................................................................................................ 8 

Art ................................................................................................................................................................. 8 

Drama ........................................................................................................................................................ 8 

‘Lights, Set Action’ ..................................................................................................................................... 8 

Art ............................................................................................................................................................. 8 

Drawing ..................................................................................................................................................... 8 

Ceramics .................................................................................................................................................... 9 

Digital Photography .................................................................................................................................. 9 

Popular Music Studies ............................................................................................................................... 9 

Visual Communication and Design ........................................................................................................... 9 

Technology .................................................................................................................................................. 10 

Materials- Wood & Plastics 1 &/or 2 ...................................................................................................... 10 

Metal & Engineering 1 &/or 2 ............................................................................................................... 10 

Systems (Mechatronics) .......................................................................................................................... 10 

Textiles .................................................................................................................................................... 11 

Cooking For Celebrations ........................................................................................................................ 11 

Multicultural Cooking.............................................................................................................................. 12 

Jewellery ................................................................................................................................................. 12 

Physical Education ...................................................................................................................................... 12 

Games of the World ................................................................................................................................ 12


Netball Studies ........................................................................................................................................ 12 

Humanities .................................................................................................................................................. 13 

Stand Up .................................................................................................................................................. 13 

Geography ............................................................................................................................................... 13 

Indigenous Studies .................................................................................................................................. 13 

English/Maths ............................................................................................................................................. 14 

Literature ................................................................................................................................................ 14 

Living Skills .............................................................................................................................................. 14 

Maths in Sport ......................................................................................................................................... 14 

LOTE ............................................................................................................................................................ 14 

Mandarin ................................................................................................................................................. 14 

Year 9 2013 Subject Selection ................................................................................................................... 17 

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Welcome to Year 9, 2013 

The following pages have been prepared to help you choose the elective units you will undertake in Year 9. Year 9 

is an opportunity for students to choose subject areas that interest them in the form of electives, whilst still 

maintaining the integral core subjects of English, Mathematics, Science, Religion and Health and Physical 

Education. In 2013 History is being introduced as a core subject. The retention of these core subjects through to 

the end of Year 10 is to ensure that students do not reduce their options when choosing a VCE Course and/or a 

future career path. 

Eight (8) elective units are to be selected at Year 9: four per semester by two semester. However, if students 

choose Mandarin, this covers two elective blocks as it runs for the full year. Students must choose at least two 

subjects from each of Technology and the Arts 

Year 9 is an exciting and important year in the intellectual, physical and social emotional development of our 

young people and Marian College strongly encourages all students to make the most of every learning opportunity 

made available to them. It is often through leaving one’s comfort zone and trying something new that a new talent 

or ability is identified or a lifelong hobby or interest developed. 

Careful consideration should be given to the selection of electives and subject outlines need to be read carefully. 

Please note that if Mandarin is not chosen, it cannot be taken up again in Year 10 or beyond. If you are unsure 

about what electives your child/ren should choose, please make contact with the Head of Curriculum or your 

child’s subject teachers. 

Mr. John Crowley 

Principal 

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The Year 9 Course of Study 

All Year 9 students must study the following subjects in 2013. 

Core Subjects 

Religious Education (4 periods per cycle) 

English 

(6 periods) 

Mathematics 

(6 periods) 

Science 

(5 periods) 

Physical Education & Health(5 periods) 

History 

(3 periods) 

Electives 

The following elective units will be offered and will 

run if sufficient students choose them. 

Units 

THE ARTS 

Drama 

Lights Set Action 

Art 

Drawing 

Ceramics 

Digital Photography 

Popular Music Studies 

Visual Communication & Design 

TECHNOLOGY 

Materials – Wood & Plastics 1&/or 2 

Metal & Engineering 1&/or 2 

Systems Mechatronics 

Textiles 

Cooking for Celebration 

Multicultural Cooking 

Computer Studies 

The Fabric of Community 

Jewellery (Art) 

HEALTH & PE 

Games of the World 

Netball Studies 

HUMANITIES 

Stand Up 

Geography 

Indigenous Studies 

ENGLISH / MATHS 

Literature 

Living Skills 

Maths in Sport 

LOTE 

Mandarin 

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Core Subjects 

Religious Education 

Course Description 

Marian College is a Brigidine school, established by a 

group of sisters whose central goal was to provide 

education, especially Religion. Today we try to continue in 

this same spirit by embracing the Brigidine Core Values 

and Awakenings Curriculum that will engage all students. 

At Year 9 students study four units of work. These are: 

1. Who is Jesus? 

2. Death and New Life 

3. Stewardship 

4. Eucharist 

All students are also involved in the understanding and 

presentation of The Stations of the Cross, which takes 

place in Term One. 

Assessment 

1. Assignment – Religious Belief comparison 

2. Images of Christ – A portfolio of annotated pictures 

3. A guided prayer session/liturgy 

4. Workbooks and Participation 

English 


All English courses focus on developing students’ 

knowledge, understanding and skills in listening, reading, 

viewing, speaking, writing and creating. 

Listening, Reading and Viewing 

Students read and view a wide range of texts, including 

novels, short stories, poetry, films and print media. They 

analyse and explain how images, vocabulary choices and 

language features distinguish the work of individual 

authors. Students select evidence from the text to analyse 

and explain how language choices and conventions are 

used to influence an audience. 

Speaking, Writing and Creating 

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, such as news 

articles, personal/reflective pieces, formal essays and 

creative narratives. They make presentations and 

contribute actively to class and group discussions. They 

edit for effect, selecting vocabulary and grammar that 

contribute to the precision and persuasiveness of texts 

and using accurate spelling and punctuation. 

Assessment 

Students are assessed on the key skills of reading, writing, 

and speaking and listening. To demonstrate their level of 

competence, students create a range of written texts for 

specific purposes and audiences. They draw on a range of 

textual sources for their written work. Students also 

demonstrate their knowledge and understanding through 

oral presentations. 

Science 


This course will help students to become scientifically and 

technologically literate citizens who will be able to make 

decisions about their lifestyle, their environment and the 

kind of society in which they wish to live. Students will see 

the connections between science and people, and be 

aware of the impact of science and technology on society, 

the individual and the environment. Curiosity and a spirit 

of inquiry that helps students to be open-minded and 

value objectivity will be encouraged. 

Assessment Tasks 

Semester One 

• Consumer Science 

• Matter 

• Investigating Chemical Reactions. 

Semester Two 

• The Heart, Lungs and Circulation, Body Balance, 

Digestive System, 

• Nutrients and Chemicals in food 

• Flight 

• Properties of Light & the eye. 

• Earth and Space 

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Mathematics 


Students have the opportunity to work at their own pace 

in Year 9 Maths with Self Directed Learning a key concept. 

Students are given a unit outline at the start of each topic 

and it is their responsibility to work through this at their 

own pace, acquiring help when necessary. 

Students are required to complete Assessment Tasks 

throughout each unit to ensure their understanding of the 

content is at a Year 9 level. It is an expectation, that 

homework is attempted every night for a minimum of 20 

minutes. 

The use of technology, including calculators and 

computers, will be integrated into the course. 

Assessment 

The assessment of each unit of work will be by means of 

class test(s) and may also include activities, problems or a 

project. 

Semester One 

1. Measurement 

2. Pythagoras Theorem 

3. Trigonometry 

4. Expanding and Factorising 

Semester Two 

1. Geometry 

2. Surds 

3. Linear Equations 

4. Statistics/ Chance and Data 

Health & Physical Education 


A healthy, physically active lifestyle is conducive to more 

effective participation in all that society has to offer and 

greater levels of success within and beyond school. This 

requires students to develop the knowledge, skills and 

behaviours that enable them to: 

•Maintain good health and live a healthy lifestyle 

•Understand the role of physical activity in ensuring good 

health 

•Engage in physical activity 

In Year 9 students continue develop proficiency in a range 

of high-level movement and manipulative skills, and focus 

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on identifying and implementing ways of improving the 

quality of their performance during games, physical 

activities and sports. 

Course content 

Swimming/Lifesaving 

Personal Identity 

Athletics 

Supa netball 

Health & Illness in Australia 

Sofcrosse 

Food & The Environment 

Promoting Active Lifestyles 

Assessment 

• Participation & Motivation 

• Skill Development 

• Interpersonal Skills 

• Written Tasks 

History 


Soccer 

Racquetball 

Sexual Health 

Risk Taking 

Fitness testing 

Volleyball 

Table tennis 

In line with the new Australian Curriculum the first topic 

that is studied in Yr 9 History is the Industrial Revolution. 

The Year 9 curriculum provides a study of the history of 

the making of the modern world. Students will learn a 

range of new skills that will assist with their study of 

modern civilizations, including key evidence, concepts and 

features of the modern world. 

The focus in Semester 2 is on Asia and the World and 

World War I. Students will learn all about the extent of 

European imperial expansion, including the Asian region 

and the emergence and nature of economic, social and 

political ideas from the period. 


1. Mapping Activity -Students will create a detailed 

map showing the significant events of the period 

in question. 

2. Timeline Activity - Students will learn about the 

importance of time and scale and will present a 

detailed timeline of the modern world. 

3. Research Project. - Students will investigate 

thoroughly one of the key emerging ideas from 

the period, choosing from an economic, social or 

political idea.


Electives 

Art 

Drama 

(Duration:One semester) 


This unit aims to explore the process of play 

production from the pre-rehearsal through to the 

post-production stage. This course will incorporate 

dramatic skills such as auditioning, script reading 

and characterisation, as well as a variety of 

stagecraft areas such as directing, acting, costume 

design, set design, lighting and sound design. 

Course Content 

• Script reading and selection 

• Audition techniques 

• Characterisation 

• Stagecraft workshops 

• Rehearsal and performance of a One Act Play 

Assessment 

• Journal 

• Stagecraft Folio 

• Performance Reviews 

• Stagecraft Reviews 

• Production of a One Act Play 

IV. Promotions and Publicity: Poster and program design 

V. Lighting and sound design 

Assessment: 

1.Folio 

2. Practical: Logbook 

3. Evaluation. 

Art 

(Duration: 

One semester) 

This Unit builds on the ground work already laid in Year 

7 & 8 and prepares students for VCE Art. There is a 

heightened expectation of an annotated visual diary 

with emphasis on thoughts and ideas being presented in 

both written and visual forms. 

Through examination of important artworks, 

movements and artists, appropriate language for 

discussing, comparing and analysing work will be 

developed during this elective. The unit is designed to 

stimulate creativity, encourage problem-solving and 

make the students aware of the broad range of 

mediums and techniques that are available to them. 


• Class-based topics. 

• Assignment work. 

• Visual diary development. 

‘Lights, Set Action’ 

(Duration: One semester) 

Drawing 

(Duration: 

One semester) 

Students to undertake a practical class that helps design, 

plan and create (build/sew/paint/design) elements of the 

school production in consultation with the Director and 

other specialist staff. 

The subject requires commitment, independence and 

creativity. 

This subject encourages skills such as communication, 

teamwork, collaboration, design, problem solving, 

negotiation, budgeting, commitment and community 

service. 

The purpose of this course is to learn the fundamentals of 

drawing accurately through the five basic skills of 

drawing. These simple steps are designed for success. 

Once these have been achieved students will practice by 

using these skills to develop refined drawing and 

observation. Students can use these skills for life and still 

life sketching, Comic or Manga art. 


• Class-based topics. 

• Home drawing. 

• Visual diary development. 

The course would include some/all of the following 

I. Costume design and construction 

II. Set Design and construction/painting 

III. Properties design/collection/construction 

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Ceramics 

(Duration: 

One semester) 




Ceramics is one of the most enduring of all the arts and 

proof of its production is stamped across the history of 

civilization. Ceramics reflects both technological and 

cultural progress across the millennia and it is evident 

from pre-history to the present. The need for creating 

beautiful objects in clay will prevail. Ceramics provides us 

with the complete hand and mind art activity satisfying 

both creative and manipulative skills. Ceramics also 

requires simple understanding of science, chemistry and 

logic. 

Learning in Ceramics allows students to: 

• Develop manipulative skills that can be imaginative 

and expressive. 

• Develop creative skills within the constraints of 

ceramic materials and technology. 

• Analyze and understand their own work in the 

context of an ancient art form and reflect on the 

purpose and function for which ceramic works are 

created. 

• Understand the science of the physical properties of 

ceramic materials. 

• Use appropriate ceramic language and terminology. 


• An ongoing journal in the form of a visual diary 

• Self generated work. 

Digital Photography 



Digital imaging is an ART subject. Therefore an Art 

perspective will be taken to the teaching and learning 

strategies used throughout the unit. Being an Art subject, 

creativity and artistic expression are of paramount 

importance. By studying the work of Digital 

photographers and artists and experimenting with the 

rules of photography students develop a digital folio of 

images. 

Digital imaging does however use a range of advanced 

technical hardware and software, the use of which needs 

to be learned. Technical proficiency is needed to 

efficiently use the technology in the creation of digital 

art.· 


• Digital Portfolio 

• Assessment tasks. 


Popular Music Studies explores the history and 

development of popular music in western culture, 

focusing particularly on the development of Ragtime, 

Blues, Swing, Jazz, Rock ‘n’ Roll and beyond. Students 

research and discuss the social and political context of an 

era and identify the subsequent influences on the Popular 

Music culture of the time. This unit also has a significant 

practical component, developing guitar and keyboard 

skills with a focus on composition and arrangement. 


• Listening Diary 

• Comprehensive history of different genres of Popular 

Music 

• Major Scales 

• Chords and Primary Triads 

• Blues Song Structure (12-Bar Blues) 

Assessment 

• Listening Diary 

• Research Assignment and Time Line 

• Composition Task and Performance – 12-Bar Blues 

Song 

• Theory/aural Test 

Visual Communication and Design 



Visual communication is the communication of 

information by visual means. It leads not only into graphic 

and commercial art and design areas, but media and 

related occupations. This study help students gain an 

insight into the design profession. Students will develop 

an understanding of the design process from initial ideas 

and concept sketches to quality final presentation work. 


Students will be challenged with solving various real life 

tasks presented through design briefs, such as music 

festival advertising and product logo design. Freehand 

technical drawing and CAD skills will be developed. 

Assessment 

• Visual diary 

• Folio of Assignment work 

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Technology 

Materials- Wood & Plastics 1 &/or 2 

(Duration: One or two semesters) 


There are three phases involved in the technology 

process. These are: investigating/ designing, production 

and analyzing/evaluating. Each stage involves research 

and the development and application of knowledge, skills, 

equipment, materials and information to create useful 

products. Students explore various materials. Students 

design, produce and evaluate a range of products using 

hand and power tools. 


Investigating and designing: Working from a design brief 

students undertake relevant research to generate a range 

of options, from which they a select a preferred option. 

They then create a realistic production plan to suit their 

project. 

Producing: Students work safely using a range of tools 

(some complex), equipment and procedures with 

precision. They apply their understanding of the 

properties and characteristics of materials. Students make 

products that meet the requirements outlined in their 

design brief. 

Analyzing and evaluating: Students critically evaluate and 

analyse the processes, materials and equipment used 

during the production process as part of the overall 

evaluation of the end product. 

Assessment 

1. Design and produce a utility stool 

2. Design and production of a clock 

3. Assignment on properties of materials 

4. Workbook- design exercises, evaluation tasks 

and class work 

5. Production of a range of products. 

Metal & Engineering 1 &/or 2 

(Duration: One or two semester) 


Students explore the social and environmental 

implications of using various materials. They start to 

recognize that the supply of some materials is limited, and 

examine possibilities for reusing and recycling materials. 

They use materials tests to determine the 

appropriateness of materials for particular purposes. 

Students design and produce a range products using hand 

and power tools and a range of welding processes. 


• Design and construct a range of products using 

metals 

• and metal working skills. 

• Safety procedures and concerns 

• Oxygen/Acetylene and Arc welding 

• Each student constructs a range of metal projects 

• Selecting appropriate materials 

• Analyzing products with reference to specified 

criteria 

Assessment 

1. Demonstrate competency in the use of a range of 

welding and engineering skills 

2. Design and produce a range of products 

3. Workbook containing designs for production projects 

and a record of class-work. 

4. Assignment on selecting materials, processes and tools 

for particular tasks 

Systems (Mechatronics) 



Systems Mechatronics combines both Electronic and 

Mechanical principles. Students consider the principles, 

structure, logic and organisation of systems, and research 

how community and industrial standards affect the design 

and development of systems. 

Students increasingly understand the components of 

systems as well as how changes made to inputs and 

processes affect output. Students work with a range of 

systems, that combine mechanical and electronic 

principles ie (Mechatronics) 


• Basic electrical and mechanical theory – series and 

parallel circuits, Ohm’s Law, power, gears, pulleys, 

levers, etc. PILAXE programming principles 

• Construct and program a micro computer 

• Symbology and circuit diagrams 

• Construction of a range of projects, eg amplifier 

10


• Construct and program a PILAXE micro computer 

controlled robot 

• Programming in PIL basic 

Assessment 

1. Production of a PILAXE based robot 

2. Tests to determine knowledge of underpinning 

technical knowledge 

3. Work book/folio of theory, design and programming 

tasks. 

Textiles 

(Duration: 

One semester) 


Students continue to develop their fibre and fabric 

knowledge and skills and to design and produce a range 

of products. They develop their garment construction 

skills and commercial pattern knowledge. They also 

develop their knitting and/or crotchet skills. Students 

explore a range of fabric embellishment and exploratory 

manipulation techniques. They work to a design brief and 

meet specifications. 


• Safety in the technology classroom 

• Fibre & fabric properties and characteristics 

• Knitting and/or crotchet 

• Sewing machine and garment construction skills 

• Surface manipulation and embellishment eg solvey, 

shibori 

• Thinking strategies for designing 

• The design brief and specifications 

• The design process 

• Written assignment 

Assessment 

• Visual diary 

• Range of experimental samples 

• Garment using a commercial pattern -pyjama or 

boxers 

• Knitted or crochet product 

• Decorated bra 

• Written assignment 

Fabric of the Community 



Using and developing their skills students will create 

articles that will be distributed to local community 

groups. 

Students will conduct research into products (created 

from a variety of fibre/fabric) which will be useful to local 

community organizations. This could include a skype 

interview with other organizations doing similar projects. 

Students will use, and build upon, their fabric and fibre 

knowledge and skills, to design and produce these 

products, either individually or as a group. 

Skills could include knitting, crocheting, appliqué, hand 

and machine sewing, embroidery 

End products may include weighted blankets/vest, 

sensory blankets, quilts, knee rugs, kits for foster children 

(eg bag, soft toy, quilt) 

Course Content: 

• Safety in the technology classroom 

• Research 

• Design Plan 

• Construction skill development, 

Assessment: 

• Research Report 

• Visual Diary 

• End products (will vary) 

Cooking For Celebrations 



This unit focuses on planning and preparing for a range of 

celebrations involving both traditional and non-traditional 

foods – Christmas, friends parties, family birthdays, etc. 

Sweet and savoury foods as well as cake decorating are 

included. 


Students study a variety of celebrations and the foods 

associated with them. Related cooking methods and 

styles are them utilised in the practical component of this 

subject. 

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Assessments 

• Workbook 

• Practical sessions 

• Assignment – 2 Course Dinner party. 

• Assignment – Decorating a ‘Fantasy Cake’. 




In this unit students will experience a range of foods and 

cultures from countries other than Australia. 


In one part of the semester, students study a variety of 

cultures which have influences on our eating patterns – 

Asian, Thai, Italian, French, Indian etc. Relevant cooking 

methods and reasons why certain foods are used are 

studied. Each week a typical meal from each country is 

prepared. 

In the other part of the semester students work in pairs to 

research a country of their choice. They complete a major 

assignment on this country and present it to the class. 

Each pair of students selects an appropriate recipe which 

is prepared in the class. 

Assessments 

• Workbook 

• Practical sessions 

• Assignment “Tastes of the Globe” 

Jewellery 



This “hands on” course will develop and expand 

• students knowledge of a range of materials 

• fine motorskill development 

• attitudes to resources and recycling 

• cooperative work in a safe environment 

Aims 

• use and understand a range of natural and man made 

materials 

• make a series of small beautiful objects 

• develop general capabilities of literacy, numeracy, 

ICT, creativity, personal competency and intercultural 

understanding. 

Students will research and make a range of objects 

• bracelet, earing, rings, pendant, brooch or necklace 

• jewellery box, small container or slumped glass 

• wallet, picture frame or mirror 

• object from a different culture or era 

Students will use a range of “found” or recycled materials 

• wood, copper, aluminium, brass and steel 

• inner tube, tetra pak and old skateboards 

• leather, material, wire and fishing tackle 

Physical Education 




A healthy, physically active lifestyle is conducive to 

more effective participation in all that society has to 

offer and greater levels of success within and 

beyond school. This requires students to develop 

the knowledge, skills and behaviours that enable 

them to: 

• Maintain good health and live a healthy lifestyle 

• Understand the role of physical activity in ensuring 

good health 

• Engage in physical activity 

This subject will enable students to investigate the 

variety of games and sports that are played in 

various parts of the world. Elements of geography, 

history & culture will be learnt along the journey and 

plenty of time for hands-on practical sessions of the 

various activities. 


• Games & sports of Europe 

• Games & sports of Asia 

• Games & sports of South America 

• Indigenous games & sports 




A healthy, physically active lifestyle is conducive to 

more effective participation in all that society has to 

offer and greater levels of success within and 

beyond school. This requires students to develop 

the knowledge, skills and behaviours that enable 

them to: 

12


• Maintain good health and live a healthy lifestyle 

• Understand the role of physical activity in ensuring 

good health 

• Engage in physical activity 

Students will conduct an in-depth analysis of various 

aspects of the sport of netball. Practical sessions will 

be complemented by theoretical components of the 

course. 


• Teamwork, strategies & tactics 

• Attacking & Defensive skills 

• Training for netball 

• History & culture of netball 

• Coaching & umpiring netball 

Humanities 

Stand Up 


Course Description: 

Image and Practise Justice and Service 

The world becomes a better place when ordinary 

people set out to do good deeds. Inspired by the film 

Pay It Forward, this elective encourages student voice 

and builds teamwork, community spirit and leadership 

through action and applied learning. This is an 

opportunity to find ‘your voice’, stand up for what you 

believe in, to make a positive difference to something 

that interests you. 

Students explore different sources of inspiration, 

identify issues that interest or excite them, examine the 

ideals/principles they stand for, learn how to take 

positive action, and carry out student driven 

programs/projects that aim to benefit people or 

communities. 


Largely student driven, the interests of participants will 

shape the course content of this elective. Students will 

have opportunities to consider and act upon school, 

community and/or global issues of concern. Over the 

course of the semester, they will show evidence 

(individually or in groups – large or small) of goalsetting, 

planning, skill development, execution and/or 

reflection in relation to community project/s. 

Assessment 

13 

• Journal of participation 

• Research Assignment 

• Report on a proposed or completed community 

project 

Geography 

(Duration: 

One semester) 


Students enhance their map-making skills by going 

out into the schoolyard and beyond to create 

successful maps. 

Assessment Tasks: 

1. Class Exercises: Short textbook-based exercises are 

completed in class or for homework. 

2. Research Project: Students will research various 

factors that lead to endangering animals. 

3. The course includes researching and identifying 

animals that are endangered and investigating the 

main threats to various endangered animals. 

4. Atlas activities: Games and quizzes designed to 

increase familiarity with major geographic features of 

the world. 




Indigenous Studies is a course designed to gain a 

greater understanding of Indigenous people and the 

role that they have played in shaping Australian 

society both in the past and in the present era. 


The subject will provide an introduction to the 

history of Indigenous people and will consider 

indigenous food, language, geography, religion, 

culture, significant achievements of Indigenous 

people and the challenges faced by Indigenous 

cultures. The focus of the program will be both local 

and Australia wide. 

From a Civics perspective, students will study the 

importance of promoting Indigenous culture 

throughout the local community.


Assessment 

• Research Assignments 

• Presentations 

• Personal reflections 

• Practical activities. 

English/Maths 

Literature 



Students read a variety of texts, responding to the view 

s and values of the writer. The course also involves a 

review of film, focusing on style, technique, directorial 

choices and theme. Students also build upon their 

formal and creative writing, producing a variety of 

written pieces in different styles. 

Course will include: 

• Excursions to the Melbourne Writer's Festival 

• Published authors as Guest Speakers 

• Creative Writing 

• Writing Competitions 

Living Skills 


The main focus of this subject in 2011 will be on everyday 

life schools including money management, buying a car 

and running a household. Living Skills also aims to offer 

extra support in the areas of literacy and numeracy to 

students who are experiencing difficulty in their core 

studies of English and/or Mathematics. This subject may 

be taken over a single semester or a full year. 


• Writing: filling in forms and writing for different 

purposes. 

• Reading: Bills/Accounts, Contracts (eg. Mobile phone, 

lease agreements, hire purchase, mortgages etc.) 

• Oral: telephone courtesy, making complaints and 

enquiries, negotiating skills, communicating 

effectively. 

• Language: emphasis on how to select appropriate 

language for particular circumstances. 

• Number: using literacy skills in everyday life: 

operating a bank account, buying a car, 

superannuation, budgeting, interest rates. 

• Measurement: developing an understanding of how 

measurement is used in everyday situations at home 

and in the workplace. 

• Homework help: will be offered as needed. 

Assessment 

Assessments will be in practical formats and may include: 

opening a bank account, reports and presentations based 

on research into and comparison of interest rates, 

contracts, mortgages etc, the ability to fill in forms or 

negotiate in person. 




This subject aims to give students an insight into the any 

ways that sport uses Mathematics. In a hands-on 

approach, students will have the opportunity to explore 

many of the following topics: 

Playing fields and area, Decimals & track events, Rock 

climbing & Pythagoras’ Theorem, Pool & angles, Diving 

formulas, Measuring performance, The Physics of sport, 

Sporting strategy, Results, statistics and graphing, Cricket 

& averages, Scoring, ranking & percentage, Calculating 

speeds, Probability of winning and Creating game 

schedules. 

This subject aims to bring maths to life and will not only 

improve the students’ understanding of maths, but will 

also promote and encourage a healthy lifestyle. 

LOTE 

Mandarin 

(Duration: Two semesters) 


Mandarin at Year 9 is an elective subject which covers 2 of 

the 8 elective blocks on offer, that is, it runs for the full 

year instead of a single semester. The course content is 

designed to build upon knowledge and skills learnt in 

Years 7 and 8. More specifically the topics are oriented 

toward a trip to China, either with the biennial school trip 

with other schools in Ararat, or of the student/family’s 

own undertaking. 

Topics may include: 

· Shopping, money and prices 

· Asking for and giving directions 

· Travelling by bus 

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· Chinese holidays and festivals 


Written assignments 

Oral Activities/Presentations 

Projects on China 

15


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Year 9 2013 Subject Selection 

This form must be returned to Marian College by Friday 24th August, 2012. 

Name:________________________________________________________________________ 

Core Subjects 

o 

o 

o 

o 

o 

o 

Religious Education 

English 

Maths 

Science 

Physical Education 

History 

Electives 

Students must choose two subjects 

from each of the following: 

o 

o 

o 

Art 

Technology 

Humanities 

Art 

Drama 

Lights Set Action 

Art 

Drawing 

Ceramics 

Photography 


Visual Communication 

Technology 

Materials Wood & Plastics 1&/or 2 

Metal and Engineering 1&/or 2 

Systems – Mechatronics 

Textiles 

Fabric of Community 

Cooking For Celebration 


Jewellery 

Health & PE 



Humanities 

Stand Up 

Geography 


English/Maths 

Literature 

Living Skills 


LOTE 

Mandarin 

YEAR 9 2013 

Electives 

I am returning to 

Marian College for 


I am not returning to 

Marian College for 


Please list your 8 choices in order of 

preference. 

1._________________________ 

2. _________________________ 

3. .________________________ 

4. .________________________ 

5. .________________________ 

6. .________________________ 

7. .________________________ 

Parent signature_______________________________________________________________________ 

Student email address__________________________________________________________________ 

8. .________________________ 

If I did not get all choices I would like this subject: 

9_________________________ 

Parents email address__________________________________________________________________ 

17

Year 9 2013 - Marian College

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