The Arts |
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| Performing Arts | Visual Arts | ||
| Theatre Studies | 9aTS | Art | 9aAR |
| Rock Music Performance | 9aRM | Media | 9aME |
| Electronic Music Production | 9aEM | Visual Communication Design | 9aVC |
English |
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| English (Semester 1) | 9eEN1 | English (Semester 2) | 9eEN2 |
| Altior English (Semester 1) | 9eAL1 | Altior English (Semester 2) | 9eAL2 |
| Intervention English (Semester 1) | 9eES1 | Intervention English (Semester 2) | 9eES2 |
Health & Physical Education |
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| Health & Physical Education | 9pPE | High Performance ACC Sport (Semester 1) | 9pHO1 |
| High Performance ACC Sport (Semester 2) | 9pHT2 | ||
Humanities |
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| Commerce | Humanities | ||
| Dollars and Sense | 9hDS | History | 9hHI |
| E-Commerce and Work Futures | 9hEW | Geography | 9hGE |
| The Law in Operation | 9hLO | Altior History (Semester 1) | 9hAL1 |
| Altior History (Semester 2) | 9hAL2 | ||
Languages |
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| French (Semester 1) | 9LFR1 | French (Semester 2) | 9LFR2 |
| Italian (Semester 1) | 9LIT1 | Italian (Semester 2) | 9LIT2 |
| Japanese (Semester 1) | 9LJA1 | Japanese (Semester 2) | 9LJA2 |
Mathematics |
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| Mathematics (Semester 1) | 9mMA1 | General Mathematics (Semester 2) | 9mMA2 |
| Altior Mathematics (Semester 1) | 9mAL1 | Altior Mathematics (Semester 2) | 9mAL2 |
| Foundation Mathematics (Semester 1) | 9mMS1 | Foundation Mathematics (Semester 2) | 9mMS2 |
| Extension Mathematics (Semester 2) | 9mEMA2 | ||
Religious Education |
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| Religious Education (Semester 1) | 9rRE1 | Religious Education (Semester 2) | 9rRE2 |
Science |
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| Science (Semester 1) | 9sSC1 | Science (Semester 2) | 9sSC2 |
| Altior Science (Semester 1) | 9sAL1 | Altior Science (Semester 2) | 9sAL2 |
| Food Studies (Semester 1) | 9sFS1 | ||
Technology* |
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| Information Technology | Technology, Design & Creativity | ||
| Digitally Yours! | 9iDY | Materials Design & Production | 9tMD |
| Electronics | 9tEL | ||
* NB. All offerings in Technology are subject to the availability of specialist teaching staff.
Units in the Visual and Performing Arts are assessed using a range of methods including the following:
Click here for the Drama Pathways Diagram
This versatile course will provide you with a foundation in contemporary theatre analysis and practice. Students will be given the chance to sample and develop a range of performance and production skills in theatre. Specialist work includes scriptwriting, acting and directing. Students examine key theatrical pieces, as well as develop acting skills for both group and solo performance; it is as intensive as it is worthwhile.
This course also gives students practical skills in many of the aspects of Production Roles. Students develop an understanding of Lighting, Sound, Costuming, Set, Props, Costume and Make-up.
This unit is an excellent precursor to Theatre Studies at Year 10
Click here for the Music Pathways Diagram
This performance-based subject offers students the opportunity to develop their solo and ensemble performance skills on a chosen instrument. In small and large groups and as a soloist, students will rehearse, perform, analyse and discuss a range of performance styles. Students are stronglyencouraged to be a part of the College instrumental and ensemble programs.
Students focus on rock performance techniques with specific emphasis on performing suitable repertoire in small and large rock bands covering the basic skills required for music literacy, including scale construction, triads, intervals and basic harmony. Students develop ensemble awareness, aural skills and performance skills and are encouraged to participate in a college ensemble. Students are required to aurally recognise distinctive rock genres from the second half of the 20th century to today. Students study the structure of song forms with a view to developing their understanding of chord progressions and how these are used to compose lyrics, verses and chorus that are set to various rock beats. Students develop music analysis and theory skills to complement and deepen their understanding and complete a folio of listening responses, and composition and arranging tasks developing their knowledge through the use if ICT for composing and arranging.
Students will use the latest music technology equipment and software to create and manipulate music via electronic means, for purposes such as film, TV and Computer Game soundtrack and EDM (Electronic Dance Music) creation. Students will develop their creative listening skills regarding the elements of music (including awareness of a range of electronic music genres) and learn how to solve compositional problems of beginning, continuation and completion. It is aimed at students who wish to pursue a pathway to VET Music Sound Production in later years. Please note that it is not necessary to be able to play an instrument to successfully complete this subject.
Click here for the Visual Arts Pathways Diagram
In Year 9 Art, students study a variety of art movements, which explore different forms of expression. Students are encouraged to explore their creativity and imagination through these art movements and images are created and inspired from a range of themes. Students are given the opportunity to experience and familiarise themselves with a variety of drawing and painting media such as pastel, acrylic and mixed media. The use of digital manipulation is also employed as media for expression. Sculpture is another art form for the student to explore and through working with a variety of sculptural media students will complete free-standing forms.
Click here for the Visual and Graphic Pathways Diagram
This unit provides students with an understanding of the design and drawing systems used in design to create a product on paper that is consistent with the standards in the industry. By experiencing this process students develop skills in communicating graphically in many situations. They experience a variety of systems, techniques and devices that enable them to understand design elements and design principles, technical drawing standards, drawing methods and rendering techniques. Students will investigate designers and design movements in an effort to design visual communication which addresses the constraints within the communication, industrial and environmental design fields.
Click here for the Media Pathways Diagram
In Year 9 Media students have the opportunity to explore both practical and written elements of Media production and analysis. They will also study film production techniques and create a piece of print media. The goal of the course is to allow the students to view the media they interact with every day with a critical eye and build simple production skills they will need for future Media subjects.
Units in English are assessed using the following methods:
Click here for the English Pathways Diagram
Pre-requisite - Students are expected to have completed 9eEN1 before undertaking 9eEN2
The Year 9 English course focuses on developing and extending students’ reading, writing and oral language skills. The courses are text based and students will study a variety of text types including novels, non-fiction texts, films, poetry and media texts. Students also experiment with a variety of writing genres appropriate for different audiences and purposes with a strong focus on creative and persuasive writing.
English offered by Educational Support at Year 9
This course is designed to explicitly develop students’ literacy skills, using the same texts and resources as Year 9 Mainstream English. Students are placed in smaller class groups which enables increased levels of teacher assistance. Students develop their oral language skills, note-taking skills and writing for a variety of purposes. Students undertake an end of semester examination. Year 9 Intervention English leads to Year 10 Mainstream English.
NB: Participation in this course is by invitation only.
Units in Health and Physical Education are assessed using a range of methods including the following:
Click here for the Health & Physical Education Pathways Diagram
This subject is designed to further our students’ progression in understanding how to maintain physical and mental wellbeing throughout their lives. Incorporating both theoretical and practical experience students learn how to achieve physical fitness and why we need to be physically fit and healthy by exploring physical activity plans and nutrition in depth. These outcomes are achieved in an environment which promotes inclusion and assists students in developing their skills no matter what their level of knowledge or performance.
The practical activities studied are Modified Games, Weight Training and Hockey/Tennis.
This subject is designed for students undertaking an ACC sport and will involve ACC games, training and theory lessons. Games and training will occur during regular school hours. Whilst students can elect to do this subject, final selection into this elective will be based on a combination of level of expertise, previous involvement in ACC Sport, behaviour, level of commitment and an ability to represent the College in a sportsmanlike manner.
Students should carefully choose the subject code that fits the ACC sports they wish to play, i.e. 9pHO1 for Semester 1 sports and 9pHT2 for Semester 2 sports. Students wishing to be involved in a sport in Semester 1 and 2 must select this subject for both semesters.
ACC Sports | TERM 1: Swimming and Athletics |
ACC Sports | TERM 3: Hockey, Table Tennis, Basketball and Cross Country |
AREAS OF STUDY – Students will investigate some of the following in relation to their involvement in a specific sport:
Units in the Humanities are assessed using a range of methods including the following:
Click here for the Humanities Pathways Diagram
In this History unit students study the making of the modern world from 1750 to 1918; a period of industrialisation and rapid change in the ways people lived, an era of nationalism and imperialism, the colonisation of Australia was part of the expansion of European power. It culminated in World War I 1914-1918, the ‘war to end all wars’. Students study the influence of the Industrial Revolution throughout the world, including migration experiences of travel and settlement. Students also study some key features of Aboriginal and European relations in Australia from settlement to 1901. Students investigate key aspects of World War I and the Australian experience of the war, including the places where Australians fought and the impact of World War I on Australian society.
This Geography unit explores contemporary issues facing the world and how countries respond to an ever increasing sense of interconnectedness. Topics such as transportation, information, trade, food production and consumption, and tourism will be investigated. Students will collect, analyse and represent data using digital and spatial technologies, and Geographical Information Systems to prepare them for a future of competing national and global interests.
This unit of study introduces students to the principles involved in personal financial management including investing for the future. Areas of study include; earning an income, the importance of saving, wise use of credit and budgeting. The study investigates alternative forms of investment including property, shares and other assets. The unit aims to prepare students to be financially literate and responsible in dealing with money.
This unit of study introduces students to how technology has altered commerce. Such change is investigated both in terms of using technology to manage day-to-day finances and the impacts on businesses. The unit includes a detailed case study of Amazon as an example of e-commerce. The unit concludes with an investigation of how technology will alter the future of work and pinpoints where future employment opportunities will exist.
In the unit The Law in Operation students are introduced to the Legal Justice System in Victoria. Students identify the type of laws that we have in Victoria and why there is a need to enforce such laws. This subject encompasses such topics as: the need for laws, making the law, criminal law, civil law, the court hierarchy, police powers and individual rights.
Units in Languages are assessed using the following methods:
Pre-requisite - Students are expected to have completed 9LFR1 before undertaking 9LFR2.
The Year 9 French course develops students' knowledge and skills through topics of work including holidays and leisure activities, transportation, and shopping for groceries and souvenirs. Through the study of grammar and vocabulary in cultural and real life contexts, the course guides students through graded tasks that develop listening, spoken, reading and written capacity. The units taught are designed to extend students understanding and use of the language to build literacy capabilities and communicative skills in the second language.
Pre-requisite - Students are expected to have completed 9LIT1 before undertaking 9LIT2.
The Year 9 Italian course develops students' knowledge and skills through topics of work including personal fitness, buying and selling a house, clothing and shopping and celebrating festivals. Students are introduced to cultural aspects as well as a range of selected grammar and vocabulary through graded tasks that develop listening, spoken, reading and written capacity. The units taught are designed to extend students understanding and use of the language to build literacy capabilities and communicative skills in the second language.
Pre-requisite - Students are expected to have completed 9LJA1 before undertaking 9LJA2.
The Year 9 Japanese course develops students' knowledge and skills through topics of work including daily routines, describing location and school life. Students continue their acquisition of Kanji as they are introduced to cultural aspects as well as a range of selected grammar and vocabulary through graded tasks that develop listening, spoken, reading and written capacity. The units taught are designed to extend students understanding and use of the language to build literacy capabilities and communicative skills in the second language.
Units in Mathematics are assessed from a range of the following methods:
Click here for the Mathematics Education Pathway Diagram
Pre-requisite - Students are expected to have completed 9mMA1 before undertaking 9mMA2.
In Mathematics, students undertake outcome tests in various topics as well as an end of Semester Examination. Throughout the semester students are expected to complete an application task and several analysis tasks. The application task involves applying skills learnt in a practical situation. Analysis tasks entail finding solutions to non-routine problems. Activities using technology are an integral part of the course.
Pre-requisite - It is expected that students have completed 9mMS1 before undertaking 9mMS2.
Foundation Mathematics is a modified course for students with significant numeracy difficulties. Students undertake outcome tests in all topics covered as well as an end of semester examination. Homework is set on a regular basis. Throughout the semester, students complete application and analysis tasks. Year 9 Foundation Maths leads to Year 10 Foundation Maths
NB: Participation in this course is by invitation only.
There is an assessment for each content area studied and a Religious Education examination at the end of each semester.
Click here for the Religious Education Pathways Diagram
Each year, students examine topics within five content areas. The Units build on each other in a sequenced approach. These five content areas provide the organisational framework within which the school based Religious Education curriculum is developed.
The Units within the Content Strands for Year 9 are as follows:
CONTENT AREA 1 - SCRIPTURE
The Bible: A Library of Books, Literary Forms
How to read the Bible
Old Testament: major themes and selected texts
CONTENT AREA 2 - CHURCH AND COMMUNITY
What do Catholic believe? A study of the Nicene Creed and statements of belief
CONTENT AREA 3 - GOD, RELIGION AND LIFE
Images of Good and Evil
CONTENT AREA 4 - PRAYER LITURGIES AND SACRAMENTS
Healing and Hope: The Sacrament Reconciliation
Healing and Hope: The Sacrament of the Anointing of the Sick
Mary the First Disciple and the qualities of Discipleship
CONTENT AREA 5 - MORALITY AND JUSTICE
The Ten Commandments, The Beatitudes and their key values
People Who Cared : The Biblical Prophets and Social Justice
Modern-Day Prophets: creating change in today’s world
Units in Science are assessed using the following methods:
In Year 9 Science students are provided with the opportunity to study Biological, Chemical, Earth and Physical Sciences.
The Biology unit investigates the role of the nervous system and endocrine system in controlling and coordinating homeostasis within the body, compare and contrast infectious and non-infectious diseases and learn to explain the role of immune system in combating the contraction of disease carrying pathogens and methods of transmission prevention. In ecosystems students will explore ecological factors, feeding and biological relationships and human impact involved in population dynamics in various ecological biomes.
The Chemistry Unit course deals with the structure and radioactive decay of atoms, chemical symbols and the properties of various compounds, and analyse the nature and components of various classification of chemical reactions.
Earth Science covers the theory of plate tectonics, structure of the Earth, how geological activity relate to earthquakes and volcanoes, and continental movement.
The Physics Unit covers factors that affect the transfer of energy through an electric circuit, and look at safety features, and evaluate claims relating to products such as electrical devices.
This course aims to develop the student's knowledge of basic nutrition. In some detail they will develop their knowledge of the essential nutrients, the role they play in our diet and the food sources of each of these. Students will begin to learn strategies for addressing particular health issues related to food and diet. They will gain knowledge and skills to select foods which meet a specific nutritional need and promote good health. In particular they will explore more fully Australia’s obesity crisis and look at strategies we can use to overcome this problem. Students will become familiar with the Australian Dietary Guidelines and The Australian Guide to Healthy Eating. They will use their knowledge of these to design specific diets for particular occasions.
This course focuses on three general areas – Nutrition, Food for Special occasions and Food Supply in Australia. Students will prepare and serve food based on sound nutritional guidelines. They will also have the opportunity to study, plan and prepare food for special occasions, as well as look at a range of foods from other countries which influence Australia’s diet.
Units in Materials & Systems Technology are assessed using a range of methods including the following:
Click here for the Technology Pathways Diagram
Units in Information Technology are assessed using a range of methods including the following:
Click here for the Information Technology Pathways Diagram
* NB. All offerings in Technology are subject to the availability of specialist teaching staff. There will be limited numbers of classes with preference given to those who submit their forms earliest.
Students follow the Design Process to investigate, design, produce and evaluate solutions to design problems. They develop their understanding of design and understand the purpose of design briefs. They study materials used in the manufacture of their products and apply this knowledge to their work, use a range of graphic communication techniques to explore, develop and share their ideas. Students are introduced to a variety of basic hand and power tools and equipment. They develop their production skills while observing safe working procedures.
This unit focuses on the electrical and electronic areas of Technology. Students follow the Technology Process of investigating, designing, producing, and evaluating to produce an electric guitar. They develop skills in soldering, hand tools and testing; and diagnostic practices related to electronic systems. Students learn about sustainability and consider what impact our creations have on the environment. Students are required to follow safe work practices in the workshop environment.
This course is designed to develop students’ knowledge and skills in the Information Technology field in particular the programming language of Python. The overall theme of the course is for students to learn through project based tasks to be creators rather than just consumers of technology. Students will design, develop and code devices to solve a real world need or problem in areas such as robotics, websites, app and/or game design. They will investigate the concept of Augmented Reality and attempt to produce an experience in response to a problem or need.
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