Term 1 /
- Group building/ work on collaboration/ projects/ planning/ budgets/ claiming our space etc
Swimming pool visit
- Beechworth excursion – 19th C History: immigration/ mining + nation formation + geo caching exercise:
-Causes of population movements and settlement patterns during this period and the significant changes to the way of life of groups of people
-Different experiences and perspectives of individuals or groups and how ideas, beliefs and values changed during the significant events of the Industrial Revolution
-Significant effects of the Industrial Revolution, including global changes in landscapes, movements of people, development and influence of ideas, political and social reforms, and transport and communication
- Start: History Research Task (including local excursion to Myrtleford museum):
-Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort
-Significant places where Australians fought and explore their perspectives and experiences in these places
-Significant events, turning points of the war and the nature of warfare
-Effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society
-Significance of World War I to Australia’s international relationships in the twentieth century, with particular reference to the Britain, the USA and Asia
-Different historical interpretations and contested debates about World War I and the significance of Australian commemorations of the war
- Year 9 Camp planning + camp to Mt Buffalo
- Science Practical/s (including on Mt Buffalo during Yr 9 camp) in consult with Year 9 Science teacher: ecosystems)
- Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment
- Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems
- The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
SCIENCE: Science Inquiry skills
-Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types
- Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability
-Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data
Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
- Garden area: beautify- paving, build awning
- Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids.
TECHNOLOGY:
-Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions
-Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes
- Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions
Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved
Term 2 /
- Melbourne Seminar Day: Themes and explorations of war/ refugees/ migration
-Causes of population movements and settlement patterns during this period and the significant changes to the way of life of groups of people
-Significant effects of the Industrial Revolution, including global changes in landscapes, movements of people, development and influence of ideas, political and social reforms, and transport and communication
-Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century
-Different experiences and perspectives of non-Europeans and their perspectives on changes to society, significant events, ideas, beliefs and values
The Modern World and Australia:
The Great War:
-Effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society
-Different historical interpretations and contested debates about World War I and the significance of Australian commemorations of the war
World War II:
- Effects of World War II, with a particular emphasis on the changes and continuities brought to the Australian home front and society
- Tree planting: Reform Hill (in conjunction with Alpine Shire, Friends of Reform Hill and Landcare)
- Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment
- Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems
- The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
- Complete History Research Task
- Study skills sessions: explicit teaching prior to exams
- Marian/ St Mary’s Fete collaboration
- Mental Health Bullying workshop
- Geo cachingat various locations (Beechworth excursion, local excursions and Mt Buffallo) using smartphone technology.
-Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology
- Collect and record relevant geographical data and information, using ethical protocols, from reliable and useful primary and secondary sources
Geographies of interconnection:
-Effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places
-- Perceptions people have of place, and how this influences their connections to different places
- Science Practical in consult with Year 9 Science teacher: electrical energy. Students will work on the circuitry of a number of box trailers with a local auto electrician and learn about car electrics.
-Electric circuits can be designed for diverse purposes using different components; the operation of circuits can be explained by the concepts of voltage and current
- International Pin hole camera day: 27th April
- ‘Work Ready’ and resume unit
- Gardening and construction
- Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids.
TECHNOLOGY:
-Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions
-Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes
- Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions
Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved
*PLEASE NOTE: Aspects of the ‘Personal and Social Capability’ domain (below) in the Victorian curriculumapplies to almost all aspects of the Year 9 Program. Learning in this area occurs in a very individualised manner with particular teacher focus and is therefore not generic.
Self-Awareness and ManagementRecognition and expression of emotions
-Describe how and why emotional responses may change in different contexts
Development of resilience
-Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement
-Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals
-Discuss the range of strategies that could be used to cope with difficult tasks or changing situations
Social Awareness and Management
Relationships and diversity
-Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others
-Investigate human rights and discuss how these contribute to a cohesive community
-Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed
Collaboration
-Perform in a variety of team roles and accept responsibility as a team member and team leader, assessing how well they support other members of the team
–Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to conflict