Year 9

In Year 9, The Arts is one learning area made up of different strands: Drama, Music, Media Art & Design and Visual Art. Students have the opportunity to personalise their learning by selecting which strands they want to study, giving you greater agency and ownership of your education. These subjects can be taken as an elective for one semester or a full year, allowing you to explore your interests or specialise in an area you’re passionate about. Within each strand, students also have input into the themes, projects and styles explored. Your voice helps shape the learning experience. Whether you want to perform on stage, create music, produce media or develop visual art, the choice is yours.

By the end of Year 9 students will be familiar with various styles of theatre and theatre conventions. They will have undertaken practical workshop activities to develop their understanding of theatre styles. Students will collaborate with one another to apply this knowledge to devise, interpret and create performances to share in class. Students will attend live theatre and analyse the various stage craft and performance elements both in verbal discussion and in written reviews. This greater understanding will be applied to their performances of scripted drama in the development of various roles and characters and in the manipulation of the performance space.

Students will collaborate with others to plan, direct, produce, rehearse and refine performances. They will select and use the elements of drama, narrative and structure in directing, blocking and acting in order to engage audiences. They will refine performance and expressive skills in voice and movement to convey dramatic action.

ASSESSMENT

Workshops, improvisation, performance and small group production, written reviews, reflective journals and written reports using criteria aligned with the Australian curriculum.

This subject is for students who enjoy being creative and would like to explore the exciting and varied world of Design in the context of Graphics and Digital Media.

• Students use the Design Process to produce a range of graphic products like logos, posters, and packaging
• Students develop skills in animation, photography and movie making
• Students explore creative thinking processes and the elements and principles of design
• Students develop skills with Adobe Software and other digital technologies

ASSESSMENT

Finished Design works and process journal, folio of skill development on Photoshop, and written reviews using criteria aligned with the Australian curriculum.

Music in Year 9 provides students with the opportunity to extend their musical knowledge through workshops, performances, composition tasks and theoretical classes. By the end of Year 9 music, students will be able to read and write music using basic notation and will begin to use this knowledge to form their own original compositions. Students will be taught analytical skills and begin to interpret the different elements of music including aural analysis, pitch, notation, rhythm defining characteristics from different musical styles and cultures.

Students will be asked to focus on their instrument of their choice for practical lessons and performances, both in class and publicly at school assemblies. To assist with this, it is highly advisable that students have their own instrument so they can practice at home. Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

This course caters for students of all ability levels and experience and provides an excellent foundation for further music study in later school years.

ASSESSMENT

Performances, tests and written assignments using criteria aligned with the Australian curriculum.

In year 9, students evaluate how visual art form communicates artistic intentions in artworks that the students make and view. They evaluate artworks and displays from different cultures, times and places. Students 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 these to represent ideas and subject matter in their artworks.

ASSESSMENT

Finished Art pieces, written and oral responses that demonstrate a student’s specialised vocabulary.

This course will introduce students to aspects of engineering and construction using both metal and timber. Students will learn timber construction, metal welding, fabrication and machining skills. Students use the design process to construct and engineer solutions for the development of products or systems.

Students will be given the opportunity to:

• Produce designed solutions using a variety of timber options both man made boards and natural timbers within a workshop environment
• Work independently and collaboratively to develop innovative solutions using the Design Cycle.
• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.
• Engage in the product development process using design thinking
• Learn to create a design brief that provides the basis for the development of potential solutions to design problems.

• Consider the practical implication of these issues on society or design solutions.
• Use new and evolving technologies.
• Apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution. Learn to use the industry standard Autodesk Inventor software to design, create, model and assemble 3-dimensional objects.

Assessment:

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems.

This subject is an integrated approach to teaching technology. The Digital Technologies Curriculum is introduced to students via the following:

· Programming Structures – Sequence, Selection & Iteration

· Excel Spreadsheets – Performing Simple Coded Functions

· Text-based Game Design & Construction using a General-purpose Programming Language – Python

· Pseudo Code – Plain English planning using both Written & Graphical means

· Introduction to Artificial Intelligence (AI) & Robotics – LEGO Mindstorms

ASSESSMENT

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

Home Economics for Year 9 is a comprehensive and exciting course that aims to equip students with essential skills for growing adolescents. It provides a perfect opportunity for students to develop a strong foundation skill and will benefit them throughout their lives.

Term 1: Students will use design thinking and apply technical skills with the sewing machines. They will develop knowledge and understanding about textile products, clothing and participate in skill development workshops. Students will consider ethical and sustainability factors that impact on textile production decisions. They will gain experience in safely and competently operating sewing equipment to produce quality products from upcycled and new fabrics. Students will experiment with embellishment techniques to create new and interesting materials in readiness for their own design project.

Term 2: The goal of the unit is to empower year 9 students to make healthy food decisions, develop skills and understand the concepts of applying nutrition to healthy diets with meals, snacks, and food management. The use of thinking tools will be used to support their development. Students will produce healthy meals with the intention of understanding how they can be better alternatives than takeaway options.

ASSESSMENT

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

In Year 9 English, students will engage in the three strands of the Australian English Curriculum; Language, Literature and Literacy.

Students will read, view and analyse a range of texts eg Poetry, Prose, Drama, Visual, Short Pieces, Multimedia and Electronic texts.

Students will listen to, evaluate and produce a range of spoken texts, eg Anecdotes, Debates, Multimedia Presentations, Poetry Performances, Formal Speeches and Social Issue Reports.

Students will also compose a range of texts – written and multimedia for particular audiences, purposes and contexts.

The nature of the texts students will study and produce will focus on increasingly complex ideas and themes as they prepare for year 10. There will always be an emphasis on exploring issues relevant to adolescents and an approach that allows students to engage with aspects of our society including its diverse cultural aspects. At each year level, students will develop skills in understanding the language of different texts and acquire strategies to help them compose their own texts.

Study will also include a reading program aimed at increasing student literacy and reading proficiency. This will be supported by programs such as Tactical Teaching Reading which will focus on correcting skill gaps and offering opportunities to practice literacy skills. 

ASSESSMENT

Students will be assessed against the Year 9 South Australian Curriculum Achievement Standard.

The Engineering Futures Pathway program at Le Fevre High School continues the learning from the Voyage through Engineering program where students develop their understanding of the engineering process through hands-on experiences and interdisciplinary learning. This course continues their work with coding, Robotics, CAD and 3D printing with a greater focus on autonomous design solutions.

Course Objectives

· Voyage Learning: Emphasising interdisciplinary connections, students will engage in deep, purposeful learning experiences that encourage exploration and innovation.

· Hands-On Experience: Through coding, computer-aided design, and 3D printing, students will gain practical skills and insights into the engineering process.

· Innovation and Creativity: Encouraging students to think creatively and develop innovative solutions to authentic real-world problems.

· STEM Competitions: Projects will focus on designing solutions or develop STEM thinking to participate in STEM specific competitions.

Learning Experiences

· Test Ideas: Experimenting with different concepts and approaches to solve engineering problems.

· Take Risks: Encouraging a mindset that embraces challenges and learns from failures.

· Listen to and Think About Alternative Ideas: Fostering an environment where diverse perspectives are valued and considered.

· Build Knowledge Applicable in Real Life: Ensuring that learning is relevant and can be applied to real-world situations.

· Design Technologies: Centred around Naval architecture, students design a buoyant, stable and hydrodynamically efficient prototype hull with an autonomous electronic rudder control system.

· Computer-Aided Design (CAD): Learners will use CAD software to create detailed drawings and models to support their naval designs.

· 3D Printing: This module will allow students to bring their designs to life, understanding the principles of additive manufacturing and material properties.

Outcomes

By the end of the course, students will have developed strong connections between robotics and autonomous systems. They will be more confident in the use of CAD and 3D printing and have further developed problem solving skills that are necessary to pursue further studies or careers in engineering and related fields.

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. Students apply movement skills, concepts and strategies across a range of movement contexts, enabling them to participate confidently and competently in physical activities. When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance. They also develop personal and social skills through interacting with others in classroom and movement contexts. Health and Physical Education addresses factors that influence the health, safety, relationships, wellbeing and physical activity patterns of individuals, groups and communities. Students develop the understanding to challenge discrimination, assumptions and stereotypes. They gain skills to take positive action regarding diversity, inclusion, consent and respect in different social contexts.

Topics in this course include:

· Alcohol and Other Drugs

· Food and Nutrition

· Relationships and Sexuality (SHINE Curriculum)

· Games and Sports (various)

· Challenge and Adventure: Community Based Activities

The Physical Education Pathways course aims to enhance students' skills, knowledge, and expertise by immersing them in various movement experiences, emphasizing the principles of sport science. This course offers students the opportunity to engage in data collection and analysis, performance enhancement techniques, and sport education. By exploring their physical capabilities and examining the factors that impact and enhance participation and performance, students can expand their repertoire of sports and activities beyond what they have previously encountered in the mandatory course. Additionally, this course will deepen students' understanding of movement skills, establishing a solid foundation for success in Year 11 and Year 12 Physical Education.

Topics in this course include:

· Games and Sports (various)

· Group Dynamics (SEPEP)

· Barriers and Enablers to Participation

· Modified and Inclusive Sports

· Data Collection and Analysis

Humanities and Social Sciences (HASS) is a subject that combines History, Geography, Civics and Citizenship and Economics and Business. Each of these subjects is taught throughout the year within their own distinct units.

In Year 9 Students will engage in the following topics:

History: Students will study the making of the modern world from 1750 to 1918. Students will engage in units focused on The Industrial Revolution (1750 – 1914), Making a Nation (in which students investigate the History of Australia’s establishment and early history) and World War I (1914-1918). First Nations Peoples perspectives will be a particular focus for Year 9 History.

Geography: Students will study two core units of Biomes and Food Security and Geographies of Interconnections. They will investigate the Biomes of the world, their alteration and significance as a source of food and fibre. Then in Geographies of Interconnections students will focus on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways. Heavy emphasis in these units is placed on geographical skills.

Civics and Citizenship: Students in the unit will investigate the important role that the Australian Constitution holds in supporting democracy and empowering the federal system of government. They will develop an understanding of how law-making and changing is conducted, and understand the role of the Australian people in constitutional change.

Economics and Business: Students will examine three case studies of South Australian Viticulturalists and Winemakers who trade globally to investigate what it means for South Australia to be part of the global economy, particularly through trade with the countries of Asia. They explore the influence on the allocation of resources, and how businesses create and maintain competitive advantage. They examine the implications of interdependence of participants in the global economy for decision-making, and the human story behind business decisions.

ASSESSMENT

Students will be assessed according to the distinct Achievement Standard for each of the subjects represented in the Australian HAAS Curriculum:

• History
• Geography
• Civics and Citizenship
• Economics and Business.

“You live a new life for every new language you speak. If you know only one language, you live only once.”‒ Czech Proverb

Being able to communicate in another language is available to everyone at Le Fevre High School.

Students will leave this course with the ability to communicate in Indonesian on a wide variety of topics which are both relevant and useful to them. Their confidence and ability with speaking, listening, reading, and writing in Indonesian will provide them with intercultural competence and problem-solving skills for the workforce and life.  Their understanding of English will be enhanced through the learning experiences they are provided with.

They will journey further through Indonesia’s culture via the arts, food and many other learning experiences made available to them.

Students who elect to study a full year of Indonesian at Year 9 can go on a pathway to complete SACE Indonesian one year early. This accelerated program allows students more flexibility in their subject selections for senior years. Studying a language at SACE Stage 2 level attracts bonus ATAR points, not to mention the many advantages of language learning for brain development, intercultural understanding and employment opportunities.

ASSESSMENT

Students will be assessed using the South Australian Curriculum in the following areas:

• Comprehending spoken and visual text
• Comprehending written and visual text
• Communicating in response to spoken, written and visual text

Using language in spoken and written form

In Year 9 Mathematics, learners compare rational and irrational numbers, identify positions on a number line and apply understanding to express solutions to problems in exact and approximate form. They manipulate variables of functions and represent real situations graphically and algebraically to interpret solutions to inform behaviours and decisions. Learners use mathematical modelling in a range of contexts, including making predictions and developing insights about the economy, financial systems and financial choices to inform personal financial decisions. They use efficient methods for simplifying and solving problems involving exponent notation and laws in various contexts and verify the reasonableness of solutions.

Learners communicate and justify solutions to geometrical problems using coordinates in the Cartesian plane. They explain how the results of calculations depend on accurate measurement and how they are affected by using approximation. Learners deduce and justify choices of formulae to determine and quantify spatial relationships and trigonometric ratios.

Learners use sampling techniques and representations of data to support or refute conclusions or to promote a point of view. They design experiments to represent likely outcomes of events, drawing conclusions to inform and predict decisions.

Learners develop a productive disposition to mathematics through experiences which prompt curiosity. They reflect on and explain their thinking and embrace their mistakes as part of productive struggle. They view mathematics as understandable, worthwhile and relevant to their lives now and in the future.

CONTENT

The following topics provide the framework for learning throughout the year, but not necessarily in this order:

• Real Numbers and indices
• Patterns and algebra
• Trigonometry
• Linear relationships
• Quadratic equations
• Financial mathematics
• Measurement
• Scale and similarity
• Probability
• Statistics

ASSESSMENT Students are assessed against the mathematics curriculum standards. Evidence of student achievement will be gathered through tests, investigations and reports.

In Year 9 Science, learners explain how an organism's survival depends on its ability to regulate coordinated responses to stimuli. They investigate reproductive structures and strategies, discussing their role in biodiversity and survival. Learners explain how interactions within and between Earth’s spheres affect the carbon cycle and influence climate change. They analyse energy conservation in closed systems, using wave and particle models to explain energy transfer, transformation and efficiency through different mediums. Learners explain how chemical reactions rearrange atoms and use models to demonstrate the conservation of mass. They compare the mass and charge of subatomic particles, explain how radioactive decay stabilises atoms by emitting particles and radiation, and examine its applications, including nuclear energy.

CONTENT

The following topics provide the framework for learning throughout the year, but not necessarily in this order:

• Responding to change
• Earth’s systems
• Survival of species
• Atoms
• Chemical reactions
• Energy waves
• Energy conservation

ASSESSMENT

Students are assessed against the science curriculum standards. Evidence of student achievement will be gathered through tests, assignments and practical reports.