Year 9 Electives

In Semester 1, students complete a range of tasks to develop their knowledge and skills in art making and art analysis. During Term 1, students conduct research into the use of recycled objects as a medium. They will research various artists and explore a range of construction techniques to create a 3D recycled sculpture. Term 2 allows students to further develop their drawing skills and investigate the emotional and social impact of portraiture as an art form. Students will conduct research into various artists before creating their own painted portrait. 

In Semester 2, students explore themes of ownership and identity through various 2D and 3D experiments. In Term 3 students look to everyday objects for artistic inspiration and produce a three  dimensional piece. In Term 4, students explore the history of the Kulin Nation and learn about traditional and contemporary Indigenous art and artists. Students learn about symbolism as a tool for visual expression and go on to create an artwork influenced by their own personal history, culture and identity. 

IIn this unit, students will learn about the myths that shaped the Classical Greeks’ understanding of their world and about key aspects of Ancient Greek history and society. Students will build their understanding of Ancient Greece through a range of sources, from the epic poetry of Homer, to the way that Greek drama reveals the inner workings of Ancient Athens. Students will study and compare Ancient historical sources on the lives of prominent Greek individuals and examine key historical events. This will build a picture of the realities of life in Classical Greece, its history and its culture.

Students start with a study of myth depicting the Bronze Age through an examination of the heroic world of Homer’s Odyssey. They study the social and political life of Ancient Athens and Sparta, including the study of the first historian Herodotus and his presentation of the Greeks at war. Students then examine a war-themed play that was created by the Athenian society they have been studying and explore its key ideas and how drama was a means for society to explore its problems. Students finish with a study of Alexander the Great, comparing two historians’ vastly different approaches to recording his life.

In Semester 1, students delve into the foundational topics of Criminological Theories and Criminal Justice Systems. In Term 1, they critically analyse various criminological theories, exploring their historical contexts and contemporary applications. They are asked to create case studies in which they apply these theories to real-world scenarios, honing their analytical skills. Students also examine the intricacies of criminal justice systems, including legal procedures and institutional frameworks. In Term 2 students immerse themselves further into the study of criminal behaviour by conducting fieldwork and participating in simulated crime scene investigations. They develop proficiency in collecting and analysing evidence, understanding the complexities of forensic techniques and criminal investigation methodologies.

In Semester 2, the focus shifts towards Applied Criminology and Criminal Profiling. In Term 3, students explore the practical applications of criminological knowledge, including crime prevention strategies, rehabilitation programs, and community policing initiatives. They research the perspectives of law enforcement officers and social workers, to gain insights into effective intervention strategies. Term 4 is dedicated to honing students' skills in criminal profiling and behavioural analysis. Through case studies and practical exercises, students learn to interpret behavioural patterns, identify potential suspects, and contribute to criminal investigations. They participate in role-playing scenarios and simulation exercises to simulate real-world criminal profiling situations, further deepening their understanding of criminal behaviour and investigative techniques.

In Semester 1, students build on their awareness of the body by applying physical skills to develop a dancer training program. They develop their own physical skills by training in a range of areas to measure their growth. Students apply their developed skills to choreographed routines which build on technique. In Term 2, students explore improvisation in response to the environment to extended their understanding and use of choreographic devices to create an original composition. 

In Semester 2, students explore meaning and interpretation in relation to social, cultural and historical contexts of a range of dance genres. They extend their theoretical understanding of these genres through analysing dance performances, examining how choreographic intention can be expressed through movement and production aspects. Students build on their awareness of the body and continue to develop their performance skills in each dance genre by refining their technique in a range of stylistic contexts.

In Semester 1, students study a variety of theatrical performance styles and apply this understanding to group work. They explore and apply a range of theatrical conventions to improvised and scripted performance in workshops driven by stimulus material and skill development. Students manipulate the elements of drama, narrative and structure to communicate meaning and develop their performance skills by experimenting with verbal and non-verbal expressive styles to communicate dramatic intention. 

In Semester 2, students partake in The Malthouse Theatre’s Suitcase Series, devising their own non-naturalistic ensemble performances from a stimulus developed and provided by the theatre. They plan, workshop, produce and refine their works in preparation for the combined schools showing at The Malthouse Theatre, where they share with students from other schools, presenting works created from the same stimulus. 

In Semester 1, students learn to code by studying and creating video games. Computer programming is an important 21st century skill and students revel in the opportunity to develop these capabilities in the context of contemporary video game culture. Throughout the semester, students will explore the fundamental principles of game design, game theory and game mechanics, beginning with the completion of their own game review. Students will learn to code using the application GameMaker and explore other iPad and Mac-based programming platforms. For their major project students will choose one of these programs to design, code and create their own computer game. 

In Semester 2, students explore the functions and features of innovative websites, before using this knowledge to develop inspiration for their own concept. They will engage in critical and creative thinking skills to compare and make judgments on the quality of websites before developing their skills in HTML coding. Students will then be assessed on their abilities to critique, design and build effective websites using the software Google Sites. 

In Semester 1, students develop skills in reading, writing, speaking and listening to French. They practise ordering and eating at a restaurant,  explore the life of young people in the francophone world, as well as looking at food and grocery shopping in French. Fundamental literacy skills are further enhanced by focusing on aspects of language such as conjugating verbs in a range of tenses and exploring rich descriptive language such as the use of comparatives. Students get the chance to build their confidence by participating in a poetry competition. Students enhance their knowledge and appreciation of French-speaking nations and cultures across the curriculum. 

In Semester 2, students enrich their communication in topics on cuisine and travel. They build on their knowledge of food and groceries, converting it into practice with a hands-on study of French cuisine. They develop the language to describe the physical environs of the community, and plan a virtual holiday broadening their horizons of the French speaking world. They build their ability to use complex regular and irregular verbs across a range of tenses, prepositions of place and partitive articles to describe spaces and where they would like to visit. Their fundamental literacy is enhanced through a close analysis of how sentences are constructed, and they are encouraged to refine their listening and speaking skills in regular communicative activities with peers and dialogue practice for assessment.

Families should note that French may be timetabled for 1 hour in period 6, from 3:30 - 4:30pm. 

The French Immersion Program (Programme d’Immersion française) is offered to students who have a bi-lingual background in French and who would like to maintain and build on those efforts in bilingualism. There is a core focus on learning and applying French grammar and vocabulary, while studying authentic texts such as French poetry, newspaper articles, novels and films. 

The online grammar and vocabulary enrichment platform, Projet Voltaire, allows students to work at their own pace and from an appropriate level. Students will be required to undertake regular reading in French. Written French is extended through a range of tasks that will also prepare them for advanced French studies in the VCE or IB. 

Students in the French Immersion Program are encouraged to sit the DELF B2 exams in year-9. Families need to enrol their child with the Alliance Française if they would like their child to sit the exam. Enrolments open early May and do book out quickly.

After year-9, French Immersion Program students generally accelerate into year-11 VCE French. French Higher Level is an appropriate option for bilingual students planning to study in the International Baccalaureate Diploma Programme in the senior years.

Duration: 2 hours per week + 1 hour after school extension 

In Literature, students study excerpts from Frances Hodgson Burnett's The Secret Garden, Norton Juster's The Phantom Tollbooth, as well as a variety of multi-media texts, applying close reading strategies and passage analysis to critically examine and compare the ways in which authors embed explicit meanings within a text. Additionally, students undertake the study of a number of dystopian short stories, to learn about the conventions of the genre, and the structural features of the short story form. Students produce a creative dystopian response of their own, demonstrating their ability to embed their own ideas and present a point of view on an aspect of modern society within the short story medium.

As well as this, Students complete a unit on eco-concious poetry; using the works of acclaimed Australian poet Judith Wright to scaffold their understanding of structure, style, and technique, and complete a close analysis of how these aspects interact to create meaning within a work. Students also explore Franz Kafka's Metamorphosis, conducting a critical examination of the concerns, ideas, and tensions present within the work - as well as considering its place as a modernist/absurdist text. 

Connecting to the sustainability focus embedded at the Da Vinci Campus, this subject continues to fuse art, design and technology. 

In Semester 1, students will engage in learning activities with real-world context,  working with both real and imagined briefs from clients to develop a series of built models.

Semester 2 involves hands-on learning with tools and technology. Students will build a model chair and develop their maker-mindset in the process. They will learn to experiment and develop resilience to overcome the challenges they encounter.

It is a space where students will have the time to create, explore, design and build together. Students will be asked to design and manufacture new prototypes, exploring new technologies as they go. Creativity, critical thinking and risk-taking is encouraged.

In Semester 1, students study a range of production skills based on The Director’s Six Senses.  Students explore creative tasks inspired by sight, touch, hearing, smell, taste and vision and produce scenes based on short stories. In Term 2, students study a range of visual storytelling techniques through both photography and filmmaking and apply these skills to create a music video.

In Semester 2, students explore the codes and conventions of genre films. Throughout the semester, students develop a range of film making skills, drawing on production elements such as sound, lighting, editing and camera as well as story telling techniques. Students demonstrate these skills by completing a series of production tasks. With the option of drawing on either their Da Vinci studies or a genre as a concept stimulus, the major project for the semester allows students to develop and create a media production in a medium of their choosing. 

In Semester 1, students investigate the relationship between the body and the mind and how they work cohesively to define an individual’s overall health. Students explore this through a variety of mindfulness experiences, such as yoga, tai chi, meditation and self-reflection. Students then develop their understanding and learn how the role of psychology and the use of the mind can affect physical performance across a variety of sporting examples, such as boxing, haka, rugby, lawn bowls, basketball, volleyball, netball, ice skating, soccer and golf. 

In Semester 2, students participate in a variety of workshops and excursions that deepen their understanding of positive psychology and mindfulness practices that can help them build strengths, strategies and tools to enable better health and wellbeing. Students participate in diverse activities to learn how to better care for themselves and others, to live more conscious, mindful lives. Finally, students have an opportunity to apply the practices and techniques they have learnt into their daily routines - such as a fitness program and a nutritional plan to improve both their mental health and physical health. 

Students will participate in mindful activities such as yoga, compassion and happiness projects, tai chi, meditation and animal therapy. Additionally, students will be involved in fitness activities such as boxing, basketball, lawn bowls, ice skating, soccer, golf, cup stacking and bubble soccer. 

An approximate fee of $100 is required for this elective per semester. 

In Semester 1, students develop instrumental skills to enhance their music literacy, aural awareness, music theory and sight-reading. They improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpreting and developing music ideas. Students create, practise and rehearse music with increasing technical and expressive skill and an awareness of stylistic conventions. 

In Semester 2, students explore music performance, composition and theoretical studies. They identify, create and reflect on the elements of music with detail and insight. They broaden their musical knowledge, engage their creativity and harness instrumental performance through class rehearsals and performance. Students develop a deeper understanding of theoretical concepts through practical application within a small ensemble context. 

Outdoor Education is an experiential subject with a focus on conservation, leadership and teamwork skills. 

In Semester 1, students actively explore the coastal environment of Nairm/ Port Phillip Bay, with a focus on safe participation and planning for outdoor activities. Students learn about indigenous connection and history of the local environment as well as developing their understanding and appreciation of Victorian flora and fauna. Students also deep-dive into navigation in this semester, learning the art of map reading and compass use through various orienteering activities. Excursions include: bike riding to Westgate Park, Term 1 Camp in the Yarra Valley, orienteering at Brimbank Park, orienteering at Gasworks Park and geocaching at Albert Park Lake. Depending on availability, students may also have the opportunity to undertake water-based excursions doing activities such as stand-up paddle boarding, snorkelling and kayaking. Throughout the semester, students begin evaluating the health of the environment and questioning the ways in which humans interact with nature and how sustainable these are.

In Semester 2, students study risk taking, first aid management, environmental movements, habitat fragmentation and the effects of urbanisation and development on Australian species. Through excursions and classroom activities they develop outdoor skills in bouldering, knot tying, rock-climbing, bike riding and first aid. Students learn how to best respond to first aid scenarios and consider the need for emergency treatment skills in remote locations. Excursions include: bouldering at the Burnley Bridge, rock climbing at Hard Rock Climbing and mountain biking at Lysterfield Park. Throughout the semester, students begin to understand the human threats on state and national parks as well as the importance of protecting and conserving these places.

Students explore key questions and concepts related to happiness and living the ‘good life’. They learn how to think deeply and critically about sources of happiness, our connection to nature and the link between doing good and feeling good. There is a particular focus on altruism and acts of kindness as a path to happiness. Throughout this unit students participate in debates, analysis and reviewing of opinions and developing their own questions for research. Students consider a number of theories and texts to develop an appreciation of their own path to happiness.

Students will extend their skills in public speaking and debating through the lens of legal and political contexts. They will analyse how great speeches and debates have advanced the rights of individuals in society and led to political change throughout the world. Students will have an opportunity to research specific case studies which match their personal interests. They will analyse and evaluate how the clash of ideas and philosophies shape domestic and international policy. At the conclusion of this subject, students will have a strong understanding of factors which influence social justice, human rights and global conflict. 

Students create and present numerous speeches throughout the term which will contribute to a dynamic digital portfolio. Students will also have the opportunity to present their work to the larger school community and in external public speaking competitions.

In Semester 1, students explore the topics of Training Principles and Fitness and Nutrition. 

In Term 1,  students create and follow their own exercise program. They become skilled at recording their heart rates during practical exercise classes; collecting data helps them to understand how their body responds to exercise. 

In Term 2, students delve more into the topic of diet as it relates to performance and question how best to fuel their bodies before, during and after exercise. There are a number of possible excursions that students may undertake such as visiting the Victorian Institute of Sport or MCG. Students actively participate in a number of practical classes such as running, circuit training, spin sessions and Crossfit.

In Semester 2, students explore the topics of Sport Psychology and Performance Analysis. 

In Term 3, students explore goal setting and visualisation as they relate to performance in sport. They also have the opportunity to meet and learn from industry professionals working in sport psychology to enhance theirs or their clients' skill execution. 

In Term 4, students actively participate in, and analyse, sports games to improve athletic performance and coaching. They will develop the ability to observe, collect data and analyse sporting performances in order to provide peers and themselves with information and data to assist in technique improvement. They will participate in a range of activities such as boxing, martial arts and altitude training as part of this topic.

This elective involves a high level of physical activity to: 

• Participate in fitness training activities such as Crossfit, circuit training, boxing, netball, basketball and swimming. 

• Develop capacities in endurance, strength, conditioning, speed and power. 

• Observe, collect data, analyse and test sporting performances and fitness capacities. 

• Improve performance through the use of sports psychology and digital systems. 

• Examine the relationship between sports performance and feedback. 

• Undertake exercise programs and nutrition. 

In Semester 1, students study fashion illustration and develop basic pattern making and sewing skills. Students participate in the Wool4School competition which requires students to design an original outfit incorporating wool. Students learn about the use of wool in the fashion industry and associated environmental factors. 

In Semester 2, students further explore the realm of fashion design to develop and illustrate their ideas. Further emphasis is placed on the environmental, social and cultural contexts in the fashion industry and students draw upon this information for their own designs. Students learn more advanced pattern making and sewing skills to produce a garment and record their design process in a detailed portfolio. 

In Semester 1, students study the fields of graphic and industrial design. In Term 1, the focus is on digital illustration and students follow the design process and use the elements and principles of design to create a surface pattern for a small product. Term 2 is centred around product design and manual illustration techniques. Students develop a futuristic shoe concept and complete a technical illustration to communicate their design. 

In Semester 2, students study the fields of typography and architectural design. During Term 3, students research historical design movements that have shaped typography design throughout the centuries and develop their own typography style. Term 4 focuses on architectural design where students learn a range of conventions, advance their abilities in technical drawing and design a floor plan of their own.