Year 9

Welcome to Year 9 subject selection. This will be your first opportunity to choose some of your subjects. There are subjects you must do, called the core subjects and there are some you can choose to do, the options. This page has all the details you need to make those choices. How you choose will be explained in assemblies and in homeroom and there is a checklist for choosing on this page.

Overview

What is meant by Core Subjects

Subjects that are automatically allocated to you. You do not need to choose these subjects. The list of core subjects for Year 9 includes:

Religious Education
English
History: Becoming Australian (one semester)
Mathematics
Science
Physical Education and Health

You will also be asked to choose ONE compulsory subject from the Arts and ONE compulsory subject from Technology (semester units)

What is meant by Languages at Year 9

In Year 9, you will study the language you chose at Year 8. You have two choices:

French Ongoing/Chinese Ongoing

1. Select a "continuing" option. This means you will have the opportunity to continue to study your chosen language in Year 10. You will study your language in Semester 1 and must choose the second semester of that language under "Option Subjects" (see below).

French Finishing/Chinese Finishing

2. Select a "finishing" option. This means you will do one unit of language in either Semester 1 or Semester 2 at Year 9, but will not be studying a language at Year 10 and VCE. You will finish your language study in Year 9.

PLEASE NOTE: You can only select Year 9 Literacy or St Mary's in place of a Language if you have been enrolled in one of these subjects in Year 8.

What is meant by Option Subjects

Option subjects are subjects that you choose via the web preferences program.

You will be asked to choose 4 options.

If choosing Language Ongoing you must select this as a core subject and then also choose as one of your options

If selecting Music, you must currently be undertaking instrumental lessons.

You must select ONE Arts option.

You must select ONE Technology option.

New in 2026 If you want to be involved in EISM it is included in your choices and you will study Sports Performance as a partner subject. EISM takes two choices and you there are trials for students to particpate.

You will also be asked to select a reserve. This reserve will automatically be allocated if there are too many students who have chosen a unit, too few students to enable a unit to run, or if there is a clash between units for you.

St Mary's Students

If you are a St Mary’s student, you may, after discussion with Mini Saundry, choose the two St. Mary’s options as two of your options, one per semester.

What is new in Year 9 in 2026

New in 2026 EISM is now included in your choices. If you choose EISM, you will study Sports Performance as a partner subject.

Choose EDGE - Catch the Wave if you are interested in

Checklist for Choosing

Read over the relevant material
Make sure you have read over the relevant pages, not just the subjects but the information on Choices at your year level and how to complete your web preferences.
Think about the long term options as well as the short term
While you cannot make a career mistake with your choices, you can begin to find out what you are good at, what you like and what careers might start to interest you. Subject selection is about you and your interests and aptitude, not what your friends are doing. If you stop a language at Year 9, it is not possible to pick it up again later.
Talk to students from this year who are studying this subject.
Ask them “What do you do?” not “Is it good?”
Talk to your parents and teachers
Make sure you know what you are getting yourself into. Talk to your parents and your teachers to help you decide. Ask questions like “What do you do in this subject?” rather than “Is it good?” You need to decide if it is good for you. Make sure your parents know what you are thinking about. They want you to succeed, so they will help you to make good choices.
Imagine yourself succeeding at this subject
Think about where it will take you and what you will do with the new knowledge and skills this subject provides.
Make sure you cover all the conditions
Aquinas has devised them so that in Year 9 you still have a broad curriculum and a wide choice.
Submit by web preferences and then hand in the signed permission

Due dates are at the bottom of every page on this website

Core Subjects

These are the subjects you must study in Year 9

Religious Education

Religious Education is an eight period per cycle unit over one semester. This unit covers the curriculum content from the CEM and using Pedagogy of Encounter curriculum.

We strive to become people who have an awareness of God through a comprehensive program that includes:

coming to know God through our images and traditions;
confidence to explore personal faith
growing in appreciation of our Catholic founders and the impact they made on Australian history;
exposure to different stories and chronicles from the Hebrew Scriptures;
making connections between the Catholic understanding of Trinity and similar traditions in other major world religions.
becoming people of peace who value human relationships through the pastoral care and support that is encouraged within and between students and staff.

The Year 9 course is based upon the program, ‘To Know, Worship and Love’ and the curriculum framework documents of the Archdiocese of Melbourne.

Areas of study

Exploring Catholic beliefs – Through ‘Knowing Our God,’ ‘The Laws of Blessing’ and the ‘Catch the Wave’ program
Understanding Australia as a Multicultural and Multi Faith Society – through exploring how we treat others in ‘Welcome the Stranger’
Exploring the Bible – Understanding ‘Old Testament Prophets and Modern Prophets’
Focusing on World Religions : Making connections with the ‘Abrahamic Religions’ of Judaism, Christianity and Islam
Understanding the importance of forgiveness and reconciliation – through understanding the ‘Sacraments of Healing and Hope’

Assessment

Assessment Tasks for these units may include:

Essays or reports
Research Task
Assignments
Oral presentations (live and/or recorded)
PowerPoint presentations
Group Liturgy
Personal Reflections

All students should have their own copy of ‘To Know, Worship and Love’; Year 9, which will be available as an app through Aquinas Apps.

English

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens.

The English key learning area has three modes:

Reading/Viewing
Writing
Speaking/Listening

The English curriculum is built around three interrelated strands of Language, Literature and Literacy.

The Victorian Curriculum: English aims to ensure that students:

Learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multi-modal texts across a growing range of contexts with accuracy, fluency and purpose.
Appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning.
Develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

Areas of Study

Reading and Viewing
During Semester 1 and 2, students will undertake a close study of written and film texts. Reading for meaning and writing clearly and confidently about responses to these texts are the major focus points of this subject. Other work to develop more polished responses is also written here.

Writing
Students focus on learning to write persuasively and creatively in Year 9. In both Semesters students are taught to refine the focus of their writing as they draft and conference each piece.

Speaking and Listening
Students are taught the skills required for formal and informal speaking and listening in class, group and individual activities. Formal oral presentations are assessed each semester, which may be group or individual work.

Assessment

Assessment in Year 9 English will involve:

Drafted imaginative and persuasive writing
Drafted analytical responses to text
Oral presentations
Written responses under timed conditions

Student work is reported in terms of how it reflects achievement of the Level 9 Victorian Curriculum Standards.

9 Literacy

The Selection Process

Students do not select Literacy as an option.

The English Admissions Panel will invite students to join 9 Literacy based on:

NAPLAN/PAT Results
English Results
Teacher Recommendation
Student Pathways

Students and Families will have the opportunity to discuss this allocation if required. The intention is to get students into the language program that is most appropriate to their ability and needs.

Course Description

The Literacy course is designed for students who may require greater support in building their literacy skills with the aim to learn to communicate effectively, professionally and confidently. Students will also have the support to boost their reading and writing skills through supported learning activities.

For further information contact Ms Sam Warren (English), Ms Alicia Feeney (Literacy) or your English teacher.

Health/Physical Education

All Year 9 students will study Health and Physical Education as a year long subject.

Health

The Health course at Year 9 includes the following topics:

Sociocultural factors influencing individual identity, independence and wellbeing.
Investigating the characteristics of positive, respectful relationships and the rights and responsibilities of individuals in relationships including demonstrating and advocating appropriate bystander behaviour
Investigating how gender and the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
Investigating the developing teenage brain and its impact on decision making with regards to risk taking and personal safety in a variety of settings and contrast those that promote personal and social growth with those that endanger health and wellbeing.
Critiquing and evaluating health information from a range of sources and apply to health decisions and situations
Health promotion strategies and help seeking behaviours

Physical Education

Physical Education at Year 9 aims to allow students to gain skills, knowledge and experience in a range of different physical activities that will allow them to improve their confidence and competence leading to greater physical literacy.

The following units are undertaken by PE students (subject to change):

SEPEP (Student directed sport program that focuses on not only development of sport specific skill but also skills in relation to organisation, teamwork, leadership and initiative)
Community lifestyle activities
Racquet Sports
Game Sense Unit (Invasion, Striking/Fielding, Net/Wall)
Dance
Self Defence
Lawn Bowls

History: Becoming Australia

Students study the making of the modern world from 1750 to 1918. This period covers industrialisation and rapid change in the ways people lived, worked and thought, the era of nationalism and imperialism, and the colonisation of Australia which was part of the expansion of European power. The period 1750 – 1918 culminated in World War I 1914-1918, the ‘war to end all wars’.

The Making of the Modern World

Depth Study 1 - Industrial Revolution 1750-1914

Causes of the Industrial Revolution
Influence of colonial Britain upon settlement of Australia
Ideas, beliefs and values changing in a global context

Depth Study 2 - Australia and Asia (Colonisation and Conflict) 1750-1918

Initial colonial contact and expansion
European perspective of colonial settlement
Indigenous perspectives of colonial settlement
Intended and unintended cause and effect of settlement
The movement of people
Development of Australian national identity and society

Depth Study 3 - Australia at War 1914-1918

Causes of WW1
Theatres of war and types of Warfare
Australian involvement and impact of war upon Australian society

Assessment

Empathy Writing Task
Document Analysis

Pathways

20th Century History
Global Issues & Crises
Making & Breaking the Law
Money & Markets

For Further information, contact one of the following staff: Mrs Jenny DiBartolomeo, Mr Aiman Aiashi or Mr Steven O’Brien

Mathematics

What is the aim of Mathematics studies in Year 9?

Continue to develop understanding across the 6 main curriculum strands: Number, Algebra, Measurement, Space, Statistics and Probability
Build on and extend mathematic skills required for the study of Senior Year Mathematics
Utilise a variety of tasks - Teacher led Big Ideas, Peer collaboration via Rich Tasks, individual practice via Maths Pathway modules - following on from work completed in Year 7 & 8

What will Mathematics look like for me in Year 9?

Category A students - the top performing 25 students at the end of Year 8 - are invited into a senior mathematics class at the beginning of Year 9. They are enrolled in a Year 10 Maths Methods class and are accelerating their Maths learning by 1 year. (Refer to Year 10 link for more information).
Category B students - the top performing 75-100 students at the end of Semester 1 in Year 9 - are then invited into a Fast Track Maths class for Semester 2. Those who achieve reasonable outcomes on assessment tasks are likely to be recommended for Maths Methods in Year 10.
Category C students - all other students - remain in a Core Maths class for Semester 2 with the aim of closing the gaps in their knowledge required for General Mathematics in Year 10.

Languages: French or Chinese

You will continue to study the language you completed in Yr 8.

In this semester of Chinese or French, you will continue to develop your skills of listening, reading, writing and speaking.

In French, you will explore the themes of travel, food and fashion.

In Chinese, you will explore the topics of daily routine, clothing and shopping.

It will be an opportunity for you to reflect on your understanding of and responses to your experiences when communicating across cultures.

PLEASE NOTE: You can only select Year 9 Literacy or St Mary's in place of a Language if you have been enrolled in one of these subjects in Year 8

Science

In Year 9 Science, students follow a sequential program with a goal to build strong foundational knowledge and support cumulative understanding. Students progress through topics in Biology, Chemistry, Physics and Environmental Science which is explored and developed through practical investigations and a range of creative tasks that enable students to link scientific theory to the real world.

Topics include:

Electricity and Electromagnetism

Climate Change: becoming a global citizen

Control and Co-ordination

Matter

Assessment Task 1: Renewable wind energy

Can the wind power your future? In this hands-on investigation, you will explore how wind turbines turn moving air into clean, green electricity. You’ll test turbine designs, measure how much energy they generate, and discover what makes some blades better than others.

But it’s not just about spinning blades—this is your chance to dive into the science of sustainability. You’ll examine why wind energy is one of the fastest-growing renewable resources and how it helps fight climate change without polluting the planet.

Assessment Task 2: Homeostasis in action

Ever wondered how your body magically keeps everything in balance—like temperature, water, and blood sugar? That’s thanks to homeostasis, your body’s internal superhero! In this topic, you'll dive into how your body stays steady, even when the world around you isn’t.

You'll also explore diabetes—a disease that occurs when this balance breaks down. Discover how the body controls blood sugar, what goes wrong in diabetes, and how science and technology help people manage it.

Chemical Reactions

Disease and Epidemiology

Energy Transfer

Assessment Task 1: Acid Base Reactions

From fizzing bath bombs to lifesaving chemical spills, neutralisation is chemistry’s peace treaty—transforming corrosive enemies into everyday allies. Get ready to unleash this reaction in the lab and see the science of balance in action!

Assessment Task 2: Testing anti-bacterial soaps

Which soap really wins the war on germs? In this experiment, you'll step into the shoes of a microbiologist to test how effective different antibacterial soaps are at stopping bacteria in their tracks. By growing bacteria on agar plates and applying different soaps, you’ll observe which ones leave behind a “kill zone” and which just don’t cut it.

You'll collect real data, compare results, and discover how ingredients, brands, and claims stack up against science. Are expensive soaps really better? Or does a cheap brand come out on top?

Year 9 Science Electives

For students whom are interested in a future pathway in Science, it is also recommended that they consider selecting one or both of the Year 9 Science semester-based electives, Future Sciences and Planet Science. Further information in relation to these electives can be located under the relevant subject headings on this site.

Considering a career in science?

Science isn’t just about the future—it’s how we create the future.

Science is how we make sense of the world around us. It helps us ask big questions like:

How does the universe work? What makes life possible? How can we solve global problems like disease, climate change, or pollution?
By studying science, you learn to think critically, solve problems, and make informed decisions—skills that are useful in any career or life situation. Whether you're designing a robot, developing medicine, or protecting endangered species, science gives you the tools to shape the future. Science is curiosity with purpose—and it's the key to unlocking tomorrow.

Arts

In Year 9 you must complete a semester unit of ARTs. Please refer to the ARTs options for the list of subjects.

Technology

In Year 9 you must complete a semester unit of Technology. Please refer to the Technology options for the list of subjects.

Option Subjects

Year 9 students study four option subjects across the year. One option must be chosen from the ARTs and one option must be chosen from Technology. Some options count for two subjects so please check carefully

Arts

Animation

Students will learn the art and science of animation. The basic concepts of how moving images can play tricks with your brain will be taught by creating old toys such as the thaumatrope and phenakistoscope. As they get deeper into the art of animation, students will be taught the basic principles of movement and speed, using stop motion. More detailed concepts such as lip syncing will later be learnt using hand drawn animation. Once covered, all of these animation techniques will be applied in two animation tasks.

Assessment

Fundamentals of Animation Task
Principles of Animation Task
Narrative Animation Task

Tasks include:

Recreating original animation devices
Understanding frame rate and stop motion animation
Interpreting timing and movement
Hand-drawn animation using the Flipaclip app

Further Studies

Animation runs for one semester. Students may choose Animation in conjunction with Media.

Each course leads directly to, but is not a prerequisite for, all other Media subjects and VCE Media. Animation develops skills used in Media, VCD and Art.

For further information talk to your Visual Arts teacher or Mr Wakefield.

Art nine

Art nine is a subject that takes all the things you loved about 7/8 art and extends them into creative and diverse art tasks.

Having introduced you to skills, styles and mediums in Years 7 and 8, Art nine seeks to bring these together and challenge you to find your own creative expressing, giving you the freedom to do your own thing within each task.

By choosing Art nine you will have an amazing opportunity to explore materials and themes and this gives you a varied experience to lead you to select a Visual Arts path - including Art, Media, Fashion and VCD!

Options will include (but are not limited to)…

Painting – acrylics and watercolours
Digital Art
Ceramics/Clay – from hand building to using the Pottery Wheel
Lino printing
Screen printing – stencils, onto paper or t-shirts/bags
Mixed media – from pastels to Poscas or found objects

The focus is on you trying new things, using your workbook to record the development of your ideas and plan for making artworks, creating a varied and expressive folio. You will learn about artists who have expressed themselves in many different ways and be inspired by the way they worked.

Assessment

You will keep a workbook containing a record of your idea development and processes.
Practical work will include drawing, painting, printmaking and ceramics.
Discussion of artworks.

Further Studies

Art nine opens you up to creative experiences which are valuable in a range of areas and it leads into all senior Visual Arts subjects.

For further information talk to your Visual Arts teacher or contact Ms van der Niet or Mr Shepherd.

Dance

This course introduces students to Dance by building key knowledge and skills that are the foundation of the subject. Dance technique and skill in how to choreograph a dance work is broadened within this elective. Year 9 Dance encourages creativity and self expression, develops collaboration and communication skills and heightens cognitive development.

Students study a range of Movement Categories (including; Gesture, Elevation, Falling, Travelling, Turning, Stillness) and Physical Skills (including; Balance, Flexibility, Alignment, Control, Coordination, Transference of Weight, Strength and Stamina) through workshops. Technique development and strengthening through warm-ups and technical activities are also an aspect of this course. Students further their craft by learning a class dance and creating their own group dances.

Students also perform at a Dance Showcase Performance Evening as a part of their formal assessment.

If you learn dance already or simply have an interest in developing your skills then this might be the subject for you! Prior Dance experience is not required, however, students must come to the class with a positive attitude and willingness to participate in all activities.

Students are assessed on a combination of practical and written tasks across the semester.

Areas of Study

Workshops

In workshops students get the opportunity to try out a variety of different dance styles and improvisations. Some are new to the dance style or technique; others get to share their expertise. The techniques and steps explored are applied in short dance phrases to learn, rehearse and demonstrate.

Skill Development

Warm ups and technique exercises aim to improve and develop some movement categories and physical skills required for dance regardless of experience.

Assignments

Within the Year 9 Dance Unit students complete two practical assignments including learning, rehearsing and performing a whole class dance work and choreographing, rehearsing and performing their own small group dance work in a theme of their choice.

Theory assignments for the subject include analysing, reflecting and evaluating their dance performance pieces and a research and presentation task where students investigate a famous choreographer and then reproduce one of their iconic dance pieces.

Assessment

Class Learnt Work (Teacher choreographed)
Small Group Dance Work (Student Choreographed)
Written Analysis, Reflection and Evaluation of Dance Performances
Famous Choreographer Research and Presentation Task

Further Studies

Knowledge and skills gained through rehearsals, performance, analysis and documentation leads into Year 10 Dance and serves as a foundation for outcomes in VCE Dance.

A student considering VCE Dance should strongly consider completing Year 10 Dance as a foundation for VCE Dance. It is a recommended pathway to ensure practical skills, technique and theory are understood in preparation for VCE.

For further information please speak to or email the Aquinas Dance teachers: Ms Gina Goss or Ms Sarah Owen.

Drama 9

In this fun and energetic course, you'll work with your classmates to create your own original performances from scratch! You’ll explore characters, improvise scenes, and build stories that come alive on stage — all while learning the foundations of acting and performance.

But that’s not all — you’ll also get a taste of what goes on behind the scenes, including how to design sets, costumes, props and lighting. So whether you want to act, design, or direct, there’s a place for everyone in this course.

This course is a perfect lead-in to VCE Drama, where you’ll continue creating original performances, and it also connects to VCE Theatre Studies, where design and production roles take centre stage.

Assessment

Performance
Design Plans
Behind the Scenes Tech Support

Further Studies

Drama 9 leads into VCE Drama and VCE Theatre Studies, though is not a prerequisite.

For further information talk to your Drama teacher, Ms Unger or Ms Silvagni.

Fashion Design and Textiles 1

Do you enjoy being creative and hands on? Do you want to learn how to sew, dye fabric and make clothes? Then Fashion Design and Textiles 1 is for you!

The Fashion Design and Textiles 1 course focuses on fashion design and illustration, sewing techniques and clothing/garment construction. Individual interpretation, expression and exploration is encouraged.

Students maintain a visual diary, documenting their idea development, design process, techniques, sewing process and reflection.

As part of design appreciation and research, students are encouraged to look at sustainability in fashion, traditional and contemporary fashion designers and styles for inspiration. They will look at textiles and garments, identifying and discussing properties, style, techniques and expressing personal opinions.

Areas of Study

Folio 1: Students develop illustration and design skills using a variety of media and techniques using fashion illustration as a foundation for design. Students explore a variety of media including marker, watercolour, paint, adobe design software, fabric and textiles. They will also dye and construct a calico bag or cushion and research sustainable fashion. Through this folio they will develop basic sewing skills and enhance self-expression, personal creativity, style and knowledge of the fashion industry.

Folio 2: Students extend their sewing and design skills to design and make a garment such as a pair of shorts/pyjama pants or dress. They learn appropriate finishing techniques such as topstitching and overlocking in addition to other sewing techniques. Students also learn how to follow a pattern and make a 3D sculpture/stuffed toy out of felt. They learn hand stitching and pattern making for this task.

Assessment

Visual Diary – Design process, idea development and record of techniques and processes.
Practical folios will include a variety of work on Fashion Illustration, Fashion Design, Design Process, Patternmaking, Sewing and Garment Construction.

Further Studies

This subject leads into Fashion Design and Textiles 2 and then onto VET Fashion and/or senior Art. It also develops skills used in Visual Communication and Media.

For further information talk to your Visual Arts teacher or Miss Dujela.

Careers

Fashion design, garment construction, sewing, fashion merchandising, fashion buying, fashion agent, craft, garment manufacturer, clothing alteration, textile design, carpet design, costume design, dressmaker, fashion photographer, footwear designer, handcraft tailor, knitwear designer, leather craftworker, swimwear/lingerie designer, marketing, milliner, pattern maker, pattern grader, quality control, sales manager, sales representative, shoe repair, textile technologist, upholsterer

Media

The Media course is designed to introduce you to the media industry and its many faces. Throughout the semester you will investigate different types of media and how they impact us as individuals and as a society. You will be involved in creating visual narratives working in film, photography and print media.

Areas of Study

Film: Films have a way of grabbing hold of their audience from the opening scene. Students explore production and story elements used in the industry to analyse how film engages audiences, and to film and edit a short scene.

Print: Movie posters have the important task of selling us a two-hour film on one page. Students learn to understand how meaning is created through this media form and develop Photoshop skills in order to create their own movie poster.

Photography: Taking snaps of friends and taking photography are two very different things. Anyone can press the shutter button, but it takes skill, understanding and a creative eye to take beautiful images using the art of photography. In this area of study, students use the mobile devices they have in their pockets to learn composition and editing techniques.

Assessment

Film Scene Production
Movie Poster Production
Mobile Photography Digital Portfolio

Further Studies

Media leads into, but is not a prerequisite for, any Media study in Year 10 and VCE, as well as developing skills used in all Visual Arts subjects.

For further information talk to your Visual Arts teacher or contact the Media staff: Mr Wakefield, Ms Smith, Mrs Jackson .

Music - Digital

The focus of the Music – Digital course is in production of electronic music in a variety of contexts (including electronic dance music, sample-based music, ambience, film scoring, and remixing), but there is scope for students to explore composition for acoustic instruments if desired. Students will explore and analyse music from a range of electronic contexts. Students will engage with a variety of digital audio software programs, MIDI instruments and new technologies for composition and analysis. Students will also engage with the process of composing music using digital media.

Digital Music editing, creation and composition is a growing industry in the contemporary arts space. No longer do musicians simply write music as music notation but utilise the technologies and digital environment. This subject aims to engage all students including non music performance students in a creative and technology based arts subject.

Assessment Tasks

Remix Task (Gotye)
Movie Trailer Music Soundtrack
Sampling Composition Task

Further Studies

Music – Digital can lead into VET Music Industry (Sound Production).

For further information talk to your Music teacher, Mr Perri or Mr Lijnders.

Music - Performance

Year 9 Music - Performance is a highly practical based subject that engages students in music making on their chosen instrument. Each student will have a customized program to suit their individual needs and current development in performance with the aim to support students to develop the required skills for success in Year 10 and further VCE music studies.

Students will develop repertoire as a whole class ensemble. Students will have the opportunity to perform at events such as ‘Music Fridays’ and other College events. Students will also gain experience in solo performance during the course.

Areas of Study

Group/Ensemble Performance
Solo instrument playing and performing
Develop Theory knowledge – Notation, Reading and Composing
Song writing and Music Analysis

Assessment

Solo Performance
Ensemble Performance
Theory and Music Analysis

Further Studies

Year 9 Music – Performance leads into year 10 Music Performance and VCE Music studies.

Please Note: It is highly recommended that students are enrolled in Instrumental Music Lessons either at the College or privately outside of school. Participation in the college ensembles program is also recommended.

For further information talk to your Music teacher, Ms Bellew, Mr Perri or Mr Lijnders.

Social Arts Projects

Social Arts Projects is not just a subject, this is an opportunity! If you join this class, you would be working on art projects for our college community. Rather than making art that goes home and is only enjoyed by a few, imagine making significant art that is on display and shared – social art!

This subject will be empowering, benefiting the community and show you real world applications for artistic expression, all about how art can bring a community together, strengthen bonds and connections, tell stories, visualise values and beautify an environment.

We will explore many themes and topics – environment, spirituality, our values etc. This is more than art…it would incorporate planning, budgeting, safety and environmental issues.

Throughout the semester, you will realise the importance and fun of expression and the connections that are built by public art and art for an audience. There will be an emphasis on self motivation, collaboration and sharing what we can make with others!

Imagine, a dedicated class with creative students, creating art experiences for our community. Doesn’t it make sense, and doesn’t it make you excited?!

Who knows where our creativity will take us!

Assessment

Your workbook containing research, development of ideas and drawings, plans and evaluations
Participation and collaboration
Creating and making

Further Studies

This subject can be taken on its own or with other Art courses, and leads onto senior Art. The skills built on in this course support those needed for Art, Visual Communication, Animation…all Arts, Faith and Lit, DAT, being community minded, and for life.

For further information talk to your Art teacher, Ms Thompson, Mr Shepherd or Ms van der Niet.

Visual Communication - Discover

Discover the world of Visual Communication. After all, everything needs to be designed by somebody!

This course covers a broad range of design skills to realise your own original design ideas. This could involve freehand, observational and digital drawing, painting and even collage. Adobe software is used to digitally manipulate colour, for rendering, drawing and to organise layouts. Instrumental drawing is used to draw in 3D.

Assessment

Folio 1 - Messages: Freehand Drawing and Design

A folio of work and application of media used to create a final presentation according to a design brief.

Folio 2 - Environments: 3D design and floor plan

A folio of work and application of 3D drawing techniques and rendering for a final presentation according to a design brief.

Further Studies

Year 9 Visual Communication leads to VCD studies in Year 10 and VCE. It also develops skills used in other Visual Arts subjects.

Careers Include

Graphic Designer, Web/ App designer, Photojournalist, Animator, Desktop publisher, Illustrator, Layout artist, Urban Planner, Engineer, Interior Designer, Landscape Designer, Visual Merchandiser, Architect, Draughtsperson, Furniture Designer, Automotive Designer, Jeweller, TV/Movie/Theatre Set Designer

For further information talk to your Visual Communication teacher, Ms Smith, Mr Groves or Mr Sartory.

Visual Communication - Illustration

Do you enjoy drawing from imagination, realistic drawings, doodling, cartoons or graffiti? Do you like to draw and illustrate concepts? Then Illustration would be a good fit.

Visual Communication – Illustration focuses on developing your own unique, self-expressive drawing style. It promotes creativity and imagination with an eye for detail and design. You will create illustrations from inspiration that compliment words, an idea or theme, producing imagery that works with something or adds to it. This then places it into a context ready to be viewed and appreciated by all.

Illustrations utilise drawing and painting to create original images within a given context, for example in a magazine, book, record cover, t-shirt design, board game, advertising etc. A variety of media are used and various techniques including the Adobe suite are explored to realise each design.

Assessment

Messages: Freehand Drawing and Design

Students create a range of drawings, paintings, sketches experimenting with a variety of media and techniques to develop their own style of illustration to meet two different design briefs across the semester.

Further Studies/Pathways

Visual Communication- Illustration leads to VCD studies in Year 10 and VCE. It also develops skills used in other Visual Arts subjects.

Careers Include:

Graphic Designer, Web/App Designer, Photojournalist, Animator, Illustrator, Layout Artist, Urban Planner, Engineer, Interior Designer, Landscape Designer, Visual Merchandiser, Architect, Draughtsperson, Furniture Designer, Automotive Designer, Jeweller, TV/Movie/Theatre Set Designer.

For further information talk to your Visual Communication teacher, Ms Smith, Mr Groves or Mr Sartory

English

Journalism

This elective is suggested for students who like reading and writing, and have an interest in politics, media and misinformation. Anecdotally, students who attain above-average English results enjoy the subject and gain the most from it.

The semester-long Journalism elective is broken into two areas of study; media literacy and content creation.

Media literacy is about how we access, critically evaluate and create or manipulate media. This area of the course is intended to make you a more savvy media consumer, who can tell the difference between fake news, factual reports and opinions.

Content creation is about developing the skills a modern journalist needs; the ability to craft writing with precision, adhere to strict time-frames, create multimodal texts and appeal to specific audiences.

Types of activities

A deep dive into media ownership, control and bias
Create your own digital media campaign targeted at improving the media literacy skills of Australian teens
Flex your writing skills by creating a variety of written texts for publication in your media folio
Creation of a podcast of a topic of your choice

Skills you will develop

Brainstorming and thinking strategies
Critical thinking and questioning
Writing to inform, persuade and entertain
Attributing meaning to images and illustrations
Interviewing skills
Publishing and editing skills
Teamwork skills
Identifying the differences between hard and soft news
Condensing and synthesising content

Assessment

An online media folio- hard and soft news pieces, and an opinion piece
A media literacy education campaign
A Podcast

This study is related to and supports the study of English. English is central to the learning and development of all young Australians. This field of study will create confident communicators, imaginative thinkers and informed citizens. Student work is reported in terms of how it reflects achievement of the Level 9 Victorian Curriculum Standards.

If you have any questions, please see Ms. Sharna Cousland (MY English Coordinator)

Health/PE

Year 9 Sport Performance (must be chosen with EISM)

Do you admire those athletes who are able to consistently perform at the highest level in their sport and wonder what it takes?

Course Overview

Get ready to dive into the exciting world of Year 9 Sport Performance! This course offers you practical experiences that will allow you to explore and understand the factors that influence your own performance and participation in sports, as well as that of others.

Areas of Study:

This subject is structured around the key pillars of successful sports performance:

Physiology and Nutrition: Explore how to prepare the human body for sports performance, including the role of the body systems and nutrition.
Technical & Tactical Strategies: Discover different approaches to learning the technical skills and tactical aspects of sports performance. Develop your game sense in a variety of invasion games and sports such as: Basketball, AFL, Netball and Soccer. Learn offensive and defensive strategies to excel on the court / field.
Sports Psychology: Understand the crucial role of psychology in sports performance. Dive into topics such as goal setting, mental imagery/visualisation, concentration techniques, and positive self-talk.
Sociocultural Influences: Examine how people, including coaches, parents, peers, and communities, as well as cultural factors like pressure, scrutiny, and expectations, impact sports performance.
Athlete Development: Learn to develop injury prevention and recovery strategies to help your sports performance. This includes strength and flexibility training, along with valuable strategies for warm ups and cool downs.

Get ready to take on an exciting journey where you'll unlock the secrets of sports performance while developing your own skills and understanding. Join us in Year 9 Sport Performance and take your passion for sports to new heights!

Please note that all Year 9 students study compulsory Health and Physical Education which have a physical recreation/practical component.

This subject is not like Year 7/8 Physical Education which was mainly practical. This subject has a combination of theory and practical components.

Humanities

Geography: Tourism

Geography allows students to learn about current world events and how this might impact them in the future.

In Year 9 Geography students will look at global food security, and the tourism industry to understand the connection between different spaces on our planet, and the people who live there.
Students will also use technology, such as Google Earth to examine current real world issues that will impact them.
Our Geographic skills will be utilised out of the classroom on a class field trip to visit various places in the Dandenong Ranges including Puffing Billy.

For assessment, students will construct a case study report examining the biomes and food security of a specific region. Students will also use knowledge gained on our fieldwork day to explore how the tourism industry has impacted our local areas. Being exposed to such a variety of learning strategies allows all students some choice in how they demonstrate their learning.

For further information speak to Mr John Watson

Languages

Overview

A Note for Language Students when choosing a study

From 2021 the VCAA will introduce a change to the way study scores are determined for students in 31 VCE Unit 3 and 4 language studies.

The VCAA will use two categories of VCE Language students in this new process: First Language Learners and Second Language Learners.

First Language and Second Language Learners will follow exactly the same curriculum and sit exactly the same examinations.

The study scores of Second Language Learners will be determined separately from First Language Learners.

A student will be considered a Second Language Learner if they have had no more than seven years of education in a school where the language is the medium of instruction. This same criterion is used for VCE Japanese, Indonesian, Korean and Vietnamese Second Language studies.

VCE Language students will be required to complete a declaration at enrolment in the affected studies.

This change will ensure that assessment of VCE modern languages is fair to all students.

For each applicable VCE Language study, scores will be determined for Second Language Learners and then applied to all students (both First and Second Language Learners). This will ensure that the resulting study scores reflect the rank of all students based on their assessment results in the study and that there is no disadvantage to either First or Second Language Learners.

Schools should advise current Language students in Years 9 and 10 about this change to ensure they make informed choices for their VCE studies.

The VCE languages affected by this change will be Arabic, French, German, Greek, Italian, Spanish, Armenian, Bosnian, Chin Hakha, Croatian, Dutch, Filipino, Hebrew, Hindi, Hungarian, Karen, Khmer, Macedonian, Maltese, Persian, Polish, Portuguese, Punjabi, Romanian, Russian, Serbian, Sinhala, Swedish, Tamil, Turkish and Yiddish.

Chinese Ongoing (two semesters)

The Year 9 Chinese course aims to continue developing the ability to use Chinese effectively, further establishing the skills acquired in Year 8 with an emphasis on all four skills: listening, speaking, reading and writing. Students will be focusing on developing vocabulary knowledge and sentence structure to be able to use the language in a variety of contexts and formats to communicate in real-life situations. They will also develop character recognition and writing skills to improve their reading and writing skills. Students also reflect on their understanding of and responses to their experiences when communicating across cultures.

Students of Chinese will study the topics of daily routine, clothing, shopping, making phone calls, eating out, and weather. Students will be given the opportunity to take part in rich cultural activities including excursions, incursions, cultural craft activities, and film studies. Students may have the opportunity to visit the Chinese Museum, and this will be followed by a Chinese lunch at a pre-arranged Chinese restaurant.

To continue with Chinese in Year 9, a student needs a satisfactory result in Year 8. The student also needs to understand that learning a language requires some independent study of the necessary vocabulary at home. Students are encouraged to have some interest in, and ideas of, the affairs of China in the world today.

For further information please contact Nathalie Walshe (LANGUAGES Learning Area Leader).

French Ongoing (two semesters)

Do you love speaking in French? Do you love listening to French music and immersing yourself in the French language? Do you hope to travel to New Caledonia? Then Year 9 French is for you!

You will explore leisure activities, fashion, health and differences in school life in France and the Francophone world.

You will have the opportunity to visit the National Gallery of Victoria, taking in the paintings of the Impressionist Collection, and then having lunch at a French creperie. You will also improve your French through the online program Education Perfect.

If you love communicating, discovering other ways of life and working hard, French may be the subject for you!

For further information please contact Nathalie Walshe (LANGUAGES Learning Area Leader).

Religious Education

This is an introductory course for the CSYMA youth ministry program. It is designed to provide students with the opportunity to explore their own faith formation and how they can share their faith with others in culturally relevant ways. Students will examine faith in a contemporary society and learn how they can actively and creatively express their faith through liturgy, education and social justice.

Choose EDGE - Catch the Wave if you are interested in

Personal faith development
Exploring youth culture and its influence on faith development
Social Justice
Keeping faith relevant and connecting it to your interests and passions
Self guided project based learning

Assessment

Maintaining journal
Self Guided Project based on faith development and youth culture.
Participation in Social Justice activities
Participation in Liturgies

For further information please contact Mr Bernard Green or your RE teacher.

Students must select it in the subject selection process and complete the application form

Science

Future Sciences

Unit 1 - Forensic science

In this unit students learn about scientific methods used to collect and analyse evidence from crime scenes. Examples include:

categories and types of evidence;
blood testing and blood spatter analysis;
hair and fibre analysis;
handwriting analysis
fingerprint analysis; and
footwear and tyre impression analysis; and

As part of the unit, students will also explore different case studies to apply their knowledge.

Finally, students will be required to put all of their forensic skills to the test in order to solve a crime.

Unit 2 - Extended experimental research project

Unit 2 is where students have the opportunity to act as scientists in charge of their own experiment. They work in groups to conduct an eight week experimental research project on a science topic of their choice. They work to identify a research topic, undertake background research, design and conduct their own experiments, analyse the results and produce a scientific report.

Sound scary? Don’t worry! Students will be guided through the process and eventually, become experts in their chosen area. Students will also be able to enter their projects into a STEM-based competition.

Assessment

Crime Scene Investigation

Topic tests

Extended eight week experimental research project and associated report

For more information:

Please contact Mrs Daniele Vetere or Ms Adelle Connor

Planet Science

What is all the fuss about? Why do humans want to go to Mars? What is our fascination with space travel?

Course Outline

This semester length unit, designed in conjunction with the Victorian Space Science Education Centre (VSSEC), is designed as an extension unit for Year 9 students.

The unit aims to provide students with the opportunity to investigate practical applications of Space and Earth Science. It is an introduction to Astronomy – we explore features of the Universe including galaxies, stars and solar systems, and examine the scientific tools and technologies that have allowed us to discover these features. We investigate how scientific theories are developed, contested and refined over time, and how the Big Bang Theory is one such theory that can be used to explain the origin of the Universe.

Once we understand our universe, we can begin to question the potential for future human colonisation on other planets, and analyse the reasons for and against colonising Mars. We will look at the conditions unique to Earth that allow life to thrive on this planet, and discuss the use of artificial biospheres and the concept of terraforming. This culminates in a day at VSSEC for a simulated Mission to Mars to further investigate the scientific research and planning required for a mission to Mars, including difficulties faced by humans during extended space travel.

Areas of Study

The Solar System
Light and Gravity
The Universe
Mission to Mars

Assessment

Egg Lander STEM challenge
Topic Tests
Semester Exam

Pathways at Aquinas

Year 10 Fundamental Environmental Science
Year 10 Fundamental Physics
VCEReady Environmental Science

Future studies and careers

Environmental Manager
Engineer
Astronomer
Physicist
Research scientist

For further information

Please contact Ms Karyn Myers, Mr Brett Donohue or Mrs Tsoukatos (Science Learning Area Leader)

Technology

Digital Technologies - Game Design

Computing is a creative, exciting, interesting, challenging and fun subject. Computing has made the world better, faster, and more connected. We live in a digital age and computers are shaping our future world. Consider the Internet of Things (IoT), social networking, transportation, eCommerce, medical systems and entertainment. It is an exciting time to be a computer scientist!

Game Design is a creative, fun, exciting, interesting, and challenging subject centred on creating video game solutions. The game industry is now four-times larger than the movie industry with global profits of $180bn in 2021. Video games are a melting pot of storytelling, digital art, sound engineering, music, animation, accessibility features, hardware design, character design, voice acting, project management, and programming. Games are the ultimate application of computing and design skills as they have something for everyone.

Overview

The Digital Technologies curriculum enables students to become confident and creative developers of digital solutions including video games. Students are given practical opportunities to develop their programming, design thinking, literacy, creative and communication skills, so that they can create true STEAM projects.

Aims

To facilitate student-centred learning in individually selected projects
To build confidence and technical skills in a wide range of software tools
To build computational thinking skills to create digital solutions
To build critical analysis skills to understand what makes games successful
To build design thinking skills to understand the user and their needs
To build project management skills to keep track of large projects

Game Design covers computing theory, software skills, digital art, digital music, game theory, narrative design, design thinking, and project management, which all have a basis in computing and the creation of games. Students produce functional video games and learn fundamental game design skills and theory through homework tasks.

Topic 1:

Introduction to Game Design. In this topic students learn to use a game development platform to build a demo game, then begin the Design Thinking process to start their first game project; a platform game. Through theory lessons and homework tasks, students learn fundamental game theory, accessibility, narrative and character design, and visual literacy. Students also begin building basic project management skills. The assessment consists of a student project and regular homework tasks.

Topic 2:

Applications of Game Design. In this topic students again use the Design Thinking process to create a second game project; a maze game. Through theory lessons and homework tasks, students learn further elements of game theory, including the use of moral choice, and the use of music and art to create player immersion. The assessment consists of a student project and regular homework tasks.

Assessment Tasks

AT1: Project 1 - Platform game
AT2: Project 2 - Maze game
AT3: Homework task portfolio

VCEReady

Students are encouraged to be VCEReady for VCE Applied Computing in 2027, or they can choose to study either/both of the Year 10 computing courses. Year 9 Game Design is followed by Year 10 Advanced Game Design.

Games Matter

Listen to Jane McGonigal, David Cage, Noah Raford, Deborah Mensah-Bonsu, Laura Miele, and other TED talks about the importance of games to society.

Students will also have the opportunity to submit games to the Australian STEM Video Games Challenge national competition.

If you have any questions, please see Ms. Bayliss, Ms. Gridley or Ms. Stewart.

Digital Technologies-Programming Fundamentals

Programming Fundamentals is a creative, exciting, interesting, and challenging subject centred on creating solutions. Computers have made the world better by making communication faster and by making information available to everyone. We live in a digital age and computers are shaping our future world. Consider the Internet of Things (IoT), social networking, transportation, eCommerce, medical systems, entertainment, and AI. It is an exciting time to be a computer scientist!

Overview

The Digital Technologies curriculum enables students to become confident and creative developers of digital solutions including computer programs, applications, and data analytics. Students are given practical opportunities to develop their software, data analysis, design thinking, and communication skills, so that they become future-ready.

Aims

To facilitate student-centred learning in individually selected projects
To build confidence and technical skills in a wide range of software tools
To build computational thinking skills to create digital solutions
To build analytical thinking skills to communicate information through data

Programming Fundamentals covers computing theory, data theory, software skills, and project management, which all have a basis in programming and data analytics. Students develop specialist skills and knowledge in coding in Python, data analysis through use of spreadsheets and databases, and design principles. Students produce functional programs and communicate their research in the form of an infographic.

Topic 1:

Programming functional solutions. In this topic, students develop their coding skills in Python, their project management skills, and also their planning documentation. Students learn the fundamentals and apply them to a project. The assessment consists of a coding test and a student project. The student project will follow the Design Thinking process to design a functional program.

Topic 2:

Data analytics. In this topic, students will develop their data analysis skills using both spreadsheets in Excel and simple databases in SQL. Students will also learn about design principles for the creation of infographics to communicate information to an audience. The assessment consists of a data analytics project where students source and choose a dataset online, write a research question, perform analysis on the data, and produce an infographic to communicate their findings.

Assessment Tasks

AT1: Python programming test
AT2: Programming project
AT3: Data analytics project

VCEReady

Students are encouraged to be VCEReady for VCE Applied Computing in 2027, or they can choose to study either/both of the Year 10 computing courses.

Computer Science Matters

Listen to Bill Gates, Dr Linda McIver, Karlie Kloss, President Obama, and others as to why studying computing matters.

If you have any questions, please see Ms. Bayliss, Ms. Gridley or Ms. Stewart.

Food Studies

The Food Studies course is designed to allow students to sample and produce a variety of meals and food products using a range of cooking methods, tools and ingredients. Students will research and experience the cuisines of other cultures through practical, hands-on classes. They will gain an understanding of the design process through the analysis of a design brief, development of a range of design options, production of a shared international meal and an evaluation of the outcome.

Students will develop their knowledge of cookery vocabulary and measurement, gaining an understanding of ingredients and the skills used to prepare these creatively. There is an emphasis on food presentation and making a dish to a high standard.

Students will also become more aware of food sustainability issues.

Areas of Study

Nutrition and healthy meal planning
Design process, and practical preparation
International cuisine
Sustainability and waste minimisation

Productions

Some examples of productions include homemade pasta, popular international dishes such as gyoza, gozleme, lasagne and empanadas, ANZAC biscuits and international desserts.

Assessment

International foods - design process, and preparation
Food Trends - structured questions
Healthy Lunchbox - design and production

For further information, contact Ms Coverdale, Ms McConchie, Mrs Sadler, Ms Bryant, or Ms Stewart.

Make and Create

Make and Create is designed to give students an opportunity to engage in new and emerging technology with a focus on creative design. Students will investigate developing their skill in a range of different materials to explore a dual role of working as a Designer and Maker. Opportunities to develop their designing skill into using a wide range of materials, in hands on construction and IT generated computer based design modelling. Students will explore different styles of commercial and product design through the development of a range of projects through implementing the Design Process.

The course will have a strong focus on design, using a range of drawing techniques that include freehand sketch development and Computer Aided Design to produce a finished product in preparation for construction using different techniques. Areas of investigation may include Jewellery Design, Fashion Accessories through to Industrial Component Design. This subject has been designed for creative minded students looking to extend their ideas into reality. The practical requirements for this subject are varied as we combine simple practical hand building skills with computer generated modelling to create a finished product.

Areas of Study

Product design for the commercial sector
Design and production of a product
Characteristic of rapid prototyping materials and system
Traditional woodworking techniques and emerging technology.

Assessment

Students will complete a design folio for this unit of study. The folio will demonstrate the application of the design process by creating a Design Brief, Researching & Sketching ideas, utilising computer programs in drawing and modelling. They will investigate different styles that affect design in functioning products, exploring the potential of a range of materials and IT systems to benefit Product development, prototyping and materials. At the completion of the production piece, students will evaluate the effectiveness of their product, the processes used in construction and whether their product reflects their original design in their Design Folio.

For further information contact Mrs Thompson or Ms Koutoulogenis

Product Design & Technology

Product Design & Technology - Materials provides students with the opportunity to develop their creative and technical abilities, while gaining an appreciation of the basic practices involved when working with a variety of materials (e.g. timber, metal, plastics etc.) Students will spend a substantial length of time designing and developing their final product. They will complete a Design Folio and continue to work with CAD software and free hand drawing as an integral part of their product design and development.

Special emphasis is placed on safety procedures and accident prevention, the appropriateness of using particular materials for specific purposes and completing a product to a professional standard.

Areas of Study

Design and production of a product
Safe and correct use of equipment and hand tools
Materials and their characteristics

Assessment

Students will complete a Design Folio. The folio will include sketches, construction plans, suitable working drawings and all relevant class notes. They will investigate the social, economic and environmental issues arising from the use of different materials. At the completion of the production piece, students will evaluate the effectiveness of their product, the processes used in construction and whether their product reflects their original design in their Design Folio.

Students will be assessed on the following completed work:

Design Folio

Development of ideas and response to Design Brief
Investigation & Research completed
Completion of drawings (including CAD)
Materials selection and materials cutting list
Construction process and time plan
Production journal/logbook
All other class notes

Production

Working project
Selection of tools, equipment and machinery
Skills in the safe use of tools, equipment and machinery
Skill in the manipulation of different materials
Working from set plans and completing the product to a quality finish
Evaluating the production activities and final product

Possible Projects

Clocks, Hat Rack, Docking station, Working with recycled materials

For further information contact Mrs Thompson or Ms Koutoulogenis

Systems Technology - Advanced Robotics Engineering

Advanced Robot Engineering is designed to extend students' abilities into the field of Robotic Design and Robotic Automation. Using laser cutting and 3D Printing technology students design a small robotics project using Servo motors, Arduino control systems and joystick to develop skills in design, construction and programming. Expanding on these still students work as a team to develop a competition robot as part of the College's robotics program.

Areas of Study

Students will develop skills in advanced engineering principles including Gears, Levers, Drive and Lifting system and learn how to program and control them. With a focus on problem solving and the application of the Engineering Design Process students will test their creativity to develop winning robot designs.

Students will participate in a range of activities and projects that uses a range of equipment and techniques including:

Application of the Engineering Design Process
Gear and Lever Systems
Programming Skills
Robot fabrication
Learning to work and design in a team

Assessment

Investigation, design production and evaluation of:

Engineering folio
Programming skill

For further information, contact Mr Russell or Ms Stewart

Systems Technology - Systems Engineering

Systems are used, applied and developed in all areas of human activity. Especially important are environmental, engineering, energy, manufacturing and information systems.

In Year 9, students will learn about a large range of systems – electrical and electronic components to design and develop an electronic system.

Areas of Study

The Year 9 Systems Engineering course will concentrate on designing and building three dimensional night lights using 3D printing technology and laser cutting and engraving technology.

Students will also develop programming skills with the use of the Arduino MPU platform. Designing simple circuits with the Arduino the students work towards their own portable “steady hand” game, combining the Arduino, LEDs buttons and fabrication skills.

Year 9 Systems classes are based in the Design and Technology Centre. Students will have access to all available resources in this Centre including specialist equipment in the Systems Technology room, the use of the Materials Workshop and Computer Design facilities.

Students will participate in a range of activities and projects that uses a range of equipment and techniques including:

Component Analysis and testing using Tinkercad electronics software
Soldering
Arduino microprocessor
Programming Skill
Design & fabrication of electronic devices

Assessment

Investigation, Design Production and Evaluation of:

Product Evaluation
Programing skill
Electronics exam

For further information contact Ms Stewart or Mr Russell

Sport: EISM

Overview: EISM is inter school sports played every Thursday in Year 9

New in 2026 To participate in EISM sport you must choose it like other subjects. EISM takes two choices because it runs for the whole year. If you choose EISM you will also be enrolled in the Year 9 Sport Performance subject.

EISM must be included in your choices. Acceptance into EISM will be determined by trials and other selection criteria.

Further details will be available through Ms Johns and Ms Richards, the Heads of Sport.

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