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2021
Year 9
Curriculum
Handbook
Introduction This curriculum guide provides information regarding the broad range of programs offered at Marryatville High School
and specific course descriptions of subjects within these programs. It is designed to provide students the important
information needed to make informed decisions about potential and preferred pathways for schooling and future
pathways and careers.
At Marryatville High School, we strive to provide all students the capabilities required to be active global citizens.
Students are encouraged to learn, think creatively, critically and independently and to continue to aim for personal
achievements in a student-centred learning environment.
Subject Selection and Course Counselling Process Students will receive information regarding the subject selection process during Term 3. Students will have the
opportunity to gain advice on potential pathways and study options with Parents, Homegroup teachers, Learning Area
Leaders, Year Level Leaders, Subject Specific Staff and Course Counsellors. Engaging in conversations with as many
people as possible is crucial to ensure the correct course is selected in the subject selection process.
Please note that recommendations are:
• To be used as a guide for student subject choice
• Indicate that a student is capable of success in that subject area
• Not a “should do” that subject
• Students should be discouraged from choosing against recommendations.
• Please note on the selection form or in your HG folder (comments section) if a student chooses against recommendations
• Subjects without recommendations = will accept any students
Recommendations to all Students Before selecting a subject or course there are a number of important steps to consider:
• Possible future pathways based on current levels of performance, as well as ambitions and capabilities.
• Success with, and enjoyment of current subjects.
• Plans and goals for the future and subjects required to achieve these goals.
• Requirements of university, TAFE enrolment or employment.
Subject Availability Every effort will be made to place students into the subjects of their choice. However, the availability of subjects offered
will be dependent on the number of students selecting the subject and staff availability. Students will be supported in
selecting an alternative subject if needed.
Course re-counselling will occur in Term 4 for any student who may need to refine their selections as a result of the
timetabling process or pathway changes. Once the timetable has been set, very little space is available to students
wanting to change subjects in Term 1.
Contents Introduction ......................................................................................................................................................................... 2
Subject Selection and Course Counselling Process .......................................................................................................... 2
Year 9 Curriculum ............................................................................................................................................................ 5
Arts ..................................................................................................................................................................................... 10
Dance ............................................................................................................................................................................. 11
Drama ............................................................................................................................................................................ 12
Media Arts ..................................................................................................................................................................... 13
Visual Arts ...................................................................................................................................................................... 14
Year 9 Dance A ............................................................................................................................................................... 15
Year 9 Dance B ............................................................................................................................................................... 16
Year 9 Drama ................................................................................................................................................................. 17
Year 9 Photography and Filmmaking ............................................................................................................................. 18
Year 9 Visual Arts A ........................................................................................................................................................ 19
Year 9 Visual Arts B ........................................................................................................................................................ 20
Co-Curricular Program ....................................................................................................................................................... 21
English and EAL .................................................................................................................................................................. 23
Year 9 English ................................................................................................................................................................. 24
Year 9 English as an Alternative Language or Dialect .................................................................................................... 25
Flexible Learning Options .................................................................................................................................................. 26
Humanities and Social Sciences ......................................................................................................................................... 29
Geography ..................................................................................................................................................................... 30
History ............................................................................................................................................................................ 31
Year 9 Humanities .......................................................................................................................................................... 32
Year 9 History ................................................................................................................................................................. 33
Health and Physical Education ........................................................................................................................................... 34
Year 9 Health and Physical Education ............................................................................................................................ 35
Year 9 Physical Education .............................................................................................................................................. 36
International Programs ...................................................................................................................................................... 37
Year 9 International Studies .......................................................................................................................................... 38
Intensive Secondary English Course (ISEC) ........................................................................................................................ 39
Languages .......................................................................................................................................................................... 41
Year 9 Chinese ............................................................................................................................................................... 42
Year 9 French - Accelerated ........................................................................................................................................... 43
Year 9 French - Continuers ............................................................................................................................................ 44
Year 9 Japanese ............................................................................................................................................................. 45
Mathematics .................................................................................................................................................................. 46
Year 9 Mathematics (Advanced Coding)........................................................................................................................ 47
Year 9 General Mathematics & Advanced Mathematics............................................................................................... 48
Year 10 Numeracy .......................................................................................................................................................... 49
Music .................................................................................................................................................................................. 50
Special Interest Music .................................................................................................................................................... 51
Year 9 Elective Music ..................................................................................................................................................... 53
Year 9 Special Music ...................................................................................................................................................... 54
Science ............................................................................................................................................................................... 55
Year 9 Science ................................................................................................................................................................ 56
Technologies ...................................................................................................................................................................... 57
Digital Technologies ....................................................................................................................................................... 59
F1 & Subs in Schools (STEM) .......................................................................................................................................... 60
Food Design ................................................................................................................................................................... 61
Food In Action ................................................................................................................................................................ 62
Information Processing and Publishing ......................................................................................................................... 63
Material Technologies ................................................................................................................................................... 64
SMART Technologies ..................................................................................................................................................... 65
Textile Design ................................................................................................................................................................. 66
Special Tennis Program ...................................................................................................................................................... 67
Special Interest Tennis ................................................................................................................................................... 68
Year 9 Tennis .................................................................................................................................................................. 70
Cross-Disciplinary/Innovation ............................................................................................................................................ 71
Community Challenge .................................................................................................................................................... 72
Wellbeing Leadership Support Group ........................................................................................................................... 73
Integrated Learning – STEM Innovation Experience ..................................................................................................... 74
Sustainability .................................................................................................................................................................. 75
Year 9 Curriculum The subjects offered in Year 9 are grouped within the learning areas of the Australian Curriculum.
Students undertake a common curriculum depending on the student’s enrolment in either Special Interest Music or Tennis.
The curriculum allows students to access a greater range of subjects as they progress from Year 8 to 10.
The following table indicates the subjects offered for courses studied at Year 9. Students need to accumulate a total of 14 semesters to be enrolled as a full time
student. Students who undertake Special Interest Tennis, Special Interest Music or the Elective Music have specific subjects aligned to this area of study and as a
result elective choices are less in number.
Year 9 Curriculum Year 9
MS Tennis Elective Music Special Music
COMPULSORY
English
• English or
• English as an Additional Language or Dialect
2 2 2 2
Mathematics
• General Mathematics OR
• Advanced Mathematics OR
• Advanced Mathematics – Coding OR
• Numeracy (Invitation Only)
2 2 2 2
Science 2 2 2 2
Humanities and Social Sciences
• History
• Civics and Citizenship and Economics and Business
1
1
1
1
1
1
The Arts
• Visual Arts A or 1 1
• Drama A
• Elective Music 2
• Special Music 4
Health and Physical Education
• Health and Physical Education 1 1 1
• Tennis 1 2
Design & Technologies
• Material Technologies A or
• Materials Technology B or
• Food Technologies
1 1 1
Total 11 12 12 12
CHOICE
Art & Design
• Visual Arts A
• Visual Arts B
• Visual Arts Design
• Drama A
• Drama B
• Photography and Film Making Technologies
• Material Technologies
• Textiles Technologies
• Food Technologies
• Digital Technologies
• Information Processing & Publishing
• F1 & Subs in Schools
• Smart Technologies
• Food and Nutrition Health and Physical Education
• Physical Education
• Touch Football Languages (full year)
• French Accelerated
• French Continuers
• Chinese
• Japanese Accelerated
• Japanese Continuers Cross Curriculum Innovation
• Community Challenge (9-11)
• STEMIE Competition (9-11)
• Sustainability (9-11)
3 2 2 2
MARRYATVILLE HIGH SCHOOL YR 9 MAINSTREAM SUBJECT SELECTION 2021 Family Name: ......................................................... Given Name: ........................................... 2020 HG: ............
COMPULSORY SUBJECTS (11)
Learning Area / Subject Name My Selections
English (Select 1)
• English OR
• English as an Additional Language or Dialect
Mathematics (Select 1)
• General Mathematics OR
• Advanced Mathematics OR
• Advanced Mathematics – Coding OR
• Numeracy (Invitation Only)
Science (Select 1)
• Science
Humanities & Social Sciences
• History AND
• Civics and Citizenship and Economic and Business
History
Civics & Citizenship and Economics and Business
The Arts (Select 1)
• Visual Arts A OR Drama A OR Photography and Film Making OR OR Design A
Health and Physical Education Health & Physical Education
Technologies (Select 1)
• Material Technologies OR Food Technologies OR Textiles Technologies OR Digital Technologies
Choose an additional 3 subjects from the following. Please note Languages counts as two selections.
Choose a replacement subject (will be used in the event of a clash)
You cannot choose any subject more than once
CHOICE SUBJECTS (3)
Learning Area / Subject Name My Selections
Art & Design
• Visual Arts A
• Visual Arts B
• Visual Arts Design
• Drama A
• Drama B
• Photography and Film Making Technologies
• Material Technologies
• Textiles Technologies
• Digital Technologies
• Information Processing & Publishing
• F1 & Subs in Schools
• Smart Technologies
• Food in Action Health and Physical Education
• Physical Education
• Touch Football Languages (full year)
• French Accelerated
• French Continuers
• Chinese
• Japanese Accelerated
• Japanese Continuers Cross Curriculum Innovation
• Community Challenge (9-11)
• STEMIE Competition (9-11) • Sustainability (9-11)
Choice #1
Choice#2
Choice #3
REPLACEMENT SUBJECT
Reserve Choice#1 Reserve Choice#2
MARRYATVILLE HIGH SCHOOL YR 9 TENNIS SUBJECT SELECTION 2021
Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............
COMPULSORY SUBJECTS (12)
Learning Area / Subject Name My Selections
English (Select 1)
• English OR
• English as an Additional Language or Dialect
Mathematics (Select 1)
• General Mathematics OR
• Advanced Mathematics OR
• Advanced Mathematics – Coding OR
• Numeracy (Invitation Only)
Science (Select 1)
• Science
Tennis Tennis
Humanities & Social Sciences
• History AND
• Civics and Citizenship and Economic and Business
History
Civics & Citizenship and Economics and Business
The Arts (Select 1)
• Visual Arts A OR Drama A OR Media Arts OR Dance A OR Design A
Health and Physical Education
• Health & Physical Education
Health & Physical Education
Technologies (Select 1)
• Material Technologies OR Food Technologies OR Textiles Technologies OR Digital Technologies
Choose an additional 2 subjects from the following. Please note Languages counts as two selections.
Choose a replacement subject (will be used in the event of a clash)
You cannot choose any subject more than once
CHOICE SUBJECTS (2)
Learning Area / Subject Name My Selections
Art & Design
• Visual Arts A
• Visual Arts B
• Visual Arts Design
• Drama A
• Drama B
• Photography and Film Making Technologies
• Material Technologies
• Textiles Technologies
• Digital Technologies
• Information Processing & Publishing
• F1 & Subs in Schools
• Smart Technologies
• Food in Action Health and Physical Education
• Physical Education
• Touch Football Languages (full year)
• French Accelerated
• French Continuers
• Chinese
• Japanese Accelerated
• Japanese Continuers Cross Curriculum Innovation
• Community Challenge (9-11)
• STEMIE Competition (9-11) • Sustainability (9-11)
Choice #1
Choice#2
REPLACEMENT SUBJECT Reserve Choice#1 Reserve Choice #2
MARRYATVILLE HIGH SCHOOL YR 9 ELECTIVE MUSIC SUBJECT SELECTION 2021
Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............
COMPULSORY SUBJECTS (12)
Learning Area / Subject Name My Selections
English (Select 1)
• English OR
• English as an Additional Language or Dialect
Mathematics (Select 1)
• General Mathematics OR
• Advanced Mathematics OR
• Advanced Mathematics – Coding OR
• Numeracy (Invitation Only)
Science (Select 1)
• Science
Music Elective Music
Humanities & Social Sciences
• History AND
• Civics and Citizenship and Economic and Business
History
Civics & Citizenship and Economics and Business
Health and Physical Education Health & Physical Education
Technologies (Select 1)
• Material Technologies OR Food Technologies OR Textiles Technologies OR Digital Technologies
Choose an additional 2 subjects from the following. Please note Languages counts as two selections.
Choose a replacement subject (will be used in the event of a clash)
You cannot choose any subject more than once
CHOICE SUBJECTS (2)
Learning Area / Subject Name My Selections
Art & Design
• Visual Arts A
• Visual Arts B
• Visual Arts Design
• Drama A
• Drama B
• Photography and Film Making Technologies
• Material Technologies
• Textiles Technologies
• Digital Technologies
• Information Processing & Publishing
• F1 & Subs in Schools
• Smart Technologies
• Food in Action Health and Physical Education
• Physical Education
• Touch Football Languages (full year)
• French Accelerated
• French Continuers
• Chinese
• Japanese Accelerated
• Japanese Continuers Cross Curriculum Innovation
• Community Challenge (9-11)
• STEMIE Competition (9-11)
• Sustainability (9-11)
Choice #1
Choice#2
REPLACEMENT SUBJECT
Reserve Choice#1
Reserve Choice#2
MARRYATVILLE HIGH SCHOOL YR 9 SPECIAL INTEREST MUSIC SUBJECT SELECTION 2020
Family Name: ......................................................... Given Name: ........................................... 2020 HG: .............
COMPULSORY SUBJECTS (12)
Learning Area / Subject Name Subject Code
English (Select 1)
• English OR
• English as an Additional Language or Dialect
Mathematics (Select 1)
• General Mathematics OR
• Advanced Mathematics OR
• Advanced Mathematics – Coding OR
• Numeracy (Invitation Only)
Science (Select 1)
• Science
Humanities & Social Sciences
• History AND
• Civics and Citizenship and Economic and Business
History
Civics & Citizenship and Economics and Business
Special Music Special Music
Health and Physical Education Health & Physical Education
Choose an additional 2 subjects from the following. Please note Languages counts as two selections.
Choose a replacement subject (will be used in the event of a clash)
Cannot choose a subject more than once
CHOICE SUBJECTS (2)
Learning Area / Subject Name My Selections
Art & Design
• Visual Arts A
• Visual Arts B
• Visual Arts Design
• Drama A
• Drama B
• Photography and Film Making Technologies
• Material Technologies
• Textiles Technologies
• Digital Technologies
• Information Processing & Publishing
• F1 & Subs in Schools
• Smart Technologies
• Food in Action Health and Physical Education
• Physical Education
• Touch Football Languages (full year)
• French Accelerated
• French Continuers
• Chinese
• Japanese Accelerated
• Japanese Continuers Cross Curriculum Innovation
• Community Challenge (9-11)
• STEMIE Competition (9-11)
• Sustainability (9-11)
Choice #1
Choice#2
REPLACEMENT SUBJECT
Reserve Choice#1 Reserve Chocie#2
Arts
The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them
to reach their creative and expressive potential. The five Arts subjects in the Australian Curriculum are Dance, Drama,
Media Arts, Music, and Visual Arts. Together they provide opportunities for students to learn how to create, design,
represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences.
At Marryatville High School we offer five subjects of the Australian Curriculum Arts curriculum.
• Dance
• Drama
• Music
• Media Arts
• Visual Arts
Rich in tradition, the Arts play a major role in the development and expression of cultures and communities, locally,
nationally and globally. Students communicate ideas in current, traditional and emerging forms and use arts
knowledge and understanding to make sense of their world. The Australian Curriculum: The Arts values, respects and
explores the significant contributions of Aboriginal and Torres Strait Islander Peoples to Australia’s arts heritage and
contemporary arts practices through their distinctive ways of representing and communicating knowledge, traditions
and experience. In the Arts, students learn as artists and audience through the intellectual, emotional and sensory
experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts subjects and develop a
critical understanding that informs decision making and aesthetic choices. Through the Arts, students learn to express
their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing, producing and
resolving their work is as essential to learning in the Arts as is creating a finished artwork. Students develop their Arts
knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages,
symbols, techniques, processes and skills of the Arts subjects. Arts learning provides students with opportunities to
engage with creative industries and arts professionals.
The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and
histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging
active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to
arts practices as students revisit increasingly complex content, skills and processes with developing confidence and
sophistication across their years of learning. By creating and analysing art works students develop transversal
capabilities such as Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and
Communication Technology, Ethical and Intercultural Understandings
This rationale is extended and complemented by specific rationales for each Arts subject.
Dance
This rationale complements and extends the rationale for The Arts learning area.
Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.
Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities.
Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. They respond to their own and others’ dances using physical and verbal communication.
Active participation as dancers, choreographers and audiences promotes students’ wellbeing and social inclusion. Learning in and through dance enhances students’ knowledge and understanding of diverse cultures and contexts and develops their personal, social and cultural identity.
In making and analysing dance students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking,
Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.
*Please note that Dance will not be offered as a subject to students in 2021*
Drama
This rationale complements and extends the rationale for The Arts learning area.
Drama is the expression and exploration of personal, cultural and social worlds through role and situation that
engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they
enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to
engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and
expressive potential.
Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively.
Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and
imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and
emerging and existing technologies available to them. They are excited by exploring their imagination and taking risks
in storytelling through role and dramatic action.
Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in
other times, traditions, places and cultures. In making and staging drama students develop capabilities such as
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology,
Ethical and Intercultural Understandings.
Media Arts
This rationale complements and extends the rationale for The Arts learning area.
Media Arts involves creating representations of the world and telling stories through communications technologies
such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media Arts connects
audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and
technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the
imagination and encouraging students to reach their creative and expressive potential.
Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact
and influence of media artworks on those worlds, both individually and collaboratively. As an art form evolving in the
twenty-first century, Media Arts enables students to use existing and emerging technologies as they explore imagery,
text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and
communications practices.
Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and
central to the way they make sense of the world and of themselves. They learn to interpret, analyse and develop
media practices through their media arts making experiences. They are inspired to imagine, collaborate and take on
responsibilities in planning, designing and producing media artworks.
Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape
contemporary communication through media technologies and globally networked communications. By making and
analysing Media Arts works students develop capabilities such as Literacy, Numeracy, Critical and Creative Thinking,
Personal and Social, Information and Communication Technology, Ethical and Intercultural Understandings.
Visual Arts
This rationale complements and extends the rationale for The Arts learning area.
Visual Arts includes the fields of art, craft and design. Learning in and through these fields, students create visual
representations that communicate, challenge and express their own and others’ ideas as artist and audience. They
develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and
expanding their understanding of their world, and other worlds. They learn about the role of the artist, craftsperson
and designer, their contribution to society, and the significance of the creative industries. Similarly with the other art
forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach
their creative and intellectual potential by igniting informed, imaginative and innovative thinking.
Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent
meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in
a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language.
Students undertake this journey by utilising visual techniques, technologies, practices and processes. Learning in the
Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic and
appreciate and value that of others.
Visual Arts supports students to view the world through various lenses and contexts. They recognise the significance of
visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their
artworks. They apply visual arts knowledge in order to make critical judgments about their own importance as artists
and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their
responsibilities as global citizens. In making and analysing artworks students develop transversal capabilities such as
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social, Information and Communication Technology,
Ethical and Intercultural Understandings.
Year 9 Dance A
Subject Code: 9DANA
Length of course: Semester
Course Outline:
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices,
form and production elements to communicate choreographic intent in dances they make, perform and view. They
evaluate the impact of dance from different cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and
production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances,
demonstrating technical and expressive skills appropriate to the genre and style.
Topics Included:
Technique, Composition, Performance and the history and development of dance. Students will also learn anatomy
and how to prevent injury to enable safe dance practices. They will develop an understanding of how to manipulate
movement to create sequences. Student’s performance a class piece or they are involved in a stagecraft role to
develop performance skills. Theory tasks will centre on the influence of Bangarra Dance Theatre as an indigenous
company in Australia to understand intercultural influences to the development of contemporary dance.
Assessment:
Technique
• Contemporary and safe dance and warmup • Anatomy tasks
Composition
• 2 x short tasks (group and with a partner) • Review and analysis tasks
Performance
• Perform in a class piece OR Participate in an offstage role
Analyse dance from contemporary and past times
• Review a dance work from Bangarra Dance Theatre repertoire
Additional Costs:
Nil
*Please note that Dance will not be offered as a subject to students in 2021*
Year 9 Dance B
Subject Code: 9DANB
Length of course: Semester
Course Outline:
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices,
form and production elements to communicate choreographic intent in dances they make, perform and view. They
evaluate the impact of dance from different cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and
production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances,
demonstrating technical and expressive skills appropriate to the genre and style.
Topics Included:
Technique, Composition, Performance and the History and development of dance. Students will also learn about body
systems and dance notation. They will develop an understanding of how to manipulate movement to create
sequences and produce a group film clip. Students perform a class piece or they are involved in a stagecraft role to
develop performance skills. Theory tasks will centre on the development of dance in South Australia and research will
analyse the Australian Dance Theatre and its impact on contemporary dance development.
Assessment:
• Technique o Classes in ballet, jazz, contemporary and hip hop o Body systems and their impact on dance
• Composition o Group film clip presentation o Reflection
• Performance o Perform in a class piece OR Participate in an offstage role
• Analyse dance from contemporary and past times
o Research the Australian Dance Theatre and its impact on dance development
Additional Costs:
Nil
*Please note that Dance will not be offered as a subject to students in 2021*
Year 9 Drama
Subject Code: 9DRA
Length of course: Semester
Course Outline
Students are leaning to analyse the elements of drama, forms and performance styles and evaluate meaning and
aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from
different cultures, places and times to evaluate drama from different viewpoints.
Students develop and sustain different roles and characters for given circumstances and intentions. They perform
devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan,
direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and
structure in directing and acting in order to engage audiences. They refine performance and expressive skills in voice
and movement to convey dramatic action.
Topics Included:
This course focuses on providing students with the opportunity to experience different styles of performance and new
‘making’ techniques through:
• Improvisation and workshop skills focussing on collaboration, quick thinking, physical and vocal work and
character/scene building.
• Theatrical Genres such as Melodrama, Medieval or Greek Theatre, focussing on history, conventions and links
to modern day performance.
• Play Making allows students to explore and adapt common texts (such as fairy tales), focussing on meaning,
symbols, interpretation and subversion.
Assessment:
• Class work – responding to tasks, collaborative skills, responding to feedback, participation in class discussions.
• Performance work – assessment of the final product is based on the creation and execution of the scene/role,
collaboration and time management in rehearsal.
• Folio – the ability to reflect and analyse personal work and that of others work, reviewing theatre, using the
correct terminology and demonstrating their learning.
Additional Costs:
Costs for excursions that include tickets and transport to see live performances
Year 9 Photography and Filmmaking
Subject Code: 9MEA Length of course: Semester
Course Outline
By the end of Year 10, students analyse how social and cultural values and alternative points of view are
portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media
conventions and technical and symbolic elements are manipulated to make representations and meaning.
They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students produce representations that communicate alternative points of view in media artworks for
different community and institutional contexts. They manipulate genre and media conventions and integrate
and shape the technical and symbolic elements for specific purposes, meaning and style. They
collaboratively apply design, production and distribution processes.
Topics Included:
• Analysis of media artworks from contemporary and past times
• Experimentation with ideas and stories that manipulate media conventions and genres
• Development and refinement of media production skills
• Planning, production and distribution of media artworks, considering social, ethical and regulatory issues
Assessment:
Analysis of media
• Individual responses - oral, written, multimodal
• Group responses – oral, written, multimodal
Skill development in:
• Image manipulation
• Film techniques
• Media creation applications/software
Production of:
• An individual media production
• A group media production
• Folio – evidence of planning, preparation and evaluation
• Final media production (may include: short film, animation, webpage, series of photographic images)
• Presentation to an audience, with artists’ statement
Additional Costs: Costs for excursions that include entry fees and transport.
Year 9 Visual Arts A
Subject Code: 9ARTA
Length of course: Semester
Course Outline:
Students are working towards learning how to evaluate how representations communicate artistic intentions in
artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They
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 techniques and processes to represent
ideas and subject matter in their artworks.
Topics Included:
Students gain an understanding of the following:
• Exploring ideas and improvising with ways to represent ideas
• Manipulating and applying the elements/concepts with intent
• Developing and refining understanding of skills and techniques
• Structuring and organising ideas into form
• Sharing artworks through display
• Analysing and reflecting upon intentions
• Responding to and interpreting artworks
With a focus on 2 dimensional practices (such as drawing painting and printmaking), students develop their knowledge
of how ideas and intentions are communicated in and through visual arts. They build on and refine their knowledge,
understanding and skills through visual arts practices focusing on representations, practices and viewpoints.
Assessment:
A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of
media and experimentation, practical application, analysis and responding.
Additional Costs:
• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for
excursions and workshops, that include entry fees and transport
Year 9 Visual Arts B
Subject Code: 9ARTB
Length of course: Semester
Course Outline
Students are working towards learning to evaluate how representations communicate artistic intentions in artworks
they make and view. They evaluate artworks and displays from different cultures, times and places. They 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 techniques and processes to represent
ideas and subject matter in their artworks.
Topics Included:
Students gain an understanding of the following:
• Exploring ideas and improvising with ways to represent ideas
• Manipulating and applying the elements/concepts with intent
• Developing and refining understanding of skills and techniques
• Structuring and organising ideas into form
• Sharing artworks through display
• Analysing and reflecting upon intentions
• Responding to and interpreting artworks
With a focus on 3 dimensional practices and digital technologies, students develop their knowledge of how ideas and
intentions are communicated in and through visual arts. They build on and refine their knowledge, understanding and
skills through visual arts practices focusing on representations, practices and viewpoints.
Assessment:
A range of practical and theoretical tasks to demonstrate the development of concepts and ideas, exploration of
media and experimentation, practical application, analysis and responding.
Additional Costs:
• Large complex pieces or expensive materials may incur a cost and will be negotiated with parents. Costs for
excursions and workshops, that include entry fees and transport
Co-Curricular Program
Marryatville High School has an extensive Co-curricular Program. The program includes an extensive range of sporting
and cultural activities which offer opportunities for students to develop skills in an individual and team environment,
as well as form relationships with teachers and students outside the classroom. While parental involvement is actively
encouraged, skilled coaches are also employed to develop the abilities of students in these areas.
Marryatville High School belongs to the Sports Association of Adelaide Schools, Secondary School Sport of South
Australia and the South Australian Catholic Secondary Schools Girls’ Sports Association Inc, which organise sporting
competitions on Saturday mornings and some afternoons during the week.
Marryatville High School is an active participant in the state wide Knock Out Sport competitions throughout the school
year.
Cultural Co-Curricular Activities include
• Art Club
• Chess Club
• Debating
• Drama Productions
• Environment Club
• Singapore Drama Tour
• French Cultural Tour
• Japanese Cultural Tour
• Future Problem Solving
Sporting Co-Curricular Activities include
• Cricket
• Tennis
• Basketball
• Volleyball
• Touch Football
• Water Polo
• Softball
• Athletics
• Swimming
• Badminton
• Soccer
• Football
• Hockey
• Surfing
• Netball
• Orienteering
• Cross Country
• Triathlon
• Cycling
• Mountain Bike
• Fencing
Co-Curricular Music Ensembles
Music performance skills and instrumental expertise are developed through strong involvement by students in
ensembles. Our co-curricular ensembles are in great demand for community and concert performances. All students at
Marryatville High School are encouraged to participate. Entry into senior ensembles is by audition.
Large Ensembles
• School Orchestra
• Concert Bands I and II
• Studio Strings
• Guitar Ensembles I and II
• Choirs
• Concert Choir
• Junior Choir
• Chamber Choir
• Girls’ Choir
• Boys’ Choir
• Swing Tones
• Pops Vocal Ensemble
Other Ensembles
• Big Bands I, II and III
• Baroque Ensemble
• Recorder Ensemble
• Percussion Ensemble
• Chamber Music Groups
• Small Jazz Combos
English and EAL
The study of English and English as an Additional Language or Dialect (EALD) is central to the learning and development of all
young people living in Australia. It helps create confident communicators, imaginative thinkers and informed citizens. It is
through the study of English that individuals learn to analyse, understand, communicate with and build relationships with
others and with the world around them. The study of English helps young people develop the knowledge and skills needed for
education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In
this light it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes
and capabilities of those who will take responsibility for Australia’s future.
Although Australia is a linguistically and culturally diverse country, participation in many aspects of Australian life depends on
effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian
Curriculum: English contributes both to nation-building and to internationalisation.
English also helps students to engage imaginatively and critically with literature to expand the scope of their experience.
Aboriginal and Torres Strait Islander peoples have contributed to Australian society and to its contemporary literature and its
literary heritage through their distinctive ways of representing and communicating knowledge, traditions and experience. The
Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australia’s links to Asia.
At the SACE level students can choose English subjects or English as an Additional Language (EAL) subjects. To be eligible to
enrol in an EAL subject, he or she must be a student for whom English is an additional language or a dialect (EALD), and who
has had a total of:
either
• no more than 5 years of full-time schooling where the medium of instruction was English
or
• more than 5 years of full-time schooling where the medium of instruction was English, and whose knowledge of
English is restricted or the student is resident and studying in an overseas country.
For further information please read the SACE Eligibility for Enrolment Guidelines - English as an Additional Language Subjects.
To meet SACE requirements students must successfully complete, to at least C level, two units (20 Credits) of English or EAL
or a combination of these.
Year 9 English
Subject Code: 9ENG1
Length of course: Full year
Course Outline:
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and
explain how images, vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence
from the text to analyse and explain how language choices and conventions are used to influence an audience. They
listen for ways texts position an audience.
Students understand how to use a variety of language features to create different levels of meaning. They understand
how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts,
students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make
presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and
issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of
texts and using accurate spelling and punctuation.
Topics Included:
This course focuses on language, literature and literacy. It further develops student understanding, knowledge and
skills in reading, listening, viewing, speaking, writing and creating. Students will:
• engage in and respond to a variety of texts for a range of audiences and purposes (including media, digital, fiction and mutlimodal texts), developing their critical understanding
• study shared and independently chosen literary texts with a range of challenging structures and themes • develop a deeper understanding of language features • produce a range of imaginative, informative and persuasive text types • complete a series of skills based Common Tasks.
There is a focus on students being aware of and extending the strategies they use for working with and producing
texts.
Assessment:
Written and multimedia responses, writing not related to text, speaking and listening activities. Peer and self-
assessment strategies are included, along with Common Tasks.
Additional Costs:
Costs for excursions that include entry fees and transport may be charged.
Year 9 English as an Alternative Language or Dialect
Subject Code: 9EALD
Length of course: Full year
Recommended Background: Students must come from a non-English speaking background - includes immigrants
(recently arrived or long term residents) or students born in Australia.
Other Advice:
While the course outline and the Achievement Standards are the same as for the Year 9 English course, the specific
design and teaching of this course takes into account the impact of linguistic cultural and social factors on students’
engagement with society. Leads to: Year 10 English as an Addition Language or Dialect OR after advice from the English
Coordinator, and by negotiation, students may alternatively access Year 10 English.
Course Outline:
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and
explain how images, vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence
from the text to analyse and explain how language choices and conventions are used to influence an audience. They
listen for ways texts position an audience.
Students understand how to use a variety of language features to create different levels of meaning. They understand
how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts,
students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make
presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and
issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of
texts and using accurate spelling and punctuation.
Topics Included:
This course focuses on language, literature and literacy. It further develops student understanding, knowledge and
skills in reading, listening, viewing, speaking, writing and creating. Students will:
• engage in and respond to a variety of texts for a range of audiences and purposes (including media, digital, fiction and multimodal texts), developing their critical understanding • study shared and independently chosen literary texts with a range of challenging structures and themes • develop a deeper understanding of language features • produce a range of imaginative, informative and persuasive text types • complete a series of skills based Common Tasks.
There is a focus on students being aware of and extending the strategies they use for working with and producing
texts. There is a focus on giving students the linguistic support needed to develop their written and oral English skills.
Student learning is supported through explicit modelling and construction of texts.
Assessment:
Assessment is both formative and summative and focuses on communication skills, language and cultural
understanding and language learning strategies.
Additional Costs:
Costs for excursions that include entry fees and transport may be charged.
Flexible Learning Options
Flexible Learning Options are designed to provide students with the flexibility in what is studied, the range of skills that
can be developed and techniques used to assess learning.
Marryatville High School’s Flexible Learning Options are contained within four broad categories:
• Vocational Education and Training (VET and ASbA) • Stage 2 Workplace Practices • Community Learning - Community Developed Programs or Self Directed Learning • Additional Programs
For further information make an appointment with the Student Wellbeing Leader for Pathways.
Vocational Education and Training (VET)
Vocational Education and Training may be completed during the senior school years of Years 11 and 12.
The major benefits of these programs include:
• achievement of Industry recognised units of competency and qualifications from nationally endorsed training packages
• credit towards the SACE • credit for entry into further study. TAFE recognises completed units and provides credit towards further study in
the same area • opportunities to learn in an adult environment or real work settings • work placement provides on the job training and experience as an entry-level trainee • assisting with decisions regarding future directions • assisting a smooth direction and transition from school to work • developing enterprise and employability skills • beginning networks with employers who may offer further employment or apprenticeships
VET in the SACE
Students can gain SACE credits for the successful completion of VET qualifications, or units of competency, that make
up a qualification.
A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum
number of credits allocated to each qualification.
All VET qualifications, or units of competency that make up a qualification, in the Australian Qualifications Framework
(AQF) can contribute to the completion of the SACE.
The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each qualification.
(Refer to the VET Recognition Register on the SACE Board website).
Students can gain recognition for up to 150 SACE credits at Stage 1 and Stage 2 for successfully completed VET. VET
can count for up to 20 credits of flexible learning as part of an ATAR calculation.
East Adelaide Secondary Vocational Alliance
The East Adelaide Secondary Vocational Alliance (EASVA) represents the collaborative partnership and regional
provision of Vocational Education and Training across Department for Education schools in the East of Adelaide. The 8
alliance schools and a range of training partners, compile courses that compliment student interests, school
specialisations, regional and national skill shortage areas and experiences that lead to the development of transferable
employability skills. These courses are most frequently part or full certificate II or certificate III programs. The number
of SACE credits awarded varies and therefore it is important to check the details of each program.
For 2020 the EASVA will offer a broad range of courses across a variety of learning environments for senior students to
study. The courses involve students being out of school for one or partial day a week. By agreement EASVA schools
have made a commitment to hold programs on a Thursday where possible.
The range of courses can be found on the EASVA webpage at www.easva.sa.edu.au
Australian School Based Apprenticeships
In an Australian School Based Apprenticeship (ASBA) students are employed part time while being enrolled as a full
time school student. The student, as part of the contract of training, gains a vocational education qualification, which
is most commonly at Australian Qualification Framework (AQF) level 2 or 3. In addition, the training contributes
towards SACE completion. While ideally the student should work part time to complete the apprenticeship, in most
cases they will only work for one day per week and make up any extra hours on weekends, after school and during
school holidays. Australian School Based Apprenticeships (ASBA) are available in a variety of industry areas.
Workplace Practices
Workplace Practices suits the following students:
• those who are involved in or select VET programs and work place learning in a specific vocational area • those who have Australian School Based Apprenticeships • have employment • play elite level sport
The subject requires a blend of course work and practical workplace involvement.
Community Learning
Learning that is the result of following a structured accredited Community Developed program or the result of
undertaking Self-directed community learning is considered to be Community Learning.
Self-Directed Learning
Programs or sets of activities are developed by the individual student or developed specifically for individual students
by others. Examples of these programs include undertaking an independent life skills program or a personal
enrichment program, care giving, taking leadership in the workplace or mentoring.
Community Developed Programs
Many community organisations develop and accredit their own programs. Examples of community organisations that
develop such programs are the Australian Music Examinations Board, the Duke of Edinburgh’s Award, the Royal Life
Saving Society (SA Branch), Scouts Australia and the SA Country Fire Service.
Additional Programs
For some students another option can be to study particular subjects outside the school.
South Australian Secondary School of Languages
Students can enrol into language subjects that are not offered at Marryatville High School. The SASSL charges a fee for
each subject enrolled. The family of the student must pay this. Students must enrol in SASSL independently; this is not
handled by the school, although the forms must be signed by the Languages Coordinator at Marryatville. Students may
be allowed to replace two of their selected school units. Most of these classes run in the evenings.
Marden Senior Secondary College
Students can enrol into subjects that are not offered at Marryatville High School. Marden is a high-school, like
Marryatville, so enrolling into two schools can only occur with the permission of both schools. Marden charges a fee
for each subject enrolled. The family of the student must pay this.
Students apply to enrol into Marden through our Counsellors at Marryatville. Students maybe allowed to replace one
of their selected school units.
Open Access College
Students can enrol into subjects that are not offered at Marryatville High School. The Open Access College works by
distance education. Students do not attend lessons at the College. Instead, lessons are conducted electronically via
computer or over the phone. The Open Access College charges a fee for each subject enrolled. The family of the
student must pay this. Students apply to enrol into the Open Access College through the Counsellors. Students may be
allowed to replace one of their selected school units.
Humanities and Social Sciences
Learning through Humanities and Social Sciences involves learners in developing knowledge, skills and values that
enables them to participate, in a range of ways, as ethical, active and informed citizens in a democratic society within a
global community.
Geography
Geography is a not just capital cities! Geography is a highly relevant and meaningful subject that involves exploring,
analysing and understanding the places that make up our world and how and why they change. Human geography
explores population patterns as well as health and wealth around the world. Physical geography explores the natural
environment and the relationship between people and places and how humans interact within their landscapes. We
incorporate both streams of geography to explore our world and the issues affecting it.
Geography integrates knowledge from the natural sciences, social sciences and humanities in fun and interesting
ways. Students will reflect on their relationships with and responsibilities in the world, and propose actions designed
to shape a socially just and sustainable future.
Geography uses an inquiry approach to assist students to make meaning of their world. They conduct fieldwork, map
and interpret data and use spatial technologies. Students develop a wide range of general skills and capabilities,
including information and communication technology skills, an appreciation of different perspectives, a capacity for
teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work.
Geography is always relevant a current.
History
History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of
history is an essential characteristic of any society, and historical knowledge is fundamental to understanding
ourselves and others. It promotes the understanding of societies, events, movements and developments that have
shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well
as the significant continuities that exist to the present day. History, as a discipline, has its own methods and
procedures which make it different from other ways of understanding human experience. The study of history is based
on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking
about human values, including present and future challenges. The process of historical inquiry develops transferable
skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect
and explain different perspectives; develop and substantiate interpretations, and communicate effectively.
The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in
order to equip students for the world (local, regional and global) in which they live. An understanding of world history
enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and
present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their
culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development,
its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential
for informed and active participation in Australia's diverse society.
Year 9 Humanities
Subject Code: 9HUM
Length of course: Semester
Course Outline:
This course draws on the Civics and Citizenship and Economics and Business Australian Curriculums.
Students evaluate features of Australia’s political system, and identify and analyse the influences on people’s political
choices. They explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system.
They analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups
participate and contribute to civic life.
When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.
Students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.
When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions. Topics Included:
This subject has an Asian focus. In studying Australia’s political and justice system, they will engage in a comparison with an Asian country. Furthermore, they will learn about Australia’s economy and consider trade relations with Asia. Assessment:
• Research and explanations • Oral Presentations • Reports/ arguments • Source analysis
Additional Costs: Cost for excursions that include entry fees and transport
Year 9 History
Subject Code: 9HIA
Length of course: Semester
Course Outline:
Students refer to key events and the actions of individuals and groups to explain patterns of change and continuity
over time. They analyse the causes and effects of events and developments and make judgments about their
importance. They explain the motives and actions of people at the time. Students explain the significance of these
events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and
their duration. When researching, students develop different kinds of questions to frame an historical inquiry. They
interpret, process, analyse and organise information from a range of primary and secondary sources and use it as
evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating
these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own
interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating
historical interpretations. In developing these texts, and organising and presenting their conclusions, they use
historical terms and concepts, evidence identified in sources, and they reference these sources.
Topics Included:
• The Industrial Revolution • Making a Nation • World War I
Assessment:
• Sources analysis tasks • Explanations • Letters • Oral Presentations • Reports
Additional Costs:
Cost for excursions that include entry fees and transport
Health and Physical Education
Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and
physical activity participation in varied and changing contexts. The Health and Physical Education learning area has
strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what
we understand about healthy, safe and active choices. The Australian Curriculum: Health and Physical Education (F–
10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant,
challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense
of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions
and take actions to promote their health, safety and physical activity participation. As students mature, they develop
and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on
their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and
for the communities with which they identify and to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable
students to confidently, competently and creatively participate in a range of physical activities. As a foundation for
lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills,
physical activities and movement concepts and acquire an understanding of the science behind how the body moves.
In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in
Australian society and globally. Movement is a powerful medium for learning, through which students can acquire,
practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical
activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-
efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy
body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves
productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease.
Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to
building healthy, safe and active communities.
Year 9 Health and Physical Education
Subject Code: 9HPE
Length of course: Semester
Course Description:
Students are working to critically analyse contextual factors that influence their identities, relationships, decisions and
behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and
wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and
apply health information from credible sources to propose and justify responses to health situations. Students propose
and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role
physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They
apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety
and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement
situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills
and movement performances. They work collaboratively to design and apply solutions to movement challenges.
Topics Included:
• Basketball • Fitness & Conditioning • Soccer • Sofcrosse • Table Tennis • Touch • Relationships and Sexual Health • Drugs, alcohol and tobacco • Disability • Lifestyle choices • Group Dynamics
Assessment:
• Peer assessment and self reflection • Performance and observation checklists • Analysis and response- written, oral and multimodal
Additional Costs:
Nil
Year 9 Physical Education
Subject Code: 9PED
Length of course: Semester
Course Description:
Students are working to propose and evaluate interventions to improve fitness and physical activity levels in their
communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They
apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety
and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement
situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills
and movement performances. They work collaboratively to design and apply solutions to movement challenges.
Topics Included:
• Athletics • Cricket • Football • Hockey • Tennis • Volleyball
Assessment:
Students are assessed according to their skill-development and performance, application and attitude. Assessment
methods include performance checklists, skills tests, written assignments and records of participation.
Additional Costs:
Nil
International Programs
As a leader in International Study Programs, Marryatville High School offers an extensive international program for
international fee paying students.
These students can participate in a range of study programs which include:
Intensive Secondary English Courses (ISEC) Program
The ISEC Program consists of intensive English classes designed to improve the students’ English communication and
formal language skills when they first arrive in Australia.
High School Graduate Program
This program is for students who wish to complete the SACE (South Australian Certificate of Education) and enter
university or other tertiary institutions e.g. TAFE (Technical and Further Education).
The High School Graduate Program provides international students with the opportunity to live and study alongside
Australian students. Marryatville High School offers a variety of programs to cater for the individual academic needs of
each student.
Students can make a choice of subjects at senior high school level that will complement their own interests and
ambitions for tertiary study. Students are assisted in deciding on the most appropriate tertiary course for them.
High School Study Abroad Programs
The Study Abroad Program provides international students with an exciting opportunity to experience the Australian
way of life whilst studying alongside Australian students. Study Abroad Programs are available for one, two, three or
four terms at all year levels.
French, Chinese and Japanese can be studied at Marryatville High School while other languages can be studied off
campus at the South Australian School of Languages.
Marryatville High School has a widely acclaimed music and tennis program and entry into these programs is
considered on an individual basis. Entry is on merit selection based on set criteria.
At Marryatville High School, International Students are supported by an International Coordinator and support
teachers who are dedicated to ensuring that international students are successful learners who will reach their
potential and feel comfortable in our safe school environment.
School Counsellors, a student life program responsive to cultural needs, as well as orientation programs, ensure that
students make a successful transition into our school community and have a good understanding of the teaching and
learning methodology used to ensure they are successful in their studies. International students are individually
supported, at each year level, with their subject choices.
Year 9 International Studies
Subject Code:
Length of course: Semester
Advice:
This course is an excellent foundation for Studies of Society and Culture and Legal Studies at Stage 1 and 2. This course
is based on the Civics and Citizenship subject, but has been designed with a strong international focus. Students will
develop civics and citizenship knowledge and understanding, and civics and citizenship skills in relation to
contemporary international issues.
Course Outline:
Students compare and evaluate the key features and values of systems of government, and analyse the Australian Government’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.
When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.
Topics:
• Students will be involved in negotiating topics. These could include issues such as poverty, inequality, the role of the United Nations, Australia’s role as a global citizen, environmental issues as global issues, human trafficking, the role of religion in conflicts, education, gender
• Students will investigate and analyse the social, economic, political and legal dimensions of these issues
Assessment: Students will complete a variety of assessment tasks. There will be scope for student negotiation of assessment mode. The range of assessment tasks could include, but is not restricted to:
• Class work
• Media monitoring
• Comparative Study
• Source Analysis
• Investigation
Intensive Secondary English Course (ISEC)
The ISEC program consists of intensive English classes designed to improve students’ English communication skills
when they first arrive to study in South Australia. The program supports students in developing their learning and
creative capacities.
This course enables students to:
• Develop both oral and written communication skills
• Increase their knowledge of Australian culture
• Acquire subject specific language
• Receive content support
• Develop study skills
• Learn skills for living and studying in Australia.
Courses are available for ten, twenty, thirty and forty weeks, depending on the time of year of enrolment and the
English language proficiency, reading and writing skills of each student..
All teachers are subject specialists and are highly experienced in teaching International students.
Contact Person: Ms. S Goldfain
The subjects taught in the ISEC program are as follows.
AUSTRALIAN STUDIES
Length of Course: Semester
Course Outline:
Participation in this course improves student understanding of Australian lifestyles and Australian schooling practices.
Students develop skills in the following areas: research, note taking, paraphrasing information, paragraphing, essay
writing, report writing, small group work and in developing oral presentations.
ENGLISH AS AN ALTERNATIVE LANGUAGE OR DIALECT
Length of Course: Semester
Course Outline:
English as an Alternative Language or Dialect will provide opportunities for students to develop their skills in listening,
viewing, speaking, writing and using technology. Students will read view and listen to a range of texts and discuss
topics of interest. They will communicate both orally and in writing for a variety of purposes, audiences and situations.
Students will develop skills in organising ideas logically in both written and oral language tasks.
HEALTH AND PHYSICAL EDUCATION
Length of Course: Semester
Course Outline:
Health and Physical Education aims to develop, in students, a positive approach to ongoing participation in regular
physical activity. Students will participate in a number of sporting activities to enhance co-operation and collaboration
skills. They will complete a research task and be involved in problem solving activities
INTEGRATED STUDIES
Length of Course: Semester
Course Outline:
Students investigate information and ideas from a variety of sources, working both individually and collaboratively.
Using technology, they develop skills in communicating ideas and opinions which assists in building relationships with
others and the world around them.
Students will develop:
• language skills and strategies to learn independently and collaboratively • critical and creative skills to meet the demands of current and future studies • the ability to participate confidently and effectively in Australia’s diverse cultures
MATHEMATICS
Length of Course: Semester
Course Outline:
The Mathematics Program has been specifically designed to meet the needs of ISEC students at Marryatville High
School. It will assist them in developing the language specific to mathematics as well as provide them with the
appropriate mathematical background necessary for their eventual transition into mainstream. Topics are studied
through carefully designed, graded worksheets to meet each student’s specific needs.
PERSONAL LEARNING PLAN
Lengthy of Course: Semester
Course Outline:
This course will support students in planning their personal and learning goals for the future. It will assist them in
making informed decisions about their personal development, future study pathways and career options. Developing
goals for the future will engage students in activities such as:
• selecting subjects, courses, and other learning relevant to pathways through and beyond school • investigating possible career choices • exploring personal and learning goals • communicating and interacting with others to explore and present ideas and plans for current and future
learning goals
SCIENCE
Length of Course: Semester
Course Outline:
This course develops students’ scientific skills and knowledge as well as English vocabulary and expression within the
Science context. Students will learn how to write scientific reports as well as complete practical experiments within
well-equipped laboratories. The Science course will include topics from Physics, Chemistry and Biology.
Languages
Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of
humanity, to reflect on their understanding of human experience in all aspects of social life, and on their own
participation and ways of being in the world.
Learning languages broadens students’ horizons to include the personal, social, and employment opportunities that an
increasingly interconnected and interdependent world presents. The interdependence of countries means people in all
spheres of life have to be able to negotiate experiences and meanings across languages and cultures. It has also
brought the realisation that, despite its status as a world language, a capability only in English is not sufficient. A
bilingual or pluri–lingual capability is the norm in most parts of the world.
Learning languages:
• extends the capability to communicate and extends literacy repertoires • strengthens understanding of the nature of language, of culture, and of the processes of communication • develops intercultural understanding • develops understanding of, and respect for, diversity and difference, and an openness to different perspectives
and experiences • develops understanding of how culture shapes world view and extends the learner’s understanding of
themselves, their own heritage, values, culture, and identity • strengthens intellectual and analytical capabilities and enhances creative and critical thinking
Learning languages also contributes to strengthening the community’s social, economic, and international
development capabilities. Language capability contributes to the development of rich linguistic and cultural resources
through which the community can engage socially, culturally, and economically in all domains. These include business,
trade, science, law, education, tourism, diplomacy, international relations, health, and languages.
Year 9 Chinese
Subject Code: 9CIE1
Length of course: Full year
Recommended Background: Satisfactory completion of Year 8 Chinese.
Course Outline:
Students are working towards, sustain extended interactions with diverse individuals and groups, selecting spoken and
written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written
and multimodal sources to convey different perspectives to different audiences. They select and organise ideas,
adapting language, style, register and textual features to mediate these ideas for a range of audiences who speak
Chinese or English or both. They respond to authentic texts and create a range of persuasive, informative and
imaginative texts. Students apply features of prosody in their own speech. They apply understanding of character
components and morphemes to their own writing. They reflect on their own experiences of interacting across diverse
linguistic and cultural contexts, and move readily between languages and cultures.
Students demonstrate metalinguistic awareness across Chinese and English and identify similarities and differences in
the structure and framing of both languages. They make and justify choices on how they present themselves and their
ideas to audiences who speak either language. They analyse how language features and devices are used to achieve
different purposes. Students explain how language and languages vary with time and according to situation and
context. They identify evidence showing how texts reflect the cultural background and values of the author and
different perspectives.
Topics Covered:
The communication skills in listening, speaking, reading and writing acquired in Year 8 are further developed. Emphasis
is placed on learning to use the language. Life in China is explored in more detail through topics which include: School
Life, School Routines, Food and Drink and Clothing.
Assessment:
Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding
strands of the Australian Curriculum.
Additional Costs:
Nil
Year 9 French - Accelerated
Subject Code: 9FRA1
Length of course: Full year
Recommended Background: Successful completion of Year 8 French (Accelerated) or by negotiation after successful
completion of Year 8 French (Continuers)
Course Outline:
By the end of Year 9, students use written and spoken French to communicate with teachers, peers and others in a
range of settings and for a range of purposes They use language to access and exchange information on a broad range
of social, cultural and youth-related issues (for example, student politics and priorities, the environment, virtual
worlds). They socialise, express feelings and opinions, and use expressive and descriptive language to participate in
different modes of imaginative and creative expression. They initiate conversations and discussion (such as Qu’est-ce
que vous pensez au sujet de ... ? A mon avis ...), change or elaborate on topics (for example, Oui, mais … d’autre part
...), and provide feedback and encouragement (for example, En effet - c’est intéressant; et toi, qu’est-ce que tu en
dis?). They employ self-correction and repair strategies, and use non-verbal elements such as gestures, pacing and
pitch to maintain momentum and engage interest. They locate and evaluate information on local and global issues
from a range of perspectives and sources. They produce informative, persuasive and imaginative texts, incorporating
relative clauses and adverbial phrases, using some specialised vocabulary and cohesive devices. Students use présent,
passé composé, imparfait and futur proche tenses in their own texts, and the conditional tense to express intention or
preference (for example, Je voudrais aller au cinéma ce soir). They use with support futur and plus-que-parfait tenses.
Students translate and interpret a range of French and English texts, comparing versions and analysing processes.
Students explain differences between spoken and written French, and identify the contribution of non-verbal
elements of spoken communication and the crafted nature of written text (for example, grammatical elaboration,
cohesion). They provide examples of the blurring of these differences in modes of communication such as text
messages, emails or conversation transcripts. They describe how languages change, borrow from, build upon and
blend with each other (for example, le franglais). They demonstrate understanding of the power of language to shape
relationships, to include and exclude. They use appropriate terminology to explain some irregularities of grammatical
patterns and rules (such as irregular verb forms, different word order of some adjective-noun combinations), and
textual conventions associated with familiar genres such as invitations, apologies or music reviews. They reflect on
their own cultural perspectives and discuss how these are impacted by French language and culture learning.
Topics Covered:
Students will continue to focus on topics of a personal and social nature, expressing themselves in French about their
own experiences, past, present and future, as well as investigating further the richness of the French-speaking world.
Assessment:
Tasks consist of a variety of activities and exercises covering the three strands Communication, Understanding
language and Understanding culture.
Additional Costs:
Nil
Year 9 French - Continuers
Subject Code: 9FRC1
Length of course: Full year
Recommended Background: Satisfactory completion of Year 8 French
Course Description:
Students are working towards, students use written and spoken French to socialise with peers, teachers and other
French speakers in local contexts and online environments. They communicate about immediate and personal
interests and involvements (such as family, friends, interests), and some broader social and cultural issues (such as
health, social media, international experience, the environment). They approximate rhythms and intonation patterns
of extended and compound sentences, using syllable combinations, and building fluency and accuracy in
pronunciation, pitch and stress. They use the passé composé tense of regular verbs with avoir and être, noticing that
the participe passé form of verbs with être involves gender and number agreement. They identify the form and
function of reflexive verbs (such as se laver, se lever) and use appropriate forms of possessive adjectives in own
language production. They locate, interpret and analyse information from different print, digital and community
sources, and communicate information, ideas and views in a range of contexts using different modes of presentation.
They use expressive and descriptive vocabulary to talk about feelings and experiences. They create imaginative and
performative texts for a range of purposes, such as entertaining or persuading. They use French to narrate and
describe, matching modes of presentation to context and intended audience. They create bilingual texts (such as
guides, event commentaries, cultural glossaries), and interpret observed interactions in terms of cultural practices and
comparisons.
Students identify differences between spoken and written forms of French, comparing these with English and other
known languages. They identify the importance of non-verbal elements of communication, such as facial expressions,
gestures and intonation. They make distinctions between familiar text types, such as greetings, instructions and
menus, commenting on differences in language features and text structures. They use metalanguage for talking about
language (such as formal and informal language, body language) and for reflecting on the experience of French
language and culture learning. They identify relationships between parts of words (such as suffixes, prefixes) and
stems of words (such as préparer, préparation; le marché, le supermarché, l’hypermarché). Students identify the
validity of different perspectives, and make comparisons across languages and cultures, drawing from texts which
relate to familiar routines and daily life (for example, la vie scolaire, la famille, les courses, les loisirs, la cuisine). They
explain to others French terms and expressions that reflect cultural practices (such as bon appétit, bonne fête). They
reflect on their own cultural identity in light of their experience of learning French, discussing how their ideas and
ways of communicating are influenced by their membership of cultural groups.
Topics Covered:
Students further develop the skills of listening, speaking, reading and writing. Integrated background studies cover
topics such as regional France, New Caledonia, Religious Holidays and Historical Events. Topics include: Food, Clothing,
Hobbies and Last Weekend (using past tense).
Assessment:
Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding
strands of the Australian Curriculum.
Additional Costs:
Nil
Year 9 Japanese
Subject Code: 9JPE1
Length of course: Full year
Recommended Background: Satisfactory completion of Year 8 Japanese.
Course Outline:
Students are working towards using written and spoken Japanese to interact with peers, the teacher and other Japanese
speakers to exchange information and opinions about personal interests and experiences. With support they share
information about broader topics of interest, such as education, travel, sport, teenage life and popular culture. When
collaborating in shared tasks and activities, they use set phrases and modelled language to transact and make
arrangements, for example, 来週らいしゅうの土曜日にサッカーをしませんか。土曜日はちょっと…。 Students ask
and respond to questions, such as どのぐらい、いくつ、 using spontaneous language. They provide explanations,
opinions and reasons, for example, by using ~と思います、 ~からです. They maintain and extend interactions by
requesting repetition or clarification and by using あいづち. They apply appropriate conventions of pronunciation, rhythm
and phrasing in speech to allow for others’ use of あいづち. Students read and write hiragana and known kanji, read
katakana, and write familiar katakana words, including elongated vowels, double consonants and contractions. They analyse
and extract information from a range of spoken and written texts and multimodal sources. They understand gist and predict
the meaning of unfamiliar words and expressions from context, grammatical and vocabulary knowledge. Students create
and present informative and imaginative texts, taking into account audience and purpose, such as by using て form (~ては
いけません、~てもいいです、 ~ています), and the plain form (~たり~たりします、 ~と思います、~つもり).
They extend or qualify their message by using adverbs such as とくに、 時々ときどき、 and link ideas by using
conjunctions, such as それに、 だから、 けれども. Students translate and interpret texts, explaining words and
expressions that are difficult to translate and those with embedded cultural meanings, such as ただいま, おかえり. They
describe their reactions to intercultural experiences and reflect on how their own assumptions and identity influence and
are influenced by their language use.
Students identify the functions of different scripts within texts: how hiragana is used for particles, conjunctions, and verb
and adjective endings; katakana for borrowed words and some onomatopoeia; and kanji for nouns and verb and adjective
stems. They apply their understanding of kanji to identify word boundaries and know its role in assisting with the
identification of linguistic elements. They distinguish between おくりがな and ふりがな、 and recognise that kanji can be
pronounced differently using 音 (on) or 訓 (kun) readings. Students understand the function of verb stems, and of て form
and plain form verbs, and conjugate a range of verb tenses and forms. They apply their understanding of conjugation to
produce negative and past adjectives. Students identify and use a range of case particles such as か (or), より、 で
(purpose/by) and に (location). They use metalanguage to describe and compare language features and rules of sentence
construction. They choose between using です/ますor plain form based on age, relationship, familiarity, context and text
type, such as using plain form in a personal diary. They understand that languages change over time through contact with
other languages and cultures, and identify the particular impact of technology and media on contemporary forms of
communication, for example, the widespread adoption of English terms into Japanese, such as コピペ. Students explain
how Japanese cultural values such as the importance of community, 内うち/外そと、 respect, and consideration for others
are embedded in language and behaviours such as がんばりましょう。 だいじょうぶ?。
Topics Covered:
Communication skills in listening, speaking, reading and writing acquired in Year 8 are further developed. The katakana
script is introduced and is used with hiragana and new kanji in reading and writing tasks. Students are introduced to life in
Japan through topics including Food, Festivals, and Shopping in Tokyo.
Assessment:
Assessment tasks consist of a variety of activities and exercises covering the Communicating and Understanding strands of
the Australian Curriculum.
Additional Costs:
Nil
Mathematics
Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum:
Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,
Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students
need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and
professional applications of mathematics are built.
Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in students an
appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all
cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of
ideas and providing access to new tools for continuing mathematical exploration and invention. The curriculum
focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning,
analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar
situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
The Australian Curriculum: Mathematics ensures that the links between the various components of mathematics, as
well as the relationship between mathematics and other disciplines, are made clear. Mathematics is composed of
multiple but interrelated and interdependent concepts and systems which students apply beyond the mathematics
classroom. In science, for example, understanding sources of error and their impact on the confidence of conclusions
is vital, as is the use of mathematical models in other disciplines. In geography, interpretation of data underpins the
study of human populations and their physical environments; in history, students need to be able to imagine timelines
and time frames to reconcile related events; and in English, deriving quantitative and spatial information is an
important aspect of making meaning of texts.
The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical
reasoning and learn to apply their mathematical understanding creatively and efficiently. The mathematics curriculum
provides students with a carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help
students become self-motivated, confident learners through inquiry and active participation in challenging and
engaging experiences.
Year 9 Mathematics (Advanced Coding)
Length of course: Full year
Course Outline:
In this course students will complete the content of the Year 9 Australian Curriculum for Mathematics. Unlike other
Year 9 Mathematics classes, this course will be taught with a software coding and data analysis focus.
Key concepts and skills of the Year 9 Mathematics curriculum will be reinforced and opportunities for deeper
understanding will be provided using a variety of coding and data analysis activities and projects. Students will code a
mathematical quiz to aid in gaining fluency in the use of index laws and in solving simple and compound interest
problems. They will write code and tests for a measurement toolkit that will provide further practice in unit
conversions and the use of surface area and volume calculations.
Students will use a symbolic computation package in Python to explore algebraic concepts. Similar triangles and
trigonometric ratios will be investigated using the Geogebra tool, and students will compute trigonometric ratios using
code. Students will use statistical measures, both manual and coded, to analyse the results of reaction time
experiments. Chance experiments will be coded, providing opportunities for students to readily analyse the results of
large numbers of trials.
This course is designed for students who are looking for extension and enrichment in Year 9 mathematics. No prior
knowledge or experience in coding is assumed so any students with an interest in developing their coding and data
analysis skills whilst covering the Year 9 mathematics curriculum are encouraged to apply.
Topics Covered:
Topics covered in this course include index laws, simple interest, volume and surface area, algebra, trigonometry,
similar triangles, statistics and probability as described within the Year 9 Australian Curriculum for Mathematics.
Furthermore, students will learn the fundamentals of coding, including the design, implementation and testing of
software that relates directly to the mathematical concepts of the course.
Assessment:
A range of assessment practices, including tests, assignments, coding projects and investigations.
Additional Costs:
Nil
Year 9 General Mathematics & Advanced Mathematics
Subject Code: 9MTH1 Length of course: Full year
Course Outline: By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar
figures. Students explain similarity of triangles. They recognise the connections between similarity and the
trigonometric ratios. Students compare techniques for collecting data in primary and secondary sources. They make
sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret
data.
Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial
expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line
segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface
area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-
angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step
experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf
plots.
Topics Covered: The course is developed on the curriculum content strands of:
Number and Algebra
• Real Numbers
• Money and financial mathematics
• Patterns and algebra
• Linear and non-linear relationships
Measurement and Geometry
• Using units of measurements
• Geometric reasoning
• Pythagoras and trigonometry
Statistics and Probability
• Chance
• Data representation and interpretations
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics
content across the three content strands.
Assessment:
A range of assessment practices, including tests, assignments and investigations.
Additional Costs:
Casio Calculator fx-82AU Plus II
Year 10 Numeracy
Subject Code: Length of course: Full year Recommended Background: Satisfactory completion of Year 9 Mathematics (by recommendation only)
Other Advice: In the second semester this course becomes Stage 1 Numeracy in the Community which if passed at a C grade level or
better qualifies as a ten credit point SACE numeracy unit.
Course Outline: In the study of mathematics students participate in a wide variety of problem-solving activities. The subject gives
students the abilities and skills required in the workplace and in everyday life. They learn how to approach new
challenges by investigating, modelling, reasoning, visualising, and problem solving, with the goal of communicating to
others the relationships observed and the problems solved.
Students who complete 10 credits of this subject with a C grade 2 or better in semester will meet the stage 1
numeracy requirement of the SACE.
Topics Covered: This course is designed for students that have experienced significant difficulties with Year 9 Mathematics. The course
involves mathematics that can be used in everyday life and the workplace. Semester 1 reviews previous skills while
Semester 2 students undertake Stage 1 Numeracy Pathways topics.
Assessment: A range of assessment practices, including tests, assignments and investigations.
Additional Costs: Nil
Music
This rationale complements and extends the rationale for The Arts learning area.
Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that
are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and
space. Composers, performers and listeners perceive and define these sounds as music.
Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation
in music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music
learning, students listen to, compose and perform with increasing depth and complexity. Through performing,
composing and listening with intent to music, students have access to knowledge, skills and understanding which can
be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation.
Learning to read and write music in traditional and graphic forms enables students to access a wide range of music as
independent learners.
Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to
reach their creative and expressive potential. Skills and techniques developed through participation in music learning
allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a
significant impact on the cognitive, affective, motor, social and personal competencies of students.
As independent learners, students integrate listening, performing and composing activities. These activities, developed
sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music,
they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In
this way students develop an aesthetic appreciation and enjoyment of music.
Special Interest Music
The Special Interest Music Program offers a broad music education, performance opportunities, as well as an intensive
study of music. It has an enviable reputation as a centre for outstanding music education, a tradition of excellence and
achievement in all endeavours, and a program that is vibrant, innovative and highly regarded nationally and
internationally.
Underlying principles of Special Interest Music Centres in Public Schools.
• To cater for students who demonstrate the strongest motivation and greatest aptitude for development in music. • To develop self-confidence and achievement of personal excellence in music, enabling confident participation in music within the school and the wider community. • Successful applicants will pursue their music studies until the completion of Stage 2.
Special Music Entry (Special Interest Music) Entry to this course is through application and successful completion of a practical musicianship test, audition and
interview. Although usual entry is for Year 7s enrolling into Year 8, entry to higher year levels is possible but with
musical and academic prerequisites. Special students are passionate and committed to a musical education. SIMC
Candidate selection criteria and application forms and the information brochure outline the process for enrolment and
entry into this course.
Special Interest Music students receive a scholarship to support private instrumental/vocal tuition and travel grants
are available for students meeting specific criteria.
Special Music Curriculum (Years 8 to 10)
In Years 8 to 10, areas of study for Special Music students include Theory, Aural, Composition and Arrangement,
Concert Practice, Solo and Ensemble Performance, Choir, Score Reading and Listening, History, Analysis, Early Music,
Music Pathways and Music Technology.
Special Music Curriculum (Senior Music)
The Senior Music Program offers students a broad and comprehensive musical education. Four music subjects are
offered as part of Stage 1 and all eight music options are offered in Stage 2 of the SACE. The school provides pathways
to music studies at tertiary level.
Orchestral Program
Marryatville High School has four orchestras: School Orchestra, Studio Orchestra, Chamber Orchestra and the
Junior Orchestra. The School Orchestra has travelled to Japan and Europe, as well as many regional and national tours.
Concert Band
Marryatville High School has a strong band program at junior and senior level. The development of ensemble skills is
nurtured through the classroom program in Years 8 to 10, as well as after hours as a co-curricular activity.
Jazz
Through the Jazz program the Big Bands have had success in local and national competitions, namely the Generations
in Jazz National Stage band Awards associated with James Morrison. Big Band One has toured to England, USA and
Canada.
Choral
As singing is the most important part of a child’s musical development, it is an integral part of the music program at
Marryatville High School. Every music student sings in a class choir. Students may also choose to participate in Co-
curricular ensembles: Concert Choir, Chamber Choir, Junior Choir, Boys’ Choir, Girls’ Choir and the Pops Vocal
Ensemble.
Small Ensembles
Our extra curricular ensembles include many smaller groups such as: Double Bass Ensemble, Flute Ensemble, Baroque
Ensemble, Senior and Junior Recorder Ensembles, Senior and Junior Guitar Ensembles, Percussion Ensembles, Jazz
Combos, Instrumental trios and quartets and other ensembles depending on student needs.
Specialist Areas
Expertise is available in the highly specialised area of Composition. Students may access contemporary music
technology through the music computer laboratory and recording studio.
Special Music Expectations
Special music students:
• are committed to the intensive study of music within the context of a balanced musical education. • are committed to the Special Interest Music program from Years 8 to 12. • intend studying music to SACE Stage 2 (Year 12). • participate in the SIMC’s co-curricular ensembles (lunchtime and/or after school), attend rehearsals and performances outside of school hours. (If a conflict with outside interests arises, the preference must be given to the SIMC.).
Year 9 Elective Music
Subject Code: 9MU11
Length of course: Full year
Recommended Background: Satisfactory completion of Year 8 Elective Music, including at least one year of
instrumental tuition.
Other Advice: It is a requirement that the students undertake instrumental tuition, with either the Instrumental Music
Service or a private teacher.
Course Outline: Students are learning to analyse different scores and performances aurally and visually. They evaluate
the use of elements of music and defining characteristics from different musical styles. They use their understanding
of music making in different cultures, times and places to inform and shape their interpretations, performances and
compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret
and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise
elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the
elements of music, style and notation to compose, document and share their music.
Topics: • Class Ensemble o concert band o string ensemble o percussion ensemble o guitar ensemble • Class Choir •
Concert Practice • Music Theory and Aural • Composition • Score Reading and Listening • Music History • Aboriginal
and Torres Strait Island Music and Culture • Music of other Cultures • Music Technology
Assessment: Students shall be assessed formally and informally through creative tasks, research projects, oral
presentations, tests, practical work - solo and ensemble performance (instrumental and choral). Students will reflect
and analyse personal work and that of their peers. Participation at Elder Hall concert in term four.
Additional Costs:
Nil
Year 9 Special Music
Subject Code: 9MU21
Length of course: Full year (Double Subject)
Recommended Background: Satisfactory completion of Year 8 Special Music or selection through audition process in
the previous year.
Other Advice:
It is a requirement that the students undertake instrumental tuition on at least 2 instruments, with either the
Instrumental Music Service or a private teacher.
Course Outline
Students are working towards the analyse different scores and performances aurally and visually. They evaluate the
use of elements of music and defining characteristics from different musical styles. They use their understanding of
music making in different cultures, times and places to inform and shape their interpretations, performances and
compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret
and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise
elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the
elements of music, style and notation to compose, document and share their music.
Topics Included:
• Class Choir • Class ensemble and Junior Orchestra • Concert Practice • Music Theory and Aural • Composition •
Score Reading and Listening • Aboriginal and Torres Strait Island Music and Culture • Music of other Cultures • Music
Technology • Co-curricular ensembles
Assessment:
Students shall be assessed formally and informally through creative tasks, research projects, oral presentations, tests,
practical work - solo and ensemble performance (instrumental and choral). Students will reflect and analyse personal
work and that of their peers. Participation at Elder Hall concert in term four.
Additional Costs:
Nil
Science
Science provides an empirical way of answering interesting and important questions about the biological, physical and
technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and
economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make
sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving
problems. Science aims to understand a large number of observations in terms of a much smaller number of broad
principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.
The Australian Curriculum: Science provides opportunities for students to develop an understanding of important
science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our
culture and society, and its applications in our lives. The curriculum supports students to develop the scientific
knowledge, understandings and skills to make informed decisions about local, national and global issues and to
participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience
the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they
develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based
conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including
giving students the capability to investigate the natural world and changes made to it through human activity.
The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view
of the world and which can be applied to many of the areas of scientific understanding. These overarching ideas are
patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and
matter and energy.
Year 9 Science
Subject Code: 9SCI1 Length of course: Full year Curriculum Scope: The three interrelated strands of the Australian Curriculum in Science are:
• Science Understanding • Science as a Human Endeavour • Science Inquiry Skills
Science Understanding is divided into 4 main sub-strands: Biological sciences, Chemical sciences, Earth and Space
sciences and Physical sciences. Within each of these sub-strands are integrated the strands of Science as a Human
Endeavour and Science Inquiry Skills.
Course Outline:
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy
transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply
these to explain phenomena. They explain global features and events in terms of geological processes and timescales.
They analyse how biological systems function and respond to external changes with reference to interdependencies,
energy transfers and flows of matter. They describe social and technological factors that have influenced scientific
developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the
control and accurate measurement of variables and systematic collection of data and describe how they considered
ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in
results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of
their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate
language and representations when communicating their findings and ideas to specific audiences.
Topics included:
Everyday reactions, Atomic structure, Health and nutrition, Body balance, Disease, Ecosystems, Electrical energy, Light
energy, Using radiation, Forensic skills, Plate tectonics and Going into space.
Assessment:
• Tests 50% • Assignments 25% • Practical Work 25%
Additional Costs: Nil
Technologies
Technologies enrich and impact on the lives of people and societies globally. Societies need enterprising individuals
who can make discerning decisions about the development and use of technologies and who can independently and
collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies
can play an important role in transforming, restoring and sustaining societies and natural, managed, and constructed
environments.
Technologies subjects at Marryatville high school come in a variety of options but can be broadly separated into two
areas:
• Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities focusing on either Material or Digital solutions.
• Food and Textile Technologies, where the focus on producing designed solutions is through the medium of hospitality or fashion design.
All classes follow either the Australian Curriculum or South Australian Certificate of Education Curriculums where:
Technologies will ensure that all students benefit from learning about and working with traditional, contemporary and
emerging technologies that shape the world in which we live. This learning area encourages students to apply their
knowledge and practical skills and processes when using technologies and other resources to create innovative
solutions, independently and collaboratively, that meet current and future needs.
The practical nature of the Technologies learning area engages students in critical and creative thinking, including
understanding interrelationships in systems when solving complex problems. A systematic approach to
experimentation, problem-solving, prototyping and evaluation instils in students the value of planning and reviewing
processes to realise ideas.
All young Australians should develop capacity for action and a critical appreciation of the processes through which
technologies are developed and how technologies can contribute to societies. Students need opportunities to consider
the use and impact of technological solutions on equity, ethics, and personal and social values. In creating solutions, as
well as responding to the designed world, students consider desirable sustainable patterns of living, and contribute to
preferred futures for themselves and others.
Please find more detailed information for each Technologies subject hereafter
Digital Technologies
Subject Code: 9TDT
Length of course: Semester
Recommended Background: Nil
Course Outline:
Refreshed for 2021, this course is designed to introduce students to computer programming and digital information
systems in an engaging and easy to understand way.
Students explore the way that we engage with digital systems on a daily basis and learn to identify the ways they can
influence these systems, exploring data and its impact on society and the individual.
Topics
• Block coding and game design
• Text coding with Arduino
• Networking
Assessment:
Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology,
Digital Technologies. With evidence of work provided by both practical and theoretical tasks. Primarily this will be in a
project the students compleate?
Additional Costs:
Nil
F1 & Subs in Schools (STEM)
Subject Code: 9TSIS
Length of course: Semester
Recommended Background: Nil
Course Outline:
In ‘F1 & Subs in Schools’, students explore entrepreneurial opportunities within the two international STEM
competitions. Students will form teams of similar interest and can compete in either of the competitions or work on a
school level competition. Information on the competitions can be found here:
https://rea.org.au/f1-in-schools/
https://rea.org.au/subs-in-schools/
Regardless of competition or competitive level (State Finals/School Finals) students will work as a team to develop the
skills necessary to solve their design brief.
The brief is to create a miniature F1 Team or Submariner Team, generate an entrepreneurial approach and managed
team structure with marketing and project organisation. Develop a unique identify and engage with learning /
development as a collaborative effort.
Students will build upon previous skills and once developed design their own solution based on a critical evaluation of
needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use
these to evaluate their ideas and designed solutions and processes.
Topics Included:
Students produce a variety of project deliverables/key outcomes such as:
• Cohesive and unique team identity including clothing design, graphic design and logo
• Scientific learning appropriate for deliverable (F1 Car / Submarine) applied and documented
• Computer Aided Design, Manufacturing, and Engineering using Advanced Technologies
• Documented record of learning and evaluation of successes and areas for improvement
• Evidence of Project management strategies and processes learnt, developed and implemented.
This course will work with Specialists in the field who will come into school or students will go on excursions to engage
with some of the Advanced Engineering opportunities in SA.
Assessment
Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology.
Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production
Skills’.
This is will be presented in a number of formats (and is up to the students) including a folio of work, presentations and
physical/digital products.
Additional Costs:
Nil
Food Design
Subject Code: 9TFT
Length of course: Semester
Recommended Background: Nil
Course Outline:
Students work collaboratively to prepare a range of foods. An introduction into using Thermomixers where students
can further develop their practical skills in food preparation and quality control. Students also have the opportunity to
explore their cultural background and specific cooking techniques.
Topics Included:
This course involves students to explore and investigate the key role technologies have in the design and production of
food. Students will develop their understanding of kitchen safety, hygiene, technology, food preparation, presentation
along with the development of collaborative learning through group work.
Assessment:
Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology,
with emphasis on food and fibre production, food specialisation and materials and technologies specialisation.
Additional Costs
Nil
Food In Action
Subject Code: 9TFIA
Length of course: Semester
Recommended Background: Nil
Course Outline:
Students understand the connection between food choices and nutrition, explored through a variety of hands on
cooking experiences in the kitchen. Students investigate key concepts of nutrients and food groups by using the
Australian Guide to Healthy Eating, analysing nutrition information panels, and understanding how to make suitable
food choices using a range of technologies.
Topics Included:
Students may investigate and research food brands and labelling, lunch alternatives incorporating fast and fresh lunch
box ideas and compare health promotion campaigns around healthy eating.
Assessment: Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and
Technology, with emphasis on strands: Technologies and Society, Food Specialisation and Creating Design Solutions.
Additional Costs
Nil
Information Processing and Publishing
Subject Code: 9IPP
Length of course: Semester
Recommended background: Nil
Course Outline
Students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and
appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all
learning areas at school and in their lives beyond school. ICT capability involves students learning to make the most of
the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting
the risks to themselves and others in a digital environment.
To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society
now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at
home, at work and in their communities. Information and communication technologies are fast and automated,
interactive and multimodal, and they support the rapid communication and representation of knowledge to many
audiences and its adaptation in different contexts. They transform the ways that students think and learn and give
them greater control over how, where and when they learn.
The nature and scope of ICT capability is not fixed, but is responsive to ongoing technological developments. This is
evident in the emergence of advanced internet technology over the past few years and the resulting changes in the
ways that students construct knowledge and interact with others.
Students develop capability in using ICT for tasks associated with information access and management, information
creation and presentation, problem-solving, decision-making, communication, creative expression and empirical
reasoning. This includes conducting research, creating multimedia information products, analysing data, designing
solutions to problems, controlling processes and devices, and supporting computation while working independently
and in collaboration with others.
Students develop knowledge, skills and dispositions around ICT and its use, and the ability to transfer these across
environments and applications. They learn to use ICT with confidence, care and consideration, understanding its
possibilities, limitations and impact on individuals, groups and communities.
Topics Covered:
• Applying social and ethical protocols and practices when using ICT • Investigating with ICT • Creating with ICT • Communicating with ICT • Managing and operating ICT
Assessment:
Practical and Theoretical tasks
Additional Costs:
Nil
Material Technologies
Subject Code: 9TMT
Length of course: Semester
Recommended Background: Nil
Course Outline:
In year 9 Material Technologies students create designed solutions for one or more of the technologies contexts such
as Timber, Metal and Electronics in a workshop environment.
Students build upon previous skills and once developed design their own solution based on a critical evaluation of
needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use
these to evaluate their ideas and designed solutions and processes.
They create and connect design ideas and processes of increasing complexity and justify decisions. Students
communicate and document projects, including marketing for a range of audiences. They independently and
collaboratively apply sequenced production and management plans when producing designed solutions, adjusting
plans when necessary. They select and use appropriate technologies skilfully and safely to produce high quality
designed solutions suitable for the intended purpose.
Topics Included:
Students produce a variety of projects and cover topics relating to materials, processes and production techniques
CAD (Computer Aided Design) will be embedded in the unit.
Actual projects vary depending on room and resource availability but might include;
• Metal balancing toy
• Device holder
• Wooden photo frame holder
• 3d printed micro drone
• Electronics alarm
Assessment
Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology. Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’. This is normally formatted in a folio of work and physical/digital products. Additional Costs: Nil
SMART Technologies
Subject Code: 0TSMART
Length of course: Semester
Recommended Background: Nil
Course Outline:
Students will work in groups to research a real-world problem and design, develop and test an innovative solution to
this problem. The project will incorporate various aspects of Science, Technology, Engineering and Mathematics
(STEM), drawing on skills and understanding previously learnt in these areas, as well as learning new skills and
understandings as required.
An example of a problem that students might investigate is how to automate the watering of indoor plants in H-block.
Working in a group, the students would be required to design and develop a solution. An engineered solution may
involve sensors for monitoring climate data and actuators for watering the plants and opening/closing air vents.
Students would be required to do scientific experiments to determine optimal growing conditions and mathematical
calculations to determine the frequency and volume of watering required. Coding skills would be required to
automate the system.
Topics:
Students will work through a development lifecycle from initial problem identification; feasibility study; design;
engineering of a prototype and finally testing. The development of the final prototype will include aspects of coding,
electronics, material technologies, digital design and marketing. Students will work in groups and will be required to
prioritise and allocate tasks to individual students in the group. Assessment will be based on both overall group
outcomes and individual contributions.
Assessment
Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology.
Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production
Skills’. This is normally formatted in a folio of work and physical/digital products.
• Investigation • Design and Planning • Project Work • Evaluation • Knowledge and Understanding
Additional Costs: Nil
Textile Design
Subject Code: 9TTD
Length of course: Semester
Recommended Background: Nil
Course Outline:
Students will investigate fibre and fabric properties and construction processes to develop skills and confidence to
safely use Bernina machines and create formative pieces. The design process underpins all practical applications and
each student will problem-solve and demonstrate techniques to produce textile items and marketing to suit design
brief parameters. Students investigate notions, clothing and fashion matters and make real plans to ensure a
successful excursion to Spotlight, Trinity Gardens. Students will make pincushions, L-Plates, bunting, accomplished a
‘license’, pillowcase, draw-string bag, polar fleece hat for camp, and cushions to be ready for ‘The next range, Peter
Alexander collaboration’.
Topics Included:
• Understanding and developing fabric material solutions
• Using the design process to solve and apply skills to create textile solutions
• Developing an understanding of fashion and marketing
• Making a number of projects with a focus on a given style
Assessment:
Students will be assessed in line with the Australian Curriculum Achievement Standards for Design and Technology
with the following items;
• Individual Design Solution with planning notes.
• Individual Evaluation Report
• Collaborative Design Solutions with Production Plan
• Evidence of Practical success
• Investigation and critical analysis about a contemporary fashion matter
Additional Costs
Nil.
Special Tennis Program
Tennis as a subject is offered from Year 8 to 10 and to those Year 11 students (National High Performance Academy
(NHPA) squad members with Tennis SA) who are able to meet specific criteria regarding skill level and playing ability.
There are two different practical coaching groups operating within the curriculum.
Group 1
Recommended for students involved in NHPA squads with Tennis SA
• 2 x 1 hour coaching sessions per week for 8 weeks each term.
• 1 theory lesson per week.
• International students may apply for entry to this group - acceptance will depend on playing ability.
Group 2 – Extended Program
• 3 x 1½ hours coaching sessions per week for 8 weeks each term.
• Physical program to be completed in own time
• 1 theory lesson per week.
It is an expectation that students will play tennis for the school in the Saturday morning school competitions and
participate in any tournaments conducted by the South Australian Secondary Sports Association as part of their
course. They will also be expected to participate in at least three other tournaments at some stage during the year -
these may be at a local, state or national level.
Students are assessed in their practical skill development and acquisition of tennis knowledge and will receive
accreditation for 20 SACE credits at the successful completion of Year 10.
Students involved with National High Performance Academy squads with Tennis SA may be able to attain extra SACE
credits with Tennis at Year 11. Students can apply for Self Directed Learning credits for Stage 1. This can be done
through the Pathways Counsellor. SACE accreditation will apply.
Tennis Contact Person: Mr Tony Byles
Special Interest Tennis
Marryatville High School’s Special Interest Tennis Program was established in 1995 to enable students who are training
for tennis at a high level to be able to combine their school studies and tennis coaching with minimal disruption to
their school work.
The tennis program offers a broad academic education, specialist tennis coaching during school hours, acquisition of
theory knowledge related to tennis and the opportunity to represent Marryatville High School at school, state and
national levels.
The Special Interest Tennis Program has the following compulsory elements:
• specialist coaching squads.
• coaching from accredited coaches during school time.
• theoretical knowledge in areas such as anatomy and physiology, fitness, diet and nutrition, relationships,
sports injuries, drugs in sport and psychology of winning.
• participation in tennis teams involved in the Saturday morning school competition, SSSSA team and individual
tournaments and at a national level in the School Sport Australia Tennis Teams Challenge from Years 8 - 12.
Program Entry Criteria
Applications for entry to the Special Interest Tennis program are made directly to the school and applicants must meet
the following criteria:
• boys - Australian ranking of less than 2000.
• girls - Australian ranking of less than 1000.
• be committed to representing the school in tennis teams and competitions (Years 8 - 12).
Benefits to Students
Marryatville High School has an enviable tradition of excellence and achievement in all endeavours and there is a
strong sense of community support for this ethos in the school.
In particular, the tennis program gives students the:
• opportunity to study and specialise in tennis with students of similar interests and abilities.
• support for academic studies.
• coaching at school to minimise disruption to schooling.
• cooperation between the school and Tennis SA to maximise student opportunities.
• opportunities to develop skills.
• access to tournaments and competition play at local, state and national levels.
• opportunity to take a tennis pathway through scholarships at USA colleges.
• development of individual coaching skills.
Facilities
Marryatville High School has four hard courts and two synthetic courts. To complement their school tennis coaching,
international students are able to avail themselves of coaching packages at the Next Generation Tennis Complex
whose facilities include hard, synthetic and grass tennis courts, a swimming pool, gymnasium and squash courts.
Achievements (1996-2013)
The school's Drive Tennis teams have been premiers in Division 1 for twelve years, and runners up on five other
occasions.
At the State Knockout Championships:
• Open Boys - state winners 16 years
• Open Girls - state winners 16 years
• Junior Boys - state winners 10 years
• Junior Girls - state winners 12 years
At the National Schools Teams Challenge:
• Boys - national winners 1996, 1997, 2000, 2001, 2006 and National runners up 2013.
• Girls - national winners 1998, 2004 and National runners up 2002, 2005
At the International School sports Tennis Event – 2013 Boys (9th).
From a parent of a Year 8 tennis student:
“Students have the opportunity to develop their skills and knowledge among other like-minded students of similar
abilities”.
“Theory work is invaluable, providing a well-rounded program”.
From a Year 9 tennis student:
“This school was recommended to me by a number of coaches and I think that being able to do tennis as a subject is
both a rare and valuable experience”.
Year 9 Tennis
Subject Code: 9TEN1
Length of course: Full year
Recommended Background: Entry by merit selection
Course Outline:
Students are working towards critically analyse contextual factors that influence their identities, relationships,
decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community
connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students
access, synthesise and apply health information from credible sources to propose and justify responses to health
situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their
communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They
apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety
and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement
situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills
and movement performances. They work collaboratively to design and apply solutions to movement challenges.
Topics Covered:
Theory units include: Energy Systems, Food and Nutrition, Fitness Principles, Decision-Making, Drugs in Sport, Healthy
Lifestyle.
Assessment:
• Practical tasks and evaluation booklets 60%
• Theory tasks 20%
• Attitude/Participation 20%
Additional Costs:
Nil
Cross-Disciplinary/Innovation
A number of subjects bring together elements from more than one discipline. These subjects often have a focus on a
particular pathway or particular skills. These subjects can be either a full year or semester subject.
Included in these cross-disciplinary subjects at Marryatville High School is the compulsory Research Project, which is a
Year 12 (Stage 2) one semester (10 credit) subject that is studied at Year 11 (Stage 1).
Community Challenge
Subject Code: Community Studies
Length of Course: Semester
Credit Points: 10 Stage 1
Recommend Background: NIL
Advice: Community Challenge is a problem based subject with the aim of improving ‘student connectedness’ and
building student capabilities to help unleash and realise their potential. Student from year 9, 10 & 11 can enrol in this
subject.
Course Outline
This subject is designed to help students discover, explore and strengthen their motivators, personality traits, hidden
talents and interests.
It aims to build students social entrepreneurial skills by identifying and solving a ‘real world’ problem associated with the
theme of ‘student connectedness’ to school and the community.
Students will collaborate to combine their unique talents to create viable solutions beyond the classroom for somebody,
with somebody and from somebody.
Assessment Type 1: Contract of Work
Development of Contract – develop a contract of work that shows evidence of how students plan and organise their
chosen community challenge.
Folio of Evidence – compile and maintain a record of evidence of learning, planning, engagement, feedback and
reflections.
Community Activity – Students provide evidence of the extent and quality of their completed community challenge.
Assessment Type 2: Reflection
Student reflects on their development of learning and the value of the community challenge. 500 words maximum
Assessment
Contract of Work
• Development of Contract
• Folio of Evidence
• Community Activity
• Reflection
Wellbeing Leadership Support Group
Length of course: Semester
Credit Points: 10
Other advice:
Students must be high engaged with school, academics, and be passionate about wellbeing and developing their
leadership skills.
Topics included:
The Wellbeing Support Leadership Group will develop their leadership abilities and wellbeing understanding through
development of wellbeing programs for Junior students alongside tutelage from University Social Work and
Psychology students. They will be referencing and working with the SRC Wellbeing Group and the Student Wellbeing
Leaders and Teachers. They will deliver these programs to the Junior students across Term 3 and 4.
Students will have opportunity to develop understanding of all aspects of creating, delivering, and analysing
effectiveness of wellbeing programs which are transferable skills indifferent fields/disciplines.
Students will also be involved in development and delivery of aspects of the Transition Program for mainstream and
students with disabilities coming from primary schools to become MHS students in the following year.
Assessment:
Planning documentation assessment for developed programs
Practical assessment on delivery of programs
Reflection Journal on delivered programs
Development and delivery of Transition program aspects.
Integrated Learning – STEM Innovation Experience
Subject Code: 1ILN10
Length of course: Semester
Recommended Background: Nil
Course Outline:
This subject gives students in Years 9, 10 or 11 the opportunity to develop their interest and skills in STEM by
participating in the STEM Innovation Experience (STEMIE), an interschools competition run by UniSA. In this
competition students work in groups on science, technology, engineering and mathematics challenges based around a
common theme (previous examples have included sustainable cities, manned spaceflight to Mars, and STEM in
filmmaking). Further information about STEMIE can be found at the following link:
https://study.unisa.edu.au/unisa-connect/STEMIE/
STEMIE is run as a Stage 1 Integrated Learning subject, which means that any student who successfully competes it
will earn 10 credits towards their SACE completion.
For more information, please contact Graeme Low at the school or through the following email:
Topics Included:
Students participating in this subject will develop their STEM skills in the following key areas:
• Computer aided design and 3D printing
• Coding and physical computing (e.g. Arduino, Raspberry Pi, etc)
• Designing and conducting scientific investigations
• Mathematical modelling of real-world problems
Participants will also get the opportunity to develop their team work and problem-solving skills in a challenging
environment.
Assessment
Students participating in the STEM Innovation Experience will complete three summative assessment tasks based around the SACE guidelines for Integrated Learning:
• Assessment Task 1: Practical Exploration
• Assessment Task 2: Connections
• Assessment Task 3: Personal Venture.
Additional Costs: Nil
Sustainability
Length of Course: Semester Credit Points: 10 Stage 1 Recommend Background: NIL Advice: Sustainability is a practical, problem based subject with the aim of improving sustainability within the school and building student capabilities to help unleash and realise their potential. Students from year 9, 10 & 11 can enrol in this subject. Course Outline This subject develops the knowledge, skills, values and world views necessary for students to act in ways that contribute to more sustainable patterns of living. Education of sustainability enables individuals and communities to reflect on ways of interpreting and engaging with the world. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence. This subject is designed to help students discover, explore and strengthen their motivators, personality traits, hidden talents and interests through the common theme of sustainability. Students will be participating critically and acting creatively to determine more sustainable ways of living. Students will collaborate to combine their unique talents in order to create viable solutions for ways to reduce, reuse and recycle waste and manage these processes at school. They will be taking a “hands-on” approach to these solutions to become an active part of the solution. Assessment Type 1: Practical Exploration Students will participate practically and document their learning during Sustainability, demonstrating how their knowledge, concepts and skills develop. They will reflect on their own learning, recording feedback from others. Assessment Type 2: Connections Students design an awareness video that details a current environmental issue. The purpose of the video is to inform and spread awareness. Research materials and reflection will accompany the completed video. Assessment Type 3: Personal Venture Students choose a specific area of interest that they wish to explore within the community in regards to sustainability. Their project should explain why their chosen community venture is of interest/relevance, and how the student has developed their chosen capability through the project.