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Religious Education

In the Year 9 Religious Education course, students improve their knowledge and understanding of key practices and beliefs of Christian communities, both past and present. They are involved in regular prayer and class liturgies and explore and respond to social justice issues. Specific areas of study include My Spiritual Identity, Social Justice: Ancient and Modern Prophets, Good and Evil, Healing and Hope, Sacrament of Reconciliation and Catholic and Other Faith Identities.

Assessment takes a variety of forms, with students working both individually and in groups, and this is achieved through the exploration of diverse world and religious views through dialogue, analysis, meaning-making and reflection.

Meaningful prayer and liturgy are integral to Religious Education. At Year 9, students are involved in a reflection day program that focuses on sexuality and relationships, attend a Year Level Mass, and have the opportunity to receive the Sacrament of Reconciliation.

Religious Education in French/Indonesian/Italian (CLIL)

Students who are accepted into the CLIL program, study their RE subject (Semester One and Semester Two) in French/Indonesian/Italian.

Students who take the CLIL class will have more opportunity to be exposed to and use the target language which will improve their language proficiency and competency. This subject requires the acquisition of new knowledge and simultaneously develops new skills through reflection and the use of a variety of thinking skills.

Students are assessed on their understanding of the content skills, knowledge and understanding and the language objectives. Tasks include research, presentations, reading/listening and labelling, reorganising information, completing tables, taking notes, multiple choice and presentations.

The topics for the Year 9 CLIL RE and Year 10 CLIL RE are the same as those studied in the mainstream Religious Education program at the respective year levels.

Students interested in a place in the Year 9 CLIL RE in French/Indonesian/Italian will need to follow the relevant online application process. Please contact Head of Languages for further information.

English

Year 9 English incorporates the three dimensions of Language, Literature and Literacy, with a focus on reading and viewing, writing, and speaking and listening. Through their study and performance of Slam Poetry, students explore the impact language features and structures have on the form and purpose of texts. They create their own literary texts using a variety of genres to reflect their ideas and opinions. Students build on their awareness of media issues and gain a stronger understanding of how persuasive texts use language to persuade a reader. Students further develop their analysis of extended fiction through the deconstruction of a Shakespearean play.

In Semester Two, students develop and extend their skills in the field of linguistics, exploring how fiction and media have contributed to the construction of the national identity. Students investigate the ways in which both written and visual language is used to persuade and position specific audiences.

Enhanced English (Invite Only)

Those students identified by their teacher as having significant capacity in English, may be invited to study Enhanced English in place of their mainstream English class.

Enhanced English seeks to challenge high-performing English students to further develop their skills by presenting a tailored curriculum that interweaves elements of English, Literature and English Language in the study of texts. The course retains links with the mainstream English classes, reinforcing core skills, but is designed to offer able students the opportunity to engage in a course focused on strengthening their already sound skills. Throughout the course, students will be encouraged to write in a variety of forms, with a strong emphasis on peer conferencing to improve their writing.

Research on student engagement demonstrates that students who are connected to their community achieve higher grades. Therefore, Enhanced students are expected to practise their English skills and confidences, to enhance their ability to think critically. Students are required to commit to one or more English-related clubs or societies within the co-curricular options, which include House Debating and Public Speaking, DAV Debating, external Public Speaking.

Enhanced English seeks to provide highly able English students with an engaging and challenging curriculum; while fostering the skills they require to pursue the range of English subjects available at VCE: English, Literature and English Language.

The process for selection into Enhanced English:

1. Students will be recommended based on their 2024 Semester One English report, PAT results, staff professional dialogue, as well as the student’s confidence and willingness to be extended in their learning.
2. Recommended students and their families will receive an invitation to study this subject.
   
3. The Head of English will vet all candidates and determine those most suitable.

Mathematics

Students will cover concepts from each of the following content descriptors drawn from the Victorian F-10 Curriculum, Number, Algebra, Measurement, Geometry, Space, Statistics and Probability. Each topic that is covered will require students to be able to manipulate the information with and without the aid of technology. It is important that students have a sound understanding of the relevant skills and can operate a calculator proficiently.

All students studying this subject are required to have a TI-Nspire CXII CAS calculator.

There is also a need for students to develop and maintain a broad range of mathematical language. In order to achieve this successfully, each unit will encompass a literacy component. These components include, but are not limited to; glossaries, word concept comprehension, and the use of command words.

Enhanced Mathematics (Invite Only)

Students demonstrating high proficiency in Mathematics - from previous assessment data, staff recommendation and diagnostic testing data - may be invited to study Enhanced Mathematics in place of their mainstream Mathematics.

Enhanced Mathematics seeks to challenge high-performing Mathematics students to further develop their skills by presenting a tailored curriculum which presents higher order thinking and connection to application-based problems. The coursework will have strong links to the Year 9 Mathematics course with relevant components supplemented from the Year 10 Mathematics course. This course is based on the Victorian Curriculum and all students studying this subject are required to have a TI-Nspire CXII CAS calculator.

The process for selection into the Enhanced Mathematics program is as follows;

1. Subject teachers will recommend students for consideration based on their Semester One Mathematics report, PAT test results, past NAPLAN results, the student’s confidence and willingness to be extended in their learning.
2. Recommended students and their families will receive an invitation to study this subject.
3. The Head of Mathematics will vet all candidates and determine those most suitable.

Positions in this class are accepted by students with the understanding that it is a 12-month appointment with places for the following year reviewed in September.

A component of this course is that the students compete in the Australian Mathematics Competition.

Intensive Mathematics (Invite Only)

Intensive Mathematics follows the content descriptions based on the Victorian F-10 Curriculum: Number, Algebra, Measurement, Space, Statistics and Probability but in a more scaffolded and supported manner. This class is intended for students who require more support in their mathematical learning and participation is by invitation only. Participation in this class will have implications for students' senior mathematics pathways.

Students consider the atom as a system of protons, electrons and neutrons, and understand how this system can change through chemical reactions and nuclear decay. At a macroscopic scale, they explore ways in which the human body as a system responds to its external environment and investigate the interdependencies between biotic and abiotic components of ecosystems.

They will also apply their understanding of energy and forces to global systems including continental movement and that motion and forces are related by applying physical laws.

Each student will undertake two compulsory studies in Humanities: one semester-long study of Geography and one semester-long study of History, available in English or CLIL French, Indonesian, or Italian. Additionally, students may choose to participate in the optional electives 'Young Entrepreneurs' or 'Creative Investigation & Inquiry,' offered exclusively in English.

Geography

In Geography, students will explore the world through the examination of Biomes and Food Security, as well as the concept of Global Interconnection. They will investigate the challenges of food production, sustainability, and globalisation. Students will enhance their inquiry skills through fieldwork, which includes data collection and analysis, synthesis of information, and the presentation of findings in an appropriate manner.

History

In History, students will study the historical period from 1750 to 1918, covering the Industrial Revolution, the formation of Australia as a nation, and World War One. Throughout the semester, students will analyse historical documents, conduct research, and synthesise information to construct historical arguments supported by evidence. 

Students who are accepted into the CLIL program study their Humanities subjects (Semester One and Semester Two) in French, Indonesian and Italian.

The subject teacher will find opportunities to develop language skills. This subject requires the acquisition of new knowledge and simultaneously develops new skills through reflection and the use of a variety of thinking skills. Students are assessed on their understanding of content concepts and in addition language objectives (key words and phrases). Tasks include reading and labelling, recognising the reliability of information, reorganising information, completing tables, taking notes, multiple choice testing, presentations, report writing, a journal entry and a biographical article.

Semester One:
In Geography, students will explore the world through the examination of Biomes and Food Security, as well as the concept of Global Interconnection. They will investigate the challenges of food production, sustainability, and globalization. Students will enhance their inquiry skills through fieldwork, which includes data collection and analysis, synthesis of information, and the presentation of findings in an appropriate manner.

Semester Two:
In History, students will study the historical period from 1750 to 1918, covering the Industrial Revolution, the formation of Australia as a nation, and World War One. Throughout the semester, students will analyze historical documents, conduct research, and synthesize information to construct historical arguments supported by evidence. This subject will also introduce the civic principle of democracy.

Consideration should be given that CLIL Humanities and CLIL Religious Education (in any of the 3 languages) is a joint subject package when making subject selections.

Students undertake in game sense classes designed to refine gross and fine motor skills, focusing on teamwork with an emphasis on improving their game sense and developing tactical awareness in sports chosen by the students.

In Health, students will study developing and sustaining healthy, respectful relationships and making smart health choices that affect today’s adolescent’s.

Students participate in three practical lessons and one Health lesson a fortnight.

Students continue to develop their language skills learnt throughout Years 7 and 8. Indonesian and Italian students have the opportunity to undertake Accelerated French. For Accelerated French, no previous knowledge of French is required to partake in this course.

French

The students learn about how to talk wider aspects of their personal worlds, as well as the world around them. These topics allow the students to develop both their language and cultural understanding capabilities regarding their own lives and the lives of others. They also learn how to use the past tense in context. In addition, they cover the topics of everyday home life, work life and free time with friends and family.

Indonesian

The students learn about Indonesian sport and entertainment. The course looks at the ways Indonesian students spend their leisure time and the typical sports played throughout Indonesia. They also study the environment and pollution. They will explore holidays and travel in Indonesia as well as celebrations and ceremonies. The students focus on how to write and respond to invitations and study the rituals and practices of particular Indonesian festivals.

Italian

The students explore family life and the daily routine of Italians. Students learn how to describe where they live and their homes, what they do during their free time with their friends, and what they did on the weekend. For this, students are introduced to the past tense. Popular topics of travel and technology are studied, in which students research holiday destinations, learn about the Italian train system, read maps and brochures, write travel blogs, discuss and use ICT, and have conversations in the target language. The focus is on how to ask and respond to questions.

Students are given the opportunity in Year 9 to commence the study of an additional Language (offered as an accelerated subject). Students will be invited into the program depending on their Year 8 Language class report and teacher recommendation. 

Students who choose the Year 9 Language Elective must complete this subject in Semester One and Semester Two. In Year 10, students can choose to continue with both Language choices or continue with one of their Language choices.

Accelerated French

This is a full year beginner course available at Year 9 and is to be studied alongside another language in the core. No previous knowledge of French is required. These courses receive additional class contact time to enable students to reach a standard that allows entry into Year 10 French and beyond.

The topics covered in Accelerated French include food, celebrations, school life, daily routine, shopping, leisure activities family and food. Students also get introduced to the past tense when talking about what they do on the weekend/holidays. These topics allow the students to develop both their language and cultural understanding capabilities regarding their own lives and the lives of others.

Latin

Students are introduced to the fundamentals of the Latin language, focusing on reading comprehension and translation skills. They explore the cultural and historical contexts of ancient Rome through a range of themes, developing an understanding of how Latin has influenced modern languages and societies. Students will engage with classical texts, enhancing their comprehension and analytical skills while gaining insights into Roman civilization.

Young Entrepreneurs

A semester long study of business, economics and legal studies as an elective in Year 9, Making (my) Business and Community will benefit students considering commerce subject pathways for Year 10 and beyond. This elective combines concepts of democracy, law, politics, economics and business in an interdisciplinary manner. Focusing on the structures of the Australian political and legal systems, as well as examining macro and microeconomics, students will build skills such as case study analysis and critical thinking. Students will also explore managing financial risks and rewards, entrepreneurship, law-making in a multicultural and multifaith society, and how discrimination undermines stability and cohesion in plural societies such as Australia.

Creative Investigation & Inquiry

Creative Investigation & Inquiry offers a semester-long exploration of a Humanities topic, subject to negotiation between students and their facilitating teacher. Employing a problem-based learning framework. The subject encourages students to delve into their passions and interests while aligning closely with the Victorian Curriculum General Capabilities.

This course provides students with an opportunity to delve deeper into either Geography or History. For instance, in Geography, the subject delves into geographical processes shaping environments and communities, exploring contemporary issues and the roles of individuals, groups, and governments. Through negotiated inquiries, students cultivate the knowledge and skills necessary to engage as informed, responsible, and active citizens.

In History, students examine the nature of history, heritage, and archaeology, investigating historical methods and themes across ancient, medieval, and modern societies, such as war, peace, crime, punishment, music, slavery, and gender.

Interested students must undergo an interview with the Head of Learning - Humanities for acceptance into this subject.

Electronics

Electronics promotes innovative systems thinking and problem-solving skills through the application of the systems engineering process. It provides opportunities for students to learn about and engage with systems from a practical and purposeful perspective. Students gain knowledge and understanding about technological systems and their applications.

The course promotes the translation of ideas into the construction and production of integrated systems through guided practical activities. In this unit students will gain an appreciation, knowledge, understanding and practical application of integrating electronics and mechanical systems. Students will have access to equipment, tools and machines to safely undertake a range of practical applications, processes, design and technological activities related to working with systems.

Engineering

This subject offers students the opportunity to explore and tackle real-world problems associated with renewable energy technologies and their implementation within our modern society. Students will be challenged to apply the knowledge gained throughout the semester in a hands-on way, allowing them to gain practical experience in implementing and evaluating possible solutions. The subject aims to develop critical thinking and creativity amongst individuals and allows for collaboration with a major emphasis placed on understanding technological advancements within the growing field of engineering.

Soccer Academy - (Invite Only)

This subject is designed as an extension unit in Physical Education. To be a part of this program you will need to have demonstrated the following:

• Consistency in ‘Striving for the Magis’ in Year 8 Health and Physical Education

• A ‘B’ average in Health and Physical Education in Year 8

• Participation in the ACS Soccer program

This subject is Physical Education taught through a soccer lens. Both the theoretical and practical components of this subject will focus on developing each student’s game sense and awareness, and developing tactics utilised in soccer. Skill development will focus on a biomechanical and sports science approach. Students will also investigate coaching styles, techniques and approaches.

Students will be expected to participate in all practical sessions, wear the required attire and attend all ACS soccer training sessions.

Basketball Academy - (Invite Only)

This subject is an extension unit in Physical Education. To be a part of this program you will need to have demonstrated the following:

• Consistency in ‘Striving for the Magis’ in Year 8 Health and Physical Education

• A ‘B’ average in Health and Physical Education in Year 8

• Participation in the ACS Basketball program

This subject is Physical Education taught through a basketball lens. Both the theoretical and practical components of this subject will focus on developing each student’s game sense and awareness, and developing tactics utilised in basketball. Skill development will focus on a biomechanical and sports science approach. Students will also investigate coaching styles, techniques and approaches.

Students will be expected to participate in all practical sessions, wear the required attire and attend all ACS Basketball training sessions.

Textiles

Year 9 Textiles develops student’s skills is sewing and design work. Students work from a design brief and develop skills through investigation, design, planning, production and evaluation process. This unit is an excellent introduction and preparation to progress further into Year 10 Textiles.

Students are taught machine sewing skills and safety guidelines associated with the operation of a Bernina sewing machine and use of textiles equipment. Students are introduced to the use of a commercial pattern. Students undertake a Personal Fashion Profile and research their own personal preferences in fashion creating a mood theme board of their personal favorites and research clothing styles. They produce textiles products such as a pencil case and designer shorts; including decorative aesthetic finishing techniques. Students will be encouraged to apply their knowledge in the creative application of machine sewing.

Students are introduced to the basic principles of fashion drawing techniques and produce a fashion illustration through the application of design and colour rendering. Students are introduced to Design Folio work that incorporates inspiration research and visual presentation.

Pattern Construction and Design is studied where students are encouraged to make their own design choices in the selection of materials for shorts and decorative features incorporated in pocket design construction.

Wood

In this unit, students build on design and construction skills developed in Year 8. They further develop skills in designing, planning and construction techniques whilst practising cutting joints and finishing techniques to make a compact storage device of their own design. Students are taught safety requirements of operating machinery and equipment and joint construction processes that can be incorporated into their products.

Students acquire fundamental skills in the effective use of small hand tools and machinery in the practical application of using materials and processes. Students will use design research inquiry skills, relevant to practical problem solving and use computer technology to design their product. On completion of their product students will evaluate their chosen design option. Students design a product that is functional and fulfils a specific purpose for intended use.

Food Studies

Year 9 Food Studies builds on skills acquired in Year 8, this course looks at the origins of the food that we eat and investigates the environmental impacts of growing and consuming food. Students will be encouraged to question and use enquiry-based learning throughout the semester. The course encourages students to investigate, design, produce and evaluate a wide variety of food products, allowing students to prepare food competently and independently as well as make healthy food choices.

The unit commences with an investigation into food styling and presentation sustainability, and looks at environmental issues in food, the origins of food, vegetarian diets, and Australia’s appreciation and enjoyment of take-away food. Food safety and hygiene practices and the nutritional properties of foods are important elements in the course of study. Students analyse and evaluate recipes and design their own dishes from design briefs. Students will undertake a practical lesson each week, during which they will gain competence in the use of a wide range of tools and equipment within the Food Studies Kitchen.

This unit is an excellent introduction and preparation to progress further into Year 10 Food Studies. Loyola College is committed to providing, as far as practicable, a safe learning environment for all its students. This duty of care includes students who experience anaphylactic reactions due to allergies or intolerances to food products. The College ensures that peanut products are not included as ingredients in any Food Studies recipes. Full disclosure of any anaphylactic allergies will need to be communicated to the relevant teaching staff member prior to commencing this unit.

Fabric Printing and Production

In this subject, student will explore the world of fabric printing and its role in the textiles industry.

Students will investigate a range of traditional and contemporary fabric printing techniques and utilise these to create and engineer their own designs for print.

Student will learn about a range of jobs and pathways in this field, and how to license their art for use in textiles.

Emerging Technologies

This subject focuses on developing understanding and skills in computational thinking. This unit provides students with industry Information Communication and Technology (ICT) tools to transform their learning and to enrich their learning environment. Topics include emerging technologies (artificial intelligence, e-Waste, Virtual Reality, Augmented Reality, DJI Drones Programming, Sphero Bolt Programming), spreadsheets, computational thinking and Python programming.

Students will investigate the role of hardware and software in managing, controlling and securing the access to data in networked digital systems. Students will develop techniques for acquiring, storing and validating quantitative and qualitative data considering privacy and security requirements. Students will analyse and visualize data to create information, to address problems and model processes using structured data. Python coding will also be introduced to develop the students’ programming skills.

Opportunities exist to design a digital system, for a user experience, evaluating alternative designs considering functionality, accessibility, usability and aesthetics. Students create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities.

Students plan and manage projects using interactive and collaborative approach, identify risks, considering safety and sustainability. ICT tools such as Thonny, Canva, REPL.IT, Microsoft Excel, Microsoft Word and TinkerCad to create information products.

Year 9 Emerging Technologies would be suitable for students who have an interest in emerging technologies, information technology, problem-solving, designing, programming, spreadsheets and multimedia.

Coding

Year 9 Coding introduces students to fundamental coding concepts through various programming languages such as Python and Javascript. The subject aims to explore what coding is and why it's important for many industries. Students will explore basic coding concepts such as algorithms, variables, and loops. Introduction to computational thinking and problem-solving skills to code programs that perform calculations, input/output operations, and simple decision making.

Students are encouraged to apply creativity and innovation in designing and implementing coding projects.

Robotics

The Year 9 Robotics provides a comprehensive introduction to robotics, covering fundamental concepts in robot design, electronics, programming, and control systems. It emphasises hands-on learning through practical projects and encourages critical thinking and problem-solving skills essential for success in robotics, systems technology and related STEM fields.

Dance

In Year 9 Dance, students deepen their expertise in dance composition and technique, honing their ability to construct intricate dance pieces. They take inspiration from renowned choreographers, and engage in an intensive study of choreographic skills, narratives through dance, and analysis of dance. Students embark on a collaborative journey to recognise one of the ‘7 Deadly Sins’, through their choreography and work towards incorporating the movement categories of Gesture, Elevation, Falling, Travelling, Turning, and Stillness in their dancing. Additionally, an understanding of basic anatomy is incorporated, providing students with the knowledge necessary to optimise their physical capabilities and understand the mechanics of their movements. This holistic approach to dance education equips students with both the creative and technical skills necessary for advanced dance practice.

Drama

Students begin by pivoting from the previous focus of ensemble-driven acting and group work through the introduction of monologue performances. Students prepare for this solo performance through learning how to memorise a substantial quantity of lines, develop a character, and design the staging of their scene. Students are then introduced to specific theatre styles with a focus on the conventions of Epic Theatre. Students will also view a live performance and learn how to analyse, discuss, and evaluate theatre.

Music

Year 9 Music aims to provide a rich and varied experience for young musicians. They will have the opportunity to play and study arrangements in a number of different styles which may include; Funk, Jazz, Classical, Pop, Rock, and Blues on their chosen instrument or voice.

Students will have the opportunity to arrange and compose their own music to develop theory skills. They will learn how to appreciate music and the factors affecting performance using the elements of music as a basis. Aural training through singing forms a component of the course.

This course aims to prepare students for further studies in Music at VCE level. Students are encouraged to take individual instrumental lessons on their major instrument. An important work requirement is therefore ‘Solo/ Group performance/’ where each student will prepare a piece of music and perform it for the class. It is suggested that students choose Music for Semester 1 and Semester 2.

Art Creative Practice

Students continue to develop their artistic practice in Year 9 in order to increase and deepen the understanding of how the art elements and principles can be manipulated to focus attention and generate ideas. There is a wide range of practical components within this unit, resulting in the creation and development of two and three dimensional artworks using techniques such as drawing, painting, printmaking and sculpture.

The study of Art Creative Practice in Year 9 involves both practical and theoretical work. By looking at art made by others, students gain knowledge and understanding of our society’s beliefs, values, attitudes and ways of life, and with this gain knowledge of themselves.

Photography

Students will use computer software to create digital artworks. They will learn a range of photographic and mixed media techniques that will help form the basis of their own artworks. Students will learn how to edit photographs, create digital imagery and manipulate the moving image.

Students will research, discuss and write about artworks. They will develop a folio to document their ideas, research, skill development and working processes.

Media

The Year 9 Media course is a balance of theoretical and practical tasks. Students explore film narrative in depth through film analysis and research which allows them to develop their knowledge of film making techniques.

Students apply newfound skills to create a variety of their own digital comic creations, film productions, including formats such as stop- motion animation. Areas focused on are pre-production, audience engagement and storyboarding, as well as practical stop-motion animation techniques.

During the production stages, students are required to build a set, make characters, film and edit their own 1 to 2-minute stop-motion animation using digital editing technologies.

Visual Communication Design

Communication is a vital aspect of our society, and the ability to use the visual medium to communicate with others is an important skill that can be developed with study and practice. The Year 9 course focuses on the design processes involved in creating visual communications.

The areas of study include instrumental and freehand drawing, rendering techniques and illustration using Design Elements and Principles with a focus on typography. Students learn how to apply two and three-dimensional drawing methods while creating a range of visual communications suitable for different applications and purposes.

Practical topics include the creation of a one-point perspective interior or exterior and an isometric drawing of a structural design. Students will use hand drawn and digital techniques in the creation of their designs, and theory components look at the analysis of selected visual communications.