2022 year 9 curriculum - scotch.sa.edu.au

Core subjects:English or EAL ScienceHumanities WellbeingMathematics 9@ScotchPhysicalEducationandHealthElective subjects:Studentsselectfourelectivesubjects:Agriculture Film MakingArt and Design Food Technology Chinese FrenchCross-Curriculum Studies (CCS) MusicDance Photography Design, Technology and Engineering Science and TechnologyDigitalTechnology–GameDesign TextilesDrama

2022

YEA

R 9

CU

RR

ICU

LUM

2022 Y E A R 9 C U R R I C U L U M

Agriculture Learning Area: Science

Course Length: One semester

Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum.

Content: This course includes animal care and management, vegetable production, environmental studies andsustainablepracticesinagriculture.Studentswilldeveloppracticalandproblem-solvingskillsinthecoursetopicstoexploreandunderstandagriculturalscience.StudentswillbeusingthelivestockandplantcropsontheScotchFarm.

Selectedfromarangeofcoursetopics:• Plant enterprises (grain crops) • Animalenterprises(sheepandlambs)• Animal ethics • Food security • Farm planning

Thestudentswilldeveloptheirownleasedvegetableplot,which they manage and eventually sell their produce.Studentswillbeinvolvedinthemanagementofthesheepandlambsandthebusinessofanimalproduction.

TheScotchFarm,polyhouse,orchardandvineyardprovideafruitfulenvironmentinwhichstudentswillactivelyworkwith farm animals and crops. Scientific recording in arange of animal and plant trials is an integral part of the fieldactivitiesundertaken.

Art and Design Learning Area: The Arts



Content: This course offers students opportunities to investigatea wide range of Visual Art and Design mediums andtechniques,inlinewiththeAustralianCurriculumcontentdescriptors.

This course offers art and design students creativeopportunities to develop, expand and refine theirknowledgeandskillsaspractisingartistsanddesignersintheirownright.

They will record and share their personal aesthetic asartists,designersandavant-gardethinkersthrougharangeof scaffoldedstudioandoutofclassactivities.Studentsare provided with skilled teacher demonstrations andindividual in class mentoring, tailored to each student.Students will develop and refine their expressive andanalytical vocabulary and engage in creative problemsolvingandinnovativethinking.

Art topics are theme inspired and include approaches to makingwithdrawing,painting,printmaking,mixedmediaand sculptural techniques. Technology is integrated into the examination of traditional and contemporaryprocesses.

Design topics include communication design,environmentaldesignandindustrialdesignusingindustrystandardprogramsandmethods.Artanddesignactivitieswithin this course connect with local, regional andinternational artists and designers, providing studentswithcontemporaryandmeaningfullearningopportunitiesandconnections.

Thissubjectaimsto:• Developandrefineeachstudents’personalaesthetic

asartists,designersandinnovators• Developandrefinestudents’knowledgeandskillsin

avarietyofartanddesignmediumsandtechniques• Expose students to a wide range of styles, art and

designmovementsandartists/designers• Develop a clear understanding of the need for safe

workpracticesintheArtroom• Encourage a positive attitude when working as an

individualorwhencollaboratingwiththeirpeersonanartwork.

Students will be given the opportunity to acquire thefollowingknowledgeandskills:• Initiative in seeking out information, exploring and

refiningartanddesignskills• Knowledge and understanding of traditional and

contemporaryartanddesignpractices• Skills developed through experimentation and

practiceandself-exploration• Theabilitytodiscuss,understand,interpret,evaluate

andrespondtoworksoftraditionalandcontemporaryartpractice

ChineseLearning Area: Languages

Course Length: One year

Subject Prerequisites:SatisfactorycompletionofYear8Chinese.

Assessment: Formative and summative assessment, includingvocabulary and skills in speaking, listening, reading,writing,conversationandformalgrammar.

Content:This course uses the Australian Languages Curriculum; thestrandbeingCommunicatingandUnderstanding.Thecourse is designed to enable students to comprehendwrittenandspokentextsinChinese,andtodevelopskillsinwritingChineseaccurately.

Fluency in conversing in Chinese is emphasised withextensiveopportunitiesbeingprovided fororal practiceusing drills, role-plays and dialogues.

Cross-Curriculum Studies (CCS)To be chosen only after consultationwith the LearningStrategies Coordinator.


Assessment:There is no formal assessment. However, students doreceiveaneffort ratingbasedontheiruseofclasstimeand approach to learning.

Content:Theaimsofthecoursearetoassiststudentstodevelopliteracy,numeracy,studyandexecutivefunctioningskillswithinthecontentoftheiracademiccurriculum.

Specific skills that may be supported include skimmingand scanning, research techniques, assignment planning, writing structures (genres), proofreading, referencing,readingcomprehension,testpreparationandICTskills.Studentsalsoreceivesupportwithworkfromacrossthecurriculum.

DanceLearning Area: The Arts


Subject Prerequisites:PreviousexperienceandpriortuitioninDanceisdesirable.

Each student is to take part in one Contemporary class duringourafter-schoolschedule.


Content:Students are involved in making and responding todance.Studentslearnhowtocreatetheirownmovementindividuallyandinsmallgroups.Duringtheyear,studentswill watch dance as a live performance and learn howto write about what they see. Students study dancetechniquesinpracticalclassesafterschool.Thesepracticalclassesareverticallygroupedaccordingtoability.Studentsare assessed on their performance twice throughout the year.

Design, Technology and EngineeringLearning Area: Technologies


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum – Digital and Design Technologies.

Content: Studentsusethedesignandrealisationprocesstodevelopauniquesolutiontoadesignbriefpresented.Thestudentsareprovidedwithaflexiblebriefthatenablescreativity,innovation and problem solving. Students design theirprojects through the using of sketches and computeraided design (CAD) programs to better understand andcommunicate their ideas. Students are encouraged to use different techniques and materials to solve theseproblemsandareencouragedto test the limitsofwhathasbeenachievedpreviously. The following criteriaareused for assessment: Investigating, Planning, ProducingandEvaluating.


The course is broken into two categories Theory andPractical. The Theory assessment type deals with thedevelopment of understanding through reflection onandtheevaluationof,Design,Technology&Engineeringprocesses. Studentsacquireknowledgeaboutthedesignprocessanddeveloptheirabilitytodescribeandevaluatesuchknowledgeinanongoingportfolioformat.

ThePracticalassessmenttypedealswiththeexploration,generationanddevelopmentofideas,skillsandtechniquesin a practical environment. Each student develops,through experimentation, risk-taking and trialling, theabilitytocreateandpresentanewproductbyreworkingandtransformingexistingideas.

Digital Technology – Game DesignLearning Area: Technologies


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum – Digital and Design Technologies.

Content: Thiscourseaimstodevelopstudentknowledgeandskillsinthecreationofdigitalsolutionswithafocusondigitalgame design. Through the framework of computationalthinking, students will learn the principles of object-oriented programming to define, generate, implementand evaluate their own software for digital systems.Studentswillanalysegamedesignelementsandmanageprojectsusinganinteractiveandcollaborativeapproach,identifyingrisksandconsideringsafetyandsustainability.This course has a focus on learning the fundamental skills and techniques of a general-purpose programming language.

Topicscoveredinclude:• Problem-solvingwithcomputationalthinking• Effectiveuserinterfacedesign• 2D and 3D graphics • Game physics • Workingwithanintegrateddevelopmentenvironment• AustralianSTEMvideogamechallenge• End-usertestinganddistribution

DramaLearning Area: The Arts

Course Length: Oneortwosemesters


Content:The course involves performing live plays andperformances,learningaboutthetechniquesofliveandfilmedtheatreandsolvingproblemsingroups.Studentsmayactortakeonbackstageroles.

StudentsmayundertakeoneortwosemestersofDrama.Thesemestersdonotcoverthesametopicsandunitsofworkon:• elementsofimprovisation• voiceandtextanalysis• performance assignment linked to studies, such as

soap operas, modern comedies, children’s theatreand tragedies

• performanceanalysis/reviewwriting• production–liveperformance.

EnglishLearning Area: English


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum, including written assignments and oralpresentations.

Content: As part of the Australian Curriculum, students engage with a varietyof texts. They interpret, create, evaluate,discussandperformawiderangeof literarytexts.Theyare introduced to Shakespeare as well as developinga critical understanding of contemporary media, andthe differences between media texts. Informativetexts represent a synthesis of technical and abstractinformation (from credible/verifiable sources) about awiderangeofspecialisedtopics.Studentscreatearangeofimaginative,informativeandpersuasivetypesoftexts,includingnarratives,procedures,performances, reports,discussions, literary analyses, transformations of textsandreviews.

BytheendofYear9,studentslistento,readandviewarangeofspoken,writtenandmultimodaltexts.Studentsrecognise how events, situations and people can berepresented from different perspectives, and identifystatedandimpliedmeaningintexts.Theydrawconclusionsabout characters, events and key ideas, justifying thesewith selective use of textual evidence. They interpretand critically evaluate the use of visual and non-verbalforms of language used to establish relationships withdifferent audiences. They identify and explain how textstructures and language features of texts, including literary techniques, are designed to appeal to audiences.

Students create engaging representations of people,places, events and concepts in coherent and well-structured written, spoken and multimodal texts forspecified purposes. They use a variety of strategies toparticipate effectively in conversations, discussions anddebates, to ask questions to clarify meaning, and toexpresstheirownideasandviewpoints.Theycollaborateand negotiate with others to solve problems, and todeliverplanned,multimodalpresentations.

Students prepare for the Year 9 NAPLAN test throughrevision of their reading, writing, spelling, punctuationand grammar skills.

English as an Additional Language (EAL)Learning Area: English


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum, including written assignments and oralpresentations.

Content:Oral,auralandwrittenEnglisharethebasisofthiscourse.There is continuous focuson grammatical accuracy andextensionofvocabulary.Therearelisteningandwrittencomprehensions, exercises on letter writing, creativewritingandbothformalandinformaloralpresentations.

Film MakingLearning Area: The Arts



Content: Thecourseaimstodevelopessentialskillsandknowledgerelatingtotheuseofarangeofdigitalcamerasandotherdigitaltechnologies,andthenapplythesewithinacontextof the creative arts. Particular areas of focus includeproducingafilmclip,producingadocumentary,learningaboutcameratechniques, theuseofgreenscreensandeditingwithindustry-standardsoftware.

Students will investigate how other filmmakers create,present and communicate ideas and respond to these in aseriesofshortfilmexplorations.Theywilldeveloptheirown practical film-making skills and then apply theseto create shortmedia presentationsworking in groups,collaboratingwithotheryearlevelsandalsoasindividuals.


Food TechnologyLearning Area: Technologies


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum,includingwrittenandpracticalassignments.

Content: Thiscourseaimstodevelopthestudents’rangeoffoodpreparation skills and nutritional knowledge. Throughtheuseofthedesigncycle,studentsusetheirknowledgeand understanding of nutrition to investigate, design,plan, create and evaluate the ‘Food of Today’ and howan adolescent’s health can be influenced by the widersocietytheyengagewithin.FoodTechnologyanditsroleinfoodproductionanddistributioninthe21stCenturyisalsoinvestigated.Topicscoveredinclude:• Adolescenteatingpatternsanddietaryrequirements• Food technology – tips and tricks of a blow torch,

Thermomix,wafflemakerandmore• Food- and diet-related diseases and disorders • Sustainable/localfoodproductionandconsumption• Recipemodificationandadaptation• Snacking–fat,salt,sugarandfibre• RecreationofaSAfoodicon–BalfoursFrogCake• Breakfast, lunch and brunch for everyday and café

styleeating• ScotchLiveWell–EggEthics!

FrenchLearning Area: Languages


Subject Prerequisites:SatisfactorycompletionofYear8French.

Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum, including vocabulary and skills in speaking,listening,reading,writingandformalgrammar.

Content:This course uses the Australian Languages Curriculum; thestrandbeingCommunicatingandUnderstanding.Thecourse is designed to enable students to comprehendwrittenandspokentextsinFrench,andtodevelopskillsinwritingFrenchaccurately.Fluency in conversing is emphasised and extensiveopportunities are provided for oral practice using role-plays and dialogues.

The course is compacted into one semester owing tothe9@Scotchextendedstayprogramwhichimpactstheclasssignificantlyduringtheyear.Studentsarestillideallypositioned to take Year 10 French the following year iftheyhavecompletedYear9Frenchtoasatisfactorylevel.

HumanitiesLearning Area: HumanitiesandSocialSciences


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum, including written assignments, multimodalpresentations and group work, which reflect researchandunderstanding.Afocusupontheintegrationofdigitaltechnologiestoprovidevalidevidencethroughresearch.

Content: StudentsstudybothsubjectdisciplinesofGeographyandHistory, with units being interlaced to provide a moremeaningfulandengagingexploration.

Geography:ThecourseisderivedfromtheAustralianCurriculumandhas two themes, which determine course content. Thefirst,BiomesandFoodSecurity,explorestheinteractionofhumanneedforfoodwiththerestraintsandopportunitiesprovidedbydiverseenvironments.Starting with Australia and then building to a globalperspective,theunitencompassesagriculturalinnovationand moves to achieve a sustainable food supply foran overcrowded planet. The second theme, OurInterconnectedWorld,isafascinatingexplorationoftheway travel, trade, technology and tourism have formedbonds(andzonesofexclusion)betweennations.

History:This course investigates increasing interaction withinour modern world and explores the way cultures havebeen influenced by internal and external factors thatdrovemomentousandlong-lastingchange.Itstartswiththe IndustrialRevolutionand thenotion that itwas themostimportanteventinthelastthreethousandyearsofhuman history. The course follows the rise of European empires,globalisation and urbanisation. The lasting impact ofchangingperceptionsabouttheuseofnaturalresourcesis explored along with impacts on Indigenous peoplesboth inAustraliaandaround theworld.A case study isundertaken on Japan to see how rapid industrialisationoccurred,aftercontactwiththewiderworldwasforcedbyWesternpowers.Thecourseconcludeswith thefirsttrulyglobalconflict, theGreatWar,andhasaparticularfocusonhowAustraliawasbroughtintoaworldwar.

MathematicsLearning Area: Mathematics


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum, including skills and applications tasks andmathematicalinvestigations.

Content:TheAustralianMathematicsCurriculumprovidesstudentswithessentialmathematicalskillsandknowledge.Itaimsto ensure that students are confident, creative usersandcommunicatorsofmathematics,ableto investigate,represent and interpret situations encountered. Itdevelopsthenumeracycapabilitiesthatallstudentsneedintheirdailylife,andprovidesthefundamentalsrequiredofmathematicalspecialistsandprofessionals.

Contentstrands:• NumberandAlgebra• Measurement and Geometry• StatisticsandProbability

Contentdescriptions:• Number and Algebra: Real numbers, money and

financial mathematics, patterns and algebra, linearandnon-linearrelationships.

• Measurement and Geometry: Using units ofmeasurement, geometric reasoning, Pythagoras’theorem and trigonometry.

• StatisticsandProbability:Chance,datarepresentationandinterpretation.

Set 1: Classes follow themainstream course and covertopics in greater depth.Set 2: Classes consolidate concepts of the mainstreamcourse.

Students prepare for the Year 9 NAPLAN test throughrevision of their numeracy skills, with reference to theminimumstandardsasdescribedontheNAPLANwebsite.

MusicLearning Area: The Arts

Course Length: Oneortwosemesters

Subject Prerequisites: SatisfactorycompletionofYear8Musicortwelvemonths’instrumentalexperience,orbynegotiationwiththeHeadof Music.

Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum,including:• instrumental performances• musicianship• music in context assignments• testsandthecontinuingevaluationofperformance.

Content:This course focuses on more detailed aspects of music literacy, early arranging concepts, composition usingcomputers, aural skills, music in context studies, group singing, instrumental performance and improvisation.Studentscompletecoreunitsofstudyaswellasarangeof ‘choice’unitsof study.Theseunitsprovideextensionlearningopportunitiesandacknowledgmentforstudentswith advancing musical skills and interest. All studentsare expected to play one or more instruments as part of the practical rehearsal and performance aspects of thecourse.StudentsalsohavetheopportunitytoparticipateinGradedMusicTheoryexaminations(Level1–4)providedbytheAustralianMusicExaminationBoard.

Students are also expected to participate in the co-curricularensembleprogram.


Photography Learning Area: The Arts



Content:This course offers art and design students creativeopportunities to develop, expand and polish theirknowledge and skills as practising artists and designersin their own right. They will record and share theirpersonal aesthetic as artists, designers and avant-gardethinkers through a range of scaffolded studio and outof class activities. Students are provided with skilledteacherdemonstrationsandindividualinclassmentoring,tailoredtoeachstudent.Studentswilldevelopandrefinetheir expressive and analytical vocabulary and engagein creative problem solving and innovative thinking.Photography is exploredas an artformandaspart of adesigner’screativeprocess.Themesareinspiredbystudioandnaturallightingopportunities.StudentsexplorephotographiccompositionwiththeuseofdigitalSLRcameras.EditingistaughtinlinewithcurrentindustrystandardswiththeuseoftheAdobesuite,withafocusonPhotoshop.Artanddesignactivitieswithinthiscourseconnectwithlocal,regionalandinternationalartistsanddesigners,providingstudentswithcontemporaryandmeaningfullearningopportunitiesandconnections.

Thissubjectaimsto:• Developandrefineeachstudents’personalaesthetic

asartists,designersandinnovators• Developandrefinestudents’knowledgeandskillsina

varietyofapproachestodigitalphotography• Expose students to relevant styles, art and design

movementsandkeyartists/designers• Develop a clear understanding of the need for safe

workpracticesintheArtroom• Encourage a positive attitude when working as an

individualorwhencollaboratingwiththeirpeersonanartwork.

Students will be given the opportunity to acquire thefollowingknowledgeandskills:• Initiative in seeking out information, exploring and

refiningartanddesignskills• Knowledge and understanding of traditional and

contemporaryartanddesignpractices• Skills developed through experimentation and

practiceandself-exploration• Theabilitytodiscuss,understand,interpret,evaluate

andrespondtoworksoftraditionalandcontemporaryartpractice.

Physical Education and Health Learning Area: PhysicalEducationandHealth



Content:Thiscourseaimstodeveloptheknowledge,understanding,andskillstoensurestudents:• access, synthesise and evaluate information to take

positiveactiontoprotect,enhanceandadvocatefortheir own and others’ health,wellbeing, safety andphysicalactivityacrossthelifespan

• developandusepersonal,interpersonal,behavioural,socialandcognitiveskillsandstrategiestopromoteasenseofpersonalidentity,wellbeingandtobuildandmaintainpositiverelationships

• acquire,applyandevaluatemovementskills,conceptsand strategies to respond confidently, competentlyandcreativelyinavarietyofphysicalactivitycontextsandsettings

• engage in and enjoy regular movement-basedlearning experiences, and understand and appreciate their significance to personal, social, cultural,environmentalandhealthpracticesandoutcomes

• analyse how varied and changing personal andcontextual factors shape understanding of, and opportunitiesfor,healthandphysicalactivitylocally,regionallyandglobally.

HealthEducation:Topicsinclude:• Drugs–marijuanaandalcohol• Sexualityandrelationships• ContraceptivemethodsandSTIs• Physicalfitnessandhealth• Mental health

PhysicalEducation:In addition to the core activities of swimming, athleticsandcrosscountry,otheractivities includefield lacrosse,soccer,basketball,badminton,touchfootballandtennis.

ScienceLearning Area: Science


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum on practical design and implementation,researchskills,group-work,knowledgeandunderstanding,problem-solvingandcommunication.

Typesofassessmenttasksinclude:• topic tests • practicalinvestigations• researchinvestigations.

Content: TheAustralianCurriculum–Sciencecontainsthefollowingcontentstrands:

ScienceUnderstanding:• Biological sciences – Homeostasis, nervous system

and endocrine system, ecosystems• Chemical sciences – atomic structure, chemical

reactions,acidsandbases• Earth and Space sciences – geology - plate tectonics• Physical sciences – heat, light and sound energy

electromagneticwaves

ScienceasaHumanEndeavour:• Natureanddevelopmentofscience• Useandinfluenceofscience

ScienceInquirySkills:• Questioningandpredicting,planningandevaluating• Processingandanalysingdataandinformation• Evaluating• Communicating

STEM task – project-based learning including solving aproblem,engineeringa solutionand creatingaworkingmodel.

Science and Technology Learning Area: ScienceandMathematics


Assessment:Formative and summative assessment using theAchievement Standards as specified by the AustralianCurriculum – Science and Technologies.

Assessment tasks are all project based with a problemset,andstudentsdeveloptheirownsolutionsindifferentformats,suchasinfographics,investigationsandprojects.

Subject Prerequisites:StudentswhochoosethissubjectwillneedtohaveAorBgradesinScienceatYear8.

Content: Science and Technology is a STEM-based subject topreparestudentsforfurtherstudyinthefieldsofscience,technology, engineering and mathematics (STEM). Inadditiontosubject-specific learning,theaimistofosterinquiringminds,logicalreasoningandcollaborationskills.

Thisinterdisciplinarysubjectwillcovertopicssuchas:• Criminalistics• Immunology • Electronics • Usingtechnology• 3D modelling • Robotics

Assessment includes project-based learning requiringproblem-solving, engineering a solution and creating aworkingmodel.

Therearetwotypesofassessmenttasks:• Collaborativeinquiry• Inquiryfoliowork


Textiles Learning Area: Technologies



Content: Thepurposeofthiscourseistodevelopdesignandsewingskillswithaspecificfocusonfashiondesign.TheSewingStudioisequippedwitharangeofsewingmachinesandoverlockerssuitableforusewithavarietyoftextilesusedingarmentconstruction.

Students will develop a basic understanding of theprinciples and processes of fashion design, including general sewing knowledge and practical and decorativesewing skills. They will develop skills in the design,presentation and construction of their ideas as theycommunicatethroughtheDesignRealisationprocess.

Complementing the practical process, students willproduceamultimodalfoliodocumentingtheirprogressastheyexploreindividualinterests,buildontheirknowledgeandskillsinfashiondesignandgarmentconstruction.

Topicscoveredinclude:• Fastfashionandtheimpactontheworldaroundus• Basic sewing machine, overlocker and hand-sewing

techniques • Tie-dyeingandblockprintingonfabric• Shortorskirtconstruction• Fashionillustrationtechniques

WellbeingCourse Length: One year

Assessment:There is no formal assessment. However, students doreceiveaneffort ratingbasedontheiruseofclasstimeand support.

Content:TheYear9Wellbeingprogramisaimedatdevelopingandsupporting students social, psychological and academicfitness. One of the key focuses at Year 9 is to cultivatestudent agency and empowerment in the cohort. ThepurposesofthededicatedwellbeinglessonswithHousepeergroupsandtheirHeadsofHouseinclude:• Strengthening student connection and sense of

belongingwithintheirHouseandHousepeergroup• Developingandstrengtheningrelationshipsbetween

studentsandtheirHeadofHouseasakeywellbeingleaderinthestudent’sjourneythroughYears8to12

• Engaging students in understanding and developingkeywellbeingconceptsthatareappropriatetotheirage and stage

• RespondproactivelyandreactivelytotheWellbeingopportunitiesandchallengefacedbyindividualYearlevels.

SCOTCH COLLEGE ADELAIDE | Carruth Road | Torrens Park | South Australia 5062Phone +61 8 8274 4209 | www.scotch.sa.edu.au | [email protected]

9@ScotchLearning Area: Cross-Curricular


Assessment: Formative-basedassessmentwithafocuson‘realworld’examplesofdemonstratingknowledgeandunderstanding.

Content:BasedaroundtheAustralianCurriculum,9@Scotchallowsstudentstoexploreeachofthefollowingtopics:• Criticalandcreativethinking• Globalawareness• Personal and social capability and sustainability

(includingaresidentialexperience)• Social Entrepreneurship

A key component of this course is a residentialexperience that will see students live in small groupswitharesponsibilityforasharedlivingenvironment.Thiseight-nightexperiencewill leaddirectly intoanOutdoorEducationexpeditionforanadditionalfournights.

Wellbeing is integral to the9@Scotchprogramandwillcontributetothefinalyearofastudent’sLiveWelljourney.9@Scotch is a twice-weekly, timetabled double lessonthatstudentsattendoverthewholeyear.

2022 year 9 curriculum - scotch.sa.edu.au

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