2013 Year 9 Subject Handbook - St Francis College Year 9 Subject... · Year 9 Subject Handbook 2013...

YEAR 9 SUBJECT

HANDBOOK 2013

For students entering Year 9 in

2013

Year 9 Subject Handbook 2013 Page 1


CONTENTS Page

Message from the Principal ............................................................................................... 3

Curriculum Foundations ...................................................................................................... 4

Choosing what to Study ...................................................................................................... 5

Core and Elective Classes .................................................................................................. 6

Careers related to subjects in Years 9 and 10 ............................................................. 7-8

Learning Support .................................................................................................................. 9

Homework Club ..................................................................................................................... 9

ESL .......................................................................................................................................... 9

English .................................................................................................................................... 10

Integrated Studies (Religion and History) .................................................................... 11-12

Mathematics .......................................................................................................................... 13

Science ................................................................................................................................... 14

Business and Technology .................................................................................................... 15

Confraternity Netball ......................................................................................................... 16

Confraternity Rugby League ............................................................................................. 17

Drama ...................................................................................................................................... 18

Graphics ................................................................................................................................. 19

Health & Physical Education .............................................................................................. 20

Home Economics ................................................................................................................... 21

Industrial Technology and Design .................................................................................... 12

Italian ..................................................................................................................................... 23

Music ....................................................................................................................................... 24

Visual Art ............................................................................................................................... 25

Education and Training Plan ............................................................................................... 26

Year 9 Subject Selection Form ..................................................................................... 27

Confraternity Application Form...................................................................................... 28-31


August 2012 Dear Parents In year 8, your child studied a range of subjects across all Key Learning Areas. There was no choice in the subjects studied. The course of study was designed in this way so that students would experience all possible areas of study. In year 9, your child will have the option of choosing three (3) elective subjects. This handbook is designed to give you important information about what is studied in year 9 in each of the elective subjects. It also gives additional information about possible pathways to the study of subjects in year 10, 11 and 12. I would encourage you to read the information with care and fully discuss options with your student. I believe that doing this together gives you information into your child’s aspirations and career ideas for the future. If you wish to clarify any aspect of the course selection process please do not hesitate to contact the subject co-ordinator or the College administration. Yours sincerely Kerry Mulkerin PRINCIPAL

St Francis College 64 Julie Street

Crestmead Qld 4132 Phone: 3489 4800

Fax: 3803 4507 ABN: 49 991 006 857 044

[email protected] www.sfcc.qld.edu.au


CURRICULUM FOUNDATIONS St Francis College is part of the Brisbane Archdiocesan System of Catholic Schools, and as such, plans and develops curriculum in response to the following overarching goal: ‘Empowering Learners of all ages to shape and enrich their changing world by living the Gospel of Jesus Christ’ Students and teachers together understand that learning is lifelong. As a result of this understanding, teachers plan for students to learn through the roles of lifelong learners set out in the Brisbane Catholic Education Learning Framework set out below. Community Quality Producer Contributor Leader & Designer & Creator Collaborator Effective Active Investigator

Communicator The subjects offered in Year 9 are designed to further develop knowledge and skills in the Key Learning Areas. Students will begin to extend their skills in particular areas of interest and strength. The National Australian Curriculum is being implemented in the areas of English, History, Mathematics and Science. Course costs for materials and excursions are $93 per term and $65 per term for technology all inclusive. Please read the options carefully and select the desired course using the yellow form included in the booklet.

Reflective & Self-directed Learner


CHOOSING WHAT TO STUDY Introduction Some of the most important decisions you make at school are choosing units of study or subjects to take in Years 9, and later, the selection of a course of study for Years 11 and 12. These are important decisions since they may directly affect your success at school and how you feel about school. They may also affect your career plans when you leave school. OVERALL PLAN As an overall plan, it is suggested that you choose subjects or units:

• you enjoy • in which you have already had some success • which will help you achieve your chosen career goals, or at least keep

your career options open • which will develop skills, knowledge and attitudes useful throughout life.

If you follow the guidelines below and ask for help when you need it, you should come up with a course of study that is appropriate for you and that you enjoy. GUIDELINES At St Francis College, your course of study will include compulsory study in the following areas:

• English • Integrated Studies (Religion/History) • Mathematics • Science

These study areas provide excellent foundation skills for your future career and for your personal life. In addition, you will be able to choose from a range of electives that are designed to develop your interests and practical skills. Career Research The following sources of information on careers is also highly recommended:

• the Queensland Studies Authority (QSA) Career Information Service – this website provides comprehensive career information on-line at www.cis.qsa.qld.edu.au. The Career Information Service (CIS) provides a comprehensive career service for young people and is not limited to the following:

• Myfuture (www.myfuture.edu.au) – this website is Australia’s national career information service


CORE CLASSES In Year 9, students are required to study four (4) core subjects, and three (3) elective subjects per semester. SUBJECT AREA Semester 1 Semester 2 English

Australian Identity Language online

Global Texts All the World’s a Stage

Integrated Studies (Religion/History)

History: Overview of the making of the Modern World and Australia Making a Better World? Religion: People and their Beliefs Justice for All

History: Australia and Asia World War I (1914-1918) Religion: Introduction to Scripture Prayer, Meditation and Ritual

Maths

Ratio and Rate Linear and Quadratic Functions Pythagoras and Trigonometry Perimeter, Area, Surface Area and Volume

Index Laws Financial Maths Geometry Linear and Non-linear Relationships Statistic and Probability

Science

All Body Systems Go Our Chemical World

Fast and Furious The Dynamic Earth

ELECTIVE CLASSES SUBJECT AREA Semester 1 Semester 2 Business & Technology

Entrepreneurship Supersize your Business

Enter the Dragon’s Den Undercover Boss

Confraternity Netball Fitness Umpiring

Personal Development Nutrition

Confraternity Rugby League Goal setting Fitness

Personal Development Nutrition

Drama

Tell me your story

My life is a script

Graphics

Introduction to Graphics Lolly gobble

Home away from home Beneath the gam

Health & Physical Education

Drugs Challenging Media Msgs OzTag/Volleyball Ultimate Disc/Athletics

Risk Taking Community Health AFL/Lacrosse Basketball/Touch

Home Economics

What’s in the Box? Skillful sewing

Winter Woolies Let the celebrations begin

Industrial Technology & Design Together Forever Construction Project Read all about it!

Jewellery Design Toying Around

Italian La Famiglia Buon Appetito

Buon Viaggio! La citta e la campagna

Music Rock the dots The world of music

Visual Art

Creepy Creatures Pop World


CAREERS RELATED TO SUBJECTS IN YEARS 9 AND 10 You can use the tables below to investigate careers by relating your interest in school subjects to possible occupations. You may wish to use these steps:

1. identify the subjects you enjoy and do best at; 2. use this list to find the names of occupations that may be related to these subjects 3. gather information about these occupations by reading the Job Guide (or visit

www.jobguide.thegoodguides.com.au), accessing information from the Myfuture website (www.myfuture.edu.au) and talking to people in the jobs.

4. Talk to your Careers Advisor.

HISTORY GEOGRAPHY STUDIES OF SOCIETY AND ENVIRONMENT/STUDIES OF

RELIGION

ENGLISH

Anthropologist Archaeologist Archivist Barrister Community worker Criminologist Foreign affairs and trade officer Geologist HistorianJournalist Lawyer Librarian Museum curator Public relations officer Religious leader Sociologist Stage manager Teacher Writer

Agricultural scientist Biological scientist Cartographer Environmental scientist Forest technical officer Geographer Geologist Hydrographer Landscape architect Marine scientist Meteorologist Ocean hydrographer Park ranger Surveyor Teacher Tour guide Town planner Travel consultant Water services officer

Anthropologist Archivist Child care worker Community worker Counsellor Environmental scientist Geographer Library technician Police officer Probation and parole officer Public relations officer Recreation officer Religious leader Social worker Sociologist Teacher Town planner Trade union official Youth worker

Actor Archivist Author Book editor Broadcaster Copywriter Foreign affairs and trade officer Human resources officer Interpreter Journalist Lawyer Librarian Management consultant Printing machinist Publisher Receptionist Speech pathologist Teacher’s aide Travel consultant Writer

MATHEMATICS SCIENCE HEALTH AND PHYSICAL EDUCATION

INFORMATION TECHNOLOGY

Accountant Actuary Bank officer Bookkeeper Credit officer Economist Electrical fitter Engineer Geologist Mathematician Motor mechanic Pattern maker Physicist Programmer (information technology) Quantity surveyor Statistician Stockbroker Surveyor Taxation agent Teacher

Automotive electrician Chemist Computer programmer Electrical fitter Engineer Electronics service person Environmental scientist Forensic scientist Laboratory worker Medical practitioner Meteorologist Nurse Pharmacist Photographer Refrigeration and air-conditioning mechanic Sports scientist Sugarcane analyst Teacher Telecommunication technician Veterinarian Winemaker

Acupuncturist Ambulance officer Beauty therapist Chiropractor Fitness instructor Hospital food service manager Jockey Massage therapist Nurse Occupational health and safety officer Occupational therapist Physiotherapist Podiatrist Psychologist - sport Radiation therapist Recreation officer Sports scientist Sports coach Stunt performer Teacher

Analyst (Information technology) Architectural drafter Business systems analyst Computer systems engineer Computer hardware service technician Computer systems officer Data processing operator Database administrator Desktop publisher Help desk operator Information technology educator Information technology manager Multimedia developer Programmer Software designer Software engineer Systems designer Teacher Training officer Telecommunications engineer Website administrator


MUSIC SPEECH AND

DRAMA/DANCE VISUAL ART

Announcer Arts administrator Composer Conductor Film and TV producer Multimedia developer Music critic Music therapist Musical instrument maker Musician Piano technician Recreation officer Singer/vocalist Sound technician Stage manager Teacher – early childhood Teacher – music Teacher – primary Teacher – secondary

Actor Announcer Arts administrator Choreographer Dancer Film and TV lighting operator Film and TV producer Make-up artist Model Public relations officer Receptionist Recreation officer Set designer Speech pathologist Stage manager Teacher – dance Teacher – speech & drama Tour guide Writer

Architect Artist Craftsperson Diversional therapist Dressmaker Engraver Fashion designer Florist Graphic designer Hairdresser Interior decorator Industrial designer Jeweller Landscape architect Landscape gardener Make-up artist Multimedia developer Photographer Screen printer Set designer Signwriter Teacher Wood turner

DESIGN TECHNOLOGIES HOME ECONOMICS BUSINESS EDUCATION Architect Architectural drafter Assembler Automotive electrician Boilermaker Builder Cabinetmaker Carpenter/joiner Cartographer Drafter Engineering associate (mechanical) Fitter Graphic designer Industrial designer Landscape architect Leadlight worker Metal fabricator Metal trades assistant Panel beater Picture framer Sheetmetal worker Teacher Wood machinist

Butcher Catering manager Clothing patternmaker Cook/chef Craftsperson Dietitian/nutritionist Dressmaker Dry cleaner Events manager Fashion designer Food technologist Home care worker Home economist Hospital food service manager Hotel/motel manager Interior decorator Nanny Nurse Pattern maker Retail buyer Tailor Teacher

Accountant Bank officer Bookkeeper Bookmaker Car rental officer Cashier Court and Hansard reporter Court officer Credit officer Croupier Economist Farm manager Hotel/motel manager Office administrator Paralegal worker Real estate salesperson Receptionist Secretary Stock and station agent Teacher Travel consultant

RELIGIOUS EDUCATION

https://studentconnect.qsa.qld.edu.au/

Education Journalism Law Event planning, Government Peace work Museums and the Arts Non-Profit or non-governmental organisations Counselling Social Work Religious Professions Missionary


LEARNING SUPPORT Rationale Learning support is available to provide support for students with diverse learning needs to access the curriculum and to meet learning outcomes. The function of Learning Support is to match programs to students’ needs and to provide resources to help students develop academically, emotionally and socially. How does it work? Learning support is provided in a number of ways including:

• Planning, implementing and evaluating individual education programs (IEPs) for students with special needs.

• Collaboration with subject teachers to adjust teaching programs to facilitate access to the curriculum students with diverse learning needs.

• Providing support staff to assist in regular classrooms as well as deliver individual and small group tutorial instruction.

Assessment and Reporting Adjustments to assessment tasks may be made to provide students with opportunities to demonstrate achievement. Adjustments which do not change the standards and criteria do not affect reporting. Adjustments which significantly vary from the programmed assessment will be reflected in the student’s report.

Homework CLUB – Tuesday and Thursday in LIBRARY Homework Help is available for all students. It is not just for students who struggle with homework or assignments it is also there for students who wish to achieve higher grades or want to produce polished assignments. Teachers and Support Staff are there to assist students and give them tips and ideas on how to improve their assignments and study skills.

ENGLISH AS A SECOND LANGUAGE (ESL) Who is an ESL student? Students are defined as being ESL students if they come from a language background other than English, and require additional support in learning English as a second or additional language. Funding is allocated to schools to provide ESL programs for students based on the number of students who: • come from a language background other than English • speak a language other than English at home as their main language Additional support is provided in the following ways: • Assistance with assignments for spelling, punctuation and grammar • Individual and/or classroom support is provided to gain the knowledge and skills to

enable them to succeed academically in an English language context


ENGLISH Aims of this course Human beings engage with a variety of texts for enjoyment, to communicate their ideas and to learn about their world. English is the study of texts: written, oral and multimedia and seeks to enable students to communicate effectively. The St Francis College English program has adopted the Australian Curriculum and its focus on language, literature and literacy in order to create young learners who can critically evaluate and construct texts in a variety of genres, as well as appreciate texts for enjoyment.

Unit Title Unit Description Australian Identity

In this first unit of Year 9, students will engage with a range of Australian literary texts including short stories and dramatic performances, and the oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander peoples. Students explore how events, situations and people can be represented from different perspectives and draw conclusions about characters, events and key ideas and how these create an Australian identity.

Language online Students will investigate contemporary media to develop a critical understanding of the differences between media texts and the responsibilities of online interactions. Students identify changes in language to describe new media, and how jargon and technical language reinforces membership of specific communities. Students innovate with texts, using visual and non-verbal forms of language to establish relationships with different audiences and evaluate the effectiveness of an online hybrid space.

Global Texts In this unit students select, read and view literary and non-literary texts including those from and about Asia to compare and contrast human experience in response to ethical and global dilemmas. Students explore how events, situations and people are represented from different perspectives.

All the World’s a Stage

After an introduction that briefly outlines the Elizabethan worldview as well as Shakespeare’s influence on the English language, students will study extracts from “The Merchant of Venice”, concentrating on the plot and key issues. They will participate in a dramatic role play and learn about the importance of literature to modern society.

Assessment Students will complete a range of assessment items such as journal tasks, short stories, oral presentations, written analytical and spoken tasks and informative and persuasive tasks.


INTEGRATED STUDIES: RELIGION & HISTORY Aims of this course The subject Integrated Studies combines the aims and objectives as well as the subject matter of History and Religion. The History units will be based on material being developed for the new Australian Curriculum which will be released later this year. The Religion units are developed from guidelines issued by Brisbane Catholic Education. Unit Title Unit Description Term 1 History Overview of the making of the Modern World and Australia

Content includes the following: • the nature and significance of the Industrial Revolution

and how it affected living and working conditions, including within Australia

• the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)

• the extent of European imperial expansion and different responses, including in the Asian region

• the emergence and nature of significant economic, social and political ideas in the period, including nationalism

Religion People and their Beliefs

Students will listen to, read and view a variety of spoken, written, visual and multimodal texts

• reflecting on how people’s beliefs have been represented and how they have influenced their lives.

• Students will make responses to stimulus based on material covered in class and produce a biographical piece of writing.

Term 2

History Making a Better World?

An investigation of how life changed in the period in depth through the study of ONE of these major developments:

• the Industrial Revolution (1750-1918), or • Movement of peoples (1750 – 1901) or • Progressive ideas and movements (1750 – 1918)

The study includes the causes and effects of the development, and the Australian experience.

Religion Justice for All

The exploration of social issues accessible to adolescents and that highlight particular justice concerns. Students will

• research an issue of justice and • complete a series of responses.


INTEGRATED STUDIES: RELIGION & HISTORY (cont) Term 3

History Australia and Asia

Students investigate the history of Australia OR an Asian society in the period 1750 – 1918 in depth. Asia and the world

• The key features (social, cultural, economic, political) of ONE Asian society (such as China, Japan, India, Dutch East Indies, India) at the start of the period.

Making a nation • the effects of contact (intended and unintended)

between European settlers in Australia and Aboriginal and Torres Strait Islander people.

Religion Introduction to Scripture

Students are introduced to a study of the Bible by: • looking at an overview of both the Old Testament

(Hebrew Scriptures) and the New Testament (Christian Scriptures)

• how the Bible came to be • how to use different tools to study the Bible • investigation of certain texts in more detail.

Term 4

History World War I

(1914-1918)

Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.

• An overview of the causes of World War I and the reasons why men enlisted to fight in the war

• the places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign

• the impact of World War I, with a particular emphasis on Australia (such as the use of propaganda to influence the civilian population, the changing role of women, the conscription debate)

• the commemoration of World War I, including debates about the nature and significance of the Anzac legend

Religion Prayer, Meditation and Ritual

The unit examines: • how prayer, meditation and ritual make meaning for

groups and individuals • liturgical resources, different traditions and ways of

praying • different ways of ritualising activities • activities that use sensory resources.

Assessment Students will complete a range of assessment items such as brochures, research assignments and multimodal oral presentations.


MATHEMATICS Aims of this course The Australian Curriculum: Mathematics aims to ensure that students:

• are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens

• develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability

• recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

Course description The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

• Understanding includes describing the relationship between graphs and equations, simplifying a range of algebraic expressions, explaining the use of relative frequencies to estimate probabilities, and the use of the trigonometric ratios for right-angle triangles

• Fluency includes applying the index laws to expressions with integer indices, expressing numbers in scientific notation, listing outcomes for experiments and developing familiarity with calculations involving the Cartesian plane and calculating areas of shapes and surface areas of prisms

• Problem Solving includes formulating, and modelling practical situations involving surface areas and volumes of right prisms, applying ratio and scale factors to similar figures, solving problems involving right-angle trigonometry, and collecting data from secondary sources to investigate an issue

• Reasoning includes following mathematical arguments, evaluating media reports and using statistical knowledge to clarify situations, developing strategies in investigating similarity and sketching linear graphs

Assessment Assessment will be continuous, and students will normally be assigned various practical and theoretical tasks throughout the course that require connections to be made among the various strands. A variety of techniques will be used to gather information about students’ performances in Mathematics. Assessment will include demonstrations in a range of written, oral and practical forms including:

• Examinations • Assignments/Reports • Folios of students class work • Teacher observations • Investigations • Group discussions


SCIENCE Aims of this course Humans are innately curious about their world. Science is used by people to explore and explain their experiences of phenomena of the universe. It is a process for constructing new knowledge. Science is part of the human quest for understanding and wisdom and reflects human wonder about the universe. The study of Science can help students reach deeper understandings of the world.

UNIT TITLE UNIT CONTENT All Body Systems Go

In this unit, students examine the major body systems: circulatory, nervous, endocrine, excretory and respiratory systems. They investigate the role of these systems in the proper functioning of the human body including homeostasis. They also explore the response of the body to external changes such as the presence of micro-organisms (disease) and exposure to electromagnetic radiation.

Our Chemical World

In this unit, students further develop their understanding of chemical matter at atomic and macroscopic level and the nature of radiation. The nature and speed of chemical reactions is explored in a wide range of laboratory activities. Students examine acids and bases and explore their impact in our lives.

Fast and Furious In this unit, students investigate how the wave and particle models help to explain energy transfer. A variety of energy forms and energy transformations are explored particularly electricity, light, heat and sound. The impact of technology on lifestyle, eg modern communication methods, diagnosis and treatment of diseases is also explored in this unit

The Dynamic Earth

This unit explores the theory of Plate Tectonics and the role of plate boundaries in the occurrence of earthquakes and volcanic activity. Students also explore a variety of ecosystems and the relationships of living organisms within their environment. They also explore how ecosystems and their populations are changed by a variety of imposed factors such as flooding, bushfires and habitat destruction.

Assessment Students will complete a range of assessment items such as written knowledge tests, reports and investigative tasks and powerpoint oral presentations.


BUSINESS AND TECHNOLOGY Aims of the courses Business runs the world! Business and Technology gives students an opportunity to learn about and understand what it means to be an entrepreneur and run a business. Students develop a range of skills that underpin the success of an entrepreneur and a successful business. The course aims to develop students’ knowledge, abilities and practical skills in a number of topics so they become active, informed citizens who can make educated decisions in a business environment.

Unit Title Unit Description Entrepreneurship – The Apprentice (Semester 1)

This is based on the hit television show. Students will undertake a range of challenges in teams that business face. Students will be able to understand and put into practise certain elements of a how a business runs, leadership skill; and how to work in a team environment. Students will produce a folio of work based on the challenges that they will be presented with. Those challenges could range from produce a marketing campaign for X company/product/pitch it; or design a recruitment brief to be submitted to an agency; or design a modern office; review a company's old business plan and make recommended changes/strategies for today's climate. Everyone will face the challenges of being a team leader. Students will have to face the 'boss' and discuss how well each task went.

Supersize your Business (Semester 1)

Students run a simulated business online then put those principles into practice by running a school based business venture. Students will access a website http://www.smartsims.com/simulation/mikes-bikes-intro to understand the basic principles of running a business. The software program provides monitoring of success of business skills and learning. Students will be rated using the score that is provided by the software program. Students will run a school based venture to put the principles they have learnt into practise. They will have to complete a folio of items which includes business plan, advertising materials and evaluation of business success.

Enterprise in Action - Enter the Dragon's Den (Semester 2)

Students learn what it means to be an entrepreneur. Students will enter the Dragons' Den to pitch a new product or invention to discover the challenges of financing a new venture. A school-based ventures will be run in conjunction with the St Francis College Festival.

Undercover boss (Semester 2)

This unit has a focus on how a boss publicises their business. Students will look at the detail of how a business works in relation to publicising and marketing the business and business products. Students will investigate what is public relations, why do we have public relations - motivations and focus, how do we do public relations - communication with key public audience. They will have a series of tasks which will involve producing a range of products such as poster, brochure, leaflet, advertisement which they will have to say who the products are aimed at.

Assessment Students will be required to complete a range of assessment items such as folio of work, oral presentations, and hands on tasks.


CONFRATERNITY NETBALL Aims of this course This subject is based on the sport of Netball in order to prepare students physically and mentally for the State wide school sporting competition known as the Queensland Independent Secondary Schools Competition. This subject will be practically and theoretically based. Students will learn the necessary skills and game play associated with Netball in the practical component. These theoretical units complement the aims of the Confraternity Program and will prepare students for selection in the team. Students who enjoy the sport of Netball and want to advance their skills should select this subject. In addition students wanting to be selected for the Confraternity team in the senior years should select this subject to develop their skills and knowledge of Netball in an effort to enhance their selection in the team.

Unit Title Unit Description Fitness

By studying this unit, students should be able to understand and implement a number of ways to enhance their own and others’ performance in a variety of physical activities. They should be able to understand that there are components of health-related fitness and different types of physical activities that support these.

Umpiring

By studying this unit students will learn the rules of Netball in a practical way. They will be taught the correct techniques of umpiring Netball and understand all the requirements of a Netball umpire.

Personal Development

Students will study personal development issues of adolescents and gain knowledge and understanding of various issues related to developing and maturing.

Nutrition Students will study the aspects of nutrition and understand the impact of eating behaviours on health and physical performance.

Assessment Students will complete a range of assessment items such as practical tasks, umpiring demonstrations and written exams and research assignments.


CONFRATERNITY RUGBY LEAGUE Aims of this course This subject is based on the sport of Rugby League in order to prepare students physically and mentally for the State wide school sporting competition known as the Queensland Independent Secondary Schools Confraternity Shield. This subject will be practically and theoretically based. Students will learn the necessary skills and game play associated with Rugby League in the practical component. These theoretical units complement the aims of the Confraternity Program and will prepare students for selection in the team. Students who enjoy the sport of Rugby League and want to advance their skills should select this subject. In addition students wanting to be selected for the Confraternity team in the senior years should select this subject to develop their skills and knowledge of Rugby League in an effort to enhance their selection in the team.

Unit Title Unit Description

Goal Setting

In this unit students will look at the importance of setting goals. They will also investigate the correlation between goal setting and physical performance.

Fitness

By studying this unit, students should be able to understand and implement a number of ways to enhance their own and others’ performance in a variety of physical activities. They should be able to understand that there are components of health-related fitness and different types of physical activities that support these.

Personal Development

Students will study personal development issues of adolescents and gain knowledge and understanding of various issues related to developing and maturing.

Nutrition Students will study the aspects of nutrition and understand the impact of eating behaviours on health and physical performance.

Assessment Students will complete a range of assessment items such as practical tasks, umpiring demonstrations and written exams and research assignments.


DRAMA Aims of the course The Arts provide opportunities for students to develop their creative talents and to communicate meaning through a range of forms and styles. Through study in the Arts, students build understandings and skills which equip them to make responses to significant issues and themes in their own lives and in the world. The Arts invites students to take creative risks, to problem solve, to think both critically and imaginatively and to work in ways that require them to use their senses.

Unit Title Unit Description

Tell me your story

In this unit students will attend a number of theatre sports workshops to develop their performance and improvisation skills. Students will learn a range of theatre sports games and eventually teach a workshop to their classmates. Module 2 will delve further into drama techniques and strategies so that students become competent in creating and performing their own scripts. Using their personal, cultural and spiritual history as stimulus students will script direct and act in their own drama.

My life is a script

In this unit students will use personal experiences and observations of peers to form, present and respond to their own and others plays. In module 1, students will explore an online exhibition that delves into the history of Brisbane. Students will create living exhibit and perform in the style of Museum Theatre. In module 2 students will work with a well-known play and explore the characters and relationships in the story. Each member of the class will audition to take on a role in the play, rehearse, create costumes and props, and perform the play to an audience.

Assessment In Drama, students are assessed in:

1. Forming – how we make and build drama using the elements of drama. This can be both written and practical

2. Presenting – how we perform drama 3. Responding – how we critically reflect and evaluate our own and others’ work.


GRAPHICS Aims of the Course Graphics involves the design and production of 3D and 2D, architectural engineering and business graphics products.

Unit Title Unit Description Introduction to Graphics Students investigate the relationships between Built

environment and environment. They investigate the use of the elements and principles of design and how they are communicated.

Lolly gobble Students’ knowledge of everyday products and the relationships between their parts is challenged through the reverse engineer a lolly machine with their own design features.

Home away from home Students investigate architectural design and how it impacts their environment through the design and 3D modelling their own granny flat.

Beneath the game Students dive into the complex and competitive world of advertising and media through the design of a corporate identity of a new gaming company and game.

Assessment Students use software such as Autodesk, Inventor, Rivet and AutoCAD to create, design and develop their projects. Students will be assessed using a variety of assessment instruments such as short-response tests, extended graphical response tasks, context-based folios and response to stimulus.


HEALTH & PHYSICAL EDUCATION Aims of the Course The Health & Physical Education key learning area reflects the dynamic and multi-dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in Australian society. Health & Physical Education offers students opportunities to develop knowledge, processes, skills and attitudes necessary for making informed decisions about themselves and their community.

Unit Title Unit Description Theory: Drugs: Decisions & Dilemmas Practical: OzTag & Volleyball

In this unit students investigate attitudes towards drugs, their role in the lives of Australians and the associated harmful effects and risks. They propose strategies to minimise harm and risk and practice first-aid skills for providing care to drug-affected casualties. Students also interpret scenarios that help them to develop decision-making skills and to be assertive in drug-related social situations. They understand and can apply strategies and basic movement concepts to improve physical performance in a range of games and sports particularly in OzTag and Volleyball.

Theory: Challenging Media Messages Practical: Ultimate Disc and Athletics

Students will consider the media techniques that influence people’s choice of food products and determine the extent to which personal behaviours are influenced. They also consider what part the media play in delivering nutrition related health promotion messages. Using this knowledge student’s work collaboratively to critically analyse media messages and develop a community campaign to challenge media messages. They will participate in the physical activities of Ultimate Disc and Athletics.

Theory: Risk Taking Practical: AFL and Lacrosse

Students will understand the importance of risk taking in certain situations and analyse the difference between risks that will have a positive impact on health and those that will have a negative impact on health. They will also learn how to assess and manage different risks and understand the influence on their physical, social and emotional health. They will participate in the physical activities of AFL and Lacrosse.

Theory: Community Health Practical: Basketball and Touch

In this unit students will study Community Health and learn that there are social, cultural and environmental factors which influence health. They will investigate the health of their local community and propose strategies to bring about positive change. Students will participate in the physical activities of Basketball and Touch.

Assessment Students will be assessed using a variety of assessment instruments to provide the fullest and latest information on their achievement in the course of study. Theoretical units will be assessed using the following genres: written examinations, oral presentations, and written assignments / reports. Students’ achievements in practical units will be determined on their level of competence in: individual skills, game play and umpiring / refereeing.


HOME ECONOMICS Aims of the course The central focus of Home Economics is the wellbeing of people within their personal, family, community and work roles. Home Economics encourages personal independence, living effectively within the wider society and promoting preferred futures for self and others in contexts related to food and nutrition, human development, living environments and textiles. Structure of the course In year 9, students can complete one (1) or two (2) semesters of Home Economics. Units include food preparation, nutrition, textiles and human development.

Unit Title Unit Description What’s in the Box? The activities of this unit are designed to introduce students to

the basic principles of the nutritional needs of adolescents. Students develop understandings about specific nutrients and food group requirements, investigate teenager’s lunch box food and develop cooking skills.

Skillful Sewing

Students design and produce a textile item using machine/hand stitching and embellishments. Students will be introduced to fabric characteristics and their suitable applications. Students will generate and select design ideas and communicate the design proposal.

Winter Woolies Students manipulate different types of yarn/wool to produce a variety of knitted/woven/crocheted items. Students create items with an emphasis of the elements of design, textile care, labelling and laundering.

Let the Celebrations Begin

Students design and produce a gift box filled with baked items/confectionary suitable for a friend or family member. Emphasis will be placed on understanding your cultural heritage, occasions and events.

Assessment: Various forms of assessment throughout the year include:

• practical cookery; • sewing and knitting skills; • assignments; • presentations; and • theory tests.


INDUSTRIAL TECHNOLOGY AND DESIGN Aims of this course This subject provides an introduction to processes and materials involved in the design, manufacture and assembly of a range of products. Students learn the importance of Workplace Health and Safety, and identification of risk with tools and machinery in industry. Students will design and manufacture products, involving drawing programs (CAD), design ideas, using the materials, tools and finish required. Each term will have a different design theme relevant to the learning outcomes and skill levels of the students.

Unit Title Unit Description Together Forever Construction

Project

This unit provides an introduction to wood technology processes and materials involved in the design and manufacture of small timber products. Students learn the importance of workshop safety and identification of risk with tools and machinery in a timber workshop environment.

Read all about it! This unit investigates the characteristics of a range of natural and man-made products and how to manipulate the materials into a variety of student design projects to make a magazine rack.

Jewellery Design This unit focuses on the industry of jewellery making. Students generate design ideas and apply jewellery making techniques through consultation and communicate these in detailed design proposals that indicate an understanding of factors influencing production of the jewellery product chosen.

Toying Around

In this unit, students bring together their industrial skills to design, cost and manufacture a toy for a chosen person.

Assessment Students will complete a range of assessment items such as design folios, written knowledge tests and creating a final product.


ITALIAN Aims of this course Learning a language helps you to live and learn as part of our global community. It gives you insights into other cultures, as well as the language and communication skills to interact with members of local and international communities. The ability to speak an additional language can be essential in areas such as tourism and hospitality, business, international relations and diplomacy, education and communications. This ability also opens up opportunities to study abroad, and to travel and live in parts of the world that would not have been possible without the local language.

Unit Title Unit Description La Famiglia Italian is a relatively easy language to learn because of its similarity

to English. In this elective, you will be introduced to the fascinating language and culture of Italy and the importance and significance of the family. In order to become confident in communicating in Italian, you will study a variety of topics including self and school.

Buon Appetito

In this elective, you will take a gastronomical tour of Italy. You will explore aspects of language and culture through the study of Italian cuisine. You will further develop basic communication skills to understand, read, write and speak Italian. By the end of the semester, you will be able to confidently order food from an Italian restaurant and host your own Italian dinner party.

Buon Viaggio!

Italy has a rich cultural history. Its lifestyle, art, food, wine, fashion, sporting events, architecture and scenic beauty attract some 40 million tourists each year. In this elective, you will explore Italy as a tourist destination through the study of geographical, cultural and historical landmarks in its regions. You will also develop your language skills to communicate on your journey through Italy.

La Città e la Campagna

Students of Italian have many opportunities to use the language in everyday life. This elective is a continuation from “BUON VIAGGIO” and will investigate aspects of daily Italian life. Written, aural and oral activities will assist to develop comprehension and language skills, in preparation for Senior Italian.

PLEASE NOTE: students who wish to continue to study Italian in the Senior Years must complete both semesters of Year 9 electives. Assessment Students will be assessed in a range of short speaking, listening, reading and writing tests.


MUSIC Aims of the course Music involves singing, playing instruments, listening, moving, improvising and composing by manipulating the music elements to express ideas, considering specific audiences and specific purposes, through sound.

• In Year 9 students are encouraged to complete one semester in order to study music in Year 10.

• In Year 10 students should not enrol in Music as an elective if they have not done at least one semester in Year 9. Unit Title Unit Description

Rock the dots This introductory unit explores rhythm, elements of music, and various styles of music. A variety of percussion and melodic instruments will be utilized to investigate the exciting wonders of music, engaging students to participate in every aspect of creating music. An understanding to the background of music, cultural significance and the diverse expressive genres will be studied. Each student will learn the basic skills to sing, play keyboard and guitar. Using these skills they will learn essentials to writing a song. Theory, practical and Aural skills will be developed using the model of various forms of music.

The world of music Music has many faces, in this unit students will take a deeper look into various styles of music and how they all play a vital role in the type of music we hear today. Classical, instrumental, folk, jazz and Australian music will be explored and examined developing an understanding and appreciation for students. They will explore the instruments of the orchestra, keys works and build skills in identifying a range of melodic patterns, reading scores and composing short pieces. Students will continue to develop their skills on the keyboard and guitar.

Assessment In Music, students are assessed in:

1. Identifying and responding to music 2. Singing and playing 3. Reading and writing music.


VISUAL ART Aims of the course Visual Art involves manipulating visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering specific audiences and specific purposes, through images and objects.

• In Year 9, students with a strong interest in Visual Art are encouraged to complete at least one semester of Visual Art in order to enrol in Year 10.

• In Year 10, students with a strong interest in continuing Visual Art in Year 11 are advised to study Visual Art for two semesters or a minimum of one. Unit Title Unit Description

Creepy Creatures

This unit explores both fantasy and realistic art. In module 1, students investigate dragons from a variety of cultural and historical contexts and design their own 2D and 3D dragons. In module 2 students will study still life and landscape art and use the natural environment as art-making stimulus. They will explore a variety of ways to develop art works such as drawing, found objects, frottage and collage, which they will use to create major artworks. Students will develop skills in ceramics, painting, printmaking and appraising artworks.

Pop World

This unit explores both realistic and cartoon art. In module 2, students will explore popular culture in art and society. Students will research the development of modern art, through examining artists and art works. In module 2 students will research comic books and other forms of animation as art. They will explore ways to create cartoon characters and transform real people into cartoon style figures. Students will develop skills in drawing, sculpture, animation and appraising artworks.

Assessment In Visual Art, students are assessed in:

1. Making & Displaying – the process of producing works of arts in a range of media and preparing and exhibiting them.

2. Appraising – evaluating and reflecting on our own and others’ work.


EDUCATION & TRAINING PLAN This plan is used each term to assist you plan for success. Complete it carefully by filling in the boxes below. PERSONAL DETAILS

Name:

Address:

Home Phone No.

Mobile:

Email: (must be appropriate)

Date of birth:

EDUCATIONAL DETAILS

(TICK WHICH SUBJECTS YOU ENJOY AND HAVE ACHIEVED WELL IN)

Current Subjects

Current Subjects

1. Humanities 2. Home Economics

3. Maths 4. ITD

5. Science 6. Drama

7. HPE 8. Music

9. Business & Technology 10. Art

CAREER GOALS (Fill in the boxes to the right with your answers) My current career goal

People who could help me

Things important to me in my near future

Student Signature: ……………………………………………………………………………. Date: ……………………. Parent Signature: ……………………………………………………………………………… Date: …………………….


YEAR 9 SUBJECT SELECTION FORM

Semester 1, 2013 First Name: ………………………………………………… Last Name: ……………………………………………… Parent Signature: …………………………………………………………………………… Date: ……………………… Besides considering future career options, select courses you think you will find interesting and will be able to achieve in. READ ABOUT EACH COURSE IN THE BOOKLET BEFORE SELECTING IT. Information about the electives is available in the subject handbook or at www.sfcc.qld.edu.au. During the year, you will be able to study three (3) electives per semester. Number each elective from 1 – 5 in each column in order of preference. Preference

No. 1 - 5

Subject Name Unit Title

1 Business & Technology

Entrepreneurship Supersize your Business

2 Confraternity Netball Application form required

Fitness, Umpiring Netball

3 Confraternity Rugby League Application form required

Goal setting, Fitness Rugby League

4 Drama Tell me your story

5 Graphics Introduction to Graphics Lolly gobble

6 Health & Physical Education Drugs & Challenging Media Msgs OzTag/Volleyball/Ultimate Disc/Athletics

7 Home Economics What’s in the box Skillful Sewing

8 Industrial Technology & Design

Together forever construction project Read all about it!

9 Italian

La Famiglia Buon appetito

10 Music Rock the dots

11 Visual Art Creepy Creatures

Students selecting the ‘Confraternity’ option must also complete an Application Form for consideration.


Student Application Form for RUGBY LEAGUE & NETBALL CONFRATERNITY

PROGRAM The form below is the first step in the process for a student of St Francis College to apply to be a member of the Confraternity Rugby League and Netball Program. Students who wish to be a selected in the Confraternity teams and show commitment and necessary skills should apply. The program is offered as an ‘elective’ subject within the St Francis Curriculum but students must successfully apply and trial for the position in the class.

STUDENT DETAILS Full Name: ____________________________________________________________

Date of Birth: ___________________________________ Gender: _______________

Home Address: ________________________________________________________

Home Phone Number: ___________________ Mobile Phone Number: _______________

Email Address: ________________________________________________________

Year Level in 2012: _____________________

Selected Sport: ________________________

PARENT/GUARDIAN DETAILS

Full Name of Parent/Guardian 1: ____________________________________________

Email Address: ________________________________________________________


Full Name of Parent/Guardian 2: ___________________________________________

Email Address: ________________________________________________________



SPORT CAREER

REPRESENTATIVE CAREER

REFEREES FOR ABILITY AND BEHAVIOUR

YEAR PLAYED NAME OF TEAM/CLUB DIVISION/AGE GROUP PLAYED IN

Please provide details of any representative honours you have achieved in ANY sport

National Honours (eg. Australia, NZ): State Honours (eg. QLD, NSW): Regional Honours (eg. SE Qld/South Coast): District Honours (eg. Pacific):

Please provide a list of referees (preferably sport coaches or HPE teachers) with phone and email details who we may contact to verify a proven record of your behaviour and ability REFEREE’S NAME POSITION TELEPHONE

NUMBER EMAIL ADDRESS


YOUR GOALS AND OBJECTIVES

Express why you would want to be a part of the Confraternity program and what you wish to achieve from it.


Please complete and sign below before submitting the application I certify that the information contained in this application and any accompanying documentation is correct and complete. Below are the requirements of the program and you need to seriously consider these before signing. CONFRATERNITY PROGRAM REQUIREMENTS

• I will be at class on time, with the correct sports uniform • I will follow all instructions during class and encourage other class members • I will follow all school rules by respecting myself, teachers and the

environment • I will follow all home and family rules and respect my parents decisions • I will commit to my academic studies by completing all set work, handing in all

assignments on time and being a positive member of the classroom • I will wear my full school uniform with pride • I will be a positive example to all members of the school community • I will receive 3 warnings before I am removed from the program (interview

with teacher, interview with parent and interview with administration)

STUDENT I ________________________________________ WILL FOLLOW ALL REQUIREMENTS OF THIS PROGRAM BY FULLY COMPLYING TO ALL OF THE ABOVE Sign _______________________________ I _______________________________________ UNDERSTAND THE CONSEQUENCES OF BREACHING THIS CONTRACT Sign ____________________________________ PARENT/GUARDIAN I ________________________________________ WILL SUPPORT ALL REQUIREMENTS OF THIS PROGRAM Sign _______________________________ Submit your completed form to Ms Rizzo DATE SUBMITTED: ____________


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