2019 JUNIOR SECONDARY Year 7, 8 & 9 Subject Selection … · August 2018 Published in 2018 ROBINA...

August 2018

ROBINA STATE HIGH SCHOOL

2019

JUNIOR SECONDARY

Year 7, 8 & 9

Subject Selection

HANDBOOK

Subject Selection Information

(Version 3)

Published in 2018

“Believe and Succeed”

CONTENTS

G\CD\Com\AllStaff\SubjectHandbooks\2019 Yr7,8,9 JuniorSecondaryHandbook.doc

JUNIOR SECONDARY CURRICULUM STRUCTURE .................................................................................... 1

PROMOTE PROGRAM ..................................................................................................................................... 3

SIGNATURE PROGRAMS ............................................................................................................................... 4

FEE PAYING SIGNATURE PROGRAM INFORMATION ................................................................................ 6

FUTSAL / FOOTBALL ACADEMY ................................................................................................................. 7

GOLF ACADEMY ........................................................................................................................................... 8

BASEBALL ACADEMY .................................................................................................................................. 9

GENERAL SPORT ACADEMY .................................................................................................................... 10

NETBALL ACADEMY ................................................................................................................................... 11

TRIATHLON ACADEMY .............................................................................................................................. 12

CAS PROGRAM........................................................................................................................................... 13

ACADEMIC EXCELLENCE PROGRAM ...................................................................................................... 14

JAPANESE IMMERSION PROGRAM ......................................................................................................... 15

YEAR 7 SUBJECTS ........................................................................................................................................ 16

YEAR 7 MATHEMATICS ............................................................................................................................. 16

YEAR 7 ENGLISH ........................................................................................................................................ 17

YEAR 7 SCIENCE ........................................................................................................................................ 18

YEAR 7 HUMANITIES ................................................................................................................................. 19

YEAR 7 HEALTH & PHYSICAL EDUCATION ............................................................................................. 20

YEAR 7 HOME ECONOMICS ...................................................................................................................... 21

YEAR 7 JAPANESE ..................................................................................................................................... 22

YEAR 7 ENGINEERING TECHNOLOGY .................................................................................................... 23

YEAR 7 VISUAL ART ................................................................................................................................... 24

YEAR 7 THE ARTS GENERAL COURSE (VISUAL and/or PERFORMING ............................................... 25

YEAR 7 DANCE ........................................................................................................................................... 26

YEAR 7 EXTENSION DRAMA ..................................................................................................................... 27

YEAR 7 MUSIC ............................................................................................................................................ 28

YEAR 8 SUBJECTS ........................................................................................................................................ 29


YEAR 8 ENGLISH ........................................................................................................................................ 30

YEAR 8 SCIENCE ........................................................................................................................................ 31

YEAR 8 HUMANITIES ................................................................................................................................. 32

YEAR 8 HEALTH & PHYSICAL EDUCATION ............................................................................................. 33


YEAR 8 JAPANESE ..................................................................................................................................... 35

YEAR 8 DIGITAL TECHNOLOGIES ............................................................................................................ 36

YEAR 8 VISUAL ART ................................................................................................................................... 37

YEAR 8 DANCE ........................................................................................................................................... 38

YEAR 8 DRAMA ........................................................................................................................................... 39

YEAR 8 MUSIC ............................................................................................................................................ 40

YEAR 8 INDUSTRIAL TECHNOLOGY & DESIGN ...................................................................................... 41

YEAR 9 SUBJECTS ........................................................................................................................................ 42


CONTENTS

G\CD\Com\AllStaff\SubjectHandbooks\2019 Yr7,8,9 JuniorSecondaryHandbook.doc

YEAR 9 ENGLISH ........................................................................................................................................ 43

YEAR 9 SCIENCE ........................................................................................................................................ 44

YEAR 9 HEALTH AND PHYSICAL EDUCATION ........................................................................................ 45

YEAR 9 HUMANITIES ................................................................................................................................. 46

YEAR 9 VISUAL ART ................................................................................................................................... 47

YEAR 9 DANCE ........................................................................................................................................... 48

YEAR 9 DRAMA ........................................................................................................................................... 49

YEAR 9 MEDIA ARTS .................................................................................................................................. 50

YEAR 9 MUSIC ............................................................................................................................................ 51


YEAR 9 INTRODUCTION TO FASHION ..................................................................................................... 53

YEAR 9 FOOD STUDIES ............................................................................................................................. 54

YEAR 9 BUSINESS ..................................................................................................................................... 55

YEAR 9 DIGITAL TECHNOLOGIES ............................................................................................................ 56

YEAR 9 GRAPHICS ..................................................................................................................................... 57

YEAR 9 INDUSTRIAL TECHNOLOGY & DESIGN ...................................................................................... 58

YEAR 9 JAPANESE ..................................................................................................................................... 59

G\CD\Com\AllStaff\SubjectHandbooks\2019 Yr7,8,9 JuniorSecondaryHandbook.doc 1

JUNIOR SECONDARY CURRICULUM STRUCTURE

Year 7 SUBJECTS – studied by all students at an appropriate level

Core Subjects

Health & Physical

Education (HPE) English Mathematics

Science

Humanities

Two Semesters Two Semesters Two Semesters Two Semesters Two Semesters


Choose either:

Japanese

Engineering

Technology

Arts Specialisation

Visual Arts

Dance

Music

Drama Extension

Home Economics

(1 term)

Each lesson is 70 minutes

long

There are 4 lessons in a

day; 1 before Morning Tea,

2 between Morning Tea

and Lunch and 1 after

lunch

The day begins promptly

with first bell goes at

9.05am, for PROMOTE roll

mark and the day ends at

3.00pm.

General Arts

(1 term)

Two Semesters One Semester One Semester One Semester


English

Extension

Intermediate

Mathematics

Extension

Intermediate

Science

Extension

Intermediate

Study of Society &

Environment

(SOSE)

Health & Physical

Education

Two Semesters Two Semesters Two Semesters Two Semesters One Semester


Digital

Technologies

Japanese Technology

Industrial

Technology &

Design

(1 Semester)

Home Economics

(1 Semester)

The Arts

Choice between:

Dance

(1 Semester)

Drama

(1 Semester)

Music

(1 Semester)

Visual Arts

(1 Semester)

Each lesson is 70 minutes

long

There are 4 lessons in a

day; 1 before Morning Tea,

2 between Morning Tea

and Lunch and 1 after

lunch

The day begins promptly

with first bell goes at

9.05am, for PROMOTE roll

mark and the day ends at

3.00pm.

One Semester One Semester Two Semesters One Semester


Year 9 CORE SUBJECTS – studied by all students at an appropriate level

English

Extension

Intermediate

Mathematics

Extension

Intermediate

Science

Extension

Intermediate

Study of Society &

Environment (SOSE)

SOSE Extension, by

invitation, based on

year 8 academic

success, as an

elective subject

Health & Physical

Education (HPE)

HPE Extension, by

invitation, based on

year 8 academic

success, as an

elective subject


Year 9 ELECTIVE SUBJECTS – students chose two elective subjects

The Arts

Dance

Drama

Music

Media Arts

Visual Arts

Business

Digital Graphics

Business

Technology;

Industrial & Graphics

Industrial Technology and Design

Graphics

Digital Technologies

Languages

Japanese

Home Economics

Home Economics

Food Studies

Introduction to Fashion



PROMOTE PROGRAM

ROBINA STATE HIGH SCHOOL Junior Secondary PROMOTE Program 2018

We will meet the social and emotional needs of Junior Secondary students with a strong focus on pastoral care. Weekly pastoral care lessons will be provided that focus on: Organisational and study skills, goal setting, Positive Behaviour for learning, Wellbeing and the Daniel Morcombe Child Safety Curriculum. At the start of terms 2-4 all junior school students will be guided through a reflective goal setting process that focuses on maintaining successful results and strengthening areas of need. Each year level focuses on two specific Wellbeing topics. These form the focus of the learning experiences in PROMOTE classes and the pastoral care mornings. Positive Behaviour for Learning (PBL) focus also changes every three weeks and is guided by a reflective process involving key members of teaching and administration staff. This is also discussed and explained during PROMOTE classes.

’


SIGNATURE PROGRAMS

There are SIX Signature programs offered within the school in Year 9. Each program has its own selection process and entry criteria. More information is available from our school website.

ALL INVOICED FEES FOR THESE PROGRAMS MUST BE PAID BY 1 NOVEMBER 2018

SUBJECT NAME

FACULTY HEAD OF

DEPARTMENT TEACHER ENTRY

COSTS SCHOOL LEVY PLUS

Golf Academy Robina Sports Academy

Mr Daniel Norton-Smith

Mr Shane Stevenson

Application Forms available on school website or from Daniel Norton-Smith

$1570 per year External rounds, golf pro tuition, green-keeping, golf cap

Baseball Academy

Mr Tim Davison $500 per year Professional coaching fees, grounds maintenance, equipment

General Sport Academy

Mr Daniel Norton-Smith

$100 per year External training facility access, coaching, tuition

Futsal/ Football Academy

Mr Alex Morrison, Miss Prue Donohoe, Mr Mitchell Roe

$290 per year Tournaments, transport, equipment, coaching aides, coaches

Triathlon Academy

Mr Mitchell Roe $620 per year Professional coaching fees, equipment, swimming pool lane hire, gym membership

Netball Academy

Mrs Julie Cooke $320 per year Professional coaching fees, equipment, gym membership


SUBJECT NAME

FACULTY HEAD OF

DEPARTMENT TEACHER ENTRY

COSTS SCHOOL LEVY PLUS

Japanese Immersion: Japanese Immersion is a Year 7 Entry program

Cross Curriculum

Mrs Sellina McCluskey

Ms Logan Mrs Sponder Mr Berry

Application Form = EOI obtained from Mr Carlisle

$300 per year Translation services, Language Perfect subscription, tour subsidy, cooking activities

CAS Program Cross Curriculum

Mr Carlisle

Mr Luke Higgins & TBA

Application Form = EOI on school website and submitted via email

Y7 $140 per year Y8&9 $100 per year Rewards, excursions & Duke of Edinburgh Award registration (Bridge level - Year 7 only)

Academic Excellence

Cross Curriculum

Mrs Julie Swift

Mr Bruce McFarlane, Deputy Principal

Applications available on School Website

$300 per year Excursions (entry & transport), competition entries & specialised testing


FEE-PAYING SIGNATURE PROGRAM INFORMATION

Some of our Signature Programs on offer require payment to the school.

Once a student has been accepted into a Signature Program via the application process, further eligibility

for selection of fee-paying Signature Program is dependent on the following criteria:

1. Where a student is currently studying at Robina State High School, the student’s fees must be

either paid in full or up-to-date.

Entry into the selected Signature Program will only be permitted once the following 2 criteria have been

met:

1. Signature Program fee must be paid in full by the due date listed in the subject information of this

booklet. This due date will also be reflected on the invoice for the Signature Program. Failure to

make full payment of the Signature Program fee by this date will result in student not being placed

into the Signature Program.

2. Participation in and payment of the Student Resource Scheme for the same school year the

Signature Program will commence. Either full payment or first instalment of the Student Resource

Scheme should be paid either at the same time or prior to the Signature Program fee being paid. A

signed Student Resource Scheme Agreement must be received by the school at the same time.

Payment plans are not offered on any fee-paying Signature Programs.

Refunds for Signature Programs are not available once the student has commenced the Signature Program.


FUTSAL / FOOTBALL ACADEMY

Students will be invited to join this class or may request and interview with the Director of Sport. Topics studied

• Fitness • Tactics and strategies

Types of class activities

• Skills and game play • Coaching

Equipment required

• Shin pads • Futsal uniform (purchased separately from Uniform Shop) • Futsal socks (purchased separately from Uniform Shop) • Futsal Boots • Football Boots

Why do this subject?

• Demonstration of a high level of ability in Football (Soccer)/Futsal • Enjoyment of Football (Soccer)/Futsal

What you need to be successful

• Willingness to improve • A desire to compete • Ability to work in a team

Expectations

• Be available for early and late classes • Play in tournaments if selected

Invoiced Fees

• $290 per year - Tournaments, transport, equipment, coaching aides, coaches

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE 1 NOVEMBER 2018 ALONG WITH FULL/INSTALMENT PAYMENT OF 2019 STUDENT RESOURCE SCHEME TO ENSURE

PLACEMENT INTO THE SUBJECT. NON-REFUNDABLE AFTER COURSE COMMENCEMENT.

STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT ENROLMENT INTERVIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.


GOLF ACADEMY

Successful students are selected by application to the program.

Topics Studied • Rules and etiquette • Goal setting • Swing analysis • Nutrition / Hydration • Golf specific fitness • SAM Putt Lab • Injury prevention

Types of Activities

• Skill practice • Game play • Stroke Correction • Shaping Shots

Equipment required

• Clubs

• Golf Shirt (purchased separately from Uniform Shop) Why do this subject?

• Teaching from Golf Australia and Golf Queensland coaches and service providers • Enjoy golf as your golf performance rapidly improves

What do you need to do to be successful in this subject? • A willingness to work hard at improving golf • A positive attitude

Invoiced Fees

• $1570 per year

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE THE FOLLOWING DUE DATES:

$785 1 NOVEMBER 2018 $785 16 MAY 2019

ALONG WITH FULL/INSTALMENT PAYMENT OF 2019 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT. STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN

FULL AT ENROLMENT INTERVIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.


BASEBALL ACADEMY

Successful students are invited or selected by application to the program. The Junior Baseball Academy is aimed at developing baseball skills to the level that is required in the Senior Baseball Academy. There is no theory in this subject. Why do this subject?

• Have good skill and ability level in baseball • Want to improve baseball ability

What do you need to do to be successful in this subject?

• A willingness to work hard at improving baseball skills • Ability to attend Period 0 classes • A positive attitude

Equipment required

• Baseball Uniform (purchased separately from Uniform Shop) • Baseball equipment

Invoiced Fees • $500 per year: Professional coaching fees, grounds maintenance, equipment





GENERAL SPORT ACADEMY

Students will be guided through a range of fitness, strength and conditioning activities to enhance their sporting performances.

Topics studied • Fitness Components • Strength and conditioning • Recovery and rehabilitation techniques • Alignment in sport • Sport Psychology • Track and Field • Training principles • Biomechanics • Nutrition

Types of class activities • Coordination • Balance and Proprioception • Body Weight Training • Alignment • Speed Training • Strength and Conditioning • Functional Movement Patterns

Equipment required • Good quality sports shoes • Training shirt • Exercise book • USB

Why do this subject? • Enhance sporting performance • Work with like-minded students

What you need to be successful • Strong work ethic • Willingness to learn

Expectations • Be on time and prepared • Strive to be better than you were yesterday

Invoiced Fees • $100 per year: External training facility access, coaching, tuition





NETBALL ACADEMY

Students will be involved in high quality netball training under our professional coaching staff. They will also prepare for major tournaments throughout the year. Topics studied

• Passing • Shooting • Running • Strategies • Fitness • Coaching • Umpiring


• Training sessions to improve performances • Game preparation • Fitness training • Skill development

Equipment required

• Good quality shoes • Training uniform


• Enhance sporting performance • Work with like-minded students


• Strong work ethic • Willingness to learn

Expectations

• Be on time and prepared • Strive to be better than you were yesterday

Invoiced Fees

• $320 per year: Professional coaching fees, equipment, gym membership





TRIATHLON ACADEMY

Students will partake in elite training sessions across the three disciplines of triathlon – swim, bike and run. They will be guided by professional coaches and aim to race on the Queensland Triathlon Circuit. Topics studied

• Swimming • Cycling • Running • Race Strategies • Fitness • Equipment


• Training sessions to improve performances in the three disciplines • Race practice • Skill development

Equipment required

• Swimwear • Googles • Bike • Running shoes • Training uniform


• Enhance sporting performance • Work with like-minded students


• Strong work ethic • Willingness to learn

Expectations

• Be on time and prepared • Strive to be better than you were yesterday

Invoiced Fees

• $620 per year: Professional coaching fees, equipment, swimming pool lane hire, gym membership





CAS PROGRAM: COMMUNITY – ACTION – SERVICE

Mission Statement

The ‘CAS’ Program aims to enhance outcomes (academics, leadership, character building,

community mindedness and lifestyle choices) for active, highly motivated young people. This is

achieved using innovative boys’ and girls’ education initiatives whilst incorporating physical

activity and community mindedness as catalysts for teaching and learning. Graduates of this

program will be equipped with the skills, knowledge and capabilities to be our future leaders.

Description of Program

The CAS program involves students undertaking a range of activities alongside their academic studies,

enabling them to enhance their personal and interpersonal development via experiential learning. The

opportunities this programme provides for self-determination, collaboration with others and being

proactive in the community fosters a sense of accomplishment amongst participants and provides a

platform for future personal growth.

CAS combines

• Pastoral Care (PROMOTE) • Curriculum subjects (e.g. IDT/HEC and the Arts) • Life skills • Fitness and health • Team sport • Personal development through the provision of the Duke of

Edinburgh Award (Bridge and Bronze levels) • Enterprise (fundraising, community awareness) • The option to participate in the Kokoda Challenge

The aim of the CAS program is to

• Apply and exploit current boys’ and girls’ educational classroom strategies • Promote holistic student development to help students reach their potential • Utilise contextual learning, current student interests, sport, welfare programs, community projects

and the ICTs as motivational tools • Provide students with valuable life skills upon which they can draw throughout their life

Invoiced Fees

• Y7 $140 per year, Y8&9 $100 per year: Rewards, excursions & Duke of Edinburgh Award

registration (Bridge level - Year 7 only)





ACADEMIC EXCELLENCE PROGRAM

“Perfection is not attainable, but if we chase perfection we can catch excellence.” Vince Lombardi

The Academic Excellence Program provides students with opportunities to develop and extend their academic

ability.

In year 7 and 8, all students will be part of the Academic Excellence Class in core subject areas (Maths, English,

Science and SOSE). They will work with like – minded students, in a challenging environment to enable them to

reach their highest academic potential.

In years 9-12, a student’s individual talent continues to be nurtured through placement in extension classes and

the opportunity to access accelerated programs of study.

To develop the student as a life-long learner, we offer a number of enrichment activities including: Master

Classes, links to universities, workshops, academic conferences, competitions and guest speakers.

Entry to the Program

Students applying for a position in the Academic Excellence program will be selected based on the following:

• Students need to demonstrate high academic achievement in all core subject areas (Maths, English, Science & SOSE) i.e. minimum of 2 As and 2 Bs

• NAPLAN Results • Results from other standardised or diagnostic testing • Competition results

Applications may be made to join the program at any time, subject to availability.

Once accepted into the program students will undergo diagnostic testing prior to the start of the school year.

Maintenance of Position in the Program

Student performance is monitored and reviewed each semester. Students must maintain a high level of

academic achievement, as well as displaying appropriate behaviour, effort and attendance across all subjects.

Students are expected to participate in the many extension and enrichment opportunities that are offered. The

school reserves the right to withdraw students from the program at any time.

Program Requirement

It is a requirement that students accepted into the program will provide their own device (e.g. laptop).

Invoiced Fees

• $300 per year – Excursions (entry & transport), competition entries & specialised testing





2019 JAPANESE IMMERSION PROGRAM

CURRICULUM INFORMATION Head of Department, Sellina McCluskey

YEAR 7 YEAR 8 YEAR 9 YEAR 10

SEMESTER

1

SEMESTER

2

SEMESTER

1

SEMESTER

2

SEMESTER

1

SEMESTER

2

SEMESTER

1

SEMESTER

2

English English English English English English English English

Maths Maths Maths Maths Maths Maths Maths Maths

Science Science Science Science Science Science Science Science

HISTORY GEOGRAPHY Multimedia

Studies

Multimedia

Studies

Multimedia

Studies

Multimedia

Studies

Multimedia

Studies

Multimedia

Studies

EXTENSION JAPANESE

IMMERSION

JAPANESE

JAPANESE

For Maths &

Humanities

JAPANESE

For Maths &

HPE

JAPANESE

For Maths &

Humanities

JAPANESE

For Maths &

HPE

Year 11

Japanese

Year 11

Japanese

LIF or ITD or SPORTS

EX

ART / DAN /

MUS / DRA HUMANITIES HPE

HPE HPE HPE HPE

HISTORY HISTORY HISTORY HISTORY

HPE HPE HEC / ITD

OR ARTS

HEC / ITD /

ARTS / SP EX ELECTIVE ELECTIVE

NOTE:

In Year 7 academically able

students will study EXTENSION

JAPANESE in first semester.

In Semester two students will

continue with Immersion

Japanese and commence the

study of Maths in Japanese

TWO ELECTIVES FROM

LIF or ITD or SPORTS EX

ART / DAN / MUS / DRA

NOTE:

In Year 8 Immersion students

will study one general Japanese

class covering content from

Year 8 & 9 mainstream

Japanese.

ONE ELECTIVE CHOICE

BETWEEN HEC / ITD / ARTS /

SP EX

NOTE:


will study one general Japanese

class covering content from

Year 9 &10 mainstream

Japanese.

NO ELECTIVE SUBJECT

CHOICE IS AVAILABLE

NOTE:


will study Year 11 Japanese in a

Period 0 class. (8am to 9am).

They will cover in 2 lessons

what Year 11 mainstream

students will cover in 3 lessons.

ONE ELECTIVE SUBJECT

CHOICE IS AVAILABLE

CURRICULUM CHALLENGE The immersion course caters for academically able students. In all Immersion classes a challenging Curriculum is offered to students. Students study Extension Maths, Extension SOSE, and Extension Computers/ Business Studies.

ASSESSMENT Assessment in the Immersion Course is usually very similar to assessment in the mainstream course. Students will be presented with assessment written in Japanese. Student responses are usually in English. Immersion students are given 15 minutes more per hour of exam to cater for the extra time needed to decode the Japanese language used in the assessment.

EXPECTATIONS Students who choose to enrol in our Immersion Course are committing to a three year course.

SUBJECT CHOICES Immersion students have less subject choices in Year 9 and 10 than mainstream students because they must choose Japanese and Business as two of their electives.

INVOICED PROGRAMME FEE

$300 per year – Translation services, Language Perfect subscription, tour subsidy, cooking activities





YEAR 7 SUBJECTS

YEAR 7 MATHEMATICS

The course follows the Australian curriculum.

Number Algebra Measurement

Geometry Statistics Probability

Subject Overview • Number and place value • Fractions and decimals 1 • Chance • Shape • Geometric reasoning • Fractions and decimals 2 • Real numbers • Money and finance • Algebra and patterns 1 • Linear and non-linear relations • Data 1 • Algebra and Patterns 2 • Measurement – perimeter, area and volume • Location and transformation • Data 2

Assessment Assessment each semester: • Topic tests • In class assignment Equipment & Resources • Scientific calculator • A4 5 mm grid pad, blue or black pen, red pen, ruler, protractor Senior Pathways • General Mathematics (General) • Mathematical Methods (General) • Specialist Mathematics (General) • Essential Mathematics (Applied)


YEAR 7 ENGLISH

The English curriculum is built around the three interrelated strands of the Australian Curriculum: Language, Literature and Literacy. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience. Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. Units of Work • Social Issues • Narrative / Short Story Writing • Environmental Issues • Literary Unit – Novel Study – Ned Kelly • Poetry and Song Lyrics Assessment • Written Persuasive Speech • Narrative – response to stimulus • Feature Article • Comprehension test • Imaginative recount • Multi-modal Informative Speech Equipment Required • USB • Stationery Senior Pathways • Year 11 & 12 English (General) • Year 11 & 12 Literature (General) • Year 11 & 12 Essential English (Applied) • English & Literature Extension (Year 12 only) (General)


YEAR 7 SCIENCE

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They explain possible implications of the solution for different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations. Assessment • Exams • Assignments • Experimental Reports Equipment & Resources • 96 page exercise book, A4 document wallet (poly wallet) • Red pen, blue pen, pencil, eraser, ruler, calculator • Fully covered leather footwear Senior Pathways • Chemistry (General) • Physics (General) • Biology (General) • Marine Science (General) • Aquatic Practices(Applied) • Certificate III in Health Services Assistance (VET)


YEAR 7 HUMANITIES

HISTORY:

A study of history from the time of the earliest human communities to the end of the ancient period, approximately 60,000BC – c650AD (CE). Studies a range of societies including Australia, Egypt, Greece, Rome, China and India. Subject Overview

Unit 1 Ancient Past Historical Evidence Australia’s Ancient Past Guided Research Conserving the Past

Unit 2 Ancient Egypt Overview Physical Features Conflicts & Contacts Significant Individuals Society

Unit 3 Ancient China China’s Civilisation Religion – Buddhism Emperor – Qin Heritage of China

Assessment • Short Response Test • Extended written response • Research booklet and museum exhibit Equipment & Resources • One note and personal computer. Senior Pathways • Modern History (General) • Ancient History (General)

GEOGRAPHY:

The year 7 Geography unit is called “Place and Liveability”. The unit aims to develop skills such as field sketching and mapping skills. It looks at the “liveability” of different places with a particular focus on the students’ local area. Assessment • Written report Equipment & Resources • One Note, Personal computer Senior Pathways • Geography (General)


YEAR 7 HEALTH & PHYSICAL EDUCATION

Students will expand their knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing while they develop specialised movement skills and understanding in a range of physical activity settings. Subject Overview

Term Practical Theory

1 Indigenous and other modified games Personal Safety (Gold Coast specific)

2 Track & Field (Athletics) Approaching Adolescence

3 Kicking games: AFL, Soccer, Gaelic Football Drugs (Caffeine/Alcohol)

4 Introduction to Fitness Health Benefits of Physical Activity

Assessment • Assessment pieces vary each term and include: Exam (multiple choice, short & long response),

Research Reports (informative & persuasive), Multi-Modal Presentations and Physical Performances across; Indigenous and other modified games, Track & Field (Athletics), Kicking games (AFL, Soccer, Gaelic Football), and Fitness.

Equipment & Resources • School Hat • Appropriate Athletic Shoes • Water Bottle Senior Pathways • Physical Education (General) • Sport & Recreation (Applied) • Certificate III in Fitness (VET)


YEAR 7 HOME ECONOMICS

Year 7 Home Economics is a subject which introduces students to basic design technology knowledge and

skills in food and nutrition and textiles.

Subject Overview Topic: Hygiene and safety Topic: Designing Food Topic: I can sew Assessment • Designing Food – A written design folio which includes investigating, analysing and proposing design

solutions and evaluating • I can sew – A written design folio (investigating, generating ideas, designing solutions and evaluating)

and the production of a basic textile item Equipment & Resources • School supplies basic ingredients and textile materials • Fully enclosed leather shoes must be worn for practical lessons Senior Pathways • Food and Nutrition (General) • Design (General) • Certificate courses and Applied courses with a focus in Hospitality


YEAR 7 JAPANESE

Subject Overview Topic: Cool Kooki & Kawaii Students will investigate elements of popular Japanese culture such as anime, manga, sushi, sumo, ninja, karaoke. Linguistic learning will focus on asking and explaining names and meanings and expressing feelings using adjectives. Topic: Fabulous Festivals Students will investigate cultural activities associated with Japanese festivals. Linguistic learning will focus on explaining dates and discussing actions associated with festivals. Topic: Bunka Blast Students will investigate traditional Japanese sports and hobbies including the importance of clubs in Japan. Linguistic learning will focus on explaining times and discussing reasons for choosing certain sports. Topic: Journey to Japan Students will investigate travelling in Japan. Linguistic learning will focus on explaining travel plans, transport options and scheduled activities. Assessment • Reading, Writing, Listening and Speaking tasks and tests Subject Levy • NIL Equipment & Resources • 1 x 192 page notebook • 1 x document wallet Senior Pathways • Japanese (General)

Additional Costs • $30 per year for a license to use our on-line Japanese Learning Program (Language Perfect) - Optional


YEAR 7 ENGINEERING TECHNOLOGY

Students use computational and design thinking as well as traditional, contemporary and emerging technologies to create a range of digital & designed solutions for authentic needs and opportunities using Engineering principles and systems. This subject encourages students to apply their knowledge and practical skills and processes to create innovative solutions, independently and collaboratively, that meet current and future needs. By studying this subject students develop problem solving, investigation, research, presentation and computer skills as well as being able to operate Computer Numeric Controlled (CNC) machines such as laser cutters, 3D printers and sticker cutters. Students will have the opportunity to create programmable assets through coding and simulations of relationships between objects in the real world. Subject Overview • 20 Weeks (40 lessons max) • Introduction to Laser cutting and 3D printing • In class assignment: CAD drawings of project • Practical task: Project construction (realisation) • Introduction to Robotics and Coding • In class assignment: Arduino circuit construction and coding • Practical task: Python coding *availability of resources may require minor changes to the course. Assessment • Project evaluation and folio(s) Equipment & Resources • BYOD, USB STICK, Exercise book Senior Pathways • Design (General) • Digital Solutions (General) • Furnishings Skills (Applied) • Industrial Technology Skills (Applied) • Industrial Graphics (Applied) • Certificate II Furniture Making Pathways (VET) • Certificate II Engineering Pathways (VET)


YEAR 7 VISUAL ART

The Art course in Year 7 is a one semester course whereby students experiment with drawing, painting and

printmaking techniques to produce a folio of mixed media works and also a finished lino print based around

a selected theme. Students studying Art in Year 7 will also investigate the local Indigenous culture, through

a collaboration with local Indigenous persons to provide workshops, link with Curriculum Guidelines, and in

response create artworks across the Arts which adhere to Indigenous protocols. Term 3, Semester (2)

provides the opportunity for students to engage in “ARTS WEEK” activities, which focus on extending and

enhancing the learning opportunities developed for all students and to also provide a variety of arts

experiences to enrich the learning experience.

Subject Overview (students may experience some of the following): lino printmaking drawing painting mixed media activities Assessment (depends on the course taught. May include some of the following): Workshop activities, mixed media folio, lino print Equipment & Resources • A3 artist diary, Stationery (Lead pencils; 2B/4B, sharpener, eraser, ruler, pen, scissors, glue stick,

coloured pencils, textas.) Senior Pathways

• Visual Art (General) • Visual Arts in Practice (Applied) • Film, Television and New Media

(General) • Media Arts in Practice (Applied)

• Certificate II in Creative Industries (VET) • Certificate III in Screen & Media (VET)


YEAR 7 THE ARTS GENERAL COURSE (VISUAL and/or

PERFORMING

The General Arts course in Year 7 is a one term course whereby students study a combination course of

two Arts areas called “THE ARTS”- (Visual and Performing Arts) across the term. In Visual Art the students

experiment with drawing and printmaking techniques to produce a folio of work and also a finished lino

print based around a selected theme. In Performing Arts students learn improvisation skills through drama

games and theatre sports OR experiment with dance/music/drama making processes to produce polished

works. Students studying the Arts in Year 7 will also investigate the local Indigenous culture, through a

collaboration with local Indigenous persons to provide workshops, link with Curriculum Guidelines, and in

response create artworks across the Arts which adhere to Indigenous protocols. Term 3, Semester (2)

provides the opportunity for students to engage in “ARTS WEEK” activities, which focus on extending and

enhancing the learning opportunities developed for all students and to also provide a variety of arts

experiences to enrich the learning experience.

Subject Overview (students may experience some of the following): Art: lino printmaking, drawing, mixed media activities Drama: role play, improvisation and drama games Dance: traditional and modern performance and choreography Music: composition and performance Assessment (depends on the course taught. May include some of the following): Workshop activities, artist folio, dance, music and drama performances, script writing, musical composition, dance choreography Art: mixed media folio, lino print Drama: workshop activities Dance: group performances and choreography Music: Individual composition, group performances Equipment & Resources • Visual Art – A3 artist diary, Stationery (Lead pencils; 2B/4B, sharpener, eraser, ruler, pen, scissors, glue

stick, coloured pencils, textas.) • Performing arts- 48 page notebook and writing materials Senior Pathways

• Visual Art (General)) • Visual Arts in Practice (Applied) • Dance in Practice (Applied) • Certificate IV in Dance (VET) • Drama (General) • Drama in Practice (Applied) • Music (General)

• Music Extension (General) • Music in Practice (Applied) • Film, Television and New Media (General) • Media Arts in Practice (Applied) • Certificate II in Creative Industries (VET) • Certificate III in Screen & Media (VET)


YEAR 7 DANCE

The Arts in Year 7 is a 6 month course. In the Year 7 Arts course students choose either Visual Art, Drama,

Dance or Music across a semester.

Year 7 Dance allows students, male and female, to learn about and acquire skills in many aspects of dance.

It includes talking, reading, writing, watching and thinking about dance but above all, it is about becoming

involved in dance. Students will experiment with various ways of moving and different styles and genres of

dance. The course emphasis is on fun practical skills which focus on exploring choreographic techniques

and learning basic performance skills. The responding aspect of the subject encourages students to learn

about the history of dance styles and research the people who have had a major influence on the dance

world. This will take the form of a dance journal which will be handed in at the end of the course. Students

will also be required to reflect on both self-produced dance works and the work of others.

(NB. It is NOT necessary for students to have studied dance prior to participating in this subject)

Subject Overview

UNIT 1 Shake It Up looks at popular dances throughout history and leads to an understanding of how dance can be influenced by social factors and events.

UNIT 2 Write It Up analyses popular dance works and how they use the dance elements and production elements to realise choreographic intent.

UNIT 3 Build It Up explores the dance elements of Space, Time and Energy and how they are used to heighten impact in a dance work.

UNIT 4 Step Up researches the history and major influences of Hip Hop dance and explores the various styles within the genre.

Assessment • Performance: Performing movements using basic dance techniques and skills appropriate to the chosen

concept and dance genre. • Choreography: Creating movement phrases and sequences appropriate to the chosen concept and

dance genre (group work). • Responding: Dance Journal (ongoing over the duration of the course). Equipment & Resources • Water bottle for class • Black tights/pants (or sports uniform) • Dance journal (A4 size is best) Senior Pathways • Dance (General) • Dance in Practice (Applied)


YEAR 7 EXTENSION DRAMA

In 2019 Year 7 students will have an opportunity to enrol in The Drama Extension Program (DEP) which runs for 6 months across Year 7 and Year 8. Students will participate in a rigorous curriculum that is delivered by a senior classroom teacher. Students study the curriculum and participate in an extra-curricular program that is built around performances showcasing/utilising the student talents. Students in this program need to have a keen interest in drama and/or previous experience in a drama program in primary school or outside of school. Year 7 drama extension follows the National Curriculum and introduces students to the elements of drama and dramatic action through a range of workshop experiences with their teacher as well as senior drama students, professional actors, and dance and music teachers to enhance movement and vocal skills. These may include: Shock Therapy theatre company, The Arts Council, Zen Zen Zo Physical Theatre Troupe and Grin and Tonic Theatre Company. Students learn how to participate in a drama classroom and develop/build upon skills they may have already acquired. Improvisation through drama games and theatre sports activities, creating their own performances in response to a stimulus and working with script extracts are the key components of the course. Students also further develop their confidence through regular performances to a variety of audiences. Students studying drama in Year 7 will also investigate the local Indigenous culture, through a collaboration with local Indigenous persons to provide workshops, link with Curriculum guidelines, and in response create works across the Arts which adhere to Indigenous protocols. Subject Overview • Improvisation and role play • Drama games and theatre sports • Scriptwriting • Stage craft • Blocking and rehearsal • performance Assessment • Polished Improvisation • Scripted performance • Journal writing • workbook Equipment & Resources • Theatre blacks for performance • 48 page A4 notebook Senior Pathways • Drama (General) • Drama in Practice (Applied)


YEAR 7 MUSIC

Year 7 Music is a very practical course that aims to develop students’ performance skills on guitar, piano and drum kit. It is not a requirement for students to have played an instrument before nor is it necessary for them to be able to read music before entering the class. The students will learn the function of each of the instruments within a typical rock band and will be actively engaged in performances with other students. The students will also learn the basics of music notation. This subject prepares students perfectly for the grade 8 music class, which focuses on using these skills to write and record their own songs. Subject Overview • TOPIC 1: Introduction to rock instruments • TOPIC 2: Rock Band Project • Developing skills on guitar, piano and drum kit • Music appreciation - listening to and evaluating various music styles • Developing group work skills • Developing skills in music notation Assessment • Individual and small group performances • Music theory test • Music analysis essay Equipment & Resources • 48 page Music book – with both Manuscript lines (for music notation) and normal lines for writing Senior Pathways • Music (General) • Music Extension – Year 12 only (General) • Music in Practice (Applied) • Certificate IV in Music Industry (VET)


YEAR 8 SUBJECTS

Mathematics Intermediate Mathematics Extension There is ONE subject in the Mathematics KLA with TWO streams for achievement. These are not different subjects, but different levels for teaching and assessing. Students are placed in flexible groups based on student performance and aptitude to enable the work to be addressed in a manner appropriate to the group. Throughout the year, movement between groups may occur after assessment based on teacher recommendation.

Year 8 class placement Year 7 Mathematics result & potential

Intermediate Mathematics E, D, C, Low B

Extension Mathematics Good B or an A

The course follows the Australian curriculum.

Number Algebra Measurement

Geometry Statistics Probability

Subject Overview

• Numeracy review • Rational numbers • Real numbers • Measurement • Algebra • Time • Statistics

• Ratio and proportion • Linear and non-linear

relationships • Percentage and money • Probability • Congruence and transformations • Equations

Assessment Assessment each semester: • Topic tests • Assignment Equipment & Resources • Scientific calculator • A4 5 mm grid pad, blue or black pen, red pen, ruler, protractor Senior Pathways • General Mathematics (General) • Mathematical Methods (General) • Specialist Mathematics (General) • Essential Mathematics (Applied)

YEAR 8 MATHEMATICS


YEAR 8 ENGLISH

The English curriculum is built around the three interrelated strands of Australian Curriculum: Language, Literature and Literacy. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience. Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. English Extension and Intermediate Students are placed in an Intermediate or Extension class, based on their exit result in Year 7, teacher recommendation and analysis of a range of diagnostic tests, Head of Department decision. These flexible class groupings provide a basis for differentiation strategies in teaching and learning. Throughout the year movement between groups may occur after assessment. Units of Work

Literary Unit – Novel Study

Film -v- Book – The Little Mermaid

Character representations in texts

Media representations – language of positioning

Film Study

Indigenous Perspectives Assessment

Short Story

Comparative Essay

Interior Monologue

Multi-modal presentation

Feature Article

Analytical Essay Equipment Required

USB

Stationery Senior Pathways • Year 11 & 12 English (General) • Year 11 & 12 Literature (General) • Year 11 & 12 Essential English (Applied) • English & Literature Extension (Year 12 only) (General)


YEAR 8 SCIENCE

By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the timescales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of these solutions for different groups in society. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types. Equipment & Resources • 96 page exercise book, A4 document wallet (poly wallet) • Red pen, blue pen, pencil, eraser, ruler, calculator • Fully covered leather footwear Senior Pathways • Chemistry (General) • Physics (General) • Biology (General) • Marine Science (General) • Aquatic Practices (Applied) • Certificate III in Health Services Assistance (VET)


YEAR 8 HUMANITIES

HISTORY: Term1 and Term 4

Students in Year 8 History study the following topics: • Medieval Europe • The Black Death Subject Overview • Students study the feudal system and crusades, key people and events, the decline of the Roman

empire and crime and punishment • The Black Death: Students will study the “Black Death” in Asia, Europe and Africa in the 14th century.

Students will study the immediate and long term effects of the black death. Living conditions, trade, religious beliefs will also be studied

Assessment • Short Response test, term1 • Research task, term 4

Business and Economics: Term 2

Students in Year 8 Business and Economics study the following topics: Subject Overview Business and Economics: Students explore what it means to be a consumer, a worker and a producer in the market and the relationship between these groups. Assessment Assessment: Knowledge and Understanding Test Collection of work

GEOGRAPHY: Term 3

Year 8 Geography focuses on Landforms and Landscapes. Subject Overview • This unit focuses on investigating Geomorphology through a study of landscapes and their landforms.

The unit develops student understanding of the concept of environment Assessment • Response to Stimulus test


YEAR 8 HEALTH & PHYSICAL EDUCATION

*Year 8 students study one semester of HPE* Students will continue on from Year 7 HPE as they expand their knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students will carry on learning how to take positive action to enhance their own and others’ health, safety and wellbeing as they develop specialised movement skills and understanding in a range of physical activity settings. Subject Overview


1 Golf & Dance (Hip Hop) Food for Life

2 Oztag & European Handball My Adolescent Relationships (Cyber Safety)

3 Oztag & European Handball My Adolescent Relationships (Cyber Safety)

4 Golf & Dance (Hip Hop) Food for Life

Assessment • Assessment pieces vary each term and include: Research Reports, Exams (multiple choice, short & long

response), Multi-Modal Presentations and Physical Performances Equipment & Resources • School Hat • Appropriate Athletic Shoes • Water Bottle Senior Pathways • Physical Education (General) • Sport & Recreation (Applied) • Certificate III in Fitness (VET)



Year 8 Home Economics builds on skills developed in year 7 with students taking a more independent

approach to practical work

Subject Overview Unit: ‘Veg Out’

• Safety in the textiles • Cotton Production • Sewing skills and production techniquies to make a cushion cover • Embellishment techniques used on fabrics • Safety in the kitchen • Food preparation and presentation skills • Including vegetable in food preparation

Unit: ‘Market to Market’

• Sustainable practices in the food and textile industry • Using sustatinable practices at home • Current trends in the market place • Sewing skills and production techniques to make a food bag • Food preparation and presentation skills

Assessment

• Practical task – Food: respond to a design brief and use the technology process to produce a textile solution

• Practical task – Textiles : respond to a design brief and use the technology process produce a food solution

Equipment & Resources

• Students are required to provide some resources for practical textile lessons • Ingredients for practical cookery (approx. 6-8 practical lessons for 2 terms) and suitable take home

containers for a variety of dishes and food items • Fully enclosed leather shoes must be worn for practical lessons

Senior Pathways

• Food and Nutrition (General) • Design (General) • Certificate courses and Applied courses with a focus in Hospitality


YEAR 8 JAPANESE

Subject Overview Topic: World Weather Students will investigate the weather report genre and reflect on weather around the world. They will compare and analyse seasons, temperatures and weather features in a variety of world cities. Linguistic learning will focus on understanding adjectives, comparisons and probability. Topic: Amazing Anime Students will investigate the anime genre and compare and analyse features of popular anime. Linguistic learning will focus on tense, daily routine verbs and describing personality Assessment • Reading, Writing, Listening and Speaking tasks and tests Subject Levy • NIL Equipment & Resources • 1 x 192 page notebook • 1 x document wallet Senior Pathways • Japanese (General)

Additional Costs • $30 per year for a license to use our on-line Japanese Learning Program (Language Perfect) - Optional


YEAR 8 DIGITAL TECHNOLOGIES

Digital Technologies in Yr 8 allows students to plan and manage digital projects to create interactive

information. They define and decompose problems in terms of functional requirements and constraints.

Students design user experiences and algorithms incorporating branching and iterations, and test, modify

and implement digital solutions. Students evaluate information systems and their solutions in terms of

meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to

model and create solutions. Students use appropriate protocols when communicating and collaborating

online.

Subject Overview • Designing and developing digital solutions • Introduction to coding • Game development project • Data Analysis Assessment • Game programming Project • Data Analysis folio • Coding folio Equipment & Resources • USB STICK • BYOD Senior Pathways • Digital Solutions (General) • Certificate II in Creative Industries (VET) • Certificate II in Information, Digital Media & Technology (VET) • Certificate III in Screen and Media (VET)


YEAR 8 VISUAL ART

The Arts in Year 8 is a (6) month course whereby students choose to study either; VISUAL ART, DRAMA,

DANCE or MUSIC across one semester.

In Visual Art the students will build upon their previous art experiences and knowledge developed in Year 7,

to further experiment with techniques in drawing, painting and ceramics to produce finished artworks

based around a selected theme. Students studying the Arts in Year 8 will also investigate the local

Indigenous culture, through a collaboration with local Indigenous persons to provide workshops, link with

Curriculum Guidelines, and in response create artworks across the Arts which adhere to Indigenous

protocols. Term 3, Semester (2) provides the opportunity for students to engage in “ARTS WEEK” activities,

which focus on extending and enhancing the learning opportunities developed for all students and to also

provide a variety of arts experiences to enrich the learning experience.

Subject Overview VISUAL ART: • Drawing • Painting • Mixed media • Ceramics • Written analysis response, and Artist statement of own works and selected associated artists. Assessment • Mixed media/ Drawing/ Painting folio • Ceramics piece –based on a selected theme,(e.g. under the sea, monsters etc.) Equipment & Resources • Artist visual diary (A3 size) • Stationery ( lead pencils; 2B,/4B, sharpener, eraser, ruler, pen, scissors ,glue stick , coloured pencils,

textas.) Senior Pathways

• Visual Art (General)) • Visual Arts in Practice (Applied)

• Film, Television and New Media (General) • Media Arts in Practice (Applied) • Certificate II in Creative Industries (VET) • Certificate III in Screen & Media (VET)


YEAR 8 DANCE

The Arts in Year 8 is a 6 month course. In the Year 8 Arts course students choose either Visual Art, Drama, Dance or Music across a semester. Year 8 Dance allows students, male and female, to learn about and acquire skills in many aspects of dance. It includes talking, reading, writing, watching and thinking about dance but above all, it is about becoming involved in dance. Students will experiment with various ways of moving and different styles and genres of dance. The course emphasis is on fun practical skills which focus on exploring choreographic techniques and learning basic performance skills. The responding aspect of the subject encourages students to learn about the history of dance styles and research the people who have had a major influence on the dance world. This will take the form of a dance journal which will be handed in at the end of the course. Students will also be required to reflect on both self-produced dance works and the work of others. Students do not have to be experienced dancers. Instead they should be enthusiastic, willing to experiment, learn and be committed to the course. (NB. It is NOT necessary for students to have studied dance prior to participating in this subject) Subject Overview

UNIT 1 Take A Stand takes a thematic approach to dance by using movement to explore relevant issues in society (from different historical contexts).

UNIT 2 Take It To The Streets students learn performance skills and techniques relevant to the genre of hip hop or urban dance.

UNIT 3 Take A Trip explores dance from different cultures including indigenous dance; students gain an understanding of the function of dance within various cultures.

UNIT 4 Take A Bow students manipulate jazz steps and combinations to create dance sequences that utilise the dance elements and the stylistic aspects of jazz dance.



dance genre (group work). • Responding: Dance Journal (ongoing over the duration of the course). Equipment & Resources • Water bottle for class • Black tights/pants (or sports uniform) • Dance journal/book (A4 size is best) Senior Pathways • Dance (General) • Dance in Practice (Applied)


YEAR 8 DRAMA

The arts in Year 8 in a 6 month course. In the Year 8 arts course students choose either Visual Art, Drama, Dance or Music across a semester. In year 8 drama students build upon skills developed in Year 7 with an emphasis on improvisation, concept development and performance. Students participate in drama workshops designed to improve confidence, group work and stagecraft skills and form an understanding of drama styles and genres. Students have an opportunity to create their own drama pieces as well as work with published texts and also watch professional productions. They are also encouraged to critique their work and that of others.

Students studying the drama in Year 8 are also given an opportunity to work with senior drama students

and professional actors to enhance their learning experiences. Students studying drama in Year 8 will also

investigate the local Indigenous culture, through a collaboration with local Indigenous persons to provide

workshops, link with Curriculum guidelines, and in response create works across the Arts which adhere to

Indigenous protocols.

Subject Overview • Drama games and warm ups • Improvisation • Role play • Response to stimulus/scriptwriting • Stagecraft • Rehearsal techniques • Performance

Assessment • Actor’s workbook • Response to stimulus through movement/soundscape • Scriptwriting and or editing • Critical analysis -Short response • Scripted text performance

Why do this subject? • It’s fun! • You like performing • You develop interpersonal skills and gain confidence • You learn a variety of acting techniques and theatre styles • A great way to develop creative expression

What you need to be successful in this subject • An ability to work independently and in a group • Confidence to perform in front of classmates

Equipment & Resources • A4 notebook (64 page) • Stationery • Theatre blacks

Senior Pathways • Drama (General) • Drama in Practice (Applied)


YEAR 8 MUSIC

The arts in Year 8 in a 6 month course. In the Year 8 arts course students choose either Visual Art, Drama,

Dance or Music for a semester.

Year 8 Music is a creative course, that aims to develop each student’s ability to write and record their own

music. Students will develop not only their song-writing abilities, but also their skills on piano, guitar and

percussion. Students will learn basic music notation and will also be introduced to how to use computer

software to compose and record music. No prior experience in music is necessary to be successful in this

course.

Subject Overview • Topics: Mood Music, Song-writing, Music computer software, ‘Bing, Bong, Bang’ Percussion project • Music appreciation - listening to and evaluating various music styles • Develop skills on piano, guitar and percussion • Develop song-writing skills • Develop group work skills • Develop skills in music notation and technology Assessment • Individual, pair and small group performances • Individual and pair compositions • Music theory and recording skills test • Music analysis test Equipment & Resources • 48 pg Music book – with both Manuscript lines (for music notation) and normal lines for writing Senior Pathways • Music (General) • Music Extension – Year 12 only (General) • Music in Practice (Applied) • Certificate IV in Music Industry (VET)


YEAR 8 INDUSTRIAL TECHNOLOGY & DESIGN

Design Technology in Year 8 allows students to build on skills introduced to them in Year 7. While the

emerging technologies are still used we have more time to develop hand skills and to use more traditional

hand and power tools. Students are taught the safe and proper use of these tools to design and build

projects that may also have “Hi-Tech” machines used in either the construction or embellishment of the

finished product.

Subject Overview • Safety – hand and power tools • Design and developing design solutions • Skill development exercises • Project 1 LED Edge lit sign or torch (electronics, 3D print, laser cut) or similar • Project 2 Pencil case (wood and plastics) or similar • BBQ utensil (Aluminium) • Battery operated/solar car Assessment • Workplace Health and safety test • End semester test • Project evaluation and design folio(s) Equipment & Resources • USB STICK Senior Pathways • Design (General) • Furnishings Skills (Applied) • Industrial Technology Skills (Applied) • Industrial Graphics (Applied) • Certificate II Furniture Making Pathways (VET) • Certificate II Engineering Pathways (VET)


YEAR 9 SUBJECTS

YEAR 9 MATHEMATICS

There is ONE subject in the Mathematics KLA with TWO streams for achievement. These are not different subjects, but different levels for teaching and assessing. Students are placed in flexible groups based on student performance and aptitude to enable the work to be addressed in a manner appropriate to the group. Throughout the year, movement between groups may occur after assessment based on teacher recommendation. English and Mathematics take a lead role in preparing Year 9 students for the National Testing (NAPLAN) in May.

Year 9 class placement Year 8 Mathematics result & potential

Intermediate Mathematics Intermediate / Extension E, D, C, Low B

Extension Mathematics Intermediate / Extension Good B or an A

Senior Pathways • General Mathematics (General) • Mathematical Methods (General) • Specialist Mathematics (General) • Essential Mathematics (Applied)

UNITS OF WORK

• Whole Numbers • Angles

• Fractions • Co-ordinates

• Integers • Money

• Ratio and proportion • Percentage

• Analytical geometry • Probability

• Deductive geometry • Statistics

• 3-Dimensional shapes • Algebra

• Geometry on a sphere • Trigonometry

• Plane shapes • Time

• Length • Mass

• Area • Volume

EQUIPMENT REQUIRED

• Scientific Calculator $25 • 5mm A4 grid pad stapled on the spine


YEAR 9 ENGLISH

There is one subject in the English KLA with two streams for achievement (Intermediate or Extension). All Year 9 students study the strands of the Australian Curriculum: Language, Literature and Literacy. Students are placed in an Intermediate or Extension class, based on their exit result in Year 8, teacher recommendation and analysis of a range of diagnostic testing, Head of Department decision. These flexible class groupings provide a basis for differentiation strategies in teaching and learning. Throughout the year movement between groups may occur after assessment. Units of Work • Australian Identity • Narrative / Short Story • Poetry and Song Lyrics • Drama – 12 Angry Men • Literary Unit – novel • Introduction to feature article – response to documentary Assessment • Written persuasive speech • Narrative – response to stimulus • Analytical Essay • Multi-modal Persuasive Speech • Feature Article Senior Pathways • Year 11 & 12 English (General) • Year 11 & 12 Literature (General) • Year 11 & 12 Essential English (Applied) • English & Literature Extension (Year 12 only) (General) Equipment Required • USB • Stationery Why do this subject? • English is a compulsory subject at secondary school and is generally a prerequisite for entry into an

apprenticeship, TAFE or University course of study. • English is used by most Australians to communicate in our culturally diverse community. • Students learn to speak, listen, read, view, write and shape texts to make meaning. • Improve literacy skills. • Learn to think in complex ways. • It is the core of lifelong learning.


YEAR 9 SCIENCE

By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. Equipment & Resources • 96 page exercise book, A4 document wallet (poly wallet) • Red pen, blue pen, pencil, eraser, ruler, calculator • Fully covered leather footwear Senior Pathways • Chemistry (General) • Physics (General) • Biology (General) • Marine Science (General) • Aquatic Practices (Applied) • Certificate III in Health Services Assistance (VET)


YEAR 9 HEALTH AND PHYSICAL EDUCATION

*Year 9 students study one semester of HPE* Students will continue on from Year 8 HPE as they expand their knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students will carry on learning how to take positive action to enhance their own and others’ health, safety and wellbeing as they develop specialised movement skills and understanding in a range of physical activity settings. Subject Overview


1 Games & sports: Tee Ball & Cricket Respectful Relationships (sexual health)

2 Games & sports: Touch Football & Basketball

Drugs and Alcohol

3 Lifelong physical activities: training & recreational fitness

Mental Health & Wellbeing

4 Games & sports: Lacrosse & Street Hockey Safety (CPR & First Aid)

Assessment • Assessment pieces vary each term and include: Research Reports, Exams (multiple choice, short & long

response), Multi-Modal Presentations and Physical Performances. Equipment & Resources • A4 exercise book (128 page) & appropriate writing stationary • School Hat • Appropriate Athletic Shoes • Water Bottle Why do this subject? • You have a love of physical activity and team sports • To develop recreation skills that will be used later in life • An interest in new challenges Senior Pathways • Physical Education (General) • Sport & Recreation (Applied) • Certificate III in Fitness (VET)


YEAR 9 HUMANITIES

(Compulsory)

Year 9 Humanities incorporates a study of both history and geography. In Year 10, all students will study History as a compulsory part of the Australian Curriculum. Topics Studied • The Industrial revolution and the movement of peoples throughout the world, including slaves and convicts. • The causes of WW1 with a particular emphasis on Gallipoli and the ANZAC legend • Biomes with a case study on rainforests (field trip) • Poverty • Women in the Developing World

Types of class activities • Analysis of past and current events • Decision making • Research using the enquiry method • Field work and data gathering • Mapping Skills • Analysis of diagrams, graphs and statistics.

Equipment Required • Exercise book/folder • Stationery equipment

What you need to be successful in this subject • Ability to work independently and in groups • Ability to read and understand a variety of graphs and diagrams • Ability to communicate at a satisfactory level in both written, and oral • Ability to follow simple instructions

Additional Costs • Field trips to local study sites for assessment • Excursions to enhance learning Senior Pathways • Modern History (General) • Ancient History (General) • Geography (General) • Economics (General) • Tourism (Applied)


YEAR 9 VISUAL ART

Year 9 art builds upon the student’s art experiences in Year 7 and 8 and introduces them to a range of art styles and making techniques. Students in Year 9 art focus on developing their understanding of making artworks through studying other artists’ works and experimenting with mixed media and 3D mediums. Throughout the year students will develop their drawing, painting, printmaking and ceramics making skills and reflect on their own processes and works and that of others.

Topics Studied • Art analysis (elements and principles of design) • Still life – drawing and composition techniques • Function or fantasy – ceramic forms • Self-portrait – painting • The environment – printmaking

Types of Class Activities • Development of drawing and painting techniques and the use of a variety of drawing and painting

media • Analysis of artworks (own and other artists) • Ceramics - techniques and construction of a piece • Printmaking workshop • Artist’s statements and essays

Equipment Required • Graphite pencils (2B, 4B, 6B) • Coloured pencils and felt pens • Eraser • Visual arts diary

Why do this subject? • A desire to gain 2D and 3D art skills • An opportunity to be creative • A love of a variety of art forms • An opportunity to display work in art exhibitions • To gain skills necessary for employment in the Creative Industries

What you need to be successful in this subject • Some artistic ability is an advantage • The capacity to critically analyse work • A creative flair • A love of art

Additional Costs • Excursion costs where applicable Senior pathways

• Visual Art (General)) • Visual Arts in Practice (Applied) • Film, Television and New Media (General)

• Media Arts in Practice (Applied) • Certificate II in Creative Industries (VET) • Certificate III in Screen & Media (VET)


YEAR 9 DANCE

Year 9 Dance allows students, male and female, to learn about and acquire skills in many aspects of dance.

The course is organised around the three central areas of choreography, performance and responding to

dance.

Choreography is the making of dances and students gain skills in experimenting with the elements of dance

to construct movement sequences. Through the study of performance, students develop physical and

expressive skills required when dancing in a variety of styles. To enhance performance ability, students will

also be given the opportunity to perform in front of live audiences at various events. The responding aspect

of the subject encourages students to view live and/or recorded dances with a critical eye to gain an

understanding of how the dance components work together to create impact. Students will also be

required to reflect on both self-produced dance works and the work of their peers.

The study of dance heightens students’ personal and physical well-being, improving self-confidence and

fostering their creative and problem solving abilities. Students do not have to be experienced dancers.

Instead they should be enthusiastic, willing to experiment, learn and be committed to the course.

(NB. It is NOT necessary for students to have studied dance prior to participating in this subject)

Subject Overview

UNIT 1 Poetry in Motion – Contemporary dance using poetry as stimulus for movement

UNIT 2 Take It to the Streets – Hip Hop dance/ Urban culture

UNIT 3 It’s Showtime – Dance in Musical Theatre

UNIT 4 Murri Dreaming – Indigenous dance studies with a contemporary focus



dance genre (group work). • Responding: Written essay/feature article that analyses and evaluates a dance work in relation to how

the dance components were utilised to provide impact and realise choreographic intent; ongoing self-reflection tasks.

Equipment & Resources • Water bottle for class • Black tights/pants (or sports uniform) • Dance book (A4 size is best) Senior Pathways • Dance (General) • Dance in Practice (Applied)


YEAR 9 DRAMA

Year 9 drama builds upon the student’s drama experiences in Year 7 and 8 and introduces them to a range of theatre styles and acting techniques. Students in Year 9 drama focus on developing their acting skills, in particular vocal work, movement and character work and stage craft. Students work in pairs and small groups and work across making and of play texts and performances. Students studying drama in Year 9 will also investigate the local Indigenous culture, through a collaboration with local Indigenous persons to provide workshops, link with Curriculum guidelines, and in response create works across the Arts which adhere to Indigenous protocols. Term 3, Semester 2 provides the opportunity for students to engage in “ARTS WEEK” activities, which focus on extending and enhancing the learning opportunities developed for all students and to also provide a variety of drama experiences to enrich the learning experience. They will be provided an opportunity to work with senior drama students and professional actors to enhance their craft. Topics Studied • Improvisation • Voice and movement • Character and script work • Elements of drama

• Comic performance • Realism • World Theatre and Surrealism

Types of Class Activities • Drama games • Improvisations • Movement and voice workshops • Character development • Scenario and script writing

• Performance of short scenes from published scripts and own texts

• Study of theatrical styles (Elizabethan, Commedia dell Arte, T.I.E., Realism, Contemporary)

• Analysis of live performances Equipment Required • Theatre blacks • Stationery (A 4 notebook) Why do this subject? • It’s fun! • You like performing • You develop interpersonal skills and gain

confidence

• You learn a variety of acting techniques and theatre styles

• A great way to develop creative expression

What you need to be successful in this subject • An ability to work independently and in a group • Confidence to perform in front of classmates • A desire to be creative • Reliability (Group work depends on this) Additional Costs • Excursion costs where applicable Senior Pathways • Drama (General) • Drama in Practice (Applied)


YEAR 9 MEDIA ARTS

Year 9 FTNM is an introduction to studies of film and multimedia and covers a range of genres including print journalism, advertising, photography, digital video and multi-medias. The course allows students to explore a wide range of topics and gain both practical and design skills and is a precursor to Film Television and New Media or the Certificate II in Creative Industries offered in Year 10. Topics Studied • Media Rocks (Photography, Photoshop) • The Beauty Myth (essay)

• Digital Video Production • Genre Film launch package (Extended writing/Graphic Design) Types of Class Activities • Basic digital photography processes • Image manipulation using Adobe Photoshop • Film study and analysis • Design and creation of digital video productions Equipment Required • Stationery • Notebook • USB drive (8 Gig minimum) Why do this subject? • It’s fun! • A keen interest in the media industry • A desire to develop multi-media and graphic art skills • A love of film • An interest in photography • It provides lots of pathways for senior subjects What you need to be successful in this subject • An ability to work independently and in a group • An ability to write fluently • The capacity to critically analyse work • A creative flair Additional Costs • Excursion costs where applicable Senior Pathways • Film Television and New Media (General) • Media Arts in Practice (Applied) • Cert II in Creative Industries (Photography Year 10) (VET) • Cert III in Screen & Media (VET)


YEAR 9 MUSIC

Year 9 Music incorporates both practical and analytical music experiences. Throughout the year, students develop their skills on guitar, piano, drums and voice and learn how to use music technology. Students work individually and in groups to perform and compose music from a range of styles. Students learn to evaluate the effect of different musical elements on the mood of the listener and they will learn music notation. No prior music experience is necessary to be successful in this course.

Topics Studied • Blues to Rock Music • Music recording and editing software • TV and Movie Themes

Types of Class Activities • Music appreciation - listening to, analysing and evaluating various music styles • Developing skills on guitar, piano, drums and voice • Working in rock bands and other ensembles • Performing songs from different genres • Composing songs in different styles • Developing skills using different music technology

To use today’s technology effectively students require the ability to • Be creative – writing their own songs • Be problem-solvers – working out solutions to problems, or other ways of achieving their goal • Both of these attributes will be covered in Year 9 music

Equipment Required • A 96 pg Music Book – this contains Manuscript lines (for music notation) and normal lined paper

Why do this subject? • You love music • You have an interest in many styles of music • To develop your understanding and appreciation of music in a range of styles • You are interested in performing and writing your own music • To learn important concepts about music so that you can enjoy it more

What you need to be successful in this subject • Have a love of music and an open mind to different styles of music • An ability to work independently and in a group • A positive attitude • Some musical ability is an advantage but not necessary

Additional Costs • Excursion costs where applicable

Senior Pathways • Music (General) • Music Extension – Year 12 only (General) • Music in Practice (Applied) • Certificate IV in Music Industry (VET)



Students will expand their knowledge and production skills to enable them to become active and informed producers and consumers with a focus on design technologies in food and textiles specialisation . Topics Studied A range of topics essential to developing design technology solutions for school and beyond are delivered in this course within two areas of specialisation: • Food unit – the impact of technology in the kitchen in response to design challenges to produce quick, nutritious

meals • Textile materials units – design modification and development to produce textile items for a specific end use Types of Class Activities Students in this class will uses an array of specialised resources to complete a number of tasks including: Food Specialisations • Practical cookery • Reseach on the use of technology in the kitchen • Documenting the implimentation of the Technology

Process to respond to design challanges • Independent and group activities

Textile Specialisations • Production of textile items that respond to design

challenges that may be wearable or otherwise functional eg small case, an item of sleepwear etc

• Essential safe use and application of specialised equipment

• Development of skills in sewing machine applications • Textile construction, application and sustainability

Other activities include • Maintaining design folios for design tasks • Evaluating existing issues relating to technologies and sustainability Equipment Required • Weekly ingredients and take-home container for practical cookery (1 semester) • Resources for textile practical work including fabric and some notions (1 semester) • Leather shoes with leather upper for practical lessons (N.B. no mesh in upper or tongue) • Laptop for reseach and project folio Why do this subject? To create today’s design technology effectively, students require the ability to • Identify and find solutions to identified needs • Plan and manage projects • Develop food and textile design and production skills • Understand and apply effective design principles: investigation, analysis, and evaluation • Understand environmental impact when designing or modifying products for a preferred future What you need to be successful in this subject • Commitment to bring practical resources to classes • Ability to work independently and in groups • Ability to use your initiative to solve design problems • Willingness to plan and manage design projects • Willingness to try new techniques to develop effective solutions • Ability to manage time to complete tasks Senior Pathways • Food and Nutrition (General) • Hospiality Practices (Applied) • Certificate II in Hospitality (VET)


YEAR 9 INTRODUCTION TO FASHION

Year 9 Fashion Studies is a subject which introduces students to the Fashion Industry and allows students to develop skills in creating textile items. Topics Studied: • Using a design process • Elements and principles of design • Fibre and fabric characteristics • Fashion illustration • Sewing and styling basics • Sustainability and ethical issues in the fashion industry Types of Class Activities: • Practical skill development • Practical project work • Independent and group activities Equipment Required: • Textile resources for practical tasks • Leather shoes with leather upper for practical lessons Why do this subject? • To learn elements of fashion design • To improve knowledge of textiles • To develop skills used in the construction of textile items • To become an informed consumer of textile products What you need to be successful in this subject. • An interest in clothing and fashion design • An ability to work independently • A desire to design and create textile items for specific purposes


YEAR 9 FOOD STUDIES

Food Studies is a subject which allows students to develop design technology knowledge and skills in the areas of food safety, food preparation and presentation. Students will use the technology process in response to needs identified in various design situations. Topics Studied • The Basics (Kitchen and food safety, basic food preparation and presentation skills). • Get up and Go (Foods for the morning to get going but sometimes slow down and make it special). • What my Garden Grows (Sustainable practices in food manufacturing, preparation and consumption). • The Australian Flavour (Looking at indigenous and multicultural foods that make the Australian plate). • Let’s Celebrate (Food preparation and presentation for celebrates and how to keep it safe). Types of Class Activities • Practical cookery • Independent activities and group activities that encourage collaboration • Investigation of the properties of foods, preparation and presentation skills • Generation of ideas to propose design solutions Equipment Required • Ingredients for practical cookery (approx. 6-8 practical lessons per term) • A variety of take home containers to suit a range of dishes and food items • Leather shoes with leather upper for practical lessons (N.B. no mesh in upper or tongue) • Stationery Why do this subject? • To develop design creativity through practical cookery skills • To develop skills in investigation, analysis, management and evaluation • To develop knowledge of food and how it can be handled, managed, prepared and stored • To develop an application of sustainable practices in relation to food production and consumption What you need to be successful in this subject? • The commitment to bring practical resources to classes each week • An ability to work independently and in a group • An interest in food preparation and presentation skills • Completion of practical and written assessment tasks


YEAR 9 BUSINESS

Topics Studied A range of topics relevant to business operations are studied in this course: • Australian Consumers • Personal Finance • Promoting and Selling • Accounting • Australian Economy • E-Commerce Types of Class Activities Activities in this subject are both practical and theoretical in nature: • Investigate consumer choice

• Investigate legal rights and responsibilities as consumers • Make informed judgements about personal finance • Prepare personal budgets • Research promoting and selling techniques • Prepare simple business documents • Prepare and analyse balance sheets • Understand the processes of internal controls

• Understand the role of Australia as a trading nation and participant in the global economy • Investigate E-commerce and related legal issues Equipment Required • USB Stick Why study Business? • Ambition to run your own small business • Interested in business operations • Enjoy practical work • Interested in senior business studies • Interested in getting a part time job What you need to be successful in this subject • Ability to work independently and in groups • Good business technology (computer) skills • Ability to do simple mathematical calculations – addition, subtraction, percentages • Ability to prepare notes and complete bookwork • Ability to organise time to complete tasks Senior Pathways

• Accounting (General) • Business (General) • Economics (General) • Legal Studies (General)

• Certificate III in Business Administration (VET) • Certificate II in Information, Digital Media & Technologies (VET) • Certificate II in Workplace Practices (VET) • Diploma of Business (VET)


YEAR 9 DIGITAL TECHNOLOGIES

Topics Studied A range of topics essential to developing digital solutions for school and beyond are delivered in this course: • Essential computing concepts • Animation and image manipulation • Appropriate online computing practices • 2D game development concepts • Information system development • Programming concepts • Robotics • 3D modelling Types of Class Activities Students in this class will use an array of software development products to complete a number of tasks including: • Developing animations, 2D and 3D designs using a range of applications • Design and develop websites using HTML, CSS and JavaScript • Construct and control game elements through Flash programming • 2D Game development • Robotics programming • Modelling 3D objects for use in game design and multimedia Other activities include • Maintaining design folios for design tasks • Evaluating existing print and electronic media Equipment Required • USB Stick To create today’s technology effectively students require the ability to • Plan and manage digital projects using an iterative approach • Define and decompose complex problems in terms of functional and non-functional requirements. • Understand and apply the Effective Design Principles • Take account of privacy and security requirements when selecting and validating data • Evaluate systems and their solutions in terms of risk, sustainability and potential innovation.

What you need to be successful in these subjects? • Ability to work independently and in groups • Ability to use your initiative to solve problems • Willingness to try new techniques and redo tasks • Ability to manage time to complete tasks • Minimum B in Year 8 Digital Technologies is advisable Senior Pathways

• Digital Solutions (General) • Certificate II in Information, Digital Media & Technology (VET) • Certificate III in Screen and Media (VET)


YEAR 9 GRAPHICS

Overview Graphics aims to develop the skills and abilities of students to manipulate CAD software to communicate design solutions. Everyday products, buildings and business related graphics are all studied and students must design, develop and present solutions in an electronic folio using a variety of software. Some solutions are now reproduced on the color sticker cutter, 3D printer or laser cutter to incorporate emerging technologies across the curriculum and produce “real life” objects from the design brief.

Topics Studied • 3D printing and laser cutting • Computer aided design (CAD) • Production Graphics (working drawings) • Business Graphics (logos-produced on the color sticker cutter and graphs) • Built Environment (architectural drawings) • Rendering (colouring drawings) Types of Class Activities • 3D print CAD objects generated from student designs • Manufacture objects that are laser cut from state of the art technologies • Design (using CAD) real life and abstract objects • Research projects on a given theme involving presentation of a completed package • Marketing, packaging and displaying products • Drawing up complete working drawings of houses or buildings • Sketching and scanning all work to produce electronic folios • Compiling and presenting all class work in PowerPoint Equipment Required • CAD software that can be downloaded free of charge. Why do this subject? • Students want to use ‘future technologies’ • Students have an interest in computer aided design • Enjoyment comes from design work out of given problems • To pursue a career in a related vocation • A desire to work mainly with computers • You like to draw and produce folios of your work What you need to be successful in this subject • Medium to high computer skills • Ability to work independently • Ability to think logically and with abstract concepts • Capability to visualise and put ideas on to paper • High Mathematics ability • Good spatial skill


YEAR 9 INDUSTRIAL TECHNOLOGY & DESIGN

Overview Design Technology through its diverse range of theoretical and practical experiences develops a student’s skills in solving practical problems through a structured design process. This subject enables students to design, realise and evaluate solutions using a synthesis of knowledge and skill - a blend of theory and practice. These essential learning experiences contribute to the aims of a sound general education and prepare individuals to live in and cope effectively in a technological society. Hand skills become more prominent as we prepare students for the senior school. Topics Studied • Timber characteristics and uses • Working with plastics • Product design and manufacture • Electronics • Mechanical systems • Project evaluation Types of Class Activities • Design and construction of projects made from:-

a) wood (joint construction and lathe work) b) plastics (bending, forming and shaping plastics)

• Evaluation of completed projects • Research of materials and techniques • Costing and preparing cutting lists Equipment Required • Substantially protective footwear • Safety glasses optional (supplied) Why do this subject? • Students gain practical hand skills and enjoy making projects • To develop skills that may lead to a job in a related industry and/or be handy around the home • For people who enjoy finding solutions to problems (design) What you need to be successful in this subject? • An ability to work cooperatively • Reasonable hand skills • Capability to critically evaluate work of your own and others • Be able to think laterally Senior Pathways • Design (General) • Furnishings Skills (Applied) • Industrial Technology Skills (Applied) • Industrial Graphics (Applied) • Certificate II Furniture Making Pathways (VET) • Certificate II Engineering Pathways (VET)


YEAR 9 JAPANESE

Topics Studied • Hanging Out with Friends • Marine Tourism • Retail Therapy • Fairytales Types of Class Activities • Tasks associated with integrating technology and language (Global IME) • Language games to enhance learning • Role plays/ interviews/pair work activities • Memory tasks • Group activities • Intercultural awareness activities Equipment Required • Stationery • 2 x 96 page notebooks • 1 x document wallet Why do this subject? • To gain communicative proficiency in Japanese • To develop skills in languages for future job opportunities • To develop an understanding, tolerance and appreciation of Japanese culture • An opportunity to participate in language speaking contests, competitions, excursions and special

events • To visit authentic Japanese restaurants • Fun activities in class • A chance to interact with our Japanese visitors and Sister School • A chance to visit Japan Senior Pathways • Japanese (General) What you need to do to be successful in this subject • Motivation to do independent and diligent study at home • An ability to cope with challenges • A desire to meet your potential Additional Costs • $30 per year for a license to use our on-line Japanese Learning Program (Language Perfect) - Optional

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2019 JUNIOR SECONDARY Year 7, 8 & 9 Subject Selection … · August 2018 Published in 2018 ROBINA...

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