Junior Electives Guide 2018 - Welcome to Trinity College 7...Trinity College Junior Studies Guide 3...

Junior Electives Guide

2018

For students entering

Year 7, 2018

Trinity College Junior Studies Guide

2

CONTENTS PART 1: ................................................................................................................................................... 3

Introduction .......................................................................................................................................... 3

How to Choose Elective Subjects ........................................................................................................ 3

Student Expectations ........................................................................................................................... 4

Junior Subject Curriculum .................................................................................................................... 5

Enquiries .............................................................................................................................................. 6

ELECTIVE SUBJECTS ........................................................................................................................... 7

Drama .................................................................................................................................................. 7

Economics and Business ..................................................................................................................... 8

Extension English ................................................................................................................................ 9

Extension Mathematics ...................................................................................................................... 10

Extension Science ............................................................................................................................. 11

Geography ......................................................................................................................................... 12

Food and Textiles Technology ........................................................................................................... 13

Industrial Technology and Design ..................................................................................................... 14

Digital Technology ............................................................................................................................. 15

Japanese............................................................................................................................................ 16

Media ................................................................................................................................................. 17

Music .................................................................................................................................................. 18

Spanish .............................................................................................................................................. 19

Talented Athlete Program – Australian rules Football, Basketball, Netball, Rugby League, Soccer and

Tennis ................................................................................................................................................ 20

Visual Art ............................................................................................................................................ 21


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PART 1:

INTRODUCTION

This handbook is provided to assist students and their parents in making an appropriate selection of

subjects Year 7 in 2018. The contents of this handbook should be studied thoroughly to gain an accurate

understanding of the nature, scope, requirements and relative difficulty of each subject.

Students are able to select from a wide range of subject areas to create an individual program of study

that best serves their needs and aspirations. The College has a tradition of excellence in teaching and

learning, in which the needs of the individual student is the central focus of the learning process.

At Trinity College a number of support structures exist so that students and their parents are fully aware

of the choices available and the applications of the selected course work. It is very much our intention

to have parents integrally and frequently involved in the subject selection processes for their child.

The course offerings shown in this handbook are prospective in that the actual availability of courses

will be subject to demand and the capacity of the College to run the course.

HOW TO CHOOSE ELECTIVE SUBJECTS

Choosing your elective subjects for Year 7 is an opportunity for you to explore and discover your own

particular talents, skills and interests. When selecting your elective subjects you should consider

subjects you enjoy and will be successful in, keeping in mind the choices you make could have a bearing

on your future career goals and aspirations.

When choosing your elective subjects there are a few things you should consider:

What are my personal interests and hobbies

What am I good at and will be successful in

What are my career goals and aspirations

The subjects you choose may lead to new career pathways or interests e.g. Art may lead you to cultivate

an interest in the Arts. You may become an Artist or enjoy it as a hobby. Even if you did not pursue a

career in Art, it could help you pursue a career in design e.g. Fabrics, Dressmaking and Graphic Art.

Similar things might be said about Drama, Health and Physical Education and Food and Textile

Technology.

You are not being asked to make major career choices at this particular moment. The way the

courses are structured at Trinity College, most career paths will still be open to you even after you have

completed Year 7 and students will be invited to choose electives again in mid-2018 for the following

year.

Steps in Choosing Subjects:

1. Think about yourself, the things you value, like to do, think are worth doing. 2. Talk to your parents and teachers about yourself and the subjects. 3. With your parents, complete the online Subject Selection process.


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STUDENT EXPECTATIONS

COMMITMENT STUDENT RIGHTS TO STUDENT RESPONSIBILITIES TO

To Actively Learn To be provided with a variety

of learning experiences and

opportunities

To learn with minimal

disruption in an environment

conducive to learning

To have the opportunity to be

listened to

To be offered necessary

assistance with learning

To learn at an appropriate

level which meets your needs

To know that there is a clearly

stated and consistently

implemented College

Assessment Policy

To participate fully in learning activities

and experiences (curricular and extra-

curricular)

To refrain from being disruptive

To listen attentively

To assist in creating an environment

conducive to learning

To make a genuine effort to learn in

all classes

To be prepared for all lessons

To be punctual and attend all lessons

To complete all assessment tasks

and homework on time and to the

best of your ability

To ensure that computer use supports

learning and satisfies the conditions

of use stated in the student computer

use agreement form

To Communicate Justly

To be listened to

To have a chance to speak

To be spoken to with courtesy

To listen to others

To refrain from interrupting while

others are speaking

To keep student planner up to date

To take home school correspondence

To demonstrate care and sensitivity in

representing others in all forms of

communication

Given these expectations, it is clear that students are required to make a substantial commitment to

their education while at school and at home. This may need to be taken into consideration by students

and their parents when making decisions about extensive part-time employment or extra-curricular

activities. The following would be a guide to the minimum time a student would need to devote to their

homework and study during a typical week:

Year 7

Year 8

Year 9

½ to 1 hour five times per week

1 hour five times per week

1 to 1½ hour five times per week


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JUNIOR SUBJECT CURRICULUM

The curriculum offered to Year 7 students at Trinity College seeks to provide all students with a quality

and broad education. Traditionally as the years progress, students are given a greater scope to

specialise, adapt course choices to their own talents and abilities, and to develop their plans for future

careers and vocations.

CORE KEY LEARNING AREAS

In Years 7, all students are required to study the following CORE Key Learning Areas.

Religion

English

Health and Physical Education

History

Mathematics

Science

ELECTIVE SUBJECTS

All students choose three elective subjects for the following year.

Digital Technology

Drama

Economics and Business

Extension English

Extension Mathematics

Extension Science

Food and Textiles Technology

Geography

Industrial Technology and Design

Japanese

Media

Music

Spanish

Talented Athlete Program (TAP) – Australian Rules Football, Basketball, Rugby League, Netball, Soccer and Tennis

Visual Arts


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ENQUIRIES

Leadership Team:

Principal Mr Chris Raju

Deputy Principal Mr Phillip Cooper

Assistant Principal – Curriculum Mr Craig Hirst

Assistant Principal – Pastoral Care Mr Reuben Chalmers

Assistant Principal – Religious Education Mrs Nancy Rodgers

Curriculum Leader:

Religious Education Miss Alexandra Walls

The Arts Mr Dominic Sauvage

English Mrs Tenille Lucas

Mathematics Mrs Fiona Swan

Physical Education Mr Joshua Lennox

Science Mr Warren Segal

Humanities Mr Tiarnan Greene

Technology Mrs Natalie Falvey

Vocational Education Miss Alicki Bellas

Enquiries about the material covered in this handbook should be directed to:

Bobby Longtime Learning and Teaching Leader

Telephone 07 3442 5222

Email: [email protected]

OR

Mr Craig Hirst Assistant Principal – Curriculum

Telephone: 07 3442 5222

Email: [email protected]


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ELECTIVE SUBJECTS

SUBJECT NAME DRAMA

Year 7

Course Description

This course allows students to learn to communicate with others in a variety

of ways and provides students with experiences which develop and enhance

communication skills useful in a variety of situations. The course aims to

develop students’ confidence, interpersonal skills and self-discipline in a spirit

of friendly, respectful communication.

In Drama, students learn to create dramatic situations, offer and accept ideas,

make a commitment to team work, manage their own time, understand other

points of view, negotiate, interact with others, concentrate, act individually in

groups, think independently and express themselves.

Course Outline

In Drama, students:

build on their understanding of role, character and relationships

use voice and movement to sustain character and situation

use focus, tension, space and time to enhance drama

incorporate language and ideas and use devices such as dramatic symbol to create dramatic action and extend mood and atmosphere in performance

shape drama for audiences using narrative and non-narrative dramatic forms and production elements

draw on drama from a range of cultures, times and locations as they experience drama

explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region

learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies

learn that over time there has been further development of different traditional and contemporary styles of drama, including contemporary styles developed by Aboriginal and Torres Strait Islander dramatists, as they explore drama forms

explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and tension as they make and respond to drama

consider social, cultural and historical influences of drama

evaluate the directors’ intentions and expressive skills used by actors in drama they view and perform

maintain safety in dramatic play and in interaction with other actors

build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.

Examples of Activities and Assessment

Journal

Written review

Performances – Scripted and student devised

Theatre games and activities

Improvising scenes

Exploring play texts


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SUBJECT NAME ECONOMICS AND BUSINESS

Year 7

Course Description

Economics and Business in Year 7 gives students the opportunity to develop their understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between these groups. Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour contributes to business success. Setting goals and planning to achieve these goals are vital for individual and business success, and students consider approaches to planning in different contexts, while also considering different ways to derive an income.

The emphasis in Year 7 is on personal, community, national or regional issues or events, with opportunities for concepts to also be considered in the global context where appropriate.

Course Outline

The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts.

By undertaking this subject students will develop their knowledge and understanding of:

The ways consumers and producers interact and respond to each other in the market.

Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives

Characteristics of entrepreneurs and successful businesses

Why individuals work, types of work and how people derive an income


Students will complete a range of assessment items and in-class activities

including:

Interpreting case studies

Planning and undertaking research

Collecting and interpreting data

Research assignments

Knowledge exams

Oral presentations


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SUBJECT NAME EXTENSION ENGLISH

Year 7

Course Description

Extension English is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts.

Course Outline

Students will develop knowledge and understanding of:

the purposes and effects of a range of textual forms in their personal, social, historical, cultural and workplace contexts

the ways language forms and features, and the structures of texts shape meaning in a variety of textual forms.

Students will develop skills in:

responding to and composing a range of complex texts

effective communication at different levels of complexity

independent investigation, individual and collaborative learning

imaginative, critical and reflective thinking about meaning

reflection as a way to evaluate their processes of composing, responding and learning.

Students will come to value and appreciate:

the role of language in developing positive interaction and cooperation

their developing skills as users of English

the pleasure and diversity of language and literature

the role of language and literature in their lives

the study and use of English as a key to learning

reflection on their own processes of responding, composing and learning

English as a language of communication and culture

appropriateness, subtlety and aesthetics in language use.



including:

Persuasive, imaginative and analytical presentations

Imaginative transformations and narratives

Informative reports and persuasive articles

Analytical essays


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SUBJECT NAME EXTENSION MATHEMATICS

Year 7

Course Description

Mathematics Extension is focused on enabling students to develop a thorough understanding of and competence in further aspects of mathematics. The course provides opportunities to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Students of Mathematics Extension will be able to develop an appreciation of the interconnected nature of mathematics, its beauty and its functionality.

Course Outline

Students:

develop efficient strategies to solve problems using pattern recognition, generalisation, proof and modelling techniques

develop the ability to use concepts and skills and apply complex techniques to the solution of problems and modelling.

use technology effectively and apply critical thinking to recognise appropriate times for such use

develop the ability to interpret, justify and communicate mathematics in a variety of forms



including:





Knowledge exams

Oral presentations


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SUBJECT NAME EXTENSION SCIENCE

Year 7

Course Description

The study of Extension Science enables students to develop an appreciation and understanding of science as a body of knowledge and a set of valuable processes that provide humans with an ability to understand themselves and the world in which they live. Through applying Working Scientifically skills processes, the course aims to enhance students' analytical and problem-solving skills, in order to make evidence-based decisions and engage with and positively participate in an ever-changing, interconnected technological world

Course Outline

Students will further develop skills learned in their Science classes in

applying the processes of Working Scientifically. They will be exposed to

multiple opportunities to consolidate these processes through extended

Laboratory work, problem solving and excursions. Students will also

develop knowledge and understanding of cause and effect though many of

contemporary issues involving science They will understand and interpret

models, theories and laws and engage with technology



including:





Knowledge exams

Oral presentations


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SUBJECT NAME GEOGRAPHY

Year 7

Course Description

Geography identifies the concepts of place, space, environment,

interconnection, sustainability, scale and change, as integral to the

development of geographical understanding. These are high level ideas or

ways of thinking that can be applied across the subject to identify a question,

guide an investigation, organise information, suggest an explanation or assist

decision making. They are the key ideas involved in teaching students to think

geographically!

Course Outline

There are two units of study in the Year 7 curriculum for Geography:

Water in the World

Place and Liveability

Water in the World

This topic focuses on water as an example of a renewable environmental

resource. This unit examines the many uses of water, the ways it is perceived

and valued, its different forms as a resource, the ways it connects places as

it moves through the environment, its varying availability in time and across

space, and its scarcity. Water in the world develops students’ understanding

of the concept of environment, including the ideas that the environment is the

product of a variety of processes, that it supports and enriches human and

other life, that people value the environment in different ways and that the

environment has its specific hazards. Water is investigated using studies

drawn from Australia, countries of the Asia region, and countries from West

Asia and/or North Africa.

Place and Liveability

This topic focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.


Geography is organised in two related strands: Geographical Knowledge and Understanding, and Geographical Inquiry and Skills.

Students will complete a range of assessment items and activities including:

Field trips

Interpretation of remotely sensed images

Statistical analysis

Role plays

Class debates

Research

Assignments

Knowledge exams

Oral presentations


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SUBJECT NAME FOOD AND TEXTILES TECHNOLOGY

Year 7

Course Description

Food and Textiles Technology is an integral part of the cultural, social,

environment and economic community in which we live. Food and Textiles

Technology is an interdisciplinary subject which draws on a range of fields

including nutrition, dietetics, latest food trends, dietary concerns, working with

materials, and the fashion industry. Students learn to think critically and

creatively to develop initiative and enterprise in making informed choices.

Food and Textiles Technology is concerned with the well-being of people in

everyday lives.

This is a one year course that provides students with the opportunity to

expand on the basics learnt in Year 7. They will be provided with opportunities

to create functional solutions or products for real life situations and to manage

their time effectively. Students will focus on the development of food products

and working with materials in textiles.

Course Outline

Food for Thought – Term 1

This unit allows you to assess the nutritional choices for teens. You will develop strategies to plan and produce appropriate meals that will positively affect an adolescent’s health and wellbeing. The importance of each of the six main nutrients during adolescence will be studied. In this unit, there is an emphasis on practical work and making healthy food choices.

Paddock to Plate – Term 2

This unit allows you to assess the nutritional choices for teens. You will This

unit allows you to investigate where our food comes from and how it gets to

our table. You will explore farming practices and the processes involved in

producing involved in producing familiar food products. You will have hands

on experience and learning experiences by designing and creating a portable

herb garden, created from recycled materials. Practical and theory classes

will incorporate the growth of food, harvesting, handling and storage,

preparation, eating and sharing, and recycling and composting. A farm visit

to Byron Bar Farm will be included in this unit.

Sew into Fashion – Term 3 and 4

The focus is on fashion and how it can be a costly process to keep up with

appearances. In this unit, you can create your own fashion label after

developing your sewing and design skills in this unit. This unit allows you to

create a garment that meets the trends in fashion of that time.


Design Challenge

Exam

Research journal


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SUBJECT NAME INDUSTRIAL TECHNOLOGY AND DESIGN

Year 7

Course Description

In this course students will study the Design and Technologies processes and production skills which develops design thinking and design processes. Design and Technologies involves creative thinking and the explicit use of design processes to propose solutions for an identified user and purpose.

This subject is designed to include two interrelated strands of:

Knowledge and understanding of technology, and

Processes and production skills This is essentially the study of combined with elements of mixed materials; metal, wood and plastics. Students will work through various projects, designed to develop practical skills and theoretical knowledge relating to materials, tools and processes. While this subject has practical content, students must understand that theory is an essential part of this subject.

Course Outline

Creative Design – Semester 1 This unit will provides students with opportunities in designing and making small projects with the use of wood, metal and plastics. This "hands-on" elective will enable students to develop and appreciate a variety of practical skills used to create quality projects. There is a component of associated theory directly related to the practical work covered

Store It – Semester 2

This unit will provides students with opportunities in designing and making

small projects which include investigating storing items or being able to hold

items. The us of wood, metal and plastics will be used to create your

project. This "hands-on" elective will enable students to develop and

appreciate a variety of practical skills used to create quality projects. There

is a component of associated theory directly related to the practical work

covered


The areas of study covered in this course will be:

Design Folio:

Storage box

Small skills work

Utility stand

Integrated within each area of study listed are:

Safety

Project planning and design

Workshop graphics

Surface finishing


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SUBJECT NAME DIGITAL TECHNOLOGY

Year 7

Course Description

This course provides students with an opportunity to explore computing contexts. The ICT curriculum requires students to operate and manage digital systems, data and processes and to apply computational thinking when creating solutions. Students will develop and apply an understanding of the characteristics of data, audiences, procedures, digital systems and computational thinking to create and evaluate purpose-designed digital solutions. They learn to formulate problems, logically organise and analyse data and represent it in abstract forms. Students will be able collaborate and communicate with others when developing and sharing ideas and information. They determine the best combinations of data, procedures and human and physical resources to generate efficient and effective solutions.

Course Outline

Drones and EV3 Robots - Term 1 and 2

This unit will serve as an introduction to all things technology. Students will

investigate the role of hardware and software in managing, controlling and

securing the movement of and access to data in networked digital systems.

Through the use of Arduino kits, EV3 Robots and Drones students will gain

an understanding of the interplay between hardware and software through

coding.

Web Design - Term 3

This unit will enable the students to engage their creative flair. Students will

design a website based on a ‘client need’ and carry out all phases of project

management to complete their task. Students will be introduced to the

process of documenting their solutions which will carry through out each

year of the course. Using Adobe Dreamweaver and through online

challenges, covering HTML and CSS, students will analyse and visualise

data to create information and address complex problems. During this time

the students will also discover the basics of effective graphic design to

enhance their projects.

Excel and Databases - Term 4

In this unit, students will gain the understanding of the importance of effective data management and analysis. Using Excel and Access, students will acquire real-world practical skills which are transferable to many industries. Working across the two programs, students will create spreadsheets with automating macro functions and be introduced to the SQL database language.


Exams

Research assignment & practical projects

Documentation (E.g. reports)

Presentations


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SUBJECT NAME JAPANESE

Year 7

Course Description

Japanese focuses on the four areas of reading, writing, speaking and listening while also aiming to teach language through culture. Japanese uses three scripts, Hiragana, Katakana and Kanji which are introduced at varying stages throughout the course. Japanese is a challenging yet enjoyable subject that is significantly different from European languages.

Course Outline

In Japanese students will be exposed to a variety of real life situations. The focus of the course is communication in the foreign language.

During the Year 7 Japanese course, equal emphasis is placed on the four

skills of reading, writing, speaking and listening. Classroom activities are

designed to enhance each of these four skills.

Units of study include the following:

How Do You Do?

This unit introduces students to teenage culture in both Japan and Australia. Students commence their understanding of Japanese writing systems and study the origins of hiragana and katakana.

Grace

This unit exposes students to a range of Japanese cuisines and dishes. Students identify how and why dishes are presented in Japanese culture.

My Friend

This unit explores Japanese given names and surnames. Students will be taught how to describe themselves, their friends as well as commencing their ability to count using Japanese numbers.

Family

This unit explores Japanese family life. Students will learn to describe their own family structures as well as their friends.

My City

This unit introduces students to what life is like living in Japanese cities. Students will identify the difference between Japanese life and Australian life.

My Week

This unit explores the daily and weekly routines of Japanese students including school life, after-school activities, likes and dislikes as well as their hobbies and interests.

Why Study This Subject?

Briefly, learning a language is important for:

Future Job Prospects:

Languages are needed in the fields of Education, Hospitality, Tourism, Commerce, Industry, Trade, Banking, Defence Forces, Journalism and the Diplomatic Service.

Understanding How People Live in Australia and Other Parts of the World:

As people living in a multicultural Australia, we need to understand the values of all members and visitors in our community.

Better Understanding How Our Own Language Works:

Foreign language learning encourages flexibility of thought and enhances

problem-solving skills.

Most importantly, being able to communicate in another language is a rewarding experience and fun!

Examples of Activities and Assessments

Year 7 Japanese also includes a Japanese Lunch Box day.


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SUBJECT NAME MEDIA

Year 7

Course Description

This course provides students with an opportunity to understand how reality

is constructed in the media and how communication is an essential skill in

life. Media influences the way we spend our time, helps shape the way we

perceive ourselves and others, and plays a critical role in the creation of

personal, social, cultural and national identity. Students will learn how media

texts are produced, circulated and understood. Students will learn to have

an appreciation of what they see by developing skills related to critical

understanding, response and interpretation. Media also has a technological

component, which enables students to apply digital technology to design and

publish and promote their media in digital form.

Course Outline

In Media Arts, students:

build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks

build on their understanding and use of time, space, sound, movement, lighting and technologies

examine the ways in which audiences make meaning and how different audiences engage with and share media artworks

draw on media arts from a range of cultures, times and locations as they experience media arts

explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region


explore social and cultural values and beliefs of Aboriginal and Torres Strait Islander Peoples as represented in media artworks and consider how these may influence the media artworks they make

explore meaning and interpretation, forms and elements including structure, intent, character, settings, points of view, genre conventions and media conventions as they make and respond to media artworks

consider social, cultural and historical influences and representations in media arts

evaluate how established behaviours or conventions influence media artworks they engage with and make

maintain safety in use of technologies and in interaction with others, including the use of images and works of others

develop ethical practices and consider regulatory issues when using technology

build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse media artworks.


Exams

Scriptwriting

Practical filming projects

Editing

Design Concepts

Critique moving-image


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SUBJECT NAME MUSIC

Year 7

Course Description

This course provides students with an opportunity to develop a good

knowledge of musical concepts by 'making' and 'responding' to forms of

music. The course's context may reflect cultural forms (including Australian

Indigenous), historical music, pop culture or other topics that may suit the

interests of the students. Students will use practical skills to perform either

rehearsed or improvised music, with attention to various musical elements

such as dynamics, texture, timbre and expression. Furthermore they will

compose their own music, which will use various technologies to present

(e.g.: software, digital sound). In addition they will also develop their aural

(listening) skills to evaluate and analyse various forms of music.

Course Outline

In Music, students:

build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing

aurally identify layers within a texture

sing and play independent parts against contrasting parts

recognise rhythmic, melodic and harmonic patterns and beat groupings

understand their role within an ensemble and control tone and volume

perform with expression and technical control

identify a variety of audiences for which music is made

draw on music from a range of cultures, times and locations as they experience music

explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region


learn that over time there has been further development of techniques used in traditional and contemporary styles of music as they explore form in music

explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music

consider social, cultural and historical contexts of music

evaluate the expressive techniques used in music they listen to and experience in performance

maintain safety, correct posture and technique in using instruments and technologies

build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.


Written tasks (e.g.: exam, research report)

Presentations

Compositions

Aural tasks

Performances (e.g.: improvised, rehearsed)


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SUBJECT NAME SPANISH

Course Description

Spanish is the second most-spoken language on the planet with over 400 million native speakers across 21 countries. Considered one of the most useful and practical languages to learn for a generation growing up in an increasingly globalised world, it shares many similarities with English. Spanish is a relatively easy language to learn as a second language and helps students build skills within their own language.

Course Outline

The Spanish course has a strong focus on the four key skills including speaking, listening, reading and writing. As such, it is a very interactive course where students are expected to engage in discussions, work as a team and enjoy the language learning process.

Units of study include:

The Spanish speaking world of opportunities

This unit will provide students with an overview of those countries where Spanish is spoken as well as some of the highlights and attractions that can be found within. Students will also have this opportunity to learn how to greet people, perform introductions, talk about the days of the week and a range of everyday items.

Which city would you explore?

Students will have the opportunity to discover some of the spectacular cities that the Spanish speaking world has to offer. They will dover how to describe a city, talk about locations, local facilities and various shops as well as the climate in some of those locations.

Describe your favourite festival

Here students will look at the numerous festivals and celebrations within the Spanish speaking world, comparing and contrasting them with their own celebrations. Students have the opportunity to learn the language associated with festivals as well as talking about dates and organising events and activities.

What hobbies do you have?

Learn how to talk about your hobbies, interests and daily routines, ask students from Spanish speaking countries about their hobbies and interests. Discuss foods and ordering from a restaurant, explore a world of tapas and other exciting Spanish delicacies.


Students of Spanish will have the opportunity to attend various cultural excursions as well as Spanish food-tasting sessions. Assessment will revolve around speaking, reading, listening and writing with an emphasis on authentic dialogs, interviews, magazine articles and writing tasks.


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SUBJECT NAME TALENTED ATHLETE PROGRAM – AUSTRALIAN RULES FOOTBALL, BASKETBALL, NETBALL, RUGBY LEAGUE, SOCCER AND TENNIS

Course Description

Students in years 7-10 are offered the opportunity to apply for selection in the Trinity College Talented Athlete Program (TAP)

Successful applicants specialise in one of the following sports;

Rugby League/Touch Football

Soccer

Australian Rules Football

Tennis

Basketball

Netball (girls)

The Talented Athlete Program takes a holistic approach towards each student’s athletic, academic and personal development. Students with demonstrated ability in one of the College’s targeted sports are supported through mentoring, training and education from accredited and industry experienced coaches and teachers.

Eligibility

Students with current or previous playing experience in their selected sport at a school, club or representative level will be given preference during the selection process. Students are expected to commit to attending training sessions held before/after school and compete in the appropriate competitions for their chosen sport. In addition to this, students will only retain their position in the program by meeting expected academic, attendance and behavioral standards. All students will be required to sign a contract outlining their responsibilities. Students must re-apply for the program each year. Progression from year level to year level is not automatic.

Aims of the Talented Athlete Program

The aim of the Talented Athlete Program is to provide students with the opportunity to develop their athletic potential whilst maintaining their performance in academic studies. The program aims to provide students with quality coaching and feedback on their development within the sporting and school environment. Students will access opportunities to compete in elite competitions across South-East Queensland. Students will also gain skills in goal setting, teamwork and accountability and will be coached in techniques to apply these skills to their daily routines.


The Talented Athlete Program offers sport-specific learning experiences that meet Australian Curriculum requirements. Focus areas studied over the four-year program include; exercise physiology, training principles, nutrition. sports psychology, injury prevention/management, coaching and officiating, Along with meeting curriculum requirements, the program focusses extensively on areas such as skill development, game awareness and strategy, strength and conditioning and game analysis. Students will receive access to expert coaching and athlete development programs through links with reputable local, state and national sporting organisations.


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SUBJECT NAME VISUAL ART

Year 7

Course Description

This course provides students with an opportunity to explore

Visual Art concepts and contexts. Students will learn about and develop Art

skills that they will be able to apply to designing and creating their own Visual

Art folios. Furthermore students will also build on their Visual Art skills with

introductions to digital design computer programs, printmaking, clay

sculpture and mixed media collage techniques.

Course Outline

In Visual Arts, students:

build on their awareness of how and why artists, craftspeople and

designers realise their ideas through different visual representations,

practices, processes and viewpoints

consider the qualities and sustainable properties of materials,

techniques, technologies and processes and combine these to

create and produce solutions to their artworks

consider society and ethics, and economic, environmental and social

factors

exhibit their artworks individually or collaboratively, basing the

selection on a concept or theme

draw on artworks from a range of cultures, times and locations as

they experience visual arts

explore the influences of Aboriginal and Torres Strait Islander

Peoples and those of the Asia region

learn that Aboriginal and Torres Strait Islander people have

converted oral records to other technologies

learn that over time there has been further development of

techniques used in traditional and contemporary styles as they

explore different forms in visual arts

identify social relationships that have developed between Aboriginal

and Torres Strait Islander Peoples and other cultures in Australia,

and explore how these are reflected in developments in visual arts

design, create and evaluate visual solutions to selected themes

and/or concepts through a variety of visual arts forms, styles,

techniques and/or processes as they make and respond to visual

artworks

develop an informed opinion about artworks based on their research

of current and past artists

knowledge that artists and audiences hold different views about

selected artworks, given contexts of time and place, and established

ideologies

extend their understanding of safe visual arts practices and choose

to use sustainable materials, techniques and technologies

build on their experience from the previous band to develop their

understanding of the roles of artists and audiences.


Visual Process Diary

Folios of Artwork

Written Tasks including- Essays, Reports and Reviews

Art Excursions

Community Based Activities

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