Year 7 & 8 Subject Selection

Handbook

2021

Year 7 & 8 Subject Selection Handbook

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Our Curriculum Year 7 and 8 students at Morayfield State High School study a curriculum set down by ACARA ( Australian Curriculum Assessment Reporting Authority) . The aim of the School Curriculum is to introduce students to a wide range of subjects that students may not have had opportunity to cover at primary school, whilst allowing them to choose to study more in subjects where they have more interest.

As well as compulsory subjects, such as English, Mathematics, Science and Studies of Society and Environment, Physical Education and Languages; students will rotate through a selection of eight elective subjects. Students will move through the eight subjects’ one per term, for three lessons a week over year 7 & 8. These electives are Visual Art, Dance, Drama, Music, Media, Digital Technologies, and Technology. Students in Year 7 are requested to have a laptop. In year 7, 2021 we will commence with a two model laptop program. Students may either borrow a laptop from the school for a set fee over a four year period or bring their own device (BYOx). Morayfield State High School has chosen to support the implementation of a digital model as:

We recognise the demand for seamless movement between school, work, home and play;

Our digital program assists students to improve their learning outcomes in a contemporary educational setting; and

Assisting students to become responsible digital citizens enhances the teaching learning process and achievement of student outcomes as well as the skills and experiences that will prepare them for their future studies and careers.

Morayfield State High School’s Digital program will support printing, filtered internet access and file access and storage through the department’s network while at school. The school’s BYOx program does not include school technical support or charging of devices at school.

Opportunities for Support

Learning Support For students experiencing some difficulty with their studies, the school provides support options. Learning Support teachers will also endeavour to meet the needs of learners requiring assistance by enrolling them in support programs. It is an expectation that students engaged in Learning Support programs are motivated to improve their skills and commit to all requirements of the course, including behaviour expectations.

Special Education Program Morayfield State High School will be trialling a fully inclusive education model. Support for students with special needs will be managed by their assigned case manager.

Year 7 & 8 Subject Selection Handbook

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Subject Duration English 2 semesters

Mathematics 2 semesters

Science 2 semesters

Humanities and Social Science 2 semesters

Health and Physical Education 1 semester

Languages – French or Coding 1 semester

Elective Subjects one per term

The Arts Technology

Dance Technologies – Materials and Technology Specialists

Drama Technologies

Music Technologies - Digital Technologies

Visual Arts

Media Arts

Invitation Subjects – by invitation only. One semester only and will replace French

Literacy and Numeracy Core

1 semester

Other Subjects -

Connect

Interschool Sport – On nomination and selection

Overview of Subjects in Year 7 & 8

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Assessment

School Based Assessment

All students at Morayfield State High School work within the school based assessment system. A student's achievements are measured against a standard indicated in a work program. Teachers have written extensive programs for each subject based on a syllabus provided by the National Curriculum or Queensland Curriculum and Assessment Authority. Units of work are available on request to all parents and students for perusal.

The Unit Plans and Semester Overviews list the content delivered to students, the practical skills required, the reasoning abilities to be developed and the attitudes appropriate to that subject. They also show how it is intended to achieve these learning goals, the program of assessment and the criteria used by teachers in making judgements about student’s achievements.

Expenses

Expenses listed in this book are charges over and above the Student Resource Scheme. These costs are indicative only and are accurate at the time of publication.

Public Liability

Education Queensland has public liability cover for all approved school activities and provides compensation for students injured at school only when the Department is negligent. If this is not the case, then all costs associated with the injury are the responsibility of the parent or carer.

Some school activities and physical education, particularly contact sports, carry inherent risks of injury. Parents are advised that the department does not have Student Accident Insurance cover for students.

If your child is injured at school as a result of an accident or incident, all costs associated with the injury, including medical costs, are the responsibility of the child, parent or caregiver.

Some incidental medical costs may be covered by Medicare. If parents have private health insurance, some costs may also be covered through their private health insurance. Any other costs would be borne by parents.

Student Accident Insurance is an insurance policy that pays certain benefits in certain circumstances should your child have an accident.

It is a personal decision for parents as to the types and levels of private insurance they arrange to cover their child for any accidental injury that may occur.

Parents should contact their insurer or an approved Australian insurance broker for more information about student personal accident insurance cover for their child.

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Careers related to Subjects in the Junior School Have you thought about the type of work you would like to do when you finish school? It is wise to begin investigating possibilities early because the better informed you are the better decisions you will make in the future. As you learn more about yourself and about jobs, you may change your ideas about the types of jobs and careers in which you are interested. This is part of the process most people go through before deciding on a future career.

The following information can help you begin investigating careers by providing you with a selection of some careers that are related to the subjects you may be studying. You may wish to use the following steps: Identify the subjects you enjoy and do best Use this information to find the names of careers that are related to these subjects Gather information about these careers, e.g. you might explore online at Australian Career Information website at

www.myfuture.edu.au . Talk to the Guidance Officer or Form Teacher.

History Geography Humanities Anthropologist Agricultural scientist Anthropologist

Archaeologist Biological scientist Archivist

Archivist Cartographer Child care worker

Barrister Economist Community Services aide Community development officer Environmental scientist Correctional officer

Copywriter Forest officer Environmental scientist

Criminologist Geographer Geographer

Historian Geologist Library technician

Journalist Hydrographer Police officer

Lawyer Landscape architect Probation and parole officer

Librarian Marine scientist Public relations officer

Museum curator Meteorologist Recreation officer

Palaeontologist Mining engineer Religious leader

Public relations officer Park ranger Social worker

Religious leader Surveyor Sociologist

Sociologist Town planner Teacher – primary

Stage manager Water resource officer Teacher – secondary

Teacher – secondary Water treatment engineer Town planner

Writer Trade union official

Mathematics Science English Accountant Automotive electrician Actor

Architect Cane tester Broadcaster

Bank officer Computer programmer Speech pathologist

Bookkeeper/accounts clerk Electrical fitter Librarian

Credit manager Electronics service person Archivist

Economist Environmental engineer Interpreter

Electrical fitter Laboratory worker Diplomat

Fashion sales person Marine engineer Book editor

Geologist Meteorologist Publisher

Industrial biochemist Miner Author

Mathematician Nurse – registered Writer

Motor mechanic Photographer Journalist

Pattern cutter/designer Plumber Printing machinist

Programmer (information technology) Refrigeration and air-conditioning mechanic Travel consultant

Quantity surveyor Sheetmetal worker Management consultant

Statistician Telecommunication technician Personnel manager

Surveyor Tool maker Teacher’s aide

Tax agent Veterinarian Receptionist

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Languages other than English Health/Physical Education Technologies –Engineering Principles

Announcer Ambulance officer Architect

Anthropologist Chiropractor Assembler

Archaeologist Fitness instructor Builder

Book editor Hospital manager Cabinetmaker

Customs officer Lifeguard Carpenter/joiner Flight attendant Massage therapist Fitter

Foreign affairs and trade officer Nurse – enrolled Graphic designer

Interpreter Occupational health and safety officer Industrial designer

Journalist Occupational therapist Physiotherapist Landscape architect

Probation and parole officer Podiatrist Leadlight worker

Social worker Psychologist – sport Metal fabricator or machinist

Sociologist Radiation therapist Panel beater

Teacher – languages other than English Recreation officer Picture framer

Tour guide Residential care worker Sheet metal worker Translator Sportsperson Town planner Travel consultant Stunt performer Teacher – TAFE

Writer Teacher Wood machinist

Technologies – Food and Fibre Production Business Education Music

Bar attendant/ Barista Accountant Announcer

Childcare worker Bank officer Arts administrator

Cook/chef caterer Bookkeeper/accounts clerk Composer

Dietitian/nutritionist Bookmaker Computer games developer

Environmental health officer Car rental officer Conductor

Fashion designer Cashier Film and TV producer

Food technologist Court and Hansard reporter Music therapist

Health promotion officer Court officer Musical instrument maker

Home care worker Credit officer Musician

Home economist Croupier Piano technician

Hospital food service manager Economist Recreation officer singer/vocalist

Hotel/motel manager Hotel/motel manager Sound technician

Kitchen hand Law clerk Stage manager

Milliner Postal employee Teacher – early childhood

Nanny Real estate salesperson Teacher Nurse – registered Travel consultant Teacher’s aide

Drama and Dance Visual Art and Media Coding Digital Technology

Actor Artist Architectural drafter

Announcer Craftsperson Business systems analyst

Arts administrator Diversional therapist Computer assembler

Barrister Dressmaker Computer engineer Choreographer Engraver Computer hardware service technician Dancer Fashion designer Computer systems educator

Film and TV producer Florist Data processing operator

Make-up artist Glass and glazing tradesperson Database administrator

Model Graphic designer Desktop publisher

Public relations officer Hairdresser Games developer

Receptionist Interior decorator Help desk operator

Recreation officer Jeweller Multimedia developer

Set designer Landscape architect Programmer Speech pathologist Landscape gardener Software developer or engineer

Stage manager Multimedia developer Systems analyst or designer

Teacher Photographer Training consultant Tour guide Set designer Telecommunications engineer

Writer Screenprinter Website developer

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English ENG

Compulsory Subject – 2 semesters per year

Course Description: Morayfield State High School has aligned its English course (Year 7-10) with the Australian Curriculum and with the new Senior

Assessment and Tertiary Entrance system (SATE).

As part of the course, students will be required to complete an oral presentation (speaking and listening), read a variety of texts

(reading and viewing), create and respond using a number of genres and modes (writing and shaping).

This provides a framework for teacher planning to ensure quality outcomes.

Course Content /Assessment: Students complete two semesters of English in Year 7 & 8. As part of their course, students will complete studies in:

*

*

*Course content is continually being revised and therefore may slightly vary from the above outline.

Course Content Assessment

Semester 1 Year 7

Students learn about persuasive techniques and read and view Stan Grant’s ‘Racism and the Australian Dream’. They learn to evaluate the effectiveness of various persuasive techniques and use them themselves. Students create a persuasive, multi-modal presentation.

Persuasive multi-modal text

Students are exposed to film techniques in order to understand the how

visual text structures can influence meaning in a film. Students will use a

teacher-selected film as a case study and will consider the effects of various

film techniques.

Analytical response

Semester 2 Year 7

Students read the novel ‘Black Snake’ and work to understand various perspectives in the novel. Students will be able to analyse characters and consider events from their perspective, to work towards creating an imaginative recount.

Imaginative response

Students will read a variety of fairy tales to be able to identify the dominant

and resistant readings of characters. Students will be able to analyse

perspectives and will create an opinion column which challenges the

dominant reading of a character in a fairy tale.

Persuasive text

Semester 1 Year 8

Students explore how various visual and written techniques are used in

advertisements

Written response for a public audience

Students engage with a novel to understand and manipulate narrative

structures

Imaginative response

Semester 2 Year 8

Students compare the print version of a classic literary text and a digital

animated film to evaluate visual and sound features

Analytical response

Students interpret and analyse texts that represent Indigenous perspectives

and issues

Spoken response

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Mathematics MAT

Compulsory Subject – 2 semesters

Course Description: The Junior Mathematics program at Morayfield State High School has been developed using the Australian Curriculum: Mathematics 2011 (ACARA). This syllabus defines the purpose of Mathematics study is to create opportunities for and enrich the lives of all Australians. It places an emphasis on developing the numeracy capabilities that all students need in their personal, work and civic life, and providing the fundamentals on which mathematical specialties and professional applications of mathematics are built.

“Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.” (http://www.australiancurriculum.edu.au/Mathematics/Rationale)

To achieve those broad goals, the syllabus is organised around the interaction of three content strands and four proficiency strands: • The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. They describe

what is to be taught and learned • The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe how content is explored

or developed, that is, the thinking and doing of mathematics

The strands continually overlap and should not be considered in isolation from each other. They provide a framework for teacher planning to ensure a comprehensive coverage of outcomes in the range of Semester Units offered. Reporting to students and parents reflects mastery of the strands, which directly links the Junior Mathematics course to the Senior Mathematics syllabus requirements.

Course Content / Assessment: Students complete two semesters of Mathematics in Year 7 & 8. As part of their course, students will complete studies in:

Course Content Assessment Semester 1 Year 7

Number – Integers and Percentage. Algebraic expressions and equations. Probability, Index Notation Fractions, Rates and Ratios.

Topic Tests End of Term Test End of Semester Exam

Semester 2 Year 7

Measurement – Perimeter, Area. Angles, Triangles and Quadrilaterals. Data Analysis. Volume.

Topic Tests Problem Solving and Modelling Task End of Semester Exam

Semester 1 Year 8

Number – Integers and Percentage. Algebraic expressions and equations. Probability, Index Notation Fractions, Rates and Ratios.

Topic Tests End of Term Test End of Semester Exam

Semester 2 Year 8

Measurement – Perimeter, Area. Congruence angles and Quadrilaterals. Data Analysis. Volume.

Topic Tests Problem Solving and Modelling Task End of Semester Exam

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Science SCI

Compulsory Subject – 2 semesters

Course Description: The Science course has been aligned with the Australian Curriculum (ACARA).

The concepts of the Science KLA structure are organised into five strands:

• The geology and land-forming processes of our planet such as rock formation, volcanoes and mountain forming processes. Studies of our solar system and the exploration of what lies beyond it are also included (Earth and Beyond)

• The physical forces which impact our daily lives. Topics studied include gravity and motion of objects; mass, weight and acceleration; friction; electricity and energy converters (Energy and Change)

• The wonderful world of biology. We consider the nature of plants and animals as w ell as how and why biologists organise and classify the world of living things. Aspects of the human body are studied, and microscopes are used to examine the world of microscopic life. (Life and Living)

• The chemical makeup of our natural and man-made world is considered. Understanding the nature of atoms and molecules and the reactions of chemical substances forms the basis of this program of study. (Natural and Processed Materials)

• Science and Society is integrated through the other 4 strands, as we emphasise the importance of science and technology in our social, physical and economic worlds

Course Content / Assessment: Students complete two semesters of Science in Year 7 & 8. As part of their course, students will complete studies in:

Course Content Assessment Semester 1 Year 7

Organising the Living World The Water Crisis

Examination Record of Investigation

Semester 2 Year 7

Earth and Space Forces in Motion

Examination Experimental Investigation

Semester 1 Year 8

Experiments and the Laboratory Introduction to Chemistry The Rock Cycle / Structure of the Earth Mining and Metals

1 x Written Test Reports of Experiments Research Task on Mining in Australia.

Semester 1 Year 8

Forces and Energy Providing for Our Future Energy Needs The Structure of Living Things Reproduction in Plants and Animals

1 x Written Test Research Task. Practical Reports. Folio of Worksheets and Activities.

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Humanities (Social Science) HUM

Compulsory Subject – 2 semesters

Course Description: The Junior Humanities program at Morayfield State High School is based on the Australian Curriculum Assessment and Reporting Authority (ACARA) framework. There are 4 key components to the Year 8 Social Science course – History, Geography, Civics and Citizenship and Economics. Humanities encourages young people to be active and well informed participants in the modern world. Students will develop critical thinking abilities in order to make decisions about issues related to societies and environments. During the course of studies, teachers will also focus on enhancing students’ literacy. The concepts of the Years 1 to 10 are drawn from a range of disciplines and fields of study and organised into four main strands or concepts.

• Evidence, changes, people and their contributions, causes and effects, and our heritage (time, continuity and change). • Human-environment relationships, processes and environments and the significance of place in the world (place and space). • Our cultural diversity and our perceptions of culture, how we belong as a culture and our place in the world, and the construction

of our personal and national identity (culture and identity). • The interactions in society including- the economy and business, citizenship and the role of government and access to power

(systems, resources, and power).

Course* Content / Assessment: Students complete two semesters of Humanities in Year 8. The topics for each semester may be reversed.

Course Content Assessment

Semester 1 Year 7

The Ancient World What can study sources from the past tell us about the present and the future? Archaeology, sources and evidence. Ancient Australia – culture and identity.

Test-based Assessment Inquiry Assessment

Ancient Egypt A case study delving into the life and times when pharaohs ruled.

Semester 2 Year 7

Term 4

The World of Water A geographical investigation of this precious resource. How do we plan to ensure continued supply for future generations?

Test-based Assessment Inquiry Assessment

Economics Financial decision-making. Undertaking a cost-benefit analysis. Being innovative and planning for success in the business world.

Semester 1 Year 8

The Ancient to the Modern World The Times are changing The end of the ancient world & middle ages, the renaissance. The Age of Discovery The age of discovery circa 1400 – 1700s Polynesian expansion across the Pacific; the conquest of the Americas.

Test-based Assessment Inquiry Assessment

Semester 2 Year 8

Have Your Say Australian federation, the Constitution and government. The legal system, roles and responsibilities.

How to vote, the preferential process. Landforms and Landscapes Geographical skills; landform creation; types of landscapes. Case study on deserts.

Test-based Assessment Inquiry Assessment

*Course content and assessment are continually being revised and therefore may slightly vary from the above outline.

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Health and Physical Education HPE

Compulsory Subject – 1 semester

Course Description: The junior health and physical education program at Morayfield State High School is based on the Australian Curriculum Assessment and Reporting Authority (ACARA) framework. This program reflects the dynamics and multi-dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in contemporary Australian society. The key learning area provides a foundation for developing active and informed members of society, capable of managing the interactions between themselves and their social, cultural and physical environments in the pursuit of good health.

Active engagement in physical activity is a major emphasis in the HPE key learning area. This emphasis recognises that participation in physical activity promotes health, and acknowledges the unique role of physical activity as a medium for learning. A significant amount of time in this Key Learning Area is allocated to learning experiences that actively engage students in physical activity.

Rugby League Excellence The school offers a rugby league strand for students who wish to pursue a pathway of rugby league development within the school. The rugby league program is embedded within the health and physical education subject area. Students in this class cover all the achievement standards and focus areas of the Australian Curriculum Assessment and Reporting Authority (ACARA) framework. The context of this class will focus on the skills and practical aspects of Rugby League. In Year 7, this class will run for 1 semester, while in Year 8 this class will run for the full duration of the year and enrolment is through an application and trial process.

Girls Sporting Excellence The school offers a girls sports excellence strand for students who wish to pursue a pathway of sports development within the school. The girls sports excellence program is embedded within the health and physical education subject area. Students in this class cover all the achievement standards and focus areas of the Australian Curriculum Assessment and Reporting Authority (ACARA) framework. The context of this class will focus on the skills and practical aspects of Netball and Touch football. In Year 7, this class will run for 1 semester, while in Year 8 this class will run for the full duration of the year and enrolment is through an application and trial process.

Course Content / Assessment: Students complete one semester of Health and Physical Education in Year 7 & 8

Course Content Assessment Year 7 Freeways and Roadblocks (Mental Health and Wellbeing)

Indigenous/ modified Games (Games and Sport)

Move it, Move it (Health benefits of physical activity)

Safety in Striking Sports (Safety, Games in Sport)

Food For Life (Food and Nutrition)

Invasion Sports (Games and Sport)

Oral Presentation

Folio of Work

Examination

Practical Performance

Written Essay (Informative Text)

Year 8 Better Safe than Sorry(Safety, alcohol and drugs)

Net/Striking Sports(Volleyball, Speedminton, Badminton, Softball, Cricket)

Life be Active(Lifelong physical activity and mental health)

Relationships(Relationships and sexuality) Dance(Rhythmic and expressive movements)

Informative presentation

Practical performance

Written Assessment

Written Essay

Year 7 & 8 Subject Selection Handbook

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Languages – French FRE

Elective Subject – 1 semester

Course Description: The focus of the Language program at Morayfield State High School is to enable students to participate meaningfully in intercultural experiences through purposeful communication.

Through the development of practical skills in French, learners can:

• Broaden their world view

• Develop positive attitudes to people of other language, cultures and races

• Gain enrichment through an appreciation and understanding of cultural and racial diversity both within Australia and on a global level

• Increase awareness of aspects of their own culture as a result of learning about another culture

• Enhance post – school options and meet the growing needs of industry for language skills and cultural understanding

Course Content / Assessment: Students will undertake French in either semester 1 or 2, participating in 3 lessons a week.

Elective Subject – 1 semester

Course Description: The focus of coding as a language at Morayfield State High School is on the development of higher order thinking skills, such as problem solving through digital and design technology. Through the development of practical skills in coding, learners can:

Develop essential skill such as problem solving, logic and critical thinking

Increase their capacity to work through various and more efficient solutions

Become creators, not just consumers, of the technology that is used.

Encourages innovation through real world problem solving

Assists to build an empathetic learner Students complete 1 Semester of Coding as an elective in Year 7

Course Content / Assessment: Students will undertake Coding in either semester 1 or 2, participating in 3 lessons a week.

Course Content Assessment 1 Semester

Game Making Students will learn coding through a common set of tools, creating 2D and 3D games using innovative design. Students will be designing and producing their own games. Students will also reflect on their learning and evaluate the suitability of their projects. Drones Students investigate drone technology, drone flight and geospatial technology as used in modern life, integrated with coding. They will look at the safety aspects and the moral responsibilities of being a drone pilot.

Assignment Formal tests Portfolio of work

Course Content Assessment 1 Semester

My world Students will be able to communicate in French, particularly about their personal world. Students studying French will be able to understand the impact of the French language and culture in other societies. There is an opportunity for students who have studied French previously to expand upon this with extension activities.

Each of the four macro skills of Listening, Speaking, Reading and Writing will be assessed

by the end of the semester.

Languages – Coding

Year 7 & 8 Subject Selection Handbook

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Dance DAN

Course Description: The course for dance involves using the human body to express ideas, considering specific audiences and specific purposes, by manipulating dance elements in a variety of dance genres and styles to discover the endless possibilities to this powerful mode of expression. The course of study in Year 8 introduces students to dance in an academic setting and also reflects elements of the senior syllabus in preparation for study of dance in the senior years of schooling.

Course Content / Assessment: Students will undertake their studies for 1 Term, participating in 3 lessons a week.

Dance Course Content Assessment

1 Term Everybody Dance Now

In this unit, students study dance cultures from local, Australian and global contexts, that reflect identity, self-expression and community. They create and perform dances that reflect their own culture through a Hip-Hop dance performance and the creation of a piece of choreography that reflects a sub-culture within their own youth culture.

Performance of a popular dance piece.

Choreography in small groups.

Responding – folio of written tasks in response to own work and the work of others.

Drama DRA

Course Description: The course for drama involves manipulating dramatic elements and conventions to express ideas, considering specific audiences and specific purposes, through dramatic action based on real or imagined events. In this course of study, students study the essential components to effective stage presentation. They also discover the Elements of Drama and a range of Dramatic Conventions and use these to create, shape, analyse and present Drama. Course Content / Assessment: Students will undertake their studies in either Terms 1, 2, 3 or 4 participating in 3 lessons a week

Course Content Assessment

1 Term Finding the Stage

This unit develops the understanding of the building blocks for making meaning in drama. Students will explore dramatic texts which are both Australian and global. The culmination of the unit will explore the style of Melodrama, with its stereotyped characters and ability to appeal to the emotions; this style continues to influence contemporary practitioners and provides students with important insight into heritage theatrical styles. Exploring the style practically enables students to develop and refine a range of characterisation, expressive and performance skills.

A variety of Making and Responding tasks including: Responding: Written response to their own work and the work of others. Creating: Melodrama Concept/Script Presenting: Melodrama performance

Year 7 & 8 Subject Selection Handbook

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Music MUS

Course Description: Students engaging in this course of study will listen to, compare and perform music from a diverse range of styles, traditions and contexts. They create, shape and shape sounds in time and space and critically analyse music. By the end of this study students will have experienced all aspects of the study of music as an academic subject by composing, performing and analysing repertoire.

Course Content/Assessment: Students will undertake their studies in either Terms 1, 2, 3 or 4 participating in 3 lessons a week

Course Content Assessment

1 Term

Feel the Beat To live is to be musical, starting with the blood dancing in your veins. Everything living has a rhythm. Can you feel the beat? In this unit, students will learn how to read, write and perform rhythm based music, focussing on percussion of a specific cultural group.

A variety of Making and Responding task

including:

Rhythmic composition & Performance A folio of written tasks in response to own work and the work of others.

Visual Art ART

Course Description: The course for Visual Art involves the making of art works and developing knowledge and understanding of artworks through the processes of creating, presenting, responding and reflecting. Students will extend and refine their knowledge and skills by creating and presenting works in both 2-D and 3-D. Course Content / Assessment: Students will undertake their studies in either Terms 1, 2, 3 or 4 participating in 3 lessons a week

Course Content Assessment

1 Term

My voice, My Place In this unit students will create, make and display artworks that demonstrate a connection to their cultural heritage and the landscape. Directly engaging with the Elements of Line and Colour and the Principle of Emphasis the student will produce two dimensional mixed media artworks while developing an appreciation for their own and others artworks.

A variety of Making and Responding tasks including: Responding task on the Elements and Principles of design in own work and the work of others 2-D Mixed Media Art works

Year 7 & 8 Subject Selection Handbook

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Manual Arts MAN

Course Description: The course for Media Arts involves the creating representations of the world and telling stories through communications such as television, film, video, newspapers, radio, video games, the internet and mobile media. Course Content / Assessment: Students will undertake their studies in either Semester 1 or 2, participating in 3 lessons a week

Course Content Assessment

1 Semester

What’s Your Story? In this unit students explore how social and cultural values and beliefs are represented through the Media. They experiment with a range of digital technologies and develop skills to prepare and produce a short clip that communicates their own culture.

Folio of work demonstrating analysis and reflection skills Storyboard design

Technologies - Materials and Technology Specialists TMT MAN

Course Description: This course aims to introduce students to the tools, materials and design processes in the workshop and how to safely use them. Students use their imagination and creativity to develop design solutions to make design and production decisions. They also reflect on their learning and evaluate the suitability of their projects. Workplace Health and Safety is a strong focus in all activities. All students must have leather/ vinyl upper shoes (no canvas) to be in this subject as per the school dress code; students will not enter a workshop without them. Failure to meet these requirements will result in change of subject.

Course Content/Assessment: Students will undertake their studies for 1 term, participating in 3 lessons a week.

Course Content Assessment

1 Term

Work Shop Safety Introduction to wood and plastics Names of basics hand tools and their uses Names of basic workshop machinery and how to use them Industrial technology theory Literacy and numeracy Graphics communication

Theory Booklet Bag Tag (Acrylic) Spinning Top (Wood)

T

Media Arts MED

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Course Description:

The central focus of home economics is the well-being of people within their personal, family, community and work roles. Home Economics encourages personal independence, living effectively within the wider society, and promoting preferred futures for self and others in contexts related to food and nutrition, human development and relationships, living environments and textiles. Home Economics is an interdisciplinary study drawing on the fields of nutrition and dietetics, textiles and fashion, architecture and the built environment, human development, relationships and behaviour. All students must have leather/ vinyl/ suede upper shoes (no canvas) to be in this subject as per the school dress code; students will not enter a kitchen without them. Failure to meet these requirements will result in change of subject.

Course Content/Assessment: Students will undertake their studies for 1 Term participating in 3 lessons a week.

Course Content Assessment 1 Term

Introduction to Food Nutrition Weekly cooking tasks Basic cookery methods Safety and hygiene Kitchen procedures Australian guide to healthy eating

Continuous practical cooking Booklet completed Written test

Expenses: Students will be provided with ingredients for their set weekly cooking tasks, Included in Student Resource Scheme. LNC

Technologies TCY