2020 2021 junior handbook subject selection.docx 1€¦ · choosing what to study in years 9 &...

2020 2021 Junior Handbook Subject Selection.docx 1


Contents Choosing what to study in Years 9 & 10 ............................................................... Pages 4-5

Occupations Related to Subjects Years 9 & 10 ...................................................... Pages 6-8

Queensland Certificate of Education .................................................................... Pages 9-11

Subjects ............................................................................................................... Pages 12-43

Business (Economics & Business) ................................................................................ Pages 13-14

Civics and Citizenship ................................................................................................... Pages 15-16

Digital Technologies ..................................................................................................... Pages 17-18

Drama ........................................................................................................................... Pages 19-20

English .......................................................................................................................... Pages 21-22

Food Studies – Introduction to Hospitality .................................................................. Pages 23-24

Geography .................................................................................................................... Pages 25-26

Graphics and Design .................................................................................................... Pages 27-28

Health and Physical Education ..................................................................................... Pages 29-30

History .......................................................................................................................... Pages 31-32

Industrial Technology and Design. ............................................................................... Pages 33-34

Japanese ....................................................................................................................... Pages 35-36

Mathematics ............................................................................................................... Pages 37-38

Science ......................................................................................................................... Pages 39-40

Visual Art ...................................................................................................................... Pages 41-42

Instrumental Music ...................................................................................................... Pages 43


Home Hill State High School

Dear Students and Parents

The subject selection process for students is critical in ensuring a successful pathway for future

careers. This booklet provides information necessary to assist with the selection of suitable subjects

and reflects the most recent curriculum information from Education Queensland and the Queensland

Curriculum and Assessment Authority.

At Home Hill State High School, we work hard to ensure every student has a pathway, and we are here

to help make that goal a reality. Generally, students will find that the subjects they enjoy and that

they succeed at, will naturally lead them to the career suitable for them. Students should not choose

subjects just because their friends choose them, they should make responsible decisions best suited

for themselves.

Students should also consider possible pre-requisite subjects needed for post-secondary school

studies or careers when making decisions.

Our staff will assist in the process of subject selection and we encourage students and parents to

begin these conversations as soon as possible. We are happy to provide advice and often the students’

classroom teachers have good insight into student aptitude for subjects.

This is an exciting time for our young people as they refine their future pathways and prepare

themselves for senior school requirements. Our role is to assist in making sensible, well informed

decisions.

Frank Kingma Principal

LEARNING – PERFORMANCE – CITIZENSHIP


Some of the most important decisions you make at school are choosing subjects to take in Years 9 and 10, later leading to your selection of a course of study in Years 11 and 12.

These decisions are important since they may directly affect your success at school and how you feel about school. They may also impact on your career plans when you leave school.

OVERALL PLAN

As an overall plan, it is suggested that you choose subjects which:

You enjoy;

You have enjoyed some success in;

Will help you achieve your chosen career goals or keep your career options open;

Will develop skills, knowledge and attitudes useful throughout your life.

If you follow these guidelines and ask for help when you need it, you should come up with a study program that is appropriate for you and that you will enjoy.

Learning areas

Queensland schools provide opportunities for students to learn in each of eight learning areas, all of which are o will be aligned with the Australian Curriculum.

The Australian Curriculum for Prep to Year 12 has eight learning areas. These include:

English

Mathematics

Science

Humanities

o History

o Geography

o Economics and Business

o Civics and Citizenship

The Arts (Dance, Drama, Media Arts, Music and Visual Arts)

Languages

Health and Physical Education

Technologies (Design and Technologies, Digital Technologies)

GUIDELINES

Keep your options open

At the moment you may not know exactly what you want to do when you finish school. This is normal at this stage of your life and means that it’s important for you to explore many options.

It is wise to keep your options open. This means choosing a selection of subjects that makes it possible for you to continue exploring your career options before making more specific decisions in the future.

Choosing what to study

in Years 9 & 10


Think about career options

It is helpful to have some ideas about possible career choices, even though these ideas may change when you learn more about yourself and the world of work.

Your school may have a program to help you with career exploration. If not, talk to your guidance officer or career adviser and check the following sources of information on careers:

The Home Hill State High School careers website: http://homehillshscareers.com

myfuture – national career information service at http://www.myfuture.edu.au

Queensland Curriculum and Assessment Authority Student information: https://myqce.qcaa.qld.edu.au

Other career information such as brochures from industry groups which show the various pathways to jobs in these industries

Google the industry you’re interested in on the internet to find current information

Employers and other people who are working in the job you’re interested in.

After checking through this information, it is likely that you will come up with a list of prerequisite subjects needed for courses and occupations that interest you. If you are still unsure, check with your guidance officer or career adviser.

Find out about the subjects or units of study offered by your school

It is important to find out as much as possible about the subjects offered at your school. The following ideas will help:

Read the subject descriptions provided by your school;

Talk to the heads of department and subject teachers at your school;

Look at textbooks and resources used by students in the subjects;

Talk to students who are already studying the subjects;

Listen carefully at class talks and subject selection nights.

When investigating a subject to see if it is suitable for you, find out about the content (i.e. what topics are covered) and how it is taught and assessed. For example:

Does the subject mainly involve learning from a textbook?

Are there any field trips, practical work, or experiments?

How much assessment is based on exams compared to assignments, theory compared to practical work, written compared to oral work?

Your choice of subjects may affect your choice of a study program in Years 11 and 12. For example:

It will be difficult in the future to take Mathematical Methods and Specialist Mathematics without a strong background in Years 8, 9 and 10 Mathematics;

Biology, Chemistry and Physics will be more manageable if good results are obtained in Years 8, 9 and 10 Mathematics and Science;

Music and languages in the Senior years almost always require previous study in Years 8, 9 and 10;

Successful achievement in pre-requisite subjects in Year 10 may be required to enrol in particular Year 11 and 12 subjects.

https://myqce.qcaa.qld.edu.au/


Occupations Related to

Subjects in Years 9 & 10

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.

You can use this handout to investigate careers by relating your interest in

school subjects to possible occupations.

You may wish to use the following steps:

1. Use this handout to identify the types of occupations that may be related to these subjects;

2. Gather information about these occupations by accessing information from the myfuture website (http://www.myfuture.edu.au), going on work experience, and talking to people in the workplace;

3. Talk to your guidance officer or career counsellor.

As you learn more about yourself and about jobs, you may change your ideas about the type of jobs you are interested in. This is part of the process most people go through before deciding on a post-school occupation or before changing from one occupation to another during their career.

KEY LEARNING AREAS SUBJECTS

English English

Health and Physical Education Health and Physical Education (HPE)

Languages other than English French, German, Italian, Japanese, Indonesian, Chinese, Korean, Spanish

Mathematics Mathematics

Science Science

Humanities History, Geography, Civics and Citizenship, Economics and Business

Technologies Design and Technologies, Digital Technologies

The Arts Dance, Drama, Media, Music, Visual Arts

Some of the subjects listed above may not be available in our school. Although subjects can be related to a number of jobs, very few of the subjects are prerequisites for those jobs. A prerequisite subject is one which must be studied in Years 11 and 12 to gain entry to a specific tertiary course (University or TAFE). However, a small number of Year 11 and 12 subjects require previous study in Years 9 and 10. Talk to your guidance officer or career counsellor about these prerequisites.


ENGLISH HPE LANGUAGES

English Health and Physical Education French, German, Italian, Japanese,

Indonesian, Chinese, Korean, Spanish Actor Acupuncturist Announcer Archivist Ambulance officer Anthropologist Author Beauty therapist Archaeologist Book editor Chiropractor Book editor Broadcaster Fitness instructor Customs officer Copywriter Hospital food service manager Employee relations officer Foreign affairs and trade officer Massage therapist Flight attendant Interpreter Nurse Foreign affairs and trade officer Journalist Occupational health and safety officer Interpreter Lawyer Occupational therapist Journalist Librarian Physiotherapist Probation and parole officer Management consultant Podiatrist Ship's officer Public Relations Officer Psychologist - sport Social worker Publisher Radiation therapist Sociologist Receptionist Recreation officer Teacher Speech pathologist Sports scientist Tour guide Teacher Sports coach Translator Teacher's aide Stunt performer Travel consultant Travel consultant Teacher Writer Writer

MATHEMATICS SCIENCE Accountant Automotive electrician Actuary Chemist Bank officer Computer programmer Bookkeeper Electrical fitter Credit officer Engineer

Economist Electronics service person Electrical fitter Environmental scientist Engineer Forensic scientist Financial Planner Laboratory worker

Geologist Medical practitioner Mathematician Meteorologist Motor mechanic Nurse Physicist Pharmacist

Programmer (information technology) Refrigeration and air-conditioning mechanic Quantity surveyor Sports scientist Statistician Sugarcane analyst Stockbroker Teacher

Surveyor Telecommunication technician Taxation agent Veterinarian Teacher Winemaker

HUMANITIES

History Geography Civics and Citizenship

Anthropologist Agricultural scientist Anthropologist

Archaeologist Biological scientist Archivist Archivist Cartographer Child care worker Barrister Environmental scientist Community worker Community worker Forest technical officer Counsellor

Criminologist Geographer Environmental scientist Foreign affairs and trade officer Geologist Geographer Geologist Hydrographer Library technician Historian Landscape architect Police officer

Journalist Marine scientist Probation and parole officer Lawyer Meteorologist Public relations officer Librarian Ocean hydrographer Recreation officer Museum curator Park ranger Religious leader

Public relations officer Surveyor Social worker Religious leader Teacher Sociologist Sociologist Tour guide Teacher Stage manager Town planner Town planner

Teacher Travel consultant Trade union official Writer Water services officer Youth worker


THE ARTS Dance/Drama Media Music Visual Arts

Actor Advertising officer Announcer Architect Announcer Announcer Arts administrator Artist Arts administrator Film and TV critic Composer Craftsperson Choreographer Film and TV producer Conductor Dressmaker Dancer Government administration Film and TV producer Engraver Film and TV lighting operator Journalist Multimedia developer Fashion designer Film and TV producer Marketing officer Music critic Florist Make-up artist Multimedia developer Music therapist Graphic designer Model Public relations officer Musical instrument maker Hairdresser Public relations officer Sales person Musician Interior decorator Receptionist Teacher – media Piano technician Industrial designer Recreation officer Writer Recreation officer Jeweller Set designer Singer/vocalist Landscape architect Speech pathologist Sound technician Make-up artist Stage manager Stage manager Multimedia developer Teacher – dance Teacher – early childhood Photographer Teacher – drama Teacher – music Screen printer Tour guide Teacher – primary Set designer Writer Teacher – secondary Signwriter

Teacher

OTHER SUBJECTS Agricultural Education Business Education Textiles and Food Studies

Agricultural economist Accountant Butcher Agricultural engineer Bank officer Catering manager

Agricultural technical officer Bookkeeper Clothing patternmaker Animal attendant Car rental officer Cook/chef Botanist Cashier Craftsperson Farmhand Court and Hansard reporter Dietician/nutritionist

Fisher Court officer Dressmaker Food technologist Credit officer Events manager Forest technical officer Croupier Fashion designer Forester Economist Food technologist

Gardener Farm manager Home care worker

Horticultural technical officer Hotel/motel manager Home economist Jackeroo/jillaroo Human resources officer Hospital food service manager Landscape gardener Office administrator Hotel/motel manager

Pest and weed controller Paralegal worker Interior decorator Stablehand Real estate salesperson Nanny Stock and station agent Receptionist Nurse Sugarcane analyst Secretary Pattern maker

Veterinary nurse Stock and station agent Retail buyer Wool classer Teacher Tailor Travel consultant Teacher

OTHER SUBJECTS Industrial Technology & Design Information & Communication Technology

Architect Analyst (Information technology) Architectural drafter Architectural drafter

Assembler Business systems analyst Automotive electrician Computer systems engineer Boilermaker Computer hardware service technician Builder Computer systems officer

Cabinetmaker Data processing operator Carpenter/joiner Database administrator Cartographer Desktop publisher Engineering associate (mechanical) Help desk operator

Fitter Information technology educator Graphic designer Information technology manager Industrial designer Multimedia developer Landscape architect Programmer

Leadlight worker Software designer Metal fabricator Software engineer Panel beater Systems designer Picture framer Teacher

Sheetmetal worker Training officer Teacher Telecommunications engineer Wood machinist Website administrator


Subjects

Business - Economics & Business

Civics & Citizenship

Digital Technologies

Drama

English

Food Studies – Introduction to Hospitality

Geography

Graphics & Design

Health and Physical Education

History

Industrial Technology and Design

Japanese

Mathematics

Science

Visual Art

Instrumental Music


BUSINESS

(Economics & Business)

Subject Overview

Students in Business study aspects of the economy and business sector, and they engage in a

range of practical applications including the preparation of business documents, income

statements and balance sheets, journals, and ledgers.

The subject focuses on business structures, government and economics, accounting

procedures and work environments. Economics and Business aims to teach students a range

of personal skills that can be applied in their financial lives and in life in general. Students

aim to develop the knowledge, understanding and skills that will inform them about the

economy and encourage them to participate in and contribute to it. The curriculum

examines aspects of economics and business that underpin decision making in a local,

national and global arena. Students learn about the roles and responsibilities of participants

in the workplace, including the way that businesses can manage their workforce to improve

productivity.

.


BUSINESS

Recommended pre-requisites: Nil

Semester 1 Semester 2 Semester 3 Semester 4

Unit 1: Producers & Consumers

Unit 2: Types of Business and marketing

Unit 3: Financing & work

Unit 4: Introduction into Accounting

Unit 1: Ways Government Manage the Economy

Vet Course – Certificate I in Business

Unit 2: The Australian Legal System

Unit3: Accounting Fundamentals

ASSESSMENT: There are four criteria in this subject. Students will be required to complete a variety of assessment types, including reports, tests, and research tasks.

REPORTING DIMENSIONS (CRITERIA)

Knowledge & Understanding

Questioning & Researching

Analysing & Interpreting

Communication

OTHER INFORMATION:

Students undertaking this course are well placed to study senior Accounting, Business Studies and Economics. A ‘Sound’ level of achievement in English would be advantageous, as students are expected to prepare extended written responses. While studying this subject, students may get the opportunity to complete six VET units of competency, entitling them to receive a Certificate I in Business.


CIVICS AND CITIZENSHIP

Subject Overview

Civics and Citizenship aims to give students a broad overview of what it means to be a citizen in our modern, multicultural, multi-faith society. The Australian legal and political systems are studied so that students can understand the importance of participation in our democracy and the ways in which they can make a difference to society, locally, nationally and globally. The website for the Australian National Curriculum says the following in its rationale for Civics and Citizenship.

Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.

The Australian Curriculum: Civics and Citizenship provides opportunities to develop students’ knowledge and understanding of Australia's representative democracy and the key institutions, processes, and roles people play in Australia’s political and legal systems. Emphasis is placed on Australia's federal system of government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.

The curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the development of inclusivity by developing students’ understanding of broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and contributions of Aboriginal and Torres Strait Islander Peoples and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia’s position, obligations and the role of the citizen today within an interconnected world.

Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.

The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation.

(www.australiancurriculum.edu.au/CivicsandCitizenship/Rationale)

http://www.australiancurriculum.edu.au/CivicsandCitizenship/Rationale


CIVICS AND CITIZENSHIP


SEMESTER 1 - TERM 2

YEAR 9

UNIT: SUSTAINING AUSTRALIA’S DEMOCRACY

This unit is about sustaining the values and institutions that have enabled our democracy. It looks at how various institutions and our political system contributes to the resilience of Australia’s Democracy.

SEMESTER 1 - TERM 2

YEAR 10

UNIT: POLITICAL AND LEGAL CHANGE

This unit is about the mechanisms that allow our political and legal systems to adapt to changes in society. It will specifically focus on a particular part of the law and the reasons for requiring change to the legal system.

ASSESSMENT:

Students may be required to complete:

Year 9: Test

Year10: Essay Test

There are two Reporting Dimensions (Criteria) in this subject


Skills

OTHER INFORMATION:

Students undertaking this course are well placed to study Legal Studies and/or Ancient or Modern History in their senior studies.

Participation in this course is crucial to a student’s productive participation in society at large.


Digital Technologies

Subject Overview

The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how

contemporary and emerging information systems and practices are applied to meet current and future needs. A

deep knowledge and understanding of information systems enables students to be creative and discerning

decision-makers when they select, use and manage data, information, processes and digital systems to meet

needs and shape preferred futures.

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative

developers of digital solutions and knowledge. The subject helps students to become innovative creators of

digital solutions, effective users of digital systems and critical consumers of information conveyed by digital

systems.

Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence,

persistence, innovation, creativity, respect and cooperation. Digital Technologies helps students to be regional

and global citizens capable of actively and ethically communicating and collaborating.

Learning in Digital Technologies focuses on further developing understanding and skills in computational

thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It

also focuses on engaging students with specialised learning in preparation for vocational training or learning in

the senior secondary years.

In Year 9 and 10, students consider how human interaction with networked systems introduces complexities

surrounding access to, and the security and privacy of, data of various types.

By the end of Year 10, students will have had opportunities to analyse problems and design, implement and

evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and

simulations.

Students explore how bias can impact the results and value of data collection methods and they use structured

data to analyse, visualise, model and evaluate objects and events.

When defining problems students consider the functional and non-functional requirements of a solution through

interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to

incorporate testing and review, and further develop their understanding of the user experience to incorporate a

wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented

programming language where appropriate, and evaluate their solutions and existing information systems based

on a broad set of criteria including connections to existing policies and their enterprise potential. Students

progressively become more skilled at identifying the steps involved in planning solutions and developing detailed

plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and

collaboratively, students comply with legal obligations, particularly with respect to the ownership of information,

and when creating interactive solutions for sharing in online environments.

Digital Technologies content structure:

KNOWLEDGE AND UNDERSTANDING PROCESSES AND PRODUCTION SKILLS

Digital systems

the components of digital systems: hardware, software and networks and their use

Representation of data

how data are represented and structured symbolically

Collecting, managing and analysing data. Creating digital solutions by:

investigating and defining

generating and designing

producing and implementing

evaluating

collaborating and managing


DIGITAL TECHNOLOGIES

Recommended pre-requisites: English and Mathematics at a minimum C standard.

Year 9 - Semester 1 Year 9 - Semester 2 Year 10 - Semester 1 Year 10 - Semester 2

OUTLINE

Systems thinking & HTML

Investigate digital systems

Design suitable networked systems

Evaluate digital systems

Create a webpage

Design thinking & CSS

Investigate digital design elements

Data compression

Evaluate user interfaces

Photo and/ or video editing suite

Design an aesthetically pleasing webpage

OUTLINE

Computational thinking & JAVASCRIPT

Investigate general-purpose programming languages (Python/Java…)

Design and implement algorithms

Create programs that address real-world topics.

Evaluate algorithms and educational games

Technologies in motion (Drones)

Investigate digital technologies in various industries

Plan and evaluate real-world digital solutions

Respond to a digital design brief (data collection, data analysis, real-world applications…)

OUTLINE

Data visualisation

Spreadsheets and Databases

Structured Query language (SQL)

Collection, interpretation and representation of real-world data

Storytelling in the digital age

Video and/ or interactive media editing suite

Construct a digital solution prototype for an identified client in the form of an interactive multimedia project (digital story, animation…)

Define, design, implement and evaluate designed digital solutions

OUTLINE

Cyber security

Crytosystems and crytosecurity

Use a collaborative and iterative process to refine and test security algorithms.

Identify privacy and security considerations.

Cryto challenge

Design brief

Investigate object-oriented programming languages

Investigate cloud based technologies

Define, design, implement and evaluate key components of an app (social networking, interactive, health...)

ASSESSMENT: In Year 9 and 10 assessments involves Projects. Owing to the nature of Projects there will be several mandatory checkpoints to ensure that students are on track.

OTHER INFORMATION: Students will also be accessing GROK learning and Australian Computing Academy to enhance the learning of programming languages. Students with a particular interest will also be encouraged to complete Microsoft Imagine Academy Modules to work towards Microsoft qualifications which are internationally recognised.


DRAMA

Subject Overview

Drama is a strand of the Years 1 to 10 Arts key learning area. This strand focuses on students expressing and communication understandings about human issues and experience through the enactment of real and imagined events. While interacting in a range of roles, relationships, situations and contexts, students investigate feelings, actions and consequences. They develop confidence and self-awareness as they collaborate to prepare and present drama. They develop understanding of the forms, styles and purposes of Drama in various contexts. The organisers of the Drama dimensions are Making and Forming, Performing and Responding. Each of these organisers makes an equal contribution to this subject. Making and Forming allow students to explore ideas, feelings and experiences by collaborating in a wide range of activities such as dramatic play, role play, improvisation and play building. In Performing students will rehearse, refine, share and perform scripted and student-devised dramatic works to audiences in both informal and formal settings. Responding refers to the student’s ability to describe, analyse and evaluate the elements and conventions of drama. They develop an informed appreciation of drama from a range of cultural, social, spiritual, historical, political and economic contexts. The Drama course promotes a learner-centred approach, providing opportunities for students to practise critical and creative thinking, problem solving and decision making. These involve using skills and processes such as recall, application, analysis, synthesis, prediction and evaluation. All these contribute to the development and enhancement of conceptual understandings. A learner centred approach also encourages students to reflect on, and monitor, their thinking as they make decisions and take action Students will be set a variety of tasks which are used to measure their achievement. On average there will be three assessment items per semester. The assessment tasks include:

Individual and group performances,

Individual and group practical activities involving development and application of skills,

Journals,

Monologues,

Movement sequences,

Observation of work in progress,

Oral and written evaluations of own and others’ learning,

Reviews,

Role plays,

Script interpretation,

Improvisation,

Writing-in-role.


DRAMA

Recommended pre-requisites: Year 8 Drama


YEA

R 9

Child’s Play

Students will take on the role of a performer in Theatre for Young People (TYP) Company that creates work for children and young people to be performed in schools and kindergartens. This unit provides students with the opportunity to devise a performance work for a target audience and includes all the stages of development from research through forming and devising, into refining, rehearsing and presenting to a real kindy audience.

Devising Drama

Students are introduced to the underpinning elements of performance. They will be exposed to the work of successful directors and actors and analyse the reasons for their success and gain an understanding of the power of theatre and recognize it in performance. Workshop exercises are designed to build and extend their understanding of drama and allow for an ability to analyse live theatre.

Clowning/Scriptwriting

Students will recognise and manipulate the elements of scriptwriting to give shape to a comedic, clowning routine. They will explore character and relationship through written dialogue and physical comedy and develop linear scene and plot structures adhering to the convention of clowning.

One Act Plays

Students are introduced to a number of published plays which depict typical teenage situations. Students engage with scripts and form evaluations of characters, situations and relationships. This unit is assessed by all the 3 organisers.

YEA

R 1

0

Documentary Drama

Students will focus on contemporary social issues such as obesity, natural disasters, terrorism, body image etc. They will consider this issue in detail and devise a multi layered response. Student are encouraged to use film, dance, theatre, visual art and ICTs to enhance performance. This unit is assessed through all 3 organisers.

Australian Teen focus plays “A Property of the Clan”

Students will respond to the play which focuses on teen issues related to real life events. Students will perform a scene from the play concentrating on delivery of lines, connection with situations, roles and relationships. This unit is assessed through all 3 organisers.

“Juice”

Students are introduced to monologue and stream of consciousness method of communication. They will deliver a solo performance based on the teen drama ‘Juice’

Commedia Dell Arte

Students will develop an understanding of the conventions of Commedia. They will develop a commedia character using appropriate voice and physicality. This unit is assessed through all 3 organisers.

ASSESSMENT:

Assessment will be from a range of activities including written response, creation of scripts and characters, performance both individually and as part of a troupe of actors.

OTHER INFORMATION:

Students will be encouraged to participate in external performances including performances for primary schools and the inter-school drama festival.


ENGLISH

Subject Overview

Year 8 of the national English curriculum will be the basis of planning, teaching and assessment of English at Home Hill State High School. This curriculum has a particular responsibility for quality learning in English language, literature and literacy. Capabilities developed in English help individuals participate in society.

The national English curriculum is built around three interrelated strands that support students’ growing understanding and use of English:

Language – Knowing about the English language: a coherent, dynamic, and evolving body of knowledge about the English language and how it works.

Literature – Understanding, appreciating, responding to, analysing and creating literature: an enjoyment in, and informed appreciation of, how the English language can convey information and emotion, create imaginative worlds and aesthetic and other significant experiences.

Literacy – Growing a repertoire of English usage: the ability to understand and produce the English language accurately, fluently, creatively, critically, confidently, and effectively in a range of modes, and digital and print settings, in texts designed for a range of purposes and audiences.

Parents and caregivers may assist their students in the following ways:

At school

By seeking information from the English teacher (from school reports, as well as formal and informal interviews),

By encouraging students to take advantage of opportunities for development such as participation in school plays, contributing articles to the school magazine, excursions and learning assistance programs.

At home

By encouraging students to belong to local libraries, join drama groups, visit the theatre and subscribe to magazines,

By encouraging students to enter competitions for public speaking and writing,

By helping students manage time effectively, meeting deadlines for assignments and allocating sufficient time to complete them,

By being available so that students may discuss information gathered and the formulation of ideas during the planning stages of tasks,

By reading and/or listening responsively to what students are preparing,

By encouraging students to engage in the crafting/re-crafting.

All material costs such as texts, reprographics and consumables will be covered through your contribution to the resource hire scheme in February, this includes the English Rules literacy booklet for years 7, 8 and 9.

The English Department will encourage students to attend relevant performances. These costs will be the responsibility of the student and will be payable prior to the performance. An approximate cost will be $8.00 per year.


ENGLISH



OUTLINE

Constructing Australia – students examine representations of Australia’s peoples, histories and cultures.

What if? – students interpret texts and create speculative fiction.

Creating memories – students explore different perspectives.

OUTLINE

Focus on Literacy – students review skimming and scanning skills as well as general punctuation, grammar, spelling and comprehension skills.

Hatchet – students evaluate a character in the novel.

Persuasive Poetry – students focus on form and technique to shape perspectives.

Two weeks within Queen – students explore ethical issues and manipulate language for effect.

OUTLINE

What does it mean? – students read, view and analyse satire in texts.

Boys of Blood and Bone – students explore issues relevant to Australian society.

Personal Poetry – students examine how poetry can be used to develop social, moral and ethical perspectives.

OUTLINE

Drama, Drama, Drama – students analyse a play.

The Art of Adaptation – students respond to interpretations of film adaptation of a play ‘what’s trending’ - students evaluate representations in news media texts.

POSSIBLE ASSESSMENT:

Student achievement of the standards in English are assessed through a number of written and spoken tasks. Written assessment requires students to complete a variety of tasks. Examples of possible tasks are: comparative essay, poetry anthology, newspaper article, electronic magazine, letter to the editor, short story and literary analysis. Assessment tasks will be completed under a range of conditions. Spoken assessment may include: dramatic performance, persuasive speech, television interview or role play. Oral tasks maybe performed in front of an audience of peers or may be pre-recorded by the student and handed in as a digital file.

OTHER INFORMATION:

The specifics of the units of work to be studied in English will be reviewed and revised with the continued implementation of year 8 of the National Curriculum.


FOOD STUDIES – Introduction to Hospitality

Subject Overview

Foods studies is a course of study designed to enable students to develop a unique range of knowledge and practices from the Key Learning Area Design and Technology. In this course students will complete four semesters of food study. Students will cover a broad range of hospitality and food topics from which development and use of industry terminology as well as application of relevant knowledge, techniques and procedures will ensure students will use advanced manipulative skills, materials, equipment and processes when producing products and services and also be able to demonstrate practical skills in both individual and team hospitality events. This course has been developed to enable students to experience an introduction to hospitality topics which lead into the study of Hospitality in Years 11 and 12. Students will be encouraged to demonstrate participation in planning and decision making and to understand the importance of working co-operatively in teams. Ample opportunity will be provided for students to experience more specialised cookery e.g. cake icing, preserves and jams as well as excellence in culinary skills including preparation for competitions or gourmet deli cookery e.g. handmade chocolates and fresh pasta. These widened experiences will allow students to investigate hospitality as a source of leisure activities, life skills or as an avenue for future study. There is a high component of practical work in this course. Students must be prepared to plan and organise requirements on a regular basis allowing them to develop responsibility and the ability to work independently.


FOOD STUDIES – INTRODUCTION TO HOSPITALITY



Safety and hygiene

Selecting resources, tools & techniques to prepare, cook & serve food

Planning, managing refining production procedures

Characteristics of food groups

Introduction to food nutrients, healthy eating models

Using the design process

Practical Cookery

Meat/fish cookery

Fruit & vegetable cookery

Cereal & pasta cookery

Dairy cookery

Multicultural Food

Eg. Australian, Indigenous, Indian, Thai, Vietnamese, French, Greek, Italian, Canadian, Mexican, West African, Moroccan

Gift hampers

Practical Cookery

Multi-cultural cookery E.g. Pasta making

Jams, pickles, chutneys

Sweets, preserves

Ice cream, sorbets

Drying

Sustainability Vegetables Preservation techniques

Paddock to plate

Meat

Practical Cookery

Meat

Vegetable cookery

Paddock to Plate - seafood

Introduction to Hospitality

Catering for events

Costing recipes

Practical Cookery

Fnger food

Canapés

Meat cookery

ASSESSMENT:

There are 4 assessment tasks per semester comprising of one test, one writing task, and two practical tasks

OTHER INFORMATION:

Students will need to provide their own ingredients.


GEOGRAPHY

Subject Overview

Geography is the study of the Earth’s landscapes, environments and people and the

relationships between them. Geographers are interested in both the natural and built

environments, and the systems that interact in those environments, including the

atmosphere, hydrosphere, lithosphere and biosphere. On the Australian Curriculum website

the rationale for Geography states the following:

Geography is a structured way of exploring, analysing and understanding the characteristics

of the places that make up our world.

Geography integrates knowledge from the natural sciences, social sciences and humanities to

build a holistic understanding of the world. Students learn to question why the world is the

way it is, reflect on their relationships with and responsibilities for that world, and propose

actions designed to shape a socially just and sustainable future.

The concept of place develops students’ curiosity and wonder about the diversity of the

world’s places, peoples, cultures and environments.

Geography uses an inquiry approach to assist students to make meaning of their world…

Students develop a wide range of general skills and capabilities, including information and

communication technology skills, an appreciation of different perspectives, an understanding

of ethical research principles, a capacity for teamwork and an ability to think critically and

creatively. These skills can be applied in everyday life and at work.

(www.australiancurriculum.edu.au/Georgaphy/Rationale)

If students think geographically, they will develop a sense of wonder, curiosity and respect for

the many and diverse peoples, cultures, places and environments of the world. They will have

a deeper knowledge of their local area, Australia, the Asian region and the Earth we all live on.

If they can do this, we can be confident that they will grow up to become active, informed

and responsible citizens in a global community, with a sense of stewardship for the

environment and for a sustainable world.

http://www.australiancurriculum.edu.au/Georgaphy/Rationale


GEOGRAPHY


SEMESTER 1 - TERM 1

YEAR 9

INTERCONNECTEDNESS

Students learn how closely the world is interconnected and how what happens in one place has both direct and indirect consequences in other places.

SEMESTER 1 - TERM 1

YEAR 10

UNIT: UNDERSTANDING ENVIRONMENTAL CHANGE

Examines the environmental functions that support all life and the challenges to their sustainability. How do people respond to these challenges? The unit culminates in an in-depth study requiring students to attempt to understand the causes and consequences of an environmental change as well as evaluating and selecting strategies to manage it.

ASSESSMENT:


Year 9: Research assignment- Geographic Report

Year10:Research assignment – Geographic Report

There are two Reporting Dimensions (Criteria) in this subject


Skills

OTHER INFORMATION:

Students undertaking this course are well placed to study Geography in their senior studies.

Participation in this course is will assist students with everyday living upon leaving school.


Graphics and Design

Subject Overview

The Design and Technologies subject focuses on the application of design thinking and practical application to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex form of problem-solving that can be practised and improved upon over the two year course. Designers will also become makers through this course. They will develop technical skills that will enable them to draw and design, engineer and build a range of models as part of the practical application side of the course.

Construction time in the workshop focuses on the underpinning industry practices and production processes required in design workshops across a variety of industries, including the engineering, furnishing and plastics industries. It provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial life skills.

Today’s design students are no longer required to develop skills in complex and time-consuming manual drafting processes but they have to develop their sketching skills to assist with computer drafting. They use and apply an understanding of the elements and principles of graphical communication and design to select and use tools such as Computer Aided Drafting (CAD), 3D printer and laser cutting programs to generate and present graphical and physical products of concepts, objects and ideas with precision and quality.

The delivery of the course is through classwork and homework that consists of three stages: planning, refinement and production. This delivery provides realistic experiences and prepares students for the use, interpretation and generation of graphical and physical products in a variety of industry settings.

Design contributes to the development of technological literacy and develops the communication, analytical and problem-solving skills required for a large number of educational and vocational aspirations. The course contributes to attainment of key competencies, helping students acquire the necessary employability skills to become productive members of society.


GRAPHICS AND DESIGN



Introduction to design Students will be introduced to concepts of sketching and using these techniques to create prototypes through the use of CAD, laser cutting and 3D printing

Industrial Design – Model conversion Students develop a range of small industrial CAD models and drawings to satisfy different design problems throughout the unit and create a number of these into models

Mechanical Design

Students will continue the use of CAD to complete drawings with a mechanical engineering design focus. Students will create moving models that have a mechanical components in a theoretical space.

Practical Application of mechanical design Students will use their knowledge of mechanical design systems to produce physical working mechanical models using 3D printed and laser cut parts design by the students

Industrial Graphics – Hydraulic systems Students will reverse engineer existing models to produce working drawings, assembled drawings and assembly instructions drawings for the models.

Practical application of Industrial graphic drawings

Students will use their knowledge of industrial graphics skills produce working physical models of hydraulic system using the 3D printed and/or laser cut parts drawn by the students

Architectural Design Students will use CAD to design a built environment structure (buildings, houses, etc). Students will be looking at typical and accepted design concepts relating to architectural design and how they can implemented into design of structures.

Built environment Students will construct physical models of architectural designed areas as if they were to display them to potential clients. They will be able to utilise CAD, 3D printing and laser cutting as part of these constructions.

ASSESSMENT:

There are 4 assessment tasks for year 9 There are 4 assessment tasks for year 10. Assessment in Design and Technologies will be both practical and theoretical, covering the 3 criteria of Knowledge and Understanding, Production Skills and Processes.

OTHER INFORMATION:

Design and technologies is not a "soft option". This subject demands that students be willing to self-motivate in activities. Students must recognise and accept that taking Design and technologies means they have made a commitment to work as an individual with responsibility to demonstrate outstanding reasoning and presentation. Students in Design and technologies should feel confident about working to satisfy regulations and standards from written texts, acts, regulations and codes. This course is heavily dependent on the use of computers therefore a good understand and willingness to work on computers is advisable and recommended if you want to be successful in Design and Technologies.


HEALTH AND PHYSICAL EDUCATION

Subject Overview

In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong investment in the future of the Australian population.

Technology and media will continue to transform our lives and change the way we communicate. Some health issues will endure while new ones will emerge. New forms of physical activity will become available. Students need critical inquiry skills to research and analyse knowledge and to understand the influences on their own and others’ health, safety, wellbeing and physical activity participation. They also need to be resilient, to develop empathy and to be actively engaged in their own and others’ wellbeing, using health, safety and physical activity resources for the benefit of themselves and their communities.

In Health and Physical Education, students develop the skills, knowledge, and understanding to strengthen their sense of self, and build and manage satisfying, respectful relationships. They learn to build on personal and community strengths and assets to enhance safety and wellbeing. They critique and challenge assumptions and stereotypes. Students learn to navigate a range of health-related sources, services and organisations.

At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, students acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills. Health and Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active.

The Australian Curriculum: Health and Physical Education aims to develop the knowledge, understanding and skills to enable students to:

access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan

develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships

acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts and settings

engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes

analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health and physical activity locally, regionally and globally.

Content Structure The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.

Further information

The HPE learning area leads directly to the study of senior Physical Education and Health Education (Authority subject) and Recreation (Authority-registered subject), as well as supporting aspects of Hospitality. Various TAFE and tertiary courses relate directly to the ideas and content studied in Health and Physical Education, including Community Recreation, Sport and Recreation, Personal Training, Human Movement, Coaching Level Accreditations and Officiating Accreditations.


HEALTH AND PHYSICAL EDUCATION



Anatomy & Physiology

Volley ball

First Aid

Bush Dancing/ Athletics

Orienteering

Relationships

Flipper ball

Training programs

Water polo

Energy systems & Fitness

Touch football

Biomechanics

Sof-Crosse

Equity/Ethics and integrity

Volleyball

ASSESSMENT:

HPE assessment follows the general guideline of one (1) piece of assessment per unit with one practical and one theory unit per term. Practical assessments are performance-based. Theory assessment types include:

Investigations In-class exams Project folio

Research assignments Multimodal presentations Educational Pamphlets

Fitness program design and creation

Criteria assessed are:

Acquire

Apply

Evaluate

Assessment is 50% Practical and 50% Theory.

OTHER INFORMATION:

A school hat is absolutely essential for in this subject.

All material costs such as texts, reprographics and consumables will be covered through your contribution to the resource hire scheme. Sometimes, educational excursions or activities are conducted to enhance learning outcomes and these may involve a cost.


HISTORY

Subject Overview

Our students cannot hope to understand the world in which they are living and take advantage of the opportunities it offers them without a confident understanding of where we have come from, how we got here and where we are headed in the future. This also applies to societies as a whole. Without a firm understanding of our past, our values and our heritage, we have no direction and no future. History teaches us that this painful lesson has been learned the hard way by many societies in the past.

The Australian Curriculum website says the following of History:

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations; and communicate effectively.

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.

(www.australiancurriculum.edu.au/History/Rationale)

Student achievement of standards in History will be assessed through a number of written and multimodal tasks requiring students to interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students will examine these sources to compare different points of view, analyse their origin and purpose and draw conclusions about their usefulness. In doing this they will develop their own interpretations about the past and produce texts which incorporate these historical interpretations. As well as presenting their own conclusions they will learn to use historical terms and concepts and referencing.

http://www.australiancurriculum.edu.au/History/Rationale


HISTORY


Unit 1 Unit 2

Year 9

The Industrial Revolution (1700-1850)

This unit seeks to investigate how agrarian societies (primarily Britain) transformed themselves into modern industrial societies in the Eighteenth and Nineteenth Centuries.

Year 9

World War I (1914-1918)

This unit investigates how World War I began, Australia’s involvement in it and what it really meant for Australia’s history, culture and traditions.

Unit 1 Unit 2

Year 10

World War II (1939-1945)

The series of events that led to World War II are investigated in this unit and we also look at Australia’s involvement on the Kokoda Track, arguably the only time since European settlement when we were defending our own borders from attack.

Year 10

The Globalising World – Popular culture (1945-present)

A popular element is introduced to end the course with a look at all the trends in popular culture and how the history of the time shaped these trends.

ASSESSMENT:


Year 9- Research multimodal presentation, in-class essay.

Year 10- Response to stimulus test, Research multimodal presentation.

There are two Reporting Dimensions (criteria) in this subject

Knowledge and Understanding

Skills

OTHER INFORMATION:

In Years 11 and 12 Home Hill State High School supports students who wish to continue their History studies through the Brisbane School of Distance Education. The Brisbane School of Distance Education offers both Modern History and Ancient History.


INDUSTRIAL TECHNOLOGY AND DESIGN

Subject Overview

Learning in Design and Technologies involves the creative processes through which products, services and environments are designed and developed. Students learn that the design, development and use of technologies are influenced by and can play a role in enriching and transforming societies and our natural, managed, constructed and digital environments. Design and Technologies actively engages students in producing quality designed solutions to identified problems or opportunities across a range of contexts. In doing so, students consider social, economic, environmental, ethical, legal, aesthetic and functional factors. Through Design and Technology students manage projects independently and collaboratively from conception to realisation. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed solutions. Design and Technology develops students' knowledge and confidence to analyse critically and respond creatively to the challenges of a highly technological and complex future. They learn to design, produce and evaluate innovative technological designed solutions. Through the practical application of technologies, students develop manual dexterity and coordination through hands-on activities. The subject engages and motivates young people and provides them with learning experiences to develop skills that are transferable to family and home, constructive leisure activities, community contribution and the world of work. Design and Technologies specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

Document design ideas and communicate these to a range of audiences

Select and manipulate a range of materials, components, tools and equipment

creatively, competently and safely.

Explore, investigate, create and critique innovative, ethical and sustainable designed

solution.

Develop confidence as critical users and designers and producers of technologies and

designed solutions

Understand the roles and responsibilities of designers, technologists and those in

related occupation


INDUSTRIAL TECHNOLOGY AND DESIGN



Knot Puzzle & Safety

Students will complete mandatory workshop safety workbooks before being allowed to join practical lessons.

Students construct a 3-dimensional puzzle using different hand skills and techniques.

Coffee Table

Students construct a basic coffee table using industry furnishing techniques. They will also complete a theory work booklet for furnishing.

BBQ

Students construct a folding BBQ that is used on year 9 camp.

Electronics

Students will complete theory work booklet which includes safe working with electronics and then complete an electronic kit.

Graphics Case

Students will complete mandatory workshop safety workbooks before being allowed to join practical lessons.

Students construct a case large enough to hold all the graphics equipment needed for senior graphics subjects. They will be using different hand skills and techniques to those that were learnt in year 9.

CO2 Dragster

Students will use the design process to construct a CO2 car that will be raced against other students in the class and if of a competition standard, they will be sent away to the Queensland Championships.

Crab Measure

Students will construct an aluminium crab measure suitable for use on mud crabs.

Metal scribe/punch

Students have the opportunity to work on the metal lathe to create a scribe/punch that can be used in metalwork applications.

Electronic

Students will complete an advanced theory work booklet which includes safe working with electronics and then complete an advanced electronic kit.

ASSESSMENT:

There are 4 assessment tasks for year 9. There are 5 assessment tasks for year 10.

Assessment in Industrial Technology and Design will be both practical and theoretical, covering the three criteria of Knowledge and Understanding, Production skills and processes.

Workshop projects are also assessed.

OTHER INFORMATION:

Industrial Technology and Design is not a "soft option". This subject demands that students be willing to self-motivate in activities. Students must recognise and accept that taking Industrial Technology and Design means they have made a commitment to work as an individual and group member with responsibility to demonstrate outstanding safety. Students in Industrial Technology and Design should feel confident about working to satisfy regulations and standards from written texts, acts, regulations and codes.

A cost of approximately $65 applies to this subject.


JAPANESE

Subject Overview

Asian languages have an important place in the curriculum offerings of Queensland schools

because of Australia’s location within the Asia-Pacific region. For Queensland, the study of

Japanese is especially important given the strong cultural, economic and political ties with

Japan.

The ability to speak an additional language can be essential in areas such as tourism,

hospitality, business, international relations and diplomacy, education and communications.

Through studying Japanese, learners have the opportunity to develop language skills that

significantly enhance career prospects.

Because of the links between Australia and Japan in areas such as tourism and trade, Queensland learners have many opportunities to meet Japanese-speaking people within the school context and in the general community. Japanese lifestyle, culture, art and sport are also becoming increasingly familiar to Australians through both the media and personal contact. As Queensland learners increasingly take the opportunity to travel to Japan, having

knowledge of Japanese is an advantage, both in enriching the travel experience and in

opening opportunities for working in Japan. Having the ability to speak another language

also opens up opportunities to study abroad and to travel and live in other parts of the

world.

Japanese offers an opportunity for learners to study a unique language that uses a variety of

character-based scripts. The Japanese language deeply reflects the complexity and cultural

heritage of Japanese society. Through studying Japanese, Queensland students are able to

develop an understanding of another culture’s values and perspectives; a knowledge that

will empower them to have a deeper understanding of their own culture.


JAPANESE



The Built World Personal Life and Leisure Geography of Japan Leisure and Recreation

OUTLINE

Personal Life – local community; I’m an individual; community celebrations; family life; something to wear; relationships.

OUTLINE

Leisure and Recreation – weekend fun; games we play; television, music, sports, holidays in Japan, hobbies.

The Built Environment – famous places; famous structures; home sweet home; inventions; big cities of the world; transport.

OUTLINE

The Natural World – seasons and the weather; the importance of water; disasters; animals at home; introduced animals; insects.

OUTLINE

The International World – “Home stay in Japan”. Food; meeting other cultures; travel and locations, trade with other countries; overseas visitors.

ASSESSMENT: Students are assessed against standards described in terms of:

• Understanding

• Communicating

Assessment techniques used by the school include short and/or extended responses, research assignments, orals and listening activities, and multimodal presentations such as PowerPoint.

OTHER INFORMATION: Students who do not achieve a pass in Year 8 English should not consider this subject as an option.


MATHEMATICS

Subject Overview

Learning mathematics creates opportunities for and enriches the lives of all Australians. Students develop essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. They develop the capabilities they will need in their personal, work and civic lives. The mathematics 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.

Home Hill State High School Mathematics Teachers aim to ensure that students:

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

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

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

Students will select and use tools and technologies, including information and communication technologies (ICTs). They will routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within mathematical contexts. Students will demonstrate evidence of their learning over time in relation to the following assessable elements:

• Understanding and fluency

• Thinking and reasoning

• Communicating

• Reflecting.

After studying a common course in Year 8, students will continue the common course throughout Year 9. In Semester 1 Year 9 students will undertake NAPLAN preparation and test. In Year 10 students will follow differentiated courses with allowances for student abilities and interests. 10A is an extension class focussing on advanced algebra and graphing. It is recommended that those wishing to continue on to Mathematical Methods in Years 11&12 achieve at least a B in this extension class. In Semester 4, Year 10 students will be given the option of preparation for senior studies with some students being able to enrol in Semester 1 of the Queensland Curriculum and Assessment Authority subject Essential Mathematics. Other students will be provided with the opportunity to prepare for either General Mathematics or Mathematical Methods. In the latter course a concentrated algebra preparation will be offered. All material costs such as texts, reprographics and consumables will be covered through the contribution to the resource hire scheme in February. Students require their own Scientific Calculator for class and home use. The Casio fx-82 is recommended.


MATHEMATICS



9A,B,C

Number & Algebra + Measurement & Geometry: Rates, Direct Proportion, Analytical Geometry

Measurement & Geometry: Pythagoras, Surface Area, Volume

NAPLAN preparation

Number & Algebra + Measurement & Geometry: Similarity & Congruence, Solving Equations, Expanding Binomial Expressions

9A,B,C

Measurement & Geometry: Pythagoras and Trigonometry

Number & Algebra + Measurement & Geometry: Number & Algebra - Index Laws, Scientific Notation, Simple Interest

Statistics & Probability: Statistical Methods

Statistics & Probability: Chance and Data

Number & Algebra + Measurement & Geometry: Graphing Equations, Time

10B,C – The Standard Australian Curriculum Program

Number & Algebra + Measurement & Geometry: Pythagoras and Trigonometry

Statistics & Probability: Data

Statistics & Probability: Probability

Number & Algebra: Algebra & Linear Modelling, Simultaneous equations, Inequalities

10A – Mathematical Methods preparation

Number & Algebra: Algebra & Non-linear Modelling, Solving Quadratic equations

Number & Algebra: Algebra, Exponential Modelling and Finance

Measurement & Geometry: Geometric Proofs

Number & Algebra: Polynomials

10B – General Mathematics preparation

Earth Geometry & time zones

Measurement – Length, Area & Volume

Finance

Linear Algebra 10A – The above plus extension studies with a focus on advanced algebra and graphing in each topic 10C Begin the Essential Mathematics –

Unit 1 Course

ASSESSMENT: In Year 9 assessment involves 4-5 tests and 3 written reports as well as NAPLAN tests. In Year 10 assessment involves 4-5 tests and 2 written reports.

OTHER INFORMATION: Students require a scientific calculator. A “Casio fx-82” is recommended.


SCIENCE

Subject Overview

Students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They understand that science is a body of knowledge, developed through human observations and inferences, which may reflect diverse values and beliefs.

Scientific knowledge is dynamic, and theories are reviewed in the light of new evidence. Science is a way of thinking and working, and students must apply their scientific knowledge to make responsible and informed decisions about real-world issues. They should also recognise that science has a rich history and has evolved into a large number of increasingly overlapping fields that provide career opportunities.

Students study courses developed in accordance with the Australian Curriculum. The strands include Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.

Science Understanding Science as a Human Endeavour Science Inquiry Skills

Biological sciences

Chemical sciences

Physical sciences

Earth & Space sciences

Nature and development of science

Use and influence of science

Use and influence of science

Planning & conducting

Processing & analysing data & information

Evaluating

Communicating

The Australian Curriculum: Science aims to ensure that students develop:

an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live

an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things

an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions

an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims

an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions

an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science

a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

By the end of Year 9, students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in results and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas.

Junior Science forms the foundation for Year 10 Science and Senior Science subjects such as Biology, Chemistry, Physics and Agricultural Practices.

http://www.australiancurriculum.edu.au/Glossary?a=S&t=material

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigations

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analysing

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluating

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evidence

http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions


http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluate


http://www.australiancurriculum.edu.au/Glossary?a=S&t=contemporary+science

http://www.australiancurriculum.edu.au/Glossary?a=S&t=environment

http://www.australiancurriculum.edu.au/Glossary?a=S&t=scientists

http://www.australiancurriculum.edu.au/Glossary?a=S&t=variables

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=scientific+language


SCIENCE



Energy on the move

Making waves

It’s elementary

The changing Earth

My life in balance

Responding to change

Chemical patterns

Chemical patterns in the real world

Life blueprints

Life evolves

Chemistry isn’t magic

Chemical reactions matter

Moving along

Energy of motion

The Universe

Global systems

ASSESSMENT:

Assessment types include: supervised assessment – multiple choice, short and extended response questions, multimodal presentation, response to stimulus, research investigation, student experiment and data sheet.

OTHER INFORMATION:

All material costs such as texts, reprographics and consumables will be covered through your contribution to the resource hire scheme. Sometimes, educational excursions or activities are conducted to enhance learning outcomes and these may involve a cost.


VISUAL ART

Subject Overview

Students who study Visual Art use their creativity, imagination and senses to express ideas across a range of contexts. They enhance their aesthetic understandings of art while creating their own artworks and by presenting and responding to their own and others’ art works. Art studies build up the ability to problem solve, to innovate, to be flexible and resilient, skills applicable to any career.

The subject of Junior Visual Art is part of the Australian Curriculum for the Arts. By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks, they evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They also identify influences of other artists on their own artworks. Students learn to read and to manipulate visual literacies in order to interpret the world around them.

Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks, to find their own voice on topics, to express themselves and to develop a range of thinking skills.

Students are able to:

Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists

Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions

Develop and refine techniques and processes to represent ideas and subject matter

Plan and design artworks that represent artistic intention

Present ideas for displaying artworks and evaluate displays of artworks http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACAVAM129

Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making

Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks.

Students demonstrate evidence of their learning over time in relation to the following achievement standards – Making and Responding.

Making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore arts practices and make artworks that communicate ideas and intentions.

Responding includes exploring, responding to, analysing and interpreting artworks.

Knowledge, understanding and skills are intrinsically connected to both the responding and making undertaken by students.

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Evaluate

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Evaluate

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Analyse

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Represent

http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Identify

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VISUAL ART

Recommended pre-requisites: Year 8 Visual Art


Drawing from Life

Learning to draw from the world around us.

Ratios, proportions and angles.

Basic building block for 2D Art making, composition and design processes

Abstraction

Analysis of abstract artworks & artists

Collage and collograph prints terms & techniques

Edition of prints

Appraisal of art work

Design for the Body

Henna and tattoo design

Construction techniques for varying materials

Resolved wearable art outfit

Analysis of resolved outfit


On Location

Responding to stimulus

Independent thought, design and art making

Experimental processes

Story telling or creating a view point through art

Contemporary design and technique

Experimental folio of work using a range of media

Resolved art works

Appraisal of others works

Artist statement

Animalia

Animal artist & artworks

Pen & ink sketching of animals

Natural sculptural animals

Abstract renditions of animals

Print of stylised animal


Cultures Around

Cultures & their use of symbol & pattern in artworks

Use of pattern & symbol in design

Painting Technique

Identity of self and others

Proportions

Visual literacies used to create a story

ASSESSMENT:

Assessment can include visual folios covering a range of media, worksheets, visual diaries, peer and self-assessment sheets and research assignments.

OTHER INFORMATION:

Students will also be asked to contribute towards the cost of consumables used in practical areas during their course of study. This charge is for items retained by the students which include all students’ art work. A cost of approximately $15 applies to this subject in years 9 and 10. (levy price subject to change in 2019) Combination of units for either year will vary. A combined class will result in a rotation of units through years 9 and 10.


INSTRUMENTAL MUSIC

Subject Overview

Instrumental Music aims to provide the opportunity for musical development of students through instrumental instruction on a group basis. It also aims to provide ensemble experience for these students so they can develop ensemble performance skills as an integral part of their music education.

Instrumental music is a co-curricula subject. The students receive one lesson per week. This lesson is held during school time. Where possible the lessons rotate through 4 periods so the students do not miss the same class each week. If students let their teachers know in advance that they will be missing a class to go to music, the teachers are willing to help the students catch up on work missed.

Students can receive instruction on flute, bassoon, clarinet, saxophone, trumpet, french horn, trombone, baritone, tuba and percussion (drums and glockenspiel).

Students can access instruments by:

Borrowing one from the school

Hiring an instrument from a music store;

Purchasing either a new or second-hand instrument.

Students who have been using a school instrument for a year and are progressing well on their instrument are encouraged to then purchase their own instrument. The school instrument can then be loaned to another student who would like to learn an instrument.

Most assessment for Instrumental Music is informal. The students regularly perform solos in their lessons. There are up to four formal pieces of assessment each year (one in each term). At least two are practical assessments.

Parents can help students by:

Monitoring any problems the student may have in classes missed. Remember they must catch up on missed work.

Encouraging the student to practice regularly at home. It is recommended that students practise at least 3 days a week. The length of practice time should be at least 30 minutes per session.

Helping the student to find a suitable time and place for practising. A suitable place could be one where: there are no distractions for the student; there is plenty of ventilation and light; people won't walk in and distract the student. Please resist the temptation to make practice time a punishment. An established routine makes life easier for both the student and parent.

Attending performances where your child is performing.

Encouraging the student to play for you and other family members.

Discouraging people from interrupting the students' practice time.

The lessons are free, however there are costs involved in order to look after the instrument. Initially there are a number of items to purchase. Once these have been obtained costs will be minimal.

2020 2021 junior handbook subject selection.docx 1€¦ · choosing what to study in years 9 &...

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