2020 junior secondary year 7, 8 & 9 subject selection …€¦ · intermediate mathematics...

ROBINA STATE HIGH SCHOOL

2020

JUNIOR SECONDARY

Year 7, 8 & 9

Subject Selection

HANDBOOK

Subject Selection Information

(Version 1)

Published in 2020

CONTENTS

G\CD\Com\AllStaff\SubjectHandbooks\2020 Yr7,8,9 JuniorSecondaryHandbook.doc

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

STRONGER TOGETHER PROGRAM ............................................................................................................. 4

SIGNATURE PROGRAMS ............................................................................................................................... 5

FEE PAYING SIGNATURE PROGRAM INFORMATION ................................................................................ 7

FUTSAL / FOOTBALL ACADEMY ................................................................................................................. 8

GOLF ACADEMY ........................................................................................................................................... 9

BASEBALL ACADEMY ................................................................................................................................ 10

GENERAL SPORT ACADEMY .................................................................................................................... 11

NETBALL ACADEMY ................................................................................................................................... 12

TRIATHLON ACADEMY .............................................................................................................................. 13

CAS PROGRAM........................................................................................................................................... 14

ACADEMIC EXCELLENCE PROGRAM ...................................................................................................... 15

JAPANESE IMMERSION PROGRAM ......................................................................................................... 16

YEAR 7 SUBJECTS ........................................................................................................................................ 17

YEAR 7 MATHEMATICS ............................................................................................................................. 17

YEAR 7 ENGLISH ........................................................................................................................................ 18

YEAR 7 SCIENCE ........................................................................................................................................ 19

YEAR 7 HUMANITIES ................................................................................................................................. 20

YEAR 7 HEALTH & PHYSICAL EDUCATION ............................................................................................. 21

YEAR 7 HOME ECONOMICS ...................................................................................................................... 22

YEAR 7 JAPANESE ..................................................................................................................................... 23

YEAR 7 ENGINEERING TECHNOLOGY .................................................................................................... 24

YEAR 7 VISUAL ART ................................................................................................................................... 25

YEAR 7 THE ARTS GENERAL COURSE (VISUAL and/or PERFORMING ............................................... 26

YEAR 7 DANCE ........................................................................................................................................... 27

YEAR 7 DRAMA EXCELLENCE .................................................................................................................. 28

YEAR 7 MUSIC ............................................................................................................................................ 29

YEAR 8 SUBJECTS ........................................................................................................................................ 30


YEAR 8 ENGLISH ........................................................................................................................................ 31

YEAR 8 SCIENCE ........................................................................................................................................ 32

YEAR 8 HUMANITIES ................................................................................................................................. 33

YEAR 8 HEALTH & PHYSICAL EDUCATION ............................................................................................. 34


YEAR 8 JAPANESE ..................................................................................................................................... 36

YEAR 8 DIGITAL TECHNOLOGIES ............................................................................................................ 37

YEAR 8 VISUAL ART ................................................................................................................................... 38

YEAR 8 DANCE ........................................................................................................................................... 39

YEAR 8 DRAMA ........................................................................................................................................... 40

YEAR 8 MUSIC ............................................................................................................................................ 41

YEAR 8 INDUSTRIAL TECHNOLOGY & DESIGN ...................................................................................... 42

YEAR 9 SUBJECTS ........................................................................................................................................ 43


CONTENTS

G\CD\Com\AllStaff\SubjectHandbooks\2020 Yr7,8,9 JuniorSecondaryHandbook.doc

YEAR 9 ENGLISH ........................................................................................................................................ 44

YEAR 9 SCIENCE ........................................................................................................................................ 45

YEAR 9 HEALTH AND PHYSICAL EDUCATION ........................................................................................ 46

YEAR 9 HUMANITIES ................................................................................................................................. 47

YEAR 9 VISUAL ART ................................................................................................................................... 48

YEAR 9 DANCE ........................................................................................................................................... 49

YEAR 9 DRAMA ........................................................................................................................................... 50

YEAR 9 MEDIA ARTS .................................................................................................................................. 51

YEAR 9 MUSIC ............................................................................................................................................ 52


YEAR 9 INTRODUCTION TO FASHION ..................................................................................................... 54

YEAR 9 FOOD STUDIES ............................................................................................................................. 55

YEAR 9 BUSINESS ..................................................................................................................................... 56

YEAR 9 DIGITAL TECHNOLOGIES ............................................................................................................ 57

YEAR 9 GRAPHICS ..................................................................................................................................... 58

YEAR 9 INDUSTRIAL TECHNOLOGY & DESIGN ...................................................................................... 59

YEAR 9 JAPANESE ..................................................................................................................................... 60

G\CD\Com\AllStaff\SubjectHandbooks\2020 Yr7,8,9 JuniorSecondaryHandbook.doc 1

JUNIOR SECONDARY CURRICULUM STRUCTURE

YEAR 7 SUBJECTS

(studied by all students at an appropriate level)

CORE SUBJECTS Health & Physical Education (HPE) English Mathematics Science Humanities

Two Semesters Two Semesters Two Semesters Two Semesters Two Semesters

Japanese

Engineering Technology

Choose either: Each lesson is 70 minutes long

There are 4 lessons in a day; 1 before Morning Tea, 2 between Morning Tea and Lunch and 1 after lunch

The day begins promptly with first bell goes at 9.05am, for STRONGER TOGETHER roll mark and the day ends at 3.00pm.

Arts Specialisation :

Visual Arts

Dance

Music

Drama Extension

Home Economics

(1 term)

General Arts

(1 term)

Two Semesters One Semester One Semester One Semester

In Year 7 students are grouped together for all their core subjects to support the transition to high school.


YEAR 8 SUBJECTS

(studied by all students not in a Specialist Program)

English

� Extension � Intermediate

Mathematics


Science


Humanities � Extension � Intermediate

Health & Physical Education (HPE)

Two Semesters Two Semesters Two Semesters Two Semesters One Semester

Digital Technologies

Japanese Technology

Industrial Technology & Design

(1 Semester)

Home Economics

(1 Semester)

The Arts

Choice between:

Dance

(1 Semester)

Drama

(1 Semester)

Music

(1 Semester)

Visual Arts

(1 Semester)

Each lesson is 70 minutes long



One Semester One Semester Two Semesters One Semester

YEAR 8 SPORTS ACADEMY

(studied by all Sports Academy students)

English


Mathematics


Science



Sports Academy


Digital Technologies

Japanese Technology

Industrial Technology & Design

(1 Semester)

OR

Home Economics

(1 Semester)

The Arts

Choice between:

Dance

(1 Semester)

Drama

(1 Semester)

Music

(1 Semester)

Visual Arts

(1 Semester)

Each lesson is 70 minutes long



One Semester One Semester Two Semesters One Semester

NB. Japanese Immersion Sport Academy students please refer to page 16


YEAR 9 CORE SUBJECT

(studied by all students at an appropriate level)

English


Mathematics


Science



Health & Physical Education (HPE)

OR

SPORTS ACADEMY

HUMANITIES Extension, by invitation, based on year 8 academic success, as an elective subject

HPE Extension, by invitation, based on year 8 academic success, as an elective subject


YEAR 9 ELECTIVE SUBJECTS

(students choose two elective subjects)

The Arts

� Dance � Drama � Music � Media Arts � Visual Arts

Business

� Business

Applied Technologies

� Industrial Technology and Design

� Graphics � Home Economics � Food Studies � Introduction to

Fashion

Languages

� Japanese

Digital Technologies � Digital

Technologies



STRONGER TOGETHER PROGRAM

ROBINA STATE HIGH SCHOOL

Junior Secondary STRONGER TOGETHER Program

We will meet the social and emotional needs of Junior Secondary students with a strong focus on pastoral care and

well being. Weekly pastoral care lessons will be provided that focus on: Organisational and study skills, goal setting,

Positive Behaviour for learning, Wellbeing and the Daniel Morcombe Child Safety Curriculum.

At the start of terms 2-4 all junior school students will be guided through a reflective goal setting process that focuses

on maintaining successful results and strengthening areas of need.

Each year level focuses on two specific Wellbeing topics. These form the focus of the learning experiences in

STRONGER TOGETHER classes and the pastoral care mornings.

Positive Behaviour for Learning (PBL) focus also changes every three weeks and is guided by a reflective process

involving key members of teaching and administration staff. This is also discussed and explained during STRONGER

TOGETHER classes.

• Settling into Secondary School: Orientation, study and homework tips

and getting to know our school

• Growth Mindset

• Teamwork and Kindness as Wellbeing focus for the year

• Camp in term 2

• ‘Cyberia’ – Brainstorm Productions bullying program

• One Note / BYOD skills

• STYMIE Presentation

• EQ Cyber safety team

• Perseverence and Leadership as wellbeing focus for the year

• Growth Mindset

• Leadership focus in semester 2 and selection of future Junior School

leaders from Year 8 cohort

• ‘The Hurting Game – Brainstorm Productions bullying program

• STYMIE Presentation

• EQ Cyber safety team

• Year 7 & 9 Monday

• Year 8 Tuesday

• Whole school assembly – once per term

• Junior school assembly – twice per term (except term 1)

• House assembly – term 2

• ANZAC assembly – term 2

• Student Leader, Year 12 Farewell, Junior Subject Awards assembly in term 4

• Self regulation and gratitude as wellbeing focus for the year

• ‘Sticks and Stones’ bullying program

• Subject selection in term 4

• Pastoral mornings in terms 1 and 2


SIGNATURE PROGRAMS

There are NINE Signature programs offered within the school. Each program has its own selection

process and entry criteria. More information is available from our school website.

ALL INVOICED FEES FOR THESE PROGRAMS MUST BE PAID BY 7 NOVEMBER 2019

SPORTS

ACADEMY FACULTY

DIRECTOR OF

SPORTS

TEACHER IN

CHARGE ENTRY

COSTS

SCHOOL LEVY PLUS

Golf Academy Robina

Sports

Academy

Mr Daniel

Norton-Smith

Mr Daniel

Norton-Smith

Application

Forms available

on school

website or from

Daniel

Norton-Smith

$1620 per year

External rounds, golf

pro tuition, green-

keeping, golf cap

Baseball

Academy

Mr Jared Long $550 per year

Professional

coaching fees,

grounds

maintenance,

equipment

General Sport

Academy

Mr Tim Davison $200 per year

External training

facility access,

coaching, tuition

BOYS Futsal/

Football

Academy

Mr Alex

Morrison

$340 per year

Tournaments,

transport,

equipment, coaching

aides, coaches

GIRLS Futsal/

Football

Academy

Miss Teonie

Rushton

$340 per year

Tournaments,

transport,

equipment, coaching

aides, coaches

Triathlon

Academy

Mr Mitchell Roe $670 per year

Professional

coaching fees,

equipment,

swimming pool lane

hire, gym

membership

Netball

Academy

Mrs Alex Smit $370 per year

Professional

coaching fees,

equipment, gym

membership


SPECIALIST

ACADEMIC

PROGRAMS

FACULTY HEAD OF

DEPARTMENT TEACHER ENTRY

COSTS

SCHOOL LEVY PLUS

Japanese

Immersion: Japanese

Immersion is a

Year 7 Entry

program

Cross

Curriculum

Mrs Sellina

McCluskey

Ms Logan

Mrs Sponder

Mr Berry

Applications

available on

School Website

$300 per year

Translation services,

Language Perfect

subscription, tour

subsidy, cooking

activities

Academic

Excellence

Cross

Curriculum

Mr Bruce

McFarlane,

Deputy

Principal

Mrs Julie Swift

Applications

available on

School Website

$300 per year

Excursions (entry &

transport),

competition entries

& specialised testing

PERSONAL

DEVELOPMENT

PROGRAM

FACULTY HEAD OF

DEPARTMENT TEACHER ENTRY

COSTS

SCHOOL LEVY PLUS

Community

Action Service

(CAS)

Cross

Curriculum

Mr Carlisle

Mr Luke Higgins Applications

available on

School Website

Y7 $140 per year

Y8&9 $100 per year

Rewards, excursions

& Duke of Edinburgh

Award registration

(Bridge level - Year 7

only)


FEE-PAYING SIGNATURE PROGRAM INFORMATION

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

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

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

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

either paid in full or up-to-date.

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

met:

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

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

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

into the Signature Program.

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

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

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

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

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

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

Program.


FUTSAL / FOOTBALL ACADEMY

Successful students are invited or selected by application to the program.

The Junior Futsal/Football Academy is aimed at developing baseball skills to the level that is required in the

Senior Futsal/Football Academy. Students will participate in a range of sport related activities as well as Athlete

Development sessions and a variety of other sports and activities to maintain fitness and balance. The theory

component will follow the Australian Curriculum and sport related information will be implemented as well.

Topics studied

• Fitness

• Tactics and strategies

Types of class activities

• Skills and game play

• Coaching

Equipment required

• Shin pads

• Futsal uniform (purchased separately from Uniform Shop)

• Futsal socks (purchased separately from Uniform Shop)

• Futsal Boots

• Football Boots

Why do this subject?

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

• Enjoyment of Football (Soccer)/Futsal

What you need to be successful

• Willingness to improve

• A desire to compete

• Ability to work in a team

Expectations

• Be available for early and late classes

• Play in tournaments if selected

Invoiced Fees

• $340 per year - Tournaments, transport, equipment, coaching aides, coaches

INVOICED FEES FOR THIS SUBJECT MUST BE PAID IN FULL ON OR BEFORE

7 NOVEMBER 2019 ALONG WITH FULL/INSTALMENT PAYMENT OF 2020 STUDENT RESOURCE SCHEME TO ENSURE

PLACEMENT INTO THE SUBJECT.

NON-REFUNDABLE AFTER COURSE COMMENCEMENT.

STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN FULL AT

ENROLMENT INTERVIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.


GOLF ACADEMY


The Junior Golf Academy is aimed at developing baseball skills to the level that is required in the Senior Golf

Academy. Students will participate in a range of sport related activities as well as Athlete Development sessions

and a variety of other sports and activities to maintain fitness and balance. The theory component will follow the

Australian Curriculum and sport related information will be implemented as well.

Topics Studied

• Rules and etiquette • Goal setting

• Swing analysis • Nutrition / Hydration

• Golf specific fitness • TrackMan

• Injury prevention

Types of Activities

• Skill practice

• Game play

• Stroke Correction

• Shaping Shots

Equipment required

• Clubs

• Golf Shirt (purchased separately from Uniform Shop)


• Teaching from Golf Australia and Golf Queensland coaches and service providers

• Enjoy golf as your golf performance improves

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

• A willingness to work hard at improving golf

• A positive attitude

Invoiced Fees

• $1620 per year

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

$810 7 NOVEMBER 2019

$810 14 MAY 2020

ALONG WITH FULL/INSTALMENT PAYMENT OF 2019 STUDENT RESOURCE SCHEME TO ENSURE



STUDENTS WISHING TO ENTER THIS SUBJECT/PROGRAM AFTER THIS DATE ARE REQUIRED TO PAY IN

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


BASEBALL ACADEMY


The Junior Baseball Academy is aimed at developing baseball skills to the level that is required in the Senior

Baseball Academy. Students will participate in a range of sport related activities as well as Athlete Development

sessions and a variety of other sports and activities to maintain fitness and balance. The theory component will

follow the Australian Curriculum and sport related information will be implemented as well.


• Have good skill and ability level in baseball

• Want to improve baseball ability

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

• A willingness to work hard at improving baseball skills

• Ability to attend early classes


Equipment required

• Baseball Uniform (purchased separately from Uniform Shop)

• Baseball equipment

Invoiced Fees

• $550 per year: Professional coaching fees, grounds maintenance, equipment








GENERAL SPORT ACADEMY

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

sporting performances. Students will participate in a range of sport related activities as well as Athlete

Development sessions and a variety of other sports and activities to maintain fitness and balance. The theory

component will follow the Australian Curriculum and sport related information will be implemented as well.

Topics studied

• Fitness Components

• Strength and conditioning

• Recovery and rehabilitation techniques

• Alignment in sport

• Sport Psychology

• Track and Field

• Training principles

• Biomechanics

• Nutrition


• Coordination

• Balance and Proprioception

• Body Weight Training

• Alignment

• Speed Training

• Strength and Conditioning

• Functional Movement Patterns

Equipment required

• Good quality sports shoes

• Training shirt

• Exercise book

• USB


• Enhance sporting performance

• Work with like-minded students


• Strong work ethic

• Willingness to learn

Expectations

• Be on time and prepared

• Strive to be better than you were yesterday

Invoiced Fees

• $200 per year: External training facility access, coaching, tuition







VIEW OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.


NETBALL ACADEMY


The Junior Netball Academy is aimed at developing baseball skills to the level that is required in the Senior

Netball Academy. Students will participate in a range of sport related activities as well as Athlete Development



Topics studied

• Passing

• Shooting

• Running

• Strategies

• Fitness

• Coaching

• Umpiring


• Training sessions to improve performances

• Game preparation

• Fitness training

• Skill development

Equipment required

• Good quality shoes

• Training uniform







Expectations



Invoiced Fees

• $370 per year: Professional coaching fees, equipment, gym membership








TRIATHLON ACADEMY


The Junior Triathlon Academy is aimed at developing baseball skills to the level that is required in the Senior

Triathlon Academy. Students will participate in a range of sport related activities as well as Athlete Development



Topics studied

• Swimming

• Cycling

• Running

• Race Strategies

• Fitness

• Equipment


• Training sessions to improve performances in the three disciplines

• Race practice

• Skill development

Equipment required

• Swimwear

• Googles

• Bike

• Running shoes

• Training uniform







Expectations



Invoiced Fees

• $670 per year: Professional coaching fees, equipment, swimming pool lane hire, gym membership







OR PRIOR TO SUBJECT CHANGE FINAL APPROVAL.


CAS PROGRAM: COMMUNITY – ACTION – SERVICE

Mission Statement

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

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

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

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

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

Description of Program

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

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

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

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

platform for future personal growth.

CAS combines

• Pastoral Care (STRONGER TOGETHER)

• Curriculum subjects (e.g. IDT/HEC and the Arts)

• Life skills

• Fitness and health

• Team sport

• Personal development through the provision of the Duke of

Edinburgh Award (Bridge and Bronze levels)

• Enterprise (fundraising, community awareness)

• The option to participate in the Kokoda Challenge

The aim of the CAS program is to

• Apply and exploit current boys’ and girls’ educational classroom strategies

• Promote holistic student development to help students reach their potential

• Utilise contextual learning, current student interests, sport, welfare programs, community projects

and the ICTs as motivational tools

• Provide students with valuable life skills upon which they can draw throughout their life

Invoiced Fees

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








ACADEMIC EXCELLENCE PROGRAM

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

The aim of the academic excellence program at RSHS is to support academically gifted students in reaching their

fullest potential. The program has been developed to support students to enrich their academic abilities, explore new

interests, develop independent learning skills and connect with relevant universities and partners. The program is

designed to support participants by being linked with peers who share the same academic profiles.

Key Program Features

The Robina State High School Academic Excellence curriculum is based on recommendations made by the Australian

Curriculum when differentiating curriculum for gifted and talented students and the concept of Curriculum

Enrichment from the studies of Joseph Renzulli (2010) who is a world leader in gifted and talented education.

Students are guided through this program by highly credentialed teachers who have a passion and desire to work with

academically gifted students.

The Robina State High School Academic Excellence program offers:

• Increased Exposure to a wider variety of academic opportunities, activities and challenges that provide

deeper insight into the content being learnt in the classroom. This includes a range of excursions and

academic festivals as well as entry into state and nationwide academic challenges.

• Curriculum Enrichment with the development of higher order thinking, creative problem solving and critical

thinking skills that are authentically applied to creative and productive 'real world' situations.

• Enabled Independence and self-directed learning allowing students to explore specific areas of interest by

assuming the role of the first-hand inquirer.

Students in the program work with like-minded students in a rich learning environment. This ensures they are

stimulated to reach their highest academic potential. Academic Excellence students are grouped together in years 7 &

8 for the core subject areas: Mathematics, English, Science and Humanities. During these years the Stronger Together

teacher becomes a mentor and a key person in communication between school and home. In years 9-12, individual

talent continues to be nurtured through placement in extension classes and the opportunity to access enrichment and

accelerated programs of study.

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

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

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

right to withdraw students from the program at any time.

Program Cost

Enrichment activities offered specifically to Academic Excellence students may incur an additional cost.

Program Requirement

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

Invoiced Fees

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


7 NOVEMBER 2019 ALONG WITH FULL/INSTALMENT PAYMENT OF 2020 STUDENT RESOURCE SCHEME TO ENSURE PLACEMENT

INTO THE SUBJECT.





2020 JAPANESE IMMERSION PROGRAM

CURRICULUM INFORMATION Head of Department, Sellina McCluskey

YEAR 7 YEAR 8 YEAR 9 YEAR 10

SEMESTER 1 SEMESTER 2 SEMESTER 1 SEMESTER 2 SEMESTER 1 SEMESTER 2 SEMESTER 1 SEMESTER 2

English English English English English English English English

Maths Maths Maths Maths Maths Maths Maths Maths

Science Science Science Science Science Science Science elective

Science elective

HISTORY GEOGRAPHY Multimedia

Studies Multimedia

Studies Multimedia

Studies Multimedia

Studies Multimedia

Studies Multimedia

Studies

EXTENSION JAPANESE

IMMERSION JAPANESE

JAPANESE For Maths & Humanities

JAPANESE For Maths &

HPE

JAPANESE For Maths & Humanities

JAPANESE For Maths &

HPE

Year 11 Japanese

Year 11 Japanese

LIF or ITD or SPORTS EX

ART / DAN / MUS / DRA

HUMANITIES HPE HISTORY HPE HISTORY Sem 1 & 2

HPE / SP EX Sem 1 & 2

HPE HPE HEC / ITD OR ARTS / SP EX

HEC / ITD / ARTS / SP EX

ELECTIVE ELECTIVE

NOTE: In Year 7 Immersion students will study EXTENSION JAPANESE and in Semester two will commence the study of Maths in Japanese.

NOTE: In Year 8 Immersion students will study one general Japanese class covering content from Year 8 & 9 mainstream Japanese.

NOTE: In Year 9 Immersion students will study two general Japanese classes covering content from Year 10 mainstream Japanese.

NOTE: In Year 10 Immersion students will study Year 11 Japanese in a 2 x Period 0 classes. (7:55am to 9:05am).

TWO ELECTIVES FROM � LIF or ITD or SPORTS EX � ART / DAN / MUS / DRA

ONE ELECTIVE CHOICE BETWEEN HEC / ITD / ARTS / SP EX

NO ELECTIVE SUBJECT CHOICE IS AVAILABLE

ONE ELECTIVE SUBJECT CHOICE IS AVAILABLE

NOTE: Students who are enrolled in Immersion AND a Sports Excellence program may not be able to access all the Japanese Language classes. We will develop an appropriate individualised program for anyone in Sport Excellence and Japanese Immersion.

CURRICULUM CHALLENGE

The immersion course caters for academically able students. In all Immersion classes a challenging Curriculum is

offered to students. Students study Extension Maths, Extension Humanities and Extension Computers/ Business

Studies in Multimedia.

ASSESSMENT

Assessment in the Immersion Course is usually very similar to assessment in the mainstream course.

Students will be presented with assessment written in Japanese. Student responses are usually in English. Immersion

students are given 15 minutes more per hour of exam to cater for the extra time needed to decode the Japanese

language used in the assessment.

EXPECTATIONS

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

SUBJECT CHOICES

Immersion students have less subject choices in Year 9 and 10 than mainstream students because they must choose

Japanese and Media as two of their electives.

INVOICED PROGRAMME FEE

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



INTO THE SUBJECT.





YEAR 7 SUBJECTS

YEAR 7 MATHEMATICS

The course follows the Australian curriculum.

Number Algebra Measurement

Geometry Statistics Probability

Subject Overview

• Number and place value

• Fractions and decimals 1

• Chance

• Shape

• Geometric reasoning

• Fractions and decimals 2

• Real numbers

• Money and finance

• Algebra and patterns 1

• Linear and non-linear relations

• Data 1

• Algebra and Patterns 2

• Measurement – perimeter, area and volume

• Location and transformation

• Data 2

Assessment

Assessment each semester:

• Topic tests

• In class assignment

Equipment & Resources

• Scientific calculator

• A4 5 mm grid pad, blue or black pen, red pen, ruler, protractor

Senior Pathways

• General Mathematics (General)

• Mathematical Methods (General)

• Specialist Mathematics (General)

• Essential Mathematics (Applied)


YEAR 7 ENGLISH

The English curriculum is built around the three interrelated strands of the Australian Curriculum: Language,

Literature and Literacy. Together the strands focus on developing students’ knowledge, understanding and

skills in listening, reading, viewing, speaking, writing and creating. Students engage with a variety of texts

for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and

multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and

persuade. These include various types of media texts including newspapers, magazines and digital texts,

early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their

understanding of how texts, including media texts, are influenced by context, purpose and audience.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a

range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and

unpredictable plot sequences and a range of non-stereotypical characters.

Units of Work

• Social Issues

• Narrative / Short Story Writing

• Environmental Issues

• Literary Unit – Novel Study – Ned Kelly

• Poetry and Song Lyrics

Assessment

• Written Persuasive Speech

• Narrative – response to stimulus

• Feature Article

• Comprehension test

• Imaginative recount

• Multi-modal Informative Speech

Equipment Required

• USB

• Stationery

Senior Pathways

• Year 11 & 12 English (General)

• Year 11 & 12 Literature (General)

• Year 11 & 12 Essential English (Applied)

• English & Literature Extension (Year 12 only) (General)


YEAR 7 SCIENCE

Biological Sciences

Ecosystems consist of communities of independent organisms and abiotic components of the environment,

matter and energy flow through these systems.

There are difference within and between groups of organisms, classification helps organise this diversity.

Interactions between organisms can be described in terms of food chains and food webs; human activity

can affect these interactions

Chemical Sciences

Mixtures including solutions, contain a combination of pure substances that can be separated using a range

of techniques.

The properties of different states of matter can be explained in terms of the motion and arrangement of

particles.

Earth and Space Sciences

Global systems including the carbon cycle, rely on interactions involving the biosphere, lithosphere,

hydrosphere and atmosphere.

Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the

sun, Earth and the moon.

Some of the Earth’s resources are renewable, but others are non-renewable.

Water is an important resource that cycles through the environment.

Physical Sciences

Change in an objects motion is caused by unbalanced forces acting on the object.

Earth’s gravity pulls objects towards the centre of the Earth

Assessment

• Exams

• Assignments

• Experimental Reports


• 96 page exercise book, A4 document wallet (poly wallet)

• Red pen, blue pen, pencil, eraser, ruler, calculator

• Fully covered leather footwear

Senior Pathways

• Chemistry (General)

• Physics (General)

• Biology (General)

• Marine Science (General)

• Aquatic Practices(Applied)

• Certificate III in Health Services Assistance (VET)


YEAR 7 HUMANITIES

HISTORY: TERM 1 & 2:

A study of history from the time of the earliest human communities to the end of the ancient period, approximately

60,000BC – c650AD (CE). Studies a range of societies including Australia, Egypt and China.

Subject Overview Term 1: Unit 1

Ancient Past

Historical Evidence

Australia’s Ancient Past

Guided Research

Conserving the Past

Term 2: Unit 2

Ancient Egypt and China

Physical Features

Conflicts & Contacts

Significant Individuals

Society

China’s Civilisation

Religion – Buddhism

Emperor – Qin

Heritage of China

Assessment

• Short Response Test

• Extended written response

• Research booklet and museum exhibit


• One note and personal computer.

Senior Pathways

• Modern History (General)

• Ancient History (General)

CIVICS AND CITIZENSHIP: TERM 3

Exploring influences that shape citizenship within Australia’s democracy

In this unit, students study the responsibilities and freedoms of citizens and how Australians can actively participate in

their democracy. They consider how laws are made and the types of laws used in Australia. Students also examine

what it means to be Australian by identifying the reasons for and influences that shape national identity. Through the

study of civics and citizenship, students develop skills of inquiry, values and dispositions that enable them to be active

and informed citizens.

Subject Overview

• Democracy

• A sense of Belonging

• How laws are made

• Principals of Justice

Assessment

• Short Response Test

GEOGRAPHY: TERM 4:

The year 7 Geography unit is called “Place and Liveability”. The unit aims to develop skills such as field sketching and

mapping skills. It looks at the “liveability” of different places with a particular focus on the students’ local area.

Assessment

• Written report


• One Note, Personal computer

Senior Pathways

• Geography (General)


YEAR 7 HEALTH & PHYSICAL EDUCATION

Students will expand their knowledge, understanding and skills to help them achieve successful outcomes

in classroom, leisure, social, movement and online situations. Students learn how to take positive action to

enhance their own and others’ health, safety and wellbeing while they develop specialised movement skills

and understanding in a range of physical activity settings.

Subject Overview

Term Practical Theory

1 Introduction to Fitness Health Benefits of Physical Activity

2 Track & Field (Athletics) Approaching Adolescence

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

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

Assessment

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

Research Reports (informative & persuasive), Multi-Modal Presentations and Physical Performances

across; Indigenous and other modified games, Track & Field (Athletics), Kicking games (AFL, Soccer,

Gaelic Football), and Fitness.


• School Hat

• Appropriate Athletic Shoes

• Water Bottle

• A4 exercise book (128 page) & appropriate writing stationary

Senior Pathways

• Physical Education (General)

• Sport & Recreation (Applied)

• Certificate III in Fitness (VET)


YEAR 7 HOME ECONOMICS

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

skills in food and nutrition and textiles.

Subject Overview

Topic: Hygiene and safety

Topic: Designing Food

Topic: I can sew

Assessment

• Designing Food – A written design folio which includes investigating, analysing and proposing design

solutions and evaluating

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

and the production of a basic textile item


• School supplies basic ingredients and textile materials

• Fully enclosed leather shoes must be worn for practical lessons

Senior Pathways

• Food and Nutrition (General)

• Design (General)

• Certificate courses and Applied courses with a focus in Hospitality


YEAR 7 JAPANESE

Subject Overview

Topic: Cool Kooki & Kawaii

Students will investigate elements of popular Japanese culture such as anime, manga, sushi, sumo, ninja,

karaoke.

Linguistic learning will focus on asking and explaining names and meanings and expressing feelings using

adjectives.

Topic: Fabulous Festivals

Students will investigate cultural activities associated with Japanese festivals.

Linguistic learning will focus on explaining dates and discussing actions associated with festivals.

Topic: Bunka Blast

Students will investigate traditional Japanese sports and hobbies including the importance of clubs in Japan.

Linguistic learning will focus on explaining times and discussing reasons for choosing certain sports.

Topic: Journey to Japan

Students will investigate travelling in Japan.

Linguistic learning will focus on explaining travel plans, transport options and scheduled activities.

Assessment

• Reading, Writing, Listening and Speaking tasks and tests

Subject Levy

• NIL


• 1 x 192 page notebook

• 1 x document wallet

Senior Pathways

• Japanese (General)

Additional Costs

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


YEAR 7 ENGINEERING TECHNOLOGY

Students use computational and design thinking as well as traditional, contemporary and emerging

technologies to create a range of digital & designed solutions. This subject encourages students to apply

their knowledge, practical skills and processes to create innovative solutions, that meet current and future

needs. By studying this subject students develop problem solving, investigation, research, presentation and

computer skills as well as being able to operate Computer Numeric Controlled (CNC) machines such as laser

cutters, 3D printers and sticker cutters. Students will have the opportunity to create programmable assets

through coding and simulations of relationships between objects in the real world.

Subject Overview

• 20 Weeks (40 lessons max)

• Introduction to Laser cutting and 3D printing

• In class assignments: CAD drawings, and Multimodal presentations

• Practical task: Project construction (realisation) Wind up Robot (3D) Laser cut keytag.

• Introduction to Robotics and Coding

• In class assignment: Arduino circuit construction and coding

• Practical task: Python coding

*availability of resources may require minor changes to the course.

Assessment

• Project evaluation and folio(s)


• BYOD, USB STICK, Exercise book

Senior Pathways


• Digital Solutions (General)

• Furnishings Skills (Applied)

• Industrial Technology Skills (Applied)

• Industrial Graphics (Applied)

• Certificate II Furniture Making Pathways (VET)

• Certificate II Engineering Pathways (VET)


YEAR 7 VISUAL ART

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

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

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

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

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

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

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

experiences to enrich the learning experience.

Subject Overview (students may experience some of the following):

lino printmaking

drawing

painting

mixed media activities

Assessment (depends on the course taught. May include some of the following):

Workshop activities, mixed media folio, lino print


• A3 artist diary, Stationery (Lead pencils; 2B/4B, sharpener, eraser, ruler, pen, scissors, glue stick,

coloured pencils, textas.)

Senior Pathways

• Visual Art (General)

• Visual Arts in Practice (Applied)

• Film, Television and New Media

(General)

• Media Arts in Practice (Applied)

• Certificate II in Creative Industries (VET)

• Certificate III in Screen & Media (VET)


YEAR 7 THE ARTS GENERAL COURSE (VISUAL and/or

PERFORMING

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

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

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

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

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

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

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

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

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

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

experiences to enrich the learning experience.

Subject Overview (students may experience some of the following):

Art: lino printmaking, drawing, mixed media activities

Drama: role play, improvisation and drama games

Dance: traditional and modern performance and choreography

Music: composition and performance

Assessment (depends on the course taught. May include some of the following):

Workshop activities, artist folio, dance, music and drama performances, script writing, musical composition,

dance choreography

Art: mixed media folio, lino print

Drama: workshop activities

Dance: group performances and choreography

Music: Individual composition, group performances


• Visual Art – A3 artist diary, Stationery (Lead pencils; 2B/4B, sharpener, eraser, ruler, pen, scissors, glue

stick, coloured pencils, textas.)

• Performing arts- 48 page notebook and writing materials

Senior Pathways

• Visual Art (General))


• Dance in Practice (Applied)

• Certificate IV in Dance (VET)

• Drama (General)

• Drama in Practice (Applied)

• Music (General)

• Music Extension (General)

• Music in Practice (Applied)

• Film, Television and New Media (General)





YEAR 7 DANCE

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

Dance or Music across a semester.

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

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

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

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

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

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

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

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

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

Subject Overview

UNIT 1 Shake It Up looks at popular dances throughout history and leads to an

understanding of how dance can be influenced by social factors

and events.

UNIT 2 Write It Up analyses popular dance works and how they use the dance

elements and production elements to realise choreographic

intent.

UNIT 3 Build It Up explores the dance elements of Space, Time and Energy and

how they are used to heighten impact in a dance work.

UNIT 4 Step Up researches the history and major influences of Hip Hop dance

and explores the various styles within the genre.

Assessment

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

concept and dance genre.

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

dance genre (group work).

• Responding: Dance Journal (ongoing over the duration of the course).


• Water bottle for class

• Black tights/pants (or sports uniform)

• Dance journal (A4 size is best)

Senior Pathways

• Dance (General)



YEAR 7 DRAMA EXCELLENCE

In 2020 Year 7 students will have an opportunity to enrol in The Drama Excellence program which runs for

6 months across Year 7 and Year 8. Students will participate in a rigorous curriculum that is delivered by a

senior classroom teacher. Students study the curriculum and participate in an extra-curricular program that

is built around performances showcasing/utilising the student talents. Students in this program need to

have a keen interest in drama and/or previous experience in a drama program in primary school or outside

of school.

Year 7 drama excellence follows the National Curriculum and introduces students to the elements of drama

and dramatic action through a range of workshop experiences with their teacher as well as senior drama

students, professional actors, and dance and music teachers to enhance movement and vocal skills. These

may include: Shock Therapy theatre company, The Arts Council, Zen Zen Zo Physical Theatre Troupe and

Grin and Tonic Theatre Company. Students learn how to participate in a drama classroom and

develop/build upon skills they may have already acquired. Improvisation through drama games and

theatre sports activities, creating their own performances in response to a stimulus and working with script

extracts are the key components of the course. Students also further develop their confidence through

regular performances to a variety of audiences. Students studying drama in Year 7 will also investigate the

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

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

protocols.

Subject Overview

• Improvisation and role play

• Drama games and theatre sports

• Scriptwriting

• Stage craft

• Blocking and rehearsal

• performance

Assessment

• Polished Improvisation

• Scripted performance

• Journal writing

• workbook

Levy will cover

• Workshops with industry professionals

• Excursions and incursions to live theatre

• Stationary

• Costuming

• New texts to study in class


• Theatre blacks for performance

• 48 page A4 notebook

Senior Pathways

• Drama (General)


Invoiced Fees

• $100 per year – Workshops with professional actors

& performances. Entry fees to competitions.

Costumes, resources, props & sets.



INTO THE SUBJECT.





YEAR 7 MUSIC

Year 7 Music is a very practical course that aims to develop students’ performance skills on guitar, piano

and drum kit. It is not a requirement for students to have played an instrument before nor is it necessary

for them to be able to read music before entering the class. The students will learn the function of each of

the instruments within a typical rock band and will be actively engaged in performances with other

students. The students will also learn the basics of music notation. This subject prepares students perfectly

for the grade 8 music class, which focuses on using these skills to write and record their own songs.

Subject Overview

• TOPIC 1: Introduction to rock instruments

• TOPIC 2: Rock Band Project

• Developing skills on guitar, piano and drum kit

• Music appreciation - listening to and evaluating various music styles

• Developing group work skills

• Developing skills in music notation

Assessment

• Individual and small group performances

• Music theory test

• Music analysis essay


• 48 page Music book – with both Manuscript lines (for music notation) and normal lines for writing

Senior Pathways

• Music (General)

• Music Extension – Year 12 only (General)


• Certificate IV in Music Industry (VET)


YEAR 8 SUBJECTS

Mathematics Intermediate

Mathematics Extension

There is ONE subject in the Mathematics KLA with TWO streams for achievement. These are not different

subjects, but different levels for teaching and assessing.

Students are placed in flexible groups based on student performance and aptitude to enable the work to be

addressed in a manner appropriate to the group. Throughout the year, movement between groups may

occur after assessment based on teacher recommendation.

Year 8 class placement Year 7 Mathematics result & potential

Intermediate Mathematics E, D, C, Low B

Extension Mathematics Good B or an A

The course follows the Australian curriculum.

Number Algebra Measurement

Geometry Statistics Probability

Subject Overview

• Numeracy review

• Rational numbers

• Real numbers

• Measurement

• Algebra

• Time

• Statistics

• Ratio and proportion

• Linear and non-linear

relationships

• Percentage and money

• Probability

• Congruence and transformations

• Equations

Assessment

Assessment each semester:

• Topic tests

• Assignment


• Scientific calculator

• A4 5 mm grid pad, blue or black pen, red pen, ruler, protractor

Senior Pathways





YEAR 8 MATHEMATICS


YEAR 8 ENGLISH

The English curriculum is built around the three interrelated strands of Australian Curriculum: Language,








Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a

range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and

unpredictable plot sequences and a range of non-stereotypical characters.

English Extension and Intermediate

Students are placed in an Intermediate or Extension class, based on their exit result in Year 7, teacher

recommendation and analysis of a range of diagnostic tests, Head of Department decision. These flexible

class groupings provide a basis for differentiation strategies in teaching and learning. Throughout the year

movement between groups may occur after assessment.

Units of Work

• Literary Unit – Novel Study

• Film -v- Book – Beauty and the Beast

• Character representations in texts

• Media representations – language of positioning

• Film Study

• Indigenous Perspectives

Assessment

• Short Story

• Comparative Essay

• Interior Monologue

• Multi-modal presentation

• Feature Article

• Analytical Essay

Equipment Required

• USB

• Stationery

Senior Pathways






YEAR 8 SCIENCE

Biological Sciences

Cells are the basic units of living things and have specialised structures and functions.

Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to

survive and reproduce.

Chemical Sciences

Differences between elements, compounds and mixtures can be described at a particle level.

The atomic structure and properties of elements are used to organise them in the Periodic Table.

Chemical change involves substances reacting to form new substances.

Earth and space sciences

Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur

within Earth over a variety of timescales.

The theory of plate tectonics explains global patterns of geological activity and continental movement.

Physical sciences

The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be

used to explain the origin of the universe.

Energy appears in different forms including movement (kinetic energy), heat and potential energy, and

causes change within systems.

Energy conservation in a system can be explained by describing energy transfers and transformations.

Forms of energy can be transferred in a variety of ways through different mediums.





Senior Pathways





• Aquatic Practices (Applied)



YEAR 8 HUMANITIES

HISTORY: TERM 1 AND TERM 2 Students in Year 8 History study the following topics:

• Medieval Europe

• The Vikings

Subject Overview

• Students study the feudal system and crusades, key people and events, the decline of the Roman

empire and crime and punishment

• Who were the Vikings, Viking expansion, Vikings as barbarians and innovators

Assessment

• Short Response Tests – Term 1

• Research Analysis and Essay – Term 2

Senior Pathways

• Ancient History( General)


GEOGRAPHY: TERM 3 Year 8 Geography focuses on Gold Coast coastal processes.

Subject Overview

• This unit focuses on investigating Gold Coast coastal processes and how humans have impacted upon

this.

Assessment

• Geographical Report

Senior Pathways


BUSINESS AND ECONOMICS: TERM 4 Students in Year 8 Business and Economics study the following topics:

Subject Overview

Business and Economics: Students explore what it means to be a consumer, a worker and a producer in the

market and the relationship between these groups. Students investigate money making options.

Assessment

• Assessment: Knowledge and Understanding Test

• Skills Test

Senior Pathways

• Economics (General)


YEAR 8 HEALTH & PHYSICAL EDUCATION

*Year 8 students study one semester of HPE*

Students will continue on from Year 7 HPE as they expand their knowledge, understanding and skills to help

them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students

will carry on learning how to take positive action to enhance their own and others’ health, safety and

wellbeing as they develop specialised movement skills and understanding in a range of physical activity

settings.

Subject Overview


1 Golf & Dance (Hip Hop) Food for Life

2 Oztag & European Handball My Adolescent Relationships (Cyber

Safety)

3 Oztag & European Handball My Adolescent Relationships (Cyber

Safety)

4 Golf & Dance (Hip Hop) Food for Life

Assessment

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

response), Multi-Modal Presentations and Physical Performances


• School Hat


• Water Bottle


Senior Pathways






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

approach to practical work

Subject Overview

Unit: ‘Veg Out’

• Safety in the textiles

• Cotton Production

• Sewing skills and production techniquies to make a cushion cover

• Embellishment techniques used on fabrics

• Safety in the kitchen

• Food preparation and presentation skills

• Including vegetable in food preparation

Unit: ‘Market to Market’

• Sustainable practices in the food and textile industry

• Using sustatinable practices at home

• Current trends in the market place

• Sewing skills and production techniques to make a food bag

• Food preparation and presentation skills

Assessment

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

solution

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

solution


• Students are required to provide some resources for practical textile lessons

• Ingredients for practical cookery (approx. 6-8 practical lessons for 2 terms) and suitable take home

containers for a variety of dishes and food items

• Fully enclosed leather shoes must be worn for practical lessons

Senior Pathways



• Certificate courses and Applied courses with a focus in Hospitality


YEAR 8 JAPANESE

Subject Overview

Topic: Amazing Anime

Students will investigate the anime genre and compare and analyse features of popular anime.

Linguistic learning will focus on tense, daily routine verbs and describing personality

Topic: World Weather

Students will investigate the weather report genre and reflect on weather around the world. They will

compare and analyse seasons, temperatures and weather features in a variety of world cities.

Linguistic learning will focus on understanding adjectives, comparisons and probability.

Assessment

• Reading, Writing, Listening and Speaking tasks and tests

Subject Levy

• NIL


• 1 x 192 page notebook


Senior Pathways


Additional Costs



YEAR 8 DIGITAL TECHNOLOGIES

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

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

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

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

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

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

online.

Subject Overview

• Designing and developing digital solutions

• Introduction to coding

• Game development project

• Data Analysis

Assessment

• Game programming Project

• Data Analysis folio

• Coding folio


• USB STICK

• BYOD

• 1 x Olympic 96 page book

Senior Pathways



• Certificate II in Information, Digital Media & Technology (VET)

• Certificate III in Screen and Media (VET)


YEAR 8 VISUAL ART

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

DANCE or MUSIC across one semester.

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

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

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

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

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

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

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

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

Subject Overview

VISUAL ART:

• Drawing

• Painting

• Mixed media

• Ceramics

• Written analysis response, and Artist statement of own works and selected associated artists.

Assessment

• Mixed media/ Drawing/ Painting folio

• Ceramics piece –based on a selected theme,(e.g. under the sea, monsters etc.)


• Artist visual diary (A3 size)

• Stationery ( lead pencils; 2B,/4B, sharpener, eraser, ruler, pen, scissors ,glue stick , coloured pencils,

textas.)

Senior Pathways








YEAR 8 DANCE

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

Dance or Music across a semester.


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

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

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

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

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

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

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

Students do not have to be experienced dancers. Instead they should be enthusiastic, willing to experiment,

learn and be committed to the course.


Subject Overview

UNIT 1 Take A Stand takes a thematic approach to dance by using movement to explore

relevant issues in society (from different historical contexts).

UNIT 2 Take It To The Streets students learn performance skills and techniques relevant to the

genre of hip hop or urban dance.

UNIT 3 Take A Trip explores dance from different cultures including indigenous dance;

students gain an understanding of the function of dance within

various cultures.

UNIT 4 Take A Bow students manipulate jazz steps and combinations to create dance

sequences that utilise the dance elements and the stylistic aspects

of jazz dance.

Assessment





• Responding: Dance Journal (ongoing over the duration of the course).




• Dance journal/book (A4 size is best)

Senior Pathways

• Dance (General)



YEAR 8 DRAMA

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

Dance or Music across a semester. In year 8 drama students build upon skills developed in Year 7 with an

emphasis on improvisation, concept development and performance. Students participate in drama

workshops designed to improve confidence, group work and stagecraft skills and form an understanding of

drama styles and genres. Students have an opportunity to create their own drama pieces as well as work

with published texts and also watch professional productions. They are also encouraged to critique their

work and that of others.

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

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

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

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

Indigenous protocols.

Subject Overview

• Drama games and warm ups

• Improvisation

• Role play

• Response to stimulus/scriptwriting

• Stagecraft

• Rehearsal techniques

• Performance

Assessment

• Actor’s workbook

• Response to stimulus through movement/soundscape

• Scriptwriting and or editing

• Critical analysis -Short response

• Scripted text performance


• It’s fun!

• You like performing

• You develop interpersonal skills and gain confidence

• You learn a variety of acting techniques and theatre styles

• A great way to develop creative expression

What you need to be successful in this subject

• An ability to work independently and in a group

• Confidence to perform in front of classmates


• A4 notebook (64 page)

• Stationery

• Theatre blacks

Senior Pathways

• Drama (General)



YEAR 8 MUSIC

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

Dance or Music for a semester.

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

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

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

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

course.

Subject Overview

• Topics: Mood Music, Song-writing, Music computer software, ‘Bing, Bong, Bang’ Percussion project

• Music appreciation - listening to and evaluating various music styles

• Develop skills on piano, guitar and percussion

• Develop song-writing skills

• Develop group work skills

• Develop skills in music notation and technology

Assessment

• Individual, pair and small group performances

• Individual and pair compositions

• Music theory and recording skills test

• Music analysis test


• 48 pg Music book – with both Manuscript lines (for music notation) and normal lines for writing

Senior Pathways

• Music (General)





YEAR 8 INDUSTRIAL TECHNOLOGY & DESIGN

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

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

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

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

finished product.

Subject Overview

• Safety – hand and power tools

• Design and developing design solutions

• Skill development exercises

• Project 1 LED Edge lit sign or torch (electronics, 3D print, laser cut) or similar

• Project 2 Pencil case (wood and plastics) or similar

• BBQ utensil (Aluminium)

• Battery operated/solar car

Assessment

• Workplace Health and safety test

• End semester test

• Project evaluation and design folio(s)


• USB STICK

Senior Pathways








YEAR 9 SUBJECTS

YEAR 9 MATHEMATICS

There is ONE subject in the Mathematics KLA with TWO streams for achievement. These are not different

subjects, but different levels for teaching and assessing.

Students are placed in flexible groups based on student performance and aptitude to enable the work to be

addressed in a manner appropriate to the group. Throughout the year, movement between groups may

occur after assessment based on teacher recommendation.

English and Mathematics take a lead role in preparing Year 9 students for the National Testing (NAPLAN) in

May.

Year 9 class placement Year 8 Mathematics result & potential

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

Extension Mathematics Intermediate / Extension Good B or an A

Senior Pathways





UNITS OF WORK

• Whole Numbers • Angles

• Fractions • Co-ordinates

• Integers • Money

• Ratio and proportion • Percentage

• Analytical geometry • Probability

• Deductive geometry • Statistics

• 3-Dimensional shapes • Algebra

• Geometry on a sphere • Trigonometry

• Plane shapes • Time

• Length • Mass

• Area • Volume

EQUIPMENT REQUIRED

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


YEAR 9 ENGLISH

The English curriculum is built around the three interrelated strands of Australian Curriculum: Language,








Literary texts that support and extend students as independent readers are drawn from a range of realistic,

fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot

sequences and a range of non-stereotypical characters.

Students are placed in an Intermediate or Extension class, based on their exit result in Year 8, teacher

recommendation and analysis of a range of diagnostic testing, Head of Department decision. These flexible

class groupings provide a basis for differentiation strategies in teaching and learning. Throughout the year

movement between groups may occur after assessment.

Units of Work

• Australian Identity

• Narrative / Short Story

• Poetry and Song Lyrics

• Drama – 12 Angry Men

• Literary Unit – novel

• Introduction to feature article – response to documentary

Assessment

• Written persuasive speech

• Narrative – response to stimulus

• Analytical Essay

• Multi-modal Persuasive Speech

• Feature Article

Senior Pathways





Equipment Required

• USB

• Stationery


• English is a compulsory subject at secondary school and is generally a prerequisite for entry into an

apprenticeship, TAFE or University course of study.

• English is used by most Australians to communicate in our culturally diverse community.

• Students learn to speak, listen, read, view, write and shape texts to make meaning.

• Improve literacy skills.

• Learn to think in complex ways.

• It is the core of lifelong learning.


YEAR 9 SCIENCE

Biological sciences

Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to

their environment.

The transmission of heritable characteristics from one generation to the next involves DNA and genes.

The theory of evolution by natural selection explains the diversity of living things and is supported by a

range of scientific evidence.

Chemical sciences

All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity

arises from the decay of nuclei in atoms.

Chemical reactions involve rearranging atom to form new substances; during a chemical reaction mass is

not created or destroyed.

Chemical reactions including combustion and the reaction of acids, are important in both non-living and

living systems and involve energy transfer.

Different types of chemical reactions are used to produce a range of products and can occur at different

rates.

Physical sciences

The motion of objects can be described and predicted using the laws of physics.





Senior Pathways





• Aquatic Practices (Applied)



YEAR 9 HEALTH AND PHYSICAL EDUCATION

Students will continue on from Year 8 HPE as they expand their knowledge, understanding and skills to help

them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students

will carry on learning how to take positive action to enhance their own and others’ health, safety and

wellbeing as they develop specialised movement skills and understanding in a range of physical activity

settings.

Subject Overview


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

2 Games & sports: Touch Football &

Basketball

Drugs and Alcohol

3 Lifelong physical activities: training &

recreational fitness

Mental Health & Wellbeing

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

Assessment

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

response), Multi-Modal Presentations and Physical Performances.



• School Hat


• Water Bottle


• You have a love of physical activity and team sports

• To develop recreation skills that will be used later in life

• An interest in new challenges

Senior Pathways





YEAR 9 HUMANITIES

(Compulsory)

Year 9 Humanities incorporates a study of both history and geography.

In Year 10, all students will study History as a compulsory part of the Australian Curriculum.

Topics Studied

• The movement of peoples throughout the world, including slaves and convicts.

• The causes of WW1 with a particular emphasis on Gallipoli and the ANZAC legend

• Biomes and food production

• Women in the Developing World/Geography of interconnections


• Analysis of past and current events

• Decision making

• Research using the inquiry method

• Field work and data gathering

• Mapping Skills

• Analysis of diagrams, graphs and statistics.

Equipment Required

• Exercise book/folder

• Stationery equipment


• Ability to work independently and in groups

• Ability to read and understand a variety of graphs and diagrams

• Ability to communicate at a satisfactory level in both written and oral formats

Senior Pathways


• Ancient History (General)



• Tourism (Applied)


YEAR 9 VISUAL ART

Year 9 art builds upon the student’s art experiences in Year 7 and 8 and introduces them to a range of art

styles and making techniques. Students in Year 9 art focus on developing their understanding of making

artworks through studying other artists’ works and experimenting with mixed media and 3D mediums.

Throughout the year students will develop their drawing, painting, printmaking and ceramics making skills

and reflect on their own processes and works and that of others.

Topics Studied

• Art analysis (elements and principles of design)

• Still life – drawing and composition techniques

• Function or fantasy – ceramic forms

• Self-portrait – painting

• The environment – printmaking

Types of Class Activities

• Development of drawing and painting techniques and the use of a variety of drawing and painting

media

• Analysis of artworks (own and other artists)

• Ceramics - techniques and construction of a piece

• Printmaking workshop

• Artist’s statements and essays

Equipment Required

• Graphite pencils (2B, 4B, 6B)

• Coloured pencils and felt pens

• Eraser

• Visual arts diary


• A desire to gain 2D and 3D art skills

• An opportunity to be creative

• A love of a variety of art forms

• An opportunity to display work in art exhibitions

• To gain skills necessary for employment in the Creative Industries


• Some artistic ability is an advantage

• The capacity to critically analyse work

• A creative flair

• A love of art

Additional Costs

• Excursion costs where applicable

Senior pathways








YEAR 9 DANCE


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

dance.

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

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

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

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

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

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

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

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

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

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


Subject Overview

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

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

UNIT 3 It’s Showtime – Dance in Musical Theatre

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

Assessment





• Responding: Written essay/feature article that analyses and evaluates a dance work in relation to how

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

reflection tasks.




• Dance book (A4 size is best)

Senior Pathways

• Dance (General)



YEAR 9 DRAMA

Year 9 drama builds upon the student’s drama experiences in Year 7 and 8 and introduces them to a range

of theatre styles and acting techniques. Students in Year 9 drama focus on developing their acting skills, in

particular vocal work, movement and character work and stage craft. Students work in pairs and small

groups and work across making and of play texts and performances. Students studying drama in Year 9 will

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

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

adhere to Indigenous protocols.

Term 3, Semester 2 provides the opportunity for students to engage in “ARTS WEEK” activities, which focus

on extending and enhancing the learning opportunities developed for all students and to also provide a

variety of drama experiences to enrich the learning experience. They will be provided an opportunity to

work with senior drama students and professional actors to enhance their craft.

Topics Studied

• Improvisation

• Voice and movement

• Character and script work

• Elements of drama

• Comic performance

• Realism

• World Theatre and Surrealism


• Drama games

• Improvisations

• Movement and voice workshops

• Character development

• Scenario and script writing

• Performance of short scenes from published

scripts and own texts

• Study of theatrical styles (Elizabethan,

Commedia dell Arte, T.I.E., Realism,

Contemporary)

• Analysis of live performances

Equipment Required

• Theatre blacks

• Stationery (A 4 notebook)


• It’s fun!

• You like performing

• You develop interpersonal skills and gain

confidence

• You learn a variety of acting techniques and

theatre styles

• A great way to develop creative expression



• Confidence to perform in front of classmates

• A desire to be creative

• Reliability (Group work depends on this)

Additional Costs


Senior Pathways

• Drama (General)



YEAR 9 MEDIA ARTS

Year 9 FTNM is an introduction to studies of film and multimedia and covers a range of genres including

print journalism, advertising, photography, digital video and multi-medias. The course allows students to

explore a wide range of topics and gain both practical and design skills and is a precursor to Film Television

and New Media or the Certificate II in Creative Industries offered in Year 10.

Topics Studied

• Media Rocks (Photography, Photoshop) • The Beauty Myth (essay)

• Digital Video Production

• Genre Film launch package (Extended writing/Graphic Design)


• Basic digital photography processes

• Image manipulation using Adobe Photoshop

• Film study and analysis

• Design and creation of digital video productions

Equipment Required

• Stationery

• Notebook

• USB drive (8 Gig minimum)


• It’s fun!

• A keen interest in the media industry

• A desire to develop multi-media and graphic art skills

• A love of film

• An interest in photography

• It provides lots of pathways for senior subjects



• An ability to write fluently

• The capacity to critically analyse work

• A creative flair

Additional Costs


Senior Pathways

• Film Television and New Media (General)


• Cert II in Creative Industries (Photography Year 10) (VET)

• Cert III in Screen & Media (VET)


YEAR 9 MUSIC

Year 9 Music incorporates both practical and analytical music experiences. Throughout the year, students

develop their skills on guitar, piano, drums and voice and learn how to use music technology. Students

work individually and in groups to perform and compose music from a range of styles. Students learn to

evaluate the effect of different musical elements on the mood of the listener and they will learn music

notation. No prior music experience is necessary to be successful in this course.

Topics Studied

• Blues to Rock Music

• Music recording and editing software

• TV and Movie Themes


• Music appreciation - listening to, analysing and evaluating various music styles

• Developing skills on guitar, piano, drums and voice

• Working in rock bands and other ensembles

• Performing songs from different genres

• Composing songs in different styles

• Developing skills using different music technology

To use today’s technology effectively students require the ability to

• Be creative – writing their own songs

• Be problem-solvers – working out solutions to problems, or other ways of achieving their goal

• Both of these attributes will be covered in Year 9 music

Equipment Required

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


• You love music

• You have an interest in many styles of music

• To develop your understanding and appreciation of music in a range of styles

• You are interested in performing and writing your own music

• To learn important concepts about music so that you can enjoy it more


• Have a love of music and an open mind to different styles of music



• Some musical ability is an advantage but not necessary

Additional Costs


Senior Pathways

• Music (General)






Students will expand their knowledge and production skills to enable them to become active and informed producers

and consumers with a focus on design technologies in food and textiles specialisation .

Topics Studied

A range of topics essential to developing design technology solutions for school and beyond are delivered in this

course within two areas of specialisation:

• Food unit – the impact of technology in the kitchen in response to design challenges to produce quick, nutritious

meals

• Textile materials units – design modification and development to produce textile items for a specific end use


Students in this class will uses an array of specialised resources to complete a number of tasks including:

Food Specialisations

• Practical cookery

• Reseach on the use of technology in the kitchen

• Documenting the implimentation of the Technology

Process to respond to design challanges

• Independent and group activities

Textile Specialisations

• Production of textile items that respond to design

challenges that may be wearable or otherwise

functional eg small case, an item of sleepwear etc

• Essential safe use and application of specialised

equipment

• Development of skills in sewing machine applications

• Textile construction, application and sustainability

Other activities include

• Maintaining design folios for design tasks

• Evaluating existing issues relating to technologies and sustainability

Equipment Required

• Weekly ingredients and take-home container for practical cookery (1 semester)

• Resources for textile practical work including fabric and some notions (1 semester)

• Leather shoes with leather upper for practical lessons (N.B. no mesh in upper or tongue)

• Laptop for reseach and project folio


To create today’s design technology effectively, students require the ability to

• Identify and find solutions to identified needs

• Plan and manage projects

• Develop food and textile design and production skills

• Understand and apply effective design principles: investigation, analysis, and evaluation

• Understand environmental impact when designing or modifying products for a preferred future


• Commitment to bring practical resources to classes


• Ability to use your initiative to solve design problems

• Willingness to plan and manage design projects

• Willingness to try new techniques to develop effective solutions

• Ability to manage time to complete tasks

Senior Pathways


• Hospiality Practices (Applied)

• Certificate II in Hospitality (VET)


YEAR 9 INTRODUCTION TO FASHION

Year 9 Fashion Studies is a subject which introduces students to the Fashion Industry and allows students to

develop skills in creating textile items.

Topics Studied:

• Using a design process

• Elements and principles of design

• Fibre and fabric characteristics

• Fashion illustration

• Sewing and styling basics

• Sustainability and ethical issues in the fashion industry

Types of Class Activities:

• Practical skill development

• Practical project work

• Independent and group activities

Equipment Required:

• Textile resources for practical tasks

• Leather shoes with leather upper for practical lessons


• To learn elements of fashion design

• To improve knowledge of textiles

• To develop skills used in the construction of textile items

• To become an informed consumer of textile products

What you need to be successful in this subject.

• An interest in clothing and fashion design

• An ability to work independently

• A desire to design and create textile items for specific purposes


YEAR 9 FOOD STUDIES

Food Studies is a subject which allows students to develop design technology knowledge and skills in the

areas of food safety, food preparation and presentation. Students will use the technology process in

response to needs identified in various design situations.

Topics Studied

• The Basics (Kitchen and food safety, basic food preparation and presentation skills).

• Get up and Go (Foods for the morning to get going but sometimes slow down and make it special).

• What my Garden Grows (Sustainable practices in food manufacturing, preparation and consumption).

• The Australian Flavour (Looking at indigenous and multicultural foods that make the Australian plate).

• Let’s Celebrate (Food preparation and presentation for celebrates and how to keep it safe).


• Practical cookery

• Independent activities and group activities that encourage collaboration

• Investigation of the properties of foods, preparation and presentation skills

• Generation of ideas to propose design solutions

Equipment Required

• Ingredients for practical cookery (approx. 6-8 practical lessons per term)

• A variety of take home containers to suit a range of dishes and food items

• Leather shoes with leather upper for practical lessons (N.B. no mesh in upper or tongue)

• Stationery


• To develop design creativity through practical cookery skills

• To develop skills in investigation, analysis, management and evaluation

• To develop knowledge of food and how it can be handled, managed, prepared and stored

• To develop an application of sustainable practices in relation to food production and consumption

What you need to be successful in this subject?

• The commitment to bring practical resources to classes each week


• An interest in food preparation and presentation skills

• Completion of practical and written assessment tasks


YEAR 9 BUSINESS

Topics Studied

A range of topics relevant to business operations are studied in this course:

• Australian Consumers

• Personal Finance

• Promoting and Selling

• Accounting

• Australian Economy

• E-Commerce


Activities in this subject are both practical and theoretical in nature:

• Investigate consumer choice

• Investigate legal rights and responsibilities as consumers

• Make informed judgements about personal finance

• Prepare personal budgets

• Research promoting and selling techniques

• Prepare simple business documents

• Prepare and analyse balance sheets

• Understand the processes of internal controls

• Understand the role of Australia as a trading nation and participant in the global economy

• Investigate E-commerce and related legal issues

Equipment Required

• USB Stick

Why study Business?

• Ambition to run your own small business

• Interested in business operations

• Enjoy practical work

• Interested in senior business studies

• Interested in getting a part time job



• Good business technology (computer) skills

• Ability to do simple mathematical calculations – addition, subtraction, percentages

• Ability to prepare notes and complete bookwork

• Ability to organise time to complete tasks

Senior Pathways

• Accounting (General)

• Business (General)


• Legal Studies (General)

• Certificate III in Business Administration (VET)

• Certificate II in Information, Digital Media & Technologies (VET)

• Certificate II in Workplace Practices (VET)

• Diploma of Business (VET)


YEAR 9 DIGITAL TECHNOLOGIES

Topics Studied

A range of topics essential to developing digital solutions for school and beyond are delivered in this course:

• Essential computing concepts

• Animation and image manipulation

• Appropriate online computing practices

• 2D game development concepts

• Information system development

• Programming concepts

• Robotics

• 3D modelling


Students in this class will use an array of software development products to complete a number of tasks

including:

• Developing animations, 2D and 3D designs using a range of applications

• Design and develop websites using HTML, CSS and JavaScript

• Construct and control game elements through Flash programming

• 2D Game development

• Robotics programming

• Modelling 3D objects for use in game design and multimedia

Other activities include

• Maintaining design folios for design tasks

• Evaluating existing print and electronic media

Equipment Required

• USB Stick

To create today’s technology effectively students require the ability to

• Plan and manage digital projects using an iterative approach

• Define and decompose complex problems in terms of functional and non-functional requirements.

• Understand and apply the Effective Design Principles

• Take account of privacy and security requirements when selecting and validating data

• Evaluate systems and their solutions in terms of risk, sustainability and potential innovation.

What you need to be successful in these subjects?


• Ability to use your initiative to solve problems

• Willingness to try new techniques and redo tasks

• Ability to manage time to complete tasks

• Minimum B in Year 8 Digital Technologies is advisable

Senior Pathways


• Certificate II in Information, Digital Media & Technology (VET)

• Certificate III in Screen and Media (VET)


YEAR 9 GRAPHICS

Overview

Graphics aims to develop the skills and abilities of students to manipulate CAD software to communicate

design solutions. Everyday products, buildings and business related graphics are all studied and students

must design, develop and present solutions in an electronic folio using a variety of software. Some

solutions are now reproduced on the color sticker cutter, 3D printer or laser cutter to incorporate emerging

technologies across the curriculum and produce “real life” objects from the design brief.

Topics Studied

• 3D printing and laser cutting

• Computer aided design (CAD)

• Production Graphics (working drawings)

• Business Graphics (logos-produced on the color sticker cutter and graphs)

• Built Environment (architectural drawings)

• Rendering (colouring drawings)


• 3D print CAD objects generated from student designs

• Manufacture objects that are laser cut from state of the art technologies

• Design (using CAD) real life and abstract objects

• Draw and print colour stickers and logos from the business graphics unit

• Research projects on a given theme involving presentation of a completed package

• Marketing, packaging and displaying products

• Drawing up complete working drawings of houses or buildings

• Sketching and scanning all work to produce electronic folios

• Compiling and presenting all class work in PowerPoint

Equipment Required

• CAD software that can be downloaded free of charge.


• Students want to use ‘future technologies’

• Students have an interest in computer aided design

• Enjoyment comes from design work out of given problems

• To pursue a career in a related vocation

• A desire to work mainly with computers

• You like to draw and produce folios of your work


• Medium to high computer skills

• Ability to work independently

• Ability to think logically and with abstract concepts

• Capability to visualise and put ideas on to paper

• High Mathematics ability

• Good spatial skill


YEAR 9 INDUSTRIAL TECHNOLOGY & DESIGN

Overview

Design Technology through its diverse range of theoretical and practical experiences develops a student’s

skills in solving practical problems through a structured design process. This subject enables students to

design, realise and evaluate solutions using a synthesis of knowledge and skill - a blend of theory and

practice. These essential learning experiences contribute to the aims of a sound general education and

prepare individuals to live in and cope effectively in a technological society. Hand skills become more

prominent as we prepare students for the senior school while using emerging technologies such as the

laser cutter to embellish students projects.

Topics Studied

• Timber characteristics and uses

• Working with plastics

• Product design and manufacture

• Electronics

• Mechanical systems

• Project evaluation


• Design and construction of projects made from:-

a) wood (joint construction and lathe work)

b) plastics (bending, forming and shaping plastics)

• Laser cutting and engraving

• Evaluation of completed projects

• Research of materials and techniques

• Costing and preparing cutting lists

Equipment Required

• Substantially protective footwear

• Safety glasses optional (supplied)


• Students gain practical hand skills and enjoy making projects

• To develop skills that may lead to a job in a related industry and/or be handy around the home

• For people who enjoy finding solutions to problems (design)

What you need to be successful in this subject?

• An ability to work cooperatively

• Reasonable hand skills

• Capability to critically evaluate work of your own and others

• Be able to think laterally

Senior Pathways








YEAR 9 JAPANESE

Topics Studied

• Hanging Out with Friends

• Marine Tourism

• Retail Therapy

• Fairytales


• Tasks associated with integrating technology and language (Global IME)

• Language games to enhance learning

• Role plays/ interviews/pair work activities

• Memory tasks

• Group activities

• Intercultural awareness activities

Equipment Required

• Stationery

• 2 x 96 page notebooks



• To gain communicative proficiency in Japanese

• To develop skills in languages for future job opportunities

• To develop an understanding, tolerance and appreciation of Japanese culture

• An opportunity to participate in language speaking contests, competitions, excursions and special

events

• To visit authentic Japanese restaurants

• Fun activities in class

• A chance to interact with our Japanese visitors and Sister School

• A chance to visit Japan

Senior Pathways


What you need to do to be successful in this subject

• Motivation to do independent and diligent study at home

• An ability to cope with challenges

• A desire to meet your potential

Additional Costs


2020 junior secondary year 7, 8 & 9 subject selection …€¦ · intermediate mathematics...

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