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Year 8 2017

Subject Information Booklet

Year 8 Course Descriptions 2017

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Overview The subject selection for Mackay Northern Beaches SHS year 8 students is quite prescriptive as the core subjects remain similar to Year 7 and include: English, Maths, Science, Humanities (History, Geography, Business/Civics), HPE, LOTE: Japanese and Masterclass (literacy & numeracy).

Complimenting these core areas are the elective rotations, exposing students to a range of Arts

and Technology subjects through a ‘taste tester’ approach. The Arts is a subject which has content and themes from Drama, Dance, Digital Media Arts and Visual Arts. Technology, covers a sample of Digital Technology, Food studies, Industrial Design and Technology (Robotics, Plastics and Wood work), and Robotics. The subjects on offer to Year 8 students are illustrated in the table below:

Core Subjects: Electives: (Each subject will be studied for one TERM – 2 x 70 minute lessons)

Year courses: 3 x 70 minute lessons per week

English (ENG)

Science (SCI)

Mathematics (MAT)

2 x 70 minute lessons per week

Humanities (HUM)

History (2 x terms)

Geography (1 x term)

Global Business (1 x term)

Languages – Japanese (JAP)

Health & Physical Education (HPE)

Note : Students below national minimum standards for literacy or numeracy may be invited to choose Master Class instead of Japanese.

Term courses: 2 x 70 minute lessons per week

The Arts Rotation:

Art (ART)

Drama (DRA)

Dance (MUS)

Digital Media - Arts (MED)

Technology Rotation:

Digital Technology (DTC)

Food Studies (FST)

Industrial Technology & Design (ITD)

Robotics (ROB)

ENRICHMENT / EXTENSION COURSES - 1 x 70 minute lesson per week / 1 per semester

Students will have the opportunity to select from a range of enrichment lessons. They will participate in these programs for one semester. They will align and add to our wellbeing program with care teachers organising these activities. Selections for these enrichment courses will be completed in Term 4. Some examples of the courses available are listed below and these will only run if there are sufficient students choosing the option.

Literacy Extension

Maths/Science Extension

Digital Image & Photography

Netball

Rugby League

Dance/Drama/Performance

Music

Music – School of Rock

Team Building



CORE SUBJECTS – Year Courses

Subject: English Overview: Year 8 English is a Core subject, where students will complete a variety of tasks that can be differentiated to support or extend our students. Students will be exposed to a wide range of text types, and will engage with language, literacy and literature. Topics: Learning Goals:

(students will understand and be able to do) Possible Assessment:

News in the Focus Identify language features and text structures that create representations.

Spoken – analysis of news media

What’s Happening in Your World

Read excerpts from a novel that focuses on significant teen issues, and examine techniques used by authors to create representations

Written – imaginative response

Australian Stories Read, view and listen to a variety of texts that create representations of Aboriginal and Torres Strait Islander peoples, histories and cultures.

Spoken – persuasive

Written – three level guide exam

Sensational Stories Read and comprehend a variety of illustrated short stories to understand the features that engage an audience

Written – illustrated short story

Novel Study Examine a novel to understand how meaning is created.

Examine characters and differing viewpoints on ethical issues.

Written – script analysis exam

Written – script creation

Subject: Science Overview: Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex situations. They make predictions and propose explanations, drawing on evidence to support their views.

Topics: Learning Goals:


Chemical Particle Theory

Compare physical and chemical changes

Use the particle model to explain and predict the properties and behaviours of substances

Scientific Investigation

- Chemical particle theory

Rock Never Dies

Explore the dynamic nature of the rock cycle

Compare processes of rock formation, including the time scales involved

Written Exam

- The Rock Cycle

Energy for my lifestyle

Identify different forms of energy

Describe how energy transfers and transformations cause change in simple systems

Project - Rube Goldburg Machine

What’s Up? Apply knowledge of energy and understand energy efficiency

Identify various energy sources and evaluate their effectiveness

Multimodal presentation – Alternate energy sources

Life Lego Analyse the relationship between structure and function at cell, organ and body system levels

Written Exam – Cells and microscopes

Reproductive Technologies

Identify reproductive systems and the impact of reproductive technologies

Scientific Investigation – Reproductive technologies



Subject: Mathematics Overview: Mathematics develops students’ ability to work mathematically and extensively explore mathematics in the real world. It develops their understanding and problem solving skills in the strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

Topics: Learning Goals: (students will understand and be able to do)

Possible Assessment:

Number – Order of Operations, Integers & Decimals

Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies

Investigate terminating and recurring decimals

Investigate the concept of irrational numbers, including π

Exam

Number – Fractions, Decimals and Percentages

Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies

Solve a range of problems involving rates and ratios, with and without digital technologies

Solve problems involving profit and loss, with and without digital technologies

Exam.

Probability – Theoretical and Experimental Probability

Identify complementary events and use the sum of probabilities to solve problems

Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'.

Represent events in two-way tables and Venn diagrams and solve related problems

Assignment

Measurement – Perimeter, Area and Volume

Choose appropriate units of measurement for area and volume and convert from one unit to another

Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites

Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area

Develop the formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume

Exam

Statistics – Measures of Centre and Graphical Presentation

Investigate techniques for collecting data, including census, sampling and observation

Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes

Explore the variation of means and proportions of random samples drawn from the same population

Investigate the effect of individual data values , including outliers, on the mean and median

Assignment

Algebra – Algebraic Facility and Substitution

Extend and apply the distributive law to the expansion of algebraic expressions

Factorise algebraic expressions by identifying numerical factors

Simplify algebraic expressions involving the four operations

Exam

Geometry – Triangle, Quadrilaterals and Congruency

Define congruence of plane shapes using transformations

Develop the conditions for congruence of triangles

Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning

Use index notation with numbers to establish the index laws with positive integral indices and the zero index

Exam

Algebra – Linear Relationships and Graphing

Plot linear relationships on the Cartesian plane with and without the use of digital technologies

Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution

Exam



Subject: Humanities - Geography Overview: In Year 8 students will develop geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. Topics: Learning Goals:


Landforms and Landscapes

Gain an understanding of the natural landscapes and the forces, processes and factors which shape them physically, as well as people’s perceptions and use of them.

Examine how landscapes fundamentally affect the ways in which people live and also how landscapes are modified and managed.

Exam

Changing Nations

Focus on the geographical concepts of place and space, beginning with the student’s experience of daily life and developing into an investigation of community and neighbourhood.

Investigate how perceptions can be challenged and characteristics of places can be changed through planning and direct action.

Project

Subject: Humanities - History Overview: Year 8 History includes three in-depth studies from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills.



Victorious

Vikings

Investigate how the rule of the Vikings impacted on European (with a focus on British) society and led to changes in the current legal system.

Assignment

Medieval

Mayhem

Investigate the social, cultural, economic and political features of Medieval Europe.

Focus on the dominance of the Catholic Church and the relationship between Islam and the West through the Crusades.

Short response test

Gods, Glory

and Gold

Investigate the Age of Exploration, why Europeans set out on the great voyages of discovery.

Analyse the motives of Spanish adventurers who explored and settled the Americas.

Extended response to historical stimulus test



Subject: Humanities - Global Business, World Citizens Overview: In Business and Civics students will begin to see themselves as active members in community, business and economic life. They will become concerned about local, national, regional and global social and environmental issues, and the ethical implications of human activity and knowledge. They start to develop a sense of their strengths, interests and goals. Students work with more abstract concepts, follow more complex explanations, enjoy debating ideas and develop increasing independence in critical thinking and skill application.



Australia – Scams Develop a general understanding of business, entrepreneurs and business ownership.

Investigate consumer protection with particular attention on scams.

Assignment Research Project – Designing and creating a multimodal product to inform consumers about a particular scam

World Citizen - Volunteerism

Investigate the role of volunteers, charities and non-profit organisations in today’s society.

focus on the importance of active citizenship; a belief in social justice and equal treatment of citizens; respect for differences including gender, religious differences, respect for and acceptance of human rights

Project Assignment – Volunteer Expo. Designing, producing and manning a stall to promote a charity of their choice.

Subject: Languages - Japanese Overview: Year 8 Japanese is a Core subject where students will continue to develop their written and spoken ability in the Japanese language. Students will extend on the knowledge they have learnt about themselves and broaden their learning to encompass their town, daily routines and school. Students will continue to be exposed to Japanese culture to support their knowledge and understanding of the country, people and language. Topics: Learning Goals:


School (My day at

School)

Gain knowledge on school life including school subjects, timetables, and school year levels. Students will also have the opportunity to learn about the Japanese school system.

Oral Presentation & Reflection– Role play. Students present role play about subjects they are studying and their timetable.

Daily routines

(What’s the time Mr

Sumo)

Learn to ask and tell the time as well as talk about activities they do and don’t do. Students will be able to describe a typical day in their lives in Japanese.

Assignment/Project – Students create a mini booklet or poster outlining the different times of the day and the activities undertaken by the students at different time of day.

Reflection Task – students will reflect on their learning

Descriptions

(People and Places)

Examine the differences and similarities between Australia & Japan. Students will learn how to describe people and places.

Listening Comprehension – Students will listen to the description of a person in Japanese and translate details into English.

Reading Comprehension – Students read a brochure about a town in Japanese and translate details to answer questions.



Subject: Languages - Masterclass – Literacy & Numeracy Description: Masterclass Literacy & Numeracy are for students who require extra support in these areas. These subjects are by invitation ONLY for students who are below National Minimum Standards. These students will not participate in LOTE and will engage in a literacy and/or numeracy course. Learning Outcomes and Experiences: In this subject, students will:

Complete literacy and/or numeracy modules aimed at addressing gaps in their learning Preferred Pre-requisites: There are no required pre-requisite subjects. Future study or career pathways: This course will provide essential skills to prepare your son or daughter to work independently in other subjects.

Subject: Health & Physical Education Overview: In Year 8 students will complete a number of practical and theory units with students having one practical and one theory lesson a week. Throughout their study of Health and Physical Education in Year 8 students will be completing the National Curriculum for HPE with the major focus on the students learning life skills. They will develop knowledge and understanding of the components of nutrition; understand their responsibilities of growing up and making decisions; understanding why teenagers make the decisions they do; then using this knowledge to organise and hold MNBSHS school dance; and understand how our body systems function. Students will also develop a variety of physical skills that will enable them to progress and improve on future practical activities. Topics: Learning Goals:


Practical units throughout the year

Develop the ability to play and understand the concepts for each of the following practical units.

- Golf

- Fitness

- Athletics

- European handball

- Volleyball

- Dance (hip-hop genre)

Practical assessment – observations across the unit

Food for Life Students will explore dietary options for adolescents and the social and cultural influences on this.

Research Report – 400 words

My Adolescent Relationship

Students will recognise that they are becoming independent and explore risk-taking behaviours, rules, rights and responsibilities as they grow up.

In-Class Assignment - 400 words

My Decision My Life/ Dance Project

Students will examine the reasons why young people use alcohol and drugs, peer pressure and how to make good decisions using assertive behaviour.

Organising MNBSHS School Dance and Reflective Journal

Body Systems Students will examine the human body in regards to the skeletal, muscular, circulatory and respiratory systems and understand how they work together to allow our body to function.

Exam



ELECTIVE Rotation – The Arts

Subject: Art Overview: In Visual Art students will create a folio of work responding to the concept, ‘Visual Art in Everyday Life’. Students will create a range of artworks such as drawings, lino prints and ceramics to explore design elements and convey their sense of self. Students will refer to and use the elements and principles of design throughout this unit Topics: Learning Goals:


Visual Art “Getting the Basics”

Experiments with the media and techniques related to drawing, painting and ceramics in order to gain skills and knowledge related to each art area.

Appreciate early 20th century artworks and the impact they continue to have on art today.

Demonstrate an understanding of the elements and principles of design focusing on line, shape, colour, tone, texture, form, contrast, movement, unity and balance.

Create a folio of resolved artworks which may include drawings and/or paintings as well as ceramics made using mould and slab construction techniques.

Written assignment

Visual Diary

Resolved 2D and 3D artworks

Artist statement

My World, My Print

Experiment with the media and techniques related to drawing, collage and printmaking in order to gain skills and knowledge related to each art area.

Appreciate how historical artists have represented the concept of ‘Everyday Life’ through their art.

Demonstrate an understanding of the elements and principles of design focusing on line, negative space, shape, tone, texture, contrast, repetition, unity and balance

Create a folio of resolved artworks with a focus on the lino painting process

Written assignment

Visual Diary

Resolved 2D and 3D artworks

Artist statement

Subject: Dance Overview: In Dance, students will be exposed to a variety of dancing styles, and will be choreographic devices that will enhance dance sequences. They will also learn how to manipulate traditional dance moves in order to give them a new meaning or energy. Students will have the opportunity to create their own performance pieces, and will be assessed on their ability to embellish and vary their movements to show their own style. Topics: Learning Goals:


Popular dance Students will investigate the historical and social contexts of recent decades (50s to the 00s), and will learn how these contexts influenced fashion, music and in turn, dance styles

Students will be able to apply technical skills when performing a dance sequence for an audience, and will use evaluation skills to reflect on their performance

Performance – learn and perform teacher choreographed dance (mash up of dance moves and music from decades studied)

Exam – knowledge of eras of dance

Dance works Students will develop their own dance work centred around a teenage social theme, using movement and non-movement elements

Students will evaluate their process and performance

Performance – develop own dance work

Evaluation – reflect on process and performance



Subject: Digital Media - Arts Overview: In Digital Media students will be given a taste of both Information Technology and Media. Over the semester course students will participate in four units; two Media based units and two Information Technology based units. Topics: Learning Goals:


Life before Technology

Understand a variety of film genres and the filmic styles these genres adopt

Understand and apply filming conventions such as shot sizes, camera angles and framing

Demonstrate storyboarding and script writing

Identify symbols and filmic style of film genres

Produce storyboards and scripts

Participate in a variety of informal production exercises using digital cameras

Develop students’ understanding of filming conventions through practical exercises

Storyboard

Subject: Drama This course allows students to immerse themselves into the world of performing. Students will learn the elements of drama needed to be an effective performer and understand the techniques needed to entertain a live audience. Students will experience a variety of topics to extend their performing skills and abilities. Topics: Learning Goals:


Jingling Understand and apply the elements of drama in practical tasks

Design and present a short jingle advertising a product to a live audience

Design and create a group script (either singing or speaking)

Decide on costumes, props and sets to enhance the performance

Written: elements of drama task

Group performance: advertising jingle

Fracturing the Fairytale

Work collaboratively in small groups

Deconstruct a common fairytale and give it a modern twist through performance

Design and create a script, costumes, sets and props

Perform the play to a live audience

Analysis and reflection of group performance

Learn and apply the skills and techniques needed to effectively perform in a variety of mask styles

Design, create and perform a short monologue to a live audience based around the character within their mask design

Group performance: fractured fairytale

Design: creating a character on a mask

Live Performances

Rehearse skills and techniques of live performances

Analyse and evaluate performance

Performance

Written: performance analysis



ELECTIVE Rotation - Technology

Subject: Digital Technology Overview: Students transform data into information, explore and analyse the properties and components of networked systems and data transmission. Students 'join' a fictional agency to create a range of digital solutions. Students apply a range of skills and processes when creating digital solutions. Topics: Learning Goals: (students will understand and be able to do) Possible Assessment:

D.A.T.A (Digital Analysis Troubleshooting Agency)

explore the reliability and speed of transmission through different networks (wired, wireless and mobile), examining the impacts of components and their specification and communication protocols

create a model of a network for a client

acquire data from a range of sources and explore techniques for efficient targeted online data collection, including querying databases

evaluate data accuracy, authenticity and timeliness

analyse and manage data using spreadsheets

decompose real-world problems considering functional requirements and usability, economic, social, environmental and technical constraints

learn basic HTML to modify a website to improve user experience, and compare and evaluate web designs

evaluate how well developed solutions and existing information systems meet needs and take account of sustainability (for example, e-waste).

Designing network solutions

Analyse data and represent this in a variety of formats

Subject: Industrial Technology and Design (ITD)

Overview: In Industrial Technology and Design students will utilise a variety of techniques and materials to design, and create. As part of this subject, students will explore design through the use of CAD systems and create a physical product in response to a design brief. Students will learn basic hand and powered tool use and develop safe work practices in a workshop environment.

Students will also learn about hand and powered tools, families, use and maintenance.

Topics May Include:

Learning Goals: (students will understand and be able to do)


CAD Modelling

Creation and manipulation of shapes in Sketch-up, 3D computer environment.

Ability to describe layout and justify the design elements included in their model.

CAD Model & Drawings

Practical - Project Creation

Extrapolation of dimensions from a 3D model.

Ability to accurately transfer dimensions to acrylic sheet.

Removal of waste material, cleaning and finishing edges.

Practical Task

Written Report

Robotics; Introduction

Interpret instructions and build, program and test robotic models. Exploration of Mechanical Advantage

Tools Tool families

Uses and maintenance of tools.



Subject: Food Studies

Overview: In Food Studies students will explore safety and hygiene issues, food preparation and processing techniques and technological implications. This will be achieved through the following two units.

Around the world in tasty ways will examine the history of food in Australia, beginning with traditional bush foods prepared by Aborigines, the influence of early European settlers together with continuing immigration from a variety of cultures, and examine the subsequent effects on contemporary Australian eating patterns. Students will plan and prepare safe foods, which reflect the nature of Australian cuisine.

Edible enterprise will then examine food service and catering ventures and their operations across a variety of settings and investigate employment opportunities. Students will plan and prepare safe and appealing foods appropriate for catering for small or large-scale functions.



Around the world in tasty ways

Investigate traditional and contemporary use of native/bush foods

Gain an understanding of the impacts of early European influences (impact of migration on food habits)

Identify the major multicultural influences on contemporary Australian diets

Investigate/examine the food habits of a specific culture

Design, plan and prepare safe food items, which reflect the changing nature of Australian cuisine

Edible enterprise

Able to design, plan and prepare balanced diets for various stages of the lifecycle

Examine a variety of food service and catering operations

Discuss the contribution of the food service and catering industry to society

Assess and manage risks in food preparation

Demonstrate safe work practices when preparing and serving food

Compare and contrast a variety of menus from a range of catering and service operations

Develop/modify a recipe for use in large scale catering

Design, plan and prepare and package a product for a food stall

Subject: Robotics Overview: In Robotics students will complete theory activities, practical robotics projects and computer aided design projects. Students will complete robotics theory units and the associated practical tasks, extending their learning of robotics construction and programming. Students will also extend their computer aided design capabilities through the creation of a three dimensional model of a section of the school as an individual task, while collaborating with others to maintain common dimensions.



Guitar Challenge

Project

Create a functioning model of an electric guitar

Develop and apply robotics programing skills

Guided assembly and problem solving skills

Practical: electric

guitar programing Assignment

LEGO MINDSTORMS

NXT 2.0

Understand and apply basic robotics concepts and computer

aided programming techniques Complete practical projects, building upon knowledge of

robotics, while enhancing students’ creative problem solving

skills

Theory: workbook

activities Practical:

programming tasks

Assignment



2017 TIMETABLE – YEAR 8 As part of our ongoing review and refinement process, we have carried out a curriculum review of our timetable structure, junior secondary subject offerings and senior secondary subject offerings. Within this process there has been consultation with students, parent representatives and staff. The outcomes of this review are:

LESSONS PER DAY

Every morning we will have Care (10 minutes) where rolls will be marked and notices read.

Each day we will have 4 x 70 minute lessons - maximising teaching time and to minimise the number

of transitions between classes.

Care Care Care Care Care

Period 1 Period 1 Period 1 Period 1 Period 1

Period 2 Period 2 Care/Enrichment Period 2 Period 2

Parade

First Break First Break First Break First Break First Break


Second Break Second Break Second Break Second Break Second Break


EXTENSION CLASSES Will occur as part of the enrichment program. Extension classes in English, Maths, Science and

HPE will not occur until Year 10.

At least 5 high performing students will be grouped together into classes (English, Maths & Science)

– ensuring the extension and competition.

Why: Avoids classifying students too early

Ensures equity in access There is NO evidence from across the school that extension classes have resulted in notable improved academic outcomes for the participants – NAPLAN / A-E / Pat-R – only the perceived benefits of ‘good’ students.

Research Confirms: Overall, regrouping or streaming appears to benefit very high attaining students only and is detrimental to the learning of mid-range and lower attaining learners. On average, regrouping or streaming does not appear to be an effective strategy for raising the achievement of disadvantaged students, who are more likely to be assigned to lower groups. Although some research draws a different conclusion from our own, the vast majority of studies we have read and, very importantly, the meta-analysis of research in this area is in harmony with the statement that most students are disadvantaged by classes grouped according to ability, with the only demonstrated benefit, often slight or non-significant in a statistical sense, being to the very high attaining students (Boaler et al, 2000; Lou et al, 1996; Slavin, 1990; Wiliam et al, 2004).

ELECTIVE CLASSES / NON CORE All Year 8 students will do a term of 4 arts subjects and 4 technology subjects.

Subject Selections: The Arts Rotation:

Art (ART)

Drama (DRA)

Dance (MUS)

Digital Media - Arts (MED)

Technology Rotation:

Digital Technology (DTC)

Food Studies (FST)

Industrial Technology & Design (ITD)

Robotics (ROB)

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