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TABLE OF CONTENTS SELECTIONS FOR YEARS 8 TO 9 ................................................................................................. 2 ASSESSMENT AND REPORTING .................................................................................................. 2 CAREER ADVICE ............................................................................................................................ 3 OCCUPATIONS RELATED TO SUBJECTS IN YEARS 9 & 10 ...................................................... 3

CORE AREAS: ENGLISH .......................................................................................................................................... 6 MATHEMATICS ............................................................................................................................... 7 SCIENCE ........................................................................................................................................ 11 SOCIAL SCIENCE (“History”, “Geography”, “Economics & Business” and “Civics & Citizenship”)12 CORE SELECTIONS AREA: THE ARTS ART ................................................................................................................................. 13 DANCE ............................................................................................................................ 14 DRAMA ........................................................................................................................... 15 MEDIA ARTS .................................................................................................................. 16 MUSIC ............................................................................................................................. 17 HEALTH HEALTH AND LIFESTYLE ............................................................................................. 19 HEALTH & PHYSICAL EDUCATION ............................................................................. 20 LOTE CHINESE ........................................................................................................................ 21 TECHNOLOGY AGRIBUSINESS ............................................................................................................ 22 ANIMAL HUSBANDRY. ............................................................................................. … 23 AGRICULTURAL TECHNOLOGIES ............................................................................... 24 DIGITAL SOLUTIONS ................................................................................................... 25 CRAFT TECHNOLOGY .................................................................................................. 26 DESIGN TECHNOLOGY FOR LIVING ........................................................................... 27 HOSPITALITY FOR FOOD FUTURES ........................................................................... 28 THINKING AHEAD TO 2020 AND 2021 ........................................................................................ 29 QUEENSLAND CERTIFICATE OF EDUCATION .......................................................... 29

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SELECTIONS FOR YEARS 8 TO 9 It is important that you select your Year 9 subjects very carefully. Although some changes are permitted during the first two weeks of Year 9, the maximum educational benefit will be achieved by studying the same seven subjects for the whole of Year 9. In Year 9, students undertake studies across seven curriculum areas. Studies include:

English

Mathematics (Advanced, Core)

Social Science (Including History, Geography, Economics & Business and Civics & Citizenship)

Science (This course has elements of Agricultural Science embedded)

And a selection of three from the following four areas.

Health and Physical Education

Arts

Language Other Than English (LOTE) – Chinese

Technologies

Students choose elective strands from this second group are:

THE ARTS:

Dance

Digital Art

Drama

Music

Visual Art

TECHNOLOGIES:

Agricultural Technologies Animal Husbandry Craft Technology

Digital Solutions –STEM Design Technology for Living

Hospitality for Food Futures

HEALTH:

Health & Physical Education

Health and Lifestyle

LOTE:

Chinese

ASSESSMENT AND REPORTING For each area of study in Year 9, your achievements are measured against the standards of the Australian Curriculum. Each subject has its own assessment program. Assessment programs are referred to briefly in the subject descriptions, which follow later in this booklet. Year 9 students receive a detailed report at the end of each semester. These are very similar to the reports received during Year 7 and 8. All students receive an interim report about halfway through each Semester to indicate progress over the first 10 weeks of that semester.

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CAREER ADVICE Students entering Year 9 have already made some very important decisions. These decisions will affect not only the next two years at school but also the range of options open to them after Year 10 and after Year 12. Although most students at this stage will not have a thorough understanding of the world of work and the variety of careers available today, some will have definite thoughts about what they would like to do later on. The Year 9 Career and Transition program (delivered through Care Group) will assist students in developing an initial plan for stepping into the future. Parents are also invited to discuss, with the Guidance Officer or Teachers, any concerns they may have about student progress at school or any difficulties that students may be experiencing. Students always have direct access to the Guidance Officer and can make appointments at times suitable to the student, the classroom teacher and the Guidance Officer. It is recommended that students make regular visits to the careers reference section in the Resource Centre and the Guidance Office to investigate possible careers. Speaking with the Guidance Officer is advised.

OCCUPATIONS RELATED TO SUBJECTS IN YEAR 9 Have you thought about the type of work you would like to do when you finish school? It is wise to begin investigating possibilities early because the better informed you are, the better decisions you will make in the future. You can investigate careers by relating your interest in school subjects to possible occupations. You may wish to use the following steps:

1. identify the subjects you enjoy and do best in

2. use this handout to identify the types of occupations that may be related to these subjects

3. gather information about these occupations by reading the Job Guide, accessing information from the myfuture website (http://www.myfuture.edu.au), going on work experience, and talking to people in the workplace

4. talk to your guidance officer or career counsellor.

As you learn more about yourself and about jobs, you may change your ideas about the type of jobs you are interested in. This is part of the process most people go through before deciding on a post-school occupation or before changing from one occupation to another during their career. Although subjects can be related to a number of jobs, very few of the subjects are prerequisites for those jobs. A prerequisite subject is one which must be studied in Years 11 and 12 to gain entry to a specific tertiary course. However, a small number of Year 11 and 12 subjects require previous study in Years 9 and 10. Talk to your guidance officer or career counsellor about these prerequisites.

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ENGLISH LANGUAGES OTHER THAN ENGLISH

English French, German, Italian, Japanese, Indonesian, Chinese, Korean, Spanish

Actor Archivist Author Book editor Broadcaster Copywriter Foreign affairs & trade officer Interpreter Journalist Lawyer Librarian Management consultant Public Relations Officer Publisher Receptionist Speech pathologist Teacher Teacher’s aide Travel consultant Writer

Announcer Anthropologist Archaeologist Book editor Customs officer Employee relations officer Flight attendant Foreign affairs and trade officer Interpreter Journalist Probation and parole officer Ship’s officer Social worker Sociologist Teacher Tour guide Translator Travel consultant Writer

MATHEMATICS SCIENCE

Mathematics (Some careers require core and extension)

Science Agricultural Science

Accountant Actuary Bank officer Bookkeeper Credit officer Economist Electrical fitter Engineer Financial Planner Geologist Mathematician Motor mechanic Physicist Programmer (information technology) Quantity surveyor Statistician Stockbroker Surveyor Taxation agent Teacher

Automotive electrician Chemist Computer programmer Electrical fitter Engineer Electronics service person Environmental scientist Forensic scientist Laboratory worker Medical practitioner Meteorologist Nurse Pharmacist Refrigeration and air-conditioning mechanic Sports scientist Sugarcane analyst Teacher Telecommunication technician Veterinarian Winemaker

Agricultural economist Agricultural engineer Agricultural technical officer Animal attendant Botanist Food technologist Forest technical officer Forester Horticultural technical officer Pest and weed controller Sugarcane analyst Veterinary nurse Wool classer

SOCIAL SCIENCE

History Geography Civics, Study of Society & Environment

Business Education

Anthropologist Archaeologist Archivist Barrister Community worker Criminologist Foreign affairs and trade officer Geologist Historian Journalist Lawyer Librarian Museum curator Public relations officer Religious leader Sociologist Stage manager Teacher Writer

Agricultural scientist Biological scientist Cartographer Environmental scientist Forest technical officer Geographer Geologist Hydrographer Landscape architect Marine scientist Meteorologist Ocean hydrographer Park ranger Surveyor Teacher Tour guide Town planner Travel consultant Water services officer

Anthropologist Archivist Child care worker Community worker Counsellor Environmental scientist Geographer Library technician Police officer Probation and parole officer Public relations officer Recreation officer Religious leader Social worker Sociologist Teacher Town planner Trade union official Youth worker

Accountant Bank officer Bookkeeper Car rental officer Cashier Court and Hansard reporter Court officer Credit officer Croupier Economist Farm manager Hotel/motel manager Human resources officer Office administrator Paralegal worker Real estate salesperson Receptionist Secretary Stock and station agent Teacher

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Travel consultant

THE ARTS

Dance/Drama Media Music Visual Arts Actor Announcer Arts administrator Choreographer Dancer Film and TV lighting operator Film and TV producer Make-up artist Model Public relations officer Receptionist Recreation officer Set designer Speech pathologist Stage manager Teacher – dance Teacher – speech & drama Tour guide Writer

Advertising officer Announcer Film and TV critic Film and TV producer Government administration Journalist Marketing officer Multimedia developer Public relations officer Sales person Teacher – media Writer

Announcer Arts administrator Composer Conductor Film and TV producer Multimedia developer Music critic Music therapist Musical instrument maker Musician Piano technician Recreation officer Singer/vocalist Sound technician Stage manager Teacher – early childhood Teacher – music Teacher – primary Teacher – secondary

Architect Artist Craftsperson Dressmaker Engraver Fashion designer Florist Graphic designer Hairdresser Interior decorator Industrial designer Jeweller Landscape architect Make-up artist Multimedia developer Photographer Screen printer Set designer Signwriter Teacher

HEALTH

Health Physical Education Butcher Catering manager Cook/chef Craftsperson Dietician/nutritionist Events manager Food technologist Home care worker Home economist Hospital food service manager Hotel/motel manager Nanny Nurse Teacher

Acupuncturist Ambulance officer Beauty therapist Chiropractor Fitness instructor Hospital food service manager Massage therapist Nurse Occupational health and safety officer Occupational therapist Physiotherapist Podiatrist Psychologist - sport Radiation therapist Recreation officer Sports scientist Sports coach Stunt performer Teacher

Curriculum Division Education Queensland October 2007 © The State of Queensland (Department of Education, Training and the Arts)

TECHNOLOGIES

Industrial Technology & Design

Digital Technologies Food and Textiles Agriculture

Architect Architectural drafter Assembler Automotive electrician Boilermaker Builder Cabinetmaker Carpenter/joiner Cartographer Engineering associate (mechanical) Fitter Graphic designer Industrial designer Landscape architect Leadlight worker Metal fabricator Panel beater Picture framer Sheetmetal worker Teacher Wood machinist

Analyst (Information technology) Architectural drafter Business systems analyst Computer systems engineer Computer hardware service technician Computer systems officer Data processing operator Database administrator Desktop publisher Help desk operator Information technology educator Information technology manager Multimedia developer Programmer Software designer Software engineer Systems designer Teacher Training officer Telecommunications engineer Website administrator

Butcher Catering Manager Clothing patternmaker Cook/chef Craftsperson Dietician/nutritionist Dressmaker Events manager Fashion designer Food technologist Home care worker Home economist Hospital food service manager Hotel/motel manager Interior decorator Nanny Nurse Pattern maker Retail buyer Tailor Teacher

Agricultural economist Agricultural engineer Animal attendant Farmhand Fisher Food technologist Forest technical officer Forester Gardener Horticultural technical officer Jackeroo/jillaroo Landscape gardener Pest and weed controller Stablehand Stock and station agent Veterinary nurse Wool classer

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ENGLISH WHY STUDY ENGLISH? To become a fully rounded person and an effective member of the workforce and society, it is important to be able to communicate in both the spoken and written forms. We need to be able to articulate our thoughts as well as critically analyse information presented to us by the media, politicians and others attempting to influence our thinking. We need to be adept at using newer technological forms of communication. The study of English can also fulfil a personal, aesthetic role in providing students with opportunities to read and view a range of interesting texts from different genres and time periods. Lastly, it is well known that practice in reading assists students with their comprehension, vocabulary and writing skills, amongst others, and leads to an improvement in their overall level of literacy. This assists their studies in all subject areas. COURSE OUTLINE Students will study a range of text types and enjoy a diversity of learning experiences in units of varying lengths. They will learn how to construct an assortment of texts as well as critically analyse real-world examples of these texts. In Year 8 and 9 the units studied might include: an exploration of identity, novels and/or short stories, persuasive speeches and debates, film, poetry and drama. In the context of these units of work, students will undertake revision and consolidation of language skills, e.g. spelling, punctuation, rules of grammar, sentence construction, in order to enhance their ability to communicate effectively. ASSESSMENT Students will complete a number of assessment tasks, both spoken and written. Each completed task will be awarded a grade from A to E, which contributes to an overall level of achievement at the end of each semester. Assessment tasks will vary by class and unit, but may include some of the following examples:-

A 2-3 minute persuasive speech to the class;

A written response to a question under exam conditions;

A monologue;

A multi-modal presentation;

A narrative intervention;

A magazine or newspaper article;

A writing response to a stimulus (as per NAPLAN test); and

A blog. FUTURE PATHWAYS: This subject is compulsory at all year levels. Students in Years 11 & 12 can choose to study either English (General subject) or English Essential (Applied subject). Currently, a passing grade in at least one semester of English or English Essential is a prerequisite to be eligible for a Queensland Certificate of Education.

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Core Mathematics

Core Mathematics

XLR8

Specialist

Mathematics

Essential

Mathematics

XLR8

General

Mathematics

Mathematical

Methods

Mathematics

/ XLR8

Advanced

Mathematics

Core Mathematics

MATHEMATICS

WHY STUDY MATHEMATICS?

Mathematics has the power to shape the future of a society. It is the basis of many activities related to everyday living — from shopping to advances in space travel. Mathematics assists us to develop strategies for managing time and money, interpreting data, estimating and taking measurements, giving and following directions, making calculations and determining the probabilities of events. What Is The Approach To Mathematics?

The Mathematics program in Year 7, 8 and 9 follows the Australian Curriculum. The Australian Curriculum provides continuity from Prep to Year 10 and is designed to help teachers provide students with opportunities to understand mathematics and become fluent in problem solving and reasoning mathematically. Students develop the ability to think, reason and work mathematically by investigating real-life questions and problems. Course Structure

Loganlea State High School offers mathematics at two levels. Each level includes areas of study to suit the wide range of interests and abilities among students, as well as providing a foundation for students to enter the various mathematics studies available in Year 11. Year 7, and 8, students are enrolled in mathematics and pursue a course aimed at giving students a grounding to complete Year 10. In Year 10, students will be placed into the level of mathematics based on their ability and interest. Any student who has not passed maths in Year 6 has the option of completing an alternate XLR8 course developed in consultation with QUT to improve maths ability so students can enter Year 9 or 10 at core level. In Year 9, the levels are: Mathematics, which gives access to General Mathematics, Mathematical Methods and Specialist Mathematics in Year 11; XLR8, which allows access to General Mathematics; and Essential Mathematics. In Year 10, the levels are: Core Mathematics and Advanced Mathematics. The diagram below displays the relationship between the three levels and current mathematics subjects in year 11.

Note: Subjects General Mathematics, Mathematical Methods and Specialist Mathematics count towards an ATAR needed for Tertiary entrance.

YEAR 7

YEAR 8

YEAR 9 YEARS 11/12 YEAR 10

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Please Note the following:

It is possible that some students will move from one strand of mathematics study to another. Student performance is reviewed at the end of each semester and suggested changes are advised.

It is imperative that students complete set homework every week and regularly revise their work. The school offers tutorial assistance at lunch hour and after school through the Homework Learning Centre. Times and days will be advised at the beginning of each year. Students who wish to have tutorial assistance need to consult with the Head of Department – Mathematics.

Bookwork is an important aspect of mathematics. The bookwork policy is given to every student each year.

COURSE OUTLINE The concepts of mathematics are organised into three strands with strands broken into interconnecting topics:

Number and Algebra - Number Concepts - Addition and Subtraction - Multiplication and Division - Patterns and functions - Equivalence and equations

Measurement and Geometry - Length, mass, area and volume - Time - Shape and Line - Location, direction and movement

Statistics and Probability - Chance - Data

Each mathematics course will cover all of the strands and interconnecting topics at the level of the students abilities. Number and Algebra Number and Algebra are developed together, as each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognize patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalizations. They recognize equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning. Measurement and Geometry Measurement and Geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plan and three-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density.

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Statistics and Probability Statistics and Probability initially develop in parallel and the curriculum then progressively builds the links between them. Students recognize and analyse data and draw inferences. They represent, summarize and interpret data and undertake purposeful investigations involving the collection and interpretation of data. They assess likelihood and assign probabilities using experimental and theoretical approaches. They develop increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data. ASSESSMENT:

Students will be assessed in the following criteria:

Understanding

Fluency

Problem solving

Reasoning

Each unit will include a range of assessment tasks that contribute to a folio. (These may include a unit test and an investigation). CALCULATOR and COMPUTER USE:

A scientific calculator is MANDATORY – a two-line display calculator is preferred. (recommended – CASIO FX82AU PLUS Scientific Calculator)

Year 10 Advanced Maths students are recommended to purchase a graphics calculator which they are required to have in Mathematical Methods and Specialist Mathematics in years 11/12. The graphics calculator will be introduced in Year 9 Maths and used more increasingly in Year 10 Advanced Maths.

Use of computer software (e.g. Excel spreadsheets) will be incorporated into lessons and assessment. Class time is set aside for introductory lessons in using spreadsheets. Home computer use is not assumed.

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Advanced Mathematics:

WHY STUDY ADVANCED MATHEMATICS? This strand of mathematical studies

Is geared towards those students who have an interest in mathematics, science and computing areas

Is designed for students who wish to study General Mathematics, Mathematical Methods and Specialist Mathematics in Years 11/12

Provides a challenging and interesting development of mathematics topics for those with above average mathematics skills.

Homework: A minimum of two hours per week of home study is needed if students hope to gain a Sound Achievement. In each unit 2 - 3 homework sheets are given . FUTURE PATHWAYS:

Advanced Mathematics is a pre-requisite for Mathematical Methods and Specialist Mathematics in Year 11 and 12.

Careers such as engineering, the physical sciences, some agriculture degrees, accounting, food technology, economics and management, psychology to name a few., require Mathematical Methods.

For further information on Tertiary requirements for different courses, check the detailed course book available from the Guidance officer.

Mathematical Methods is often recommended for access to engineering, electrical and other apprenticeships.

Even if students choose to study General Mathematics in Year 11, they will have an advantage in the breadth and depth of mathematics studied if they pursue this course.

Core Mathematics:

WHY STUDY CORE MATHEMATICS? This strand of mathematical studies

Will focus on the skills and applications of mathematics found in the core learnings of the syllabus.

Algebra concepts will also be studied at a level particularly to allow students to develop skills needed in Year 11

Is a pre-requisite for General Mathematics in Year 11/12 Homework: A minimum of one and a half to two hours per week of home study is needed if students hope to gain a Sound Achievement. In each unit 2 - 3 homework sheets are given. FUTURE PATHWAYS:

Core Mathematics is a pre-requisite for General Mathematics in Year 11 and 12.

General Mathematics is required for some apprenticeships.

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SCIENCE WHY STUDY SCIENCE?

Humans are innately curious about their world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries and solving problems. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. The study of science supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues. COURSE OUTLINE: Science has three interrelated strands:

Science Understanding

Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict phenomena, and applies that knowledge to new situations. The Science Understanding strand comprises four sub-strands: Biological Sciences, Chemical Sciences, Earth and Space Sciences, and Physical Sciences.

Science as a Human Endeavour

Through science, humans seek to improve their understanding and explanations of the natural world. This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. It acknowledges that in making decisions about science practices and applications, ethical and social implications must be taken into account.

Science Inquiry Skills

Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. This strand is concerned with evaluating claims, investigating ideas, solving problems, drawing valid conclusions and developing evidence based arguments.

Units studied in Year 9 Science are:

Energy On The Move • My Life In Balance

Making Waves • Responding To Change

It’s Elementary • Chemical Change

The Changing World • Heat And Eat

ASSESSMENT:

Students will be required to complete a number of assessment tasks including:

Experimental investigations (designing and performing laboratory investigations)

Research assignments

Oral presentation

Practical reports

Written tests

FUTURE PATHWAYS:

Science leads to the study of Chemistry, Physics, Biological Science, Agricultural Science or Science in Practice at a Year 11 level. A Sound Level of Achievement in Science is a requirement of many TAFE Apprenticeship courses.

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SOCIAL SCIENCES WHY STUDY HISTORY? History provides an opportunity for students to develop knowledge and understanding of the past in order to appreciate themselves and others, to understand the present and to contribute to debate about planning for the future.

Students develop critical understanding and learn how to compare different accounts of events in the past relating to war, revolution, religion, imperialism and everyday life. In seeking explanations for historical events and developments, students encounter key historical concepts such as change, continuity, cause, motive and effect. WHY STUDY GEOGRAPHY? Geography provides students with an opportunity to learn about the physical world they live in. They will develop a deeper understanding and knowledge of their environment, land forms, political and economic systems as well as the cultures that live on and work the land. In seeking understanding of place and space students develop skills that can assist them in making considered future employment opportunities. WHY STUDY CIVICS AND CITIZENSHIP? Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society. WHY STUDY ECONOMICS AND BUSINESS? The study of economics and business develops the knowledge, understanding and skills that will inform students about the economy and encourage them to participate in and contribute to it.

COURSE OUTLINE (Years 7, 8 & 9): History Students will develop their research skills and embark on studies that develop their understanding of Democracy and Federation, Ancient cultures and Australia. They should understand Australian history within a comparative framework that embraces the Indigenous and settler components, and they should be aware of its regional and global dimensions. Geography Students will develop their mapping and orientation skills, study Australia; its natural resources, landmarks and landforms before undertaking an extensive study of global resources, use of land, impacts of use and natural disasters. Civics and Citizenship Students will develop their understanding of government and law, democracy, economics concerning tourism as well as the impact of globalisation on human rights and developing countries. Economics and Business Students develop their decision-making skills at personal, local, national, regional and global levels. They learn to appreciate the interdependence of decisions made, as well as the effects of these decisions on consumers, businesses, governments and other economies. ASSESSMENT: Assessment is based on a number of types of tasks, including range of written tasks, multi-modal research tasks, oral tasks and ongoing moderated individual and group activities. FUTURE PATHWAYS:

More advanced studies in Modern and Ancient History, Senior Geography, Social and Community Studies and Aboriginal and Torres Strait Islander Studies. Students will also gain social and literacy skills required in senior and for life beyond school.

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VISUAL ART

WHY STUDY ART? Visual Art is a subject best suited to students who enjoy making artworks and want to express their own creative ideas and meaning through art making. Art allows students to learn techniques and processes across a range of media areas including painting, drawing, collage, ceramics and digital media. As well as learning how to make artworks, students will learn about artists from a range of cultural backgrounds as well as historical and contemporary art movements and how they have influenced artworks made today. COURSE OUTLINE:

Unit 1: Pattern Portraiture

Safe art practices

Foundation elements and principles – identifying and recognising

Creation of a personal project using pattern making techniques and processes (i.e. Zentangle)

Art analysis

Unit 2: Printmaking

Printmaking techniques and processes

Creation of a printmaking folio

Unit 3: Environmental Art

Environmental sculpture techniques and processes

Replication of environmental object in metallic form

Curator’s Talk in groups

Unit 4: Surrealist Landscape Painting/Digital Piece

History of Surrealism

Surreal techniques

Painting techniques and processes

Creation of a surrealist landscape painting on everyday objects (skateboards)

Written exam

In Year 9 Art, students will have a chance to develop their:

creative expression

imaginative, inventive and critical thinking

independent work habits and teamwork when required

valuable problem solving skills

openness to new experiences and ideas

responsible and safe working practices

researching and writing skills ASSESSMENT: Students will be assessed using the Visual Art criteria of Visual Literacy and Making for practical work and Appraising for theory tasks. FUTURE PATHWAYS: Visual Art is one of the top ten subjects chosen for study in years 11 and 12 across the state. There are many career opportunities connected to the study of Visual Art including architecture, graphic design, fashion design, photography, multimedia, computer game development, animation, to name just a few. Alternatively, students may elect to study Visual Art Studies in year 11 and 12.

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DANCE WHY STUDY DANCE? Year 9 Dance offers a unique opportunity for students to participate in an exciting and energetic creative art-form, while increasing their self-confidence and physical fitness. Dance allows the student to explore various cultures and learn techniques from numerous styles and forms of dance, through the dimensions of Choreography, Performance and Appreciation of dance. The program is designed to allow growth in students’ creative expression, while increasing self-esteem and confidence through the medium of dance. COURSE OUTLINE:

Term 1:

Unit 1: “Street, Screen, Stage”

Hip Hop Dance

Perform for an audience

Choreographic techniques

Term 3:

Unit 3: “Codebreakers”

Contemporary Technique

Perform for an audience

Viewing and responding to contemporary dance works

Term 2:

Unit 2: “Give ‘em the old Razzle Dazzle”

Dance in musical theatre

Jazz technique

Tap technique/ Body Percussion

Perform for an audience

Term 4:

Unit 4: “Top of The Pops”

The Charleston

Popular dance of the past 50 years

Rock and roll

Disco dance

Breakdance

Perform for an audience ASSESSMENT: Throughout the course students will be assessed through the following criteria;

Choreography

Performance

Appreciation FUTURE PATHWAYS: What students learn in Dance will assist them to:

present themselves confidently in many different situations

follow timelines and meet deadlines

revise and rework dance material to communicate and express ideas

understand other people’s motivation

work cooperatively and learn skills that will be useful in social settings such as school dances, and celebrations.

Develop bodily kinaesthetic and spatial awareness. Dance Contributes To These Career Paths:

Administrator/ manager Choreographer/ choreologist Dancer Designer Hospitality

Journalist Lighting/sound technician Make up artist Multi-media artist

Natural medicine practitioner Physiotherapist Public relations Sales and marketing Social worker Sound technician

Stage hand Stage manager Teacher/lecturer Workplace trainer Youth/community arts worker

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DRAMA WHY STUDY DRAMA? Drama is an exciting and creative subject that has much to offer every student. The Drama program is designed to give students the opportunity to develop their self-expression and increase their imagination and artistic awareness. The study of Drama at Loganlea State High School caters to a wide range of student abilities through the provision of a multiplicity of practical and theoretical learning approaches. Drama constitutes and challenges the wide range of beliefs, values and meanings held and applied in societies.

Enhanced self-esteem;

Increased skills and understanding of the elements of Drama;

Improved communication skills;

Individual contributions to group dynamics;

Valuing live performance as an enriching experience;

Increased confidence in their own creative abilities. COURSE OUTLINE: Year 9 Drama incorporates a range of learning experiences through many dramatic forms and styles. Some of these include the elements of drama, scriptwriting, physical theatre, voice and movement, Improvisation, Process Drama and Realism. The Drama program operates under three general objectives. These components are Forming, Presenting, and Responding. Unit 1 “Getting Magical” – Magical Realism Drama

Unit 3 “Get Building” - Making a Social Comment through Play Building

Unit 2 “Get on boardl” – Asian Theatre Unit 4 “Get Competitive” – Theatre Sports ASSESSMENT: Presenting scripted and un-scripted scenes, forming dramatic performances, responding to and analysing live performances. Making involves the management of a range of dramatic forms such as spontaneous dramatic play, improvisation, role-play, process drama, play building and scriptwriting. The making process may also include elements of design for play texts and can be presented through performance and written expression. Presenting requires the development of acting techniques and skills associated with the preparation of an actor for performance. Presenting tasks are performed on an individual basis and in groups. Responding involves demonstrating knowledge and understanding together with reflecting upon dramatic meaning through analysis, syntheses and evaluation. FUTURE PATHWAYS: Students are able to continue with Drama in the senior school. Future career paths for students who are keen or talented in this area may include; Actor, Playwright, Stage and Set Designer, Director, TV presenter, Public Speaker, Manager, Entertainer, Team Leader, Teacher/Lecturer.

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MEDIA ARTS WHY STUDY DIGITAL ART? Storytelling for screen is no longer restricted to big budget cinema releases and television series commissioned by major networks. Media studies offers students the opportunity to study a range of different media texts and to question how and why they were made. Students will learn how to discuss the messages media texts present to audiences and in some units, create their own media productions. In Media Arts, students will have a chance to develop their: • Understanding of media texts and technologies • Interpersonal skills working in production groups • Literacy and Numeracy skills • Ability to use multimedia to communicate • Time management skills • Problem-solving skills COURSE OUTLINE: Topics studied include: • The language of television, film and new media • Teen films • Film Production • Photoshop ASSESSMENT: Students will complete a range of different assessment tasks where they will be required to evaluate, design and produce a range of different media artworks.

FUTURE PATHWAYS:

Media Arts is an excellent introduction for students wishing to continue on in this subject area in Year 10, 11 and 12. The skills developed across the program prepare students for study in Year 11 and 12 Film, Television and New Media or Year 10, 11 and 12 Media Arts in Practice. MEDIA ARTS MAY LEAD TO THE FOLLOWING CAREER PATHS: Filmmaking, Film Editing, Journalism, Advertising, Sound and Lighting Technician, Marketing, Scriptwriting to name a few.

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MUSIC WHY STUDY MUSIC?

There are many benefits in studying music. These include developing:

Self-confidence

Interpersonal skills

Confidence in creative abilities

Positive communication skills

Enhanced self-esteem

Understanding of music creation

Value live performances as an enriching experience COURSE OUTLINE: Year 9 Music gives students the opportunity to expand and explore musicianship through composition, Musicology and performance. This course equips students with practical skills and background knowledge to assist them in becoming the complete musician. Performance – Students will improve at playing their instrument and singing. Whatever level they are at, the course will help them improve. Students get the opportunity to develop skills in basic keyboard work, the bass guitar, the acoustic and electric guitar, ukulele as well as tuned and un-tuned percussion (including drum kit). Composition – Students will be creating music in a range of genres. They will explore various methods in recording compositions such as traditional notation as well as compositional software and audio recording a live performance of their composition. Musicology – Students gain exposure to a wide range of musical genres to develop their musical understanding and appreciation. They will explore, identify and apply musical elements and compositional devices to enhance their understanding of music. ASSESSMENT: Students will be assessed throughout the course, criteria includes;

Making (Composition)

Making (Performance)

Responding Semester 1 UNIT 1 Me, The Musician (Performance and Musicology) Students have access to the drum kits, bass guitar, electric guitar, PA systems, a class set of acoustic guitars, a class set of ukuleles, electronic keyboards, tuned and un-tuned percussion instruments for their practical work. They are also welcome to bring their own instrument to school for practice and performance. Students will also explore how musical elements and compositional devices effect music through a musicology task analysing a piece of music and the story it is telling. UNIT 2 My Music, My Creation – (Composing) All students will learn how to use music software programs to publish their own music on a computer. Students also learn how to create audio recordings of music created on the computer. Aspects of music technology are also part of the course. Students will also learn how to set up and use audio equipment.

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Semester 2 UNIT 3 Music through time and space (Musicology) Students explore art music classics and innovators throughout history from a range of genres including indie, rap and RnB, pop, classical, rock and more. Student will be using both theoretical and practical activities to expand their knowledge and understanding of the musical elements and compositional devices. UNIT 4 The world is music to my ears (Composition and Performance) Students get the opportunity to discover how compositional devices and musical elements effect programme music both on and off the screen for movies and film. They will create a piece of programme music using a range of instruments and recording technology in preparation for a series of in-class performances of student compositions. FUTURE PATHWAYS: After Year 10, students can continue to be involved in music activities such as concert-going, being involved in community groups, or simply enjoying playing or singing. The study of music can also lead to continued study in Years 11 and 12 in Senior Music or Senior Music in Practice, and to a wide variety of job opportunities in music performance, sound engineering, business and other related jobs in the music industry.

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HEALTH AND LIFESTYLE WHY STUDY HEALTH & LIFESTYLE?

Health and Lifestyle will offer students the opportunity to understand, apply, analyse, evaluate and modify lifestyle factors which will contribute to improved health. All units will have a theory and practical component. COURSE OUTLINE:

COURSE OUTLINE:

Students will learn “in, about and through” Health and Physical Education. The theory component of this subject covers health education issues and personal fitness. Each student’s personal fitness is monitored and developed throughout the course to achieve their maximum potential. Written work will represent fifty percent of the course and the content will cover the following: Semester One: Respectful Relationships (Sex education, sexual health, sexuality) Food for Sport (nutrition) Semester Two: My Social Responsibility (Drug & Alcohol) Summer Safety (beach awareness, skin cancer, water safety)

Practical Areas:

Students will participate in a selection of the following:

Modified Games Field Activities

Fitness Court Sports

Healthy Cooking ASSESSMENT:

Students will be required to complete a number of assessment tasks, including:

Written exams

Written research assignment

Practical Assessment FUTURE PATHWAYS:

Health & Lifestyle, Hospitality, Health & Physical Education as elective subjects in Year 10. Possible Years 11 and 12 subject choices include: Hospitality, Biology, Physical Education and Sport & Recreation Studies.

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HEALTH & PHYSICAL EDUCATION WHY STUDY HEALTH & PHYSICAL EDUCATION?

Students studying Health & Physical Education are learning skills for life. Health & Physical Education provides them with the opportunities to learn and to practice these life skills. The course focuses on Personal Development, Personal Health, and Physical Activity.

COURSE OUTLINE:

Students will learn “in, about and through” Health and Physical Education. The theory component of this subject covers health education issues and personal fitness. Each student’s personal fitness is monitored and developed throughout the course to achieve their maximum potential. Written work will represent fifty percent of the course and the content will cover the following: Semester One: Respectful Relationships (Sex education, sexual health, sexuality) Food for Sport (nutrition) Semester Two: My Social Responsibility (Drug & Alcohol) Summer Safety (beach awareness, skin cancer, water safety)

Practical Areas:

Students will participate in a selection of the following:

Field Athletics Futsal Soccer

Touch Football Volleyball Basketball

Softball Track Athletics Netball

Cross Country Fitness

ASSESSMENT:

Students will be required to complete a number of assessment tasks, including:

Written exams

Written homework research tasks

Written research assignment

Workbook

Practical Assessment FUTURE PATHWAYS:

Health & Physical Education as an elective subject in Year 10. Senior Physical Education and Physical Recreation Studies.

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CHINESE WHY STUDY CHINESE? A second language is an asset in many career paths: from hospitality and tourism, to commerce, construction, trade, banking, retailing, agriculture and the public service. These are all areas in which Australia’s links with China are growing now and will continue to grow in the future. Therefore, being able to speak Chinese and having inter-cultural language skills are significant assets that students can offer their employers in the future. Learning Chinese at Loganlea is more than just learning to speak Chinese. The aim of the course is to assist students to develop inter-cultural language skills; to unlock the treasures of Chinese language and culture by developing a greater awareness, understanding and appreciation of the student’s own first language. COURSE OUTLINE The Year 9 and 10 programs refine and extend the student’s language skills, building on what they have learned in Year 7 and 8. The topics generally covered include:

Year 9 Year 10

Term 1 Family and Friends

People and Personalities

Term 2 A Busy Life Time

City Life Getting Around

Term 3 My Community Seasons of Life

Money Cycle

Term 4 Building a Future What to Wear

Overseas Visitors

The primary focus of the course is spoken and written communication; using language in real-life situations here in Australia. ASSESSMENT All four macro skills (reading, writing, speaking and listening) are assessed throughout each term. FUTURE PATHWAYS The Year 11 and 12 program continues the journey of discovery; extending and maturing the student’s vocabulary and language skills and offers an opportunity to tour China. Expectations: Successful language learners participate enthusiastically in class, consolidate their class work by completing all set homework and regularly review class work at home. Students who choose to study Chinese need to be diligent, determined and dedicated.

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AGRIBUSINESS

WHY STUDY AGRIBUSINESS SUBJECTS? In the Agribusiness courses students have opportunity to complete industry relevant tasks in a practical setting. Our working farm provides students with the opportunity to learn about agriculture, the environment (including plants and animals) and machinery. The program is tailored to meet the individual needs of students. Agribusiness offers real world experiences and a hands-on approach to study. Life skills and the ability to work as a team are important aspects of Agribusiness Studies at Loganlea State High School. HOW ARE YOU ASSESSED IN AGRIBUSINESS SUBJECTS? As students progress through courses, they will find that they will need to show practical skills and abilities in addition to theoretical knowledge. Competency based assessment in Agribusiness gives students several opportunities to show their knowledge, skills and abilities. In practical activities, if students do not succeed on the first attempt then they can try again, as we have ongoing assessment. Our subjects also offer a Recognition of Prior Learning (RPL) process which can assist students who study similar courses outside of Loganlea State High School. Course Structure: Agribusiness at Loganlea State High School offers subjects on a yearly progression. While it is not compulsory to study these subjects in the junior subjects, it is of benefit to students to gain the basic knowledge and skill base required, before entering in to the senior subjects. Students can choose to do multiple subjects in the one year. The diagram below outlines the recommended progression though the current subjects offered.

Year 7

Introduction to Agribusiness

Year 8 Basic Agribusiness Skills

Year 9 Animal Husbandry Agricultural Technologies

Year 10 Animal Husbandry Show team

AHC10216 Certificate 1 Agrifood Operations AHC10116 Certificate 1 Conservation and Land Management

Years11/12

Senior Agricultural Science

Show team

AHC20116 Certificate II Agriculture

AHC21016 (awaiting

approval) Certificate II Conservation and Land Management

Traineeship/Apprenticeships

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ANIMAL HUSBANDRY

WHY STUDY ANIMAL HUSBANDRY? Animal husbandry is a subject that allows students who have an interest in animals, a chance to work with a range of species. Students who choose to do this course will have an opportunity to develop practical skills and a good knowledge around animals and plants. COURSE OUTLINE: Animal Husbandry is about students getting in and having a go. The subject content is approximately 50% practical activities and 50% theory. This approach achieves a balance of “hands-on” experience with an understanding of how and why things are done. In Year 9, students will work with sheep, goats and cattle, pigs and poultry. Students will learn about safe handling techniques, animal behaviour and welfare, breeds, digestion, reproduction, anatomy and physiology as well as diseases and parasites. ASSESSMENT: This subject assesses on both the theoretical and practical aspects. Theory assessment includes tests and assignments. Practical assessment involves demonstrating correct handling techniques and procedures. FUTURE PATHWAYS: Students studying Animal Husbandry in Yr 9 will gain pre-requisite knowledge and skills for the Yr 10 Animal Husbandry and Agriculture Certificate Programs. The Animal Husbandry course allows students to gain a sound base knowledge and skill set which will assist students moving into to the Year 11/12 Agricultural Science and Vocational Education subjects that are offered at this school. Students will have opportunities to extend themselves in this field through show activities, work placement and animal care activities. Considerations:

As this course does involve practical activities, students should expect (and are expected) to get involved with the real life (and often smelly) farm situations. Changes of clothes are advisable. This subject does expose students to some degree of risk, as animal behaviour cannot be totally controlled. Students who pose a risk to other students or animals, who do not participate or who persistently ignore instructions will be required to reselect a different subject.

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AGRICULTURAL TECHNOLOGIES WHY STUDY AGRICULTURAL TECHNOLOGIES? Studying agricultural technologies will give students skills and knowledge related to the agricultural fields. These include workshop practice and safety, engine and machinery operation and maintenance. These skills are easily adapted and used later in life to maintain cars, bikes, small machines and many other jobs around the home. Students studying this program will gain pre-requisite knowledge and skills for both the Conservation and Land Management and Agriculture Certificate Programs. COURSE OUTLINE: Workshop safety Engine systems Electrical, cooling, suspension and braking systems Driveline and transmission systems ASSESSMENT: Students will be assessed by:

Theory tests

Practical tests

Evaluation of notes they have taken during theory and prac sessions

Note that in Year 9, higher emphasis is placed on learning basic practical skills

Students must be prepared to “get their hands dirty”.

FUTURE PATHWAYS: The school currently offers several Certificate courses in Years 10, 11 and 12. This extends what is learnt in Year 9 in a very practical, skills-based way. The skills and knowledge gained in this course are an advantage to students wishing to enter the mechanical trades as apprentices or trainees. The skills learned are also usable in “real life” after school.

CONSIDERATIONS: The Agricultural Technologies course involves practical activities, students should expect (and are expected) to get involved with the practical activities. Changes of clothes are advisable. The Agricultural Technologies course will expose students to some degree of risk when completing practicals in the workshop. Students who pose a risk to other students or equipment, who do not participate or who persistently ignore instructions will be required to reselect a

different subject.

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DIGITAL SOLUTIONS

WHY STUDY COMPUTERS AND DIGITAL TECHNOLOGY? Technology is growing fast, are you? Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. Do you like programming code, using graphics and photo editing software applications? Then you should consider enrolling and studying a course in Computers and Digital Technology. You would be working as part of a team to:

Use a range of application to develop, create, communicate and interact such as App

Shed, Photoshop and Robotics (Arduinos and Sphero).

Translate ideas from layout ‘roughs’ into images suitable for graphic reproduction

Update, design and develop interactive apps

Use computer techniques to produce graphics

Learn programing languages like C/C++.

COURSE OUTLINE:

Robotics: Arduinos and Sphero Learn to program robots using Java and C/C++

Simple Mobile App Development and Graphic Reproduction Creating a mobile app using App Inventor Creating graphics using Photoshop

ASSESSMENT: The assessment for this subject will be done through assignment tasks, examinations as well as through folio work. FUTURE PATHWAYS: This qualification provides foundation digital literacy skills to support a wide range of varying industry occupations such as Multimedia Specialists, Web Developers and Programmers.

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CRAFT TECHNOLOGY

WHY STUDY CRAFT TECHNOLOGY? Are you good with your hands? Do you like making things? Would you like to learn in a practical setting? Then Craft Technology is for you. The Industrial Technology and Design department teaches this subject as a set of practical activities that lets you develop your hand skills and hand/eye coordination (which is an develops your skills for subjects such as dance, music or art). You will take home projects that can be kept and used for many years to come. COURSE OUTLINE During years 9 and 10 students progress through a range of learning activities centred on the production of products. They focus their learning on topics such as:

How to make basic products

Manufacturing activities

Safety and safe working practices

ASSESSMENT

Designing and making products

Completing assignment tasks

Testing knowledge of safety and safe working practices

Testing of technical understanding

FUTURE PATHWAYS Craft technology has been developed to provide students of all aspirations and abilities with experiences working with materials. The subject is useful for students seeking employment in the trade areas (such as building, joinery, plastics industries) and for those requiring skills for leisure and home maintenance activities.

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DESIGN TECHNOLOGY FOR LIVING WHY STUDY DESIGN TECHNOLOGY FOR LIVING? Students will have the opportunity to explore and investigate needs and opportunities to develop design briefs applying creativity, innovation, enterprise and project management skills to develop, evaluate, modify and communicate design ideas, sequence production and management plans using digital technologies. Students will research factors influencing design and how products, services and environments evolve and impact future spaces. COURSE OUTLINE Term 1: iLIVE Students will explore living spaces both traditional and modern. Spaces, style and design for the twentieth century and beyond. The environment where we live, and what we live in. Using digital technologies, students will create a modern living space while exploring styling and elements of design. A practical item will be produced also. Term 2: iSURVIVE This term students will investigate and make judgements about how properties and characteristics of resources are used to influence emerging technologies. Critique the use of resources historically through an indigenous perspective while investigating the technology of modern products and services for sustainability. The class will apply design thinking, creativity and innovation through an enterprise project. Term 3: iRECYCLE The modern era is evolving with a keen emphasis on recycle, re-use and re-purpose. Students will explore recycling technology to design, produce and evaluate a recycled item. The designed product will have a purpose with consideration of ethics, social values and sustainability factors. Term 4: iEVOLVE What are the occupations of the future? What spaces will be needed to work and live in? The design and production of future global spaces involves complex design processes and decisions. Students will use creativity and innovation to plan a future community using digital technologies to create a ‘virtual city’. Programs to be used may include minecraft, Google draw or sim city. ASSESSMENT

Designing, making and appraising practical tasks

Completion of an enterprise project

FUTURE PATHWAYS The subject is useful for students seeking employment in the graphic design and technology areas. Possible future subjects include: Pre-Construction, Pre-Furnishing, Pre- Engineering, Social and Community Studies, Business Studies, Information, Digital Media and Technology, Industrial Technology Skills.

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HOSPITALITY FOR FOOD FUTURES WHY STUDY DESIGN TECHNOLOGY FOR LIVING? The year 9 Hospitality for Food Futures subject introduces the concepts and topics that form the basis for the senior subject selection on offer in the Home Economics department. The students are assessed in both theory and practical settings throughout the year. The subject will be delivered with a strong Hospitality focus and hands on approach to the knowledge and content. COURSE OUTLINE Students will engage in critical thinking and reflective practices and will be challenged in design-based assessments with an emphasis on future school career and post school pathways. Students will be required to create a refined product or food solution in order to meet the requirements of a design constraint or food problem. Students will have the opportunity to:

Explore the elements embedded in the food safety industry and how it impacts their world.

Develop design solutions for how media influence food / dining experiences and how this affects society and healthy eating choices.

Investigate the principles that underpin the manufacturing, marketing and sustainability practices that impact on food preservation, preparation and presentation.

Examine and research the influence that sensory perceptions have on food and food manufacturing. The subject will be well suited to students who have a genuine interest in the practical elements of Hospitality and aspire to broaden their knowledge and skill set in the area. Students are required to provide some ingredients for the subject and will require an A4 lined book and a blank A4 design book. All other material will be provided. Students have access to technologies in order to complete assessment tasks.

ASSESSMENT The assessment program for this subject consists of practical activities, observations and associated theory tasks. FUTURE PATHWAYS Hospitality for Food Futures focuses on future occupations within the design technology realm and enables students to become informed members of society with an understanding of the impact that design decisions can have on products, services and environments.

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Thinking ahead to 2020 and 2021 Queensland Certificate of Education

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