2018 year 9 subject selection information · 2018 year 9 subject selection information 2 contents...

2018 Year 9 Subject Selection Information

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CONTENTSPAGE FROMTHEPRINCIPAL-PREPARINGFORYEAR9…………………………………………………………………………………………….3FROMTHEGUIDANCEOFFICER.......................................................................................................................3

EXPENSES..........................................................................................................................................5

POLICYONCHANGINGSUBJECTS......................................................................................................5

SUBJECTSELECTIONPROCESS...........................................................................................................6

SUBJECTSOFFEREDINYEAR9………………………………………………………………………………………………………….9

ART(ART).........................................................................................................................................10

BUSINESSSTUDIES(BST)...................................................................................................................11

DANCE(DAN)....................................................................................................................................12

DESIGNTECHNOLOGY……………………………………………………………………………………………………………………..13

DIGITALTECHNOLOGIES………………………………………………………………………………………………………………….14

DRAMA(DRA)...................................................................................................................................15

ENGLISH(ENG)...................................................................................................................................16

GERMAN(GER)..................................................................................................................................17

GEOGRAPHY(GEG)…………………………………………………………………………………………………………………………..18

HEALTHANDPHYSICALEDUCATION…………………………………………………………………………………………………19

HISTORY(HIS)…………………………………………………………………………………………………………………………………..20

HOMEECONOMICS(HEC)…………………………………………………………………………………………………………………21

INDUSTRIALTECHNOLOGYANDDESIGN(ITD)……………………………..…………………………………………………22

MATHEMATICS(CORE)…………………………………………………………………………………………………………………….23

MATHEMATICS(EXTENSION)……………………………………………………………………………………………………………24

MATHEMATICS(FOUNDATION)……………………………………………………………………………………………………….25

MEDIASTUDIES…………………………………………………………………………………………………………………………………..26

MUSIC(MUS)……………………………………………………………………………………………………………………………………27

SCIENCE(SCI)……………………………………………………………………………………………………………………………………28


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FromthePrincipal–PreparingforYear9ThisbookletisdesignedforstudentsandcontainsimportantinformationandadvicewhichshouldbeconsideredcarefullybeforemakingsubjectchoicesforYear9.Studentswillsoonbeatapointwheretheymuststartmakingsomeplansfortheirfuture.ItisimportanttoputalotofthoughtintoconsideringpossiblecareeroptionsandwhatsubjectstheywouldliketostudyinYear9andintheSeniorPhase.ThesubjectsyoustudyinYears11and12willprovideoneofthebasesforyourcareerandstudydirectionsafteryouleaveschool.Year9isdesignedtogivestudentstheopportunitytobuildonageneraleducation,butalsotoallowsomeexplorationintoelectiveswithinTheArtsandTechnologyareas.Year10isdesignedtogivestudentstheopportunityconsolidatepreviousstudiesandpreparefortheirseniorcourseofstudy.Itishopedduringthistransitionyearstudentscanbetterdecideonwhatsubjectstheywouldmostliketopursueintheirfinaltwoyears.Accordingtolegislativechanges(YouthParticipationinEducationandTrainingAct2003)everyyoungQueenslandermustberegisteredwiththeQueenslandCurriculumandAssessmentAuthority(QCAA)inYear10orintheyearbeforetheyturn16.YoungpeoplemuststayatschooluntiltheyfinishYear10orturn16,whichevercomesfirst.Additionally,studentswillneedtoparticipateineducationortrainingforafurthertwoyearsorgetaQCEorgetatleastaCertificateIIIorturn17,whichevercomesfirst.Iftheyarenotlearningthentheymustbeearningieworkingaminimumof25hours/week.Eachstudentshouldchoosethosesubjectswhichseemappropriatetohis/herneeds,interests,abilitiesandfuturecareerplans.Carefulconsiderationshouldbegiventosubjectchoicesasthereareimplicationsforfuturepathways.MoredetailedadvicefromtheGuidanceOfficerfollows.PineRiversStateHighSchooliswellknownforitscurriculumdiversityanditscommitmenttoprovidingsuitablepathwaystocaterforthewholerangeofourstudents.Wewishyouwellingatheringalloftheinformation,seekingadvicefromguidanceofficers,subjectteachers,HeadsofDepartmentandmakingthebestdecisionforthestudent.JohnSchuhPrincipal

FromtheGuidanceOfficerChoosingthesubjectsthatyouwillstudyatschoolisaverydifficultbutimportantdecision.Yourchoicemayaffectthetypeofjoborcareerthatyoucanfollowwhenyouleaveschool,andwilldirectlyinfluenceyourhappinessandsuccesswhileatschool.ChoosingSubjectsAtthisstageofyourschooling,youshouldbechoosingsubjects:

• youenjoy-Yourfeelingsaboutasubjectwillhaveagreatinfluenceonyourlevelsofachievement.• inwhichyoucandowell-Pastresultsinasubjectareusuallygoodindicatorsoffuture

achievement.However,theymaynotnecessarilyreflectabilitylevelaspoorresultsinthepastmaybeduetootherfactors.

• whichgiveyouskills,knowledgeandattitudesusefulinlife-Don'tavoidsubjectsjustbecausetheyarenotrelatedtoyourchosencareer.Youcanlearnusefulskillsandknowledgeinallsubjects.


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Goodperformanceinanysubjectwillimproveyouroverallappealtoemployersandtrainingorganisations.

• whichwillhelpyougetintoyourchosencareer-Youneedtostartthinkingaboutcareers.Youshouldconsiderafewcareers,notjustone,andinvestigatethemethodsofentryintothesecareers.WhilstyourchoiceofsubjectsinYear9maynothaveahugeimpactonyourcareeropportunities,yourchoiceofsubjectsinYear10,andtheresultsyouobtain,canaffectyoureligibilityforseniorsubjects.Thisinturncanhaveanimpactonthecoursesandcareersopentoyouinthefuture.

KeepingOptionsOpenItisagoodideatochoosesubjectsthatwill"keepyourcareeroptionsopen".Yourbestchanceofdoingthisistofocusonthefollowingpoints:

• InYear9concentrateonobtainingthehighestpossibleachievementlevelsinEnglish,MathsandScience.

• Choosesubjectsinwhichyouhaveaparticularinterestandwhichyoumaywishtocontinuestudyinginfutureyears.

InvestigateSubjectsItisimportantthatstudentsfullyunderstandtheirsubjectchoice.Neverassumethatyouknowallaboutasubjectatahigherlevelbecauseyouhavedonethatsubjectbefore.Donotbaseyourchoiceonyourlikesordislikesofparticularteachersorstudents.Toinvestigateanysubject:

• asktheteachersofthatsubject• lookatthebooksandmaterialsinthatsubject• readaboutthesubjectinthisbooklet• talktootherstudentswhoaredoingorhavedonethesubject.However,donotassumethat

becauseonestudentdoesordoesnotlikeasubjectyouwillfeelthesame.

ConclusionStudentsoftodayhavemanymoreoptionsthanwereavailableinthepast.Education,employmentandtrainingopportunitiesandrequirementsarechangingveryrapidly.Itisimportantthatyougetgood,uptodate,informationaboutthesubjects,careersandcoursesthatinterestyou.Itisalsowisetogetadvicefromteachers,parents,theGuidanceOfficerandpeopleconnectedwithyourareasofinterest.Youthenneedtoweighupthisinformationandconsiderallofthepossibleconsequencesbeforedecidingonthesubjectsyouwillstudy.Youwillhavemadeagooddecisionifyoufollowthisprocesscarefullyandtakeresponsibilityforyourdecisionsbydoingyourbestinthesubjectsyouhavechosen.Ifyourequireanymoreinformationorassistanceinmakingthesedecisions,youareencouragedtomakeanappointmenttoseemeintheGuidanceOffice.LookingforwardtoseeingyouallatSubjectSelectionNight.

AliDunbar

GuidanceOfficer


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ExpensesPineRiversHighSchool’sP&CAssociationhasgiventhePrincipalapprovalfortheschooltoretainthetextbookchequepaidbytheGovernment.Theformersubjectchargeisnowpaiddirectlytotheschool'sinternalaccount.EachsubjectastudenttakesattractsachargefromtherelevantDepartmentandthepaymentisapportionedtocoverthesecharges.Anyparentwhowishesmaymakeapplicationtohavethechequepaidtothembutbooksandmaterialsmadeavailabletostudentsthroughtheresourceshireschememustbeprovidedbyparents.Thecoststoparentswhodecideonthelatteroptioncanbequitehigh.Textbooksandcertainresources(egnotes,paint,accesstocomputersetc)arecoveredundertheResourceHireSchemebutstudentsmuststillpurchaseconsumables.Extrachargesaremadeforexcursions.Detailsarenotedinthesubjectinformation.ShoeswithsubstantialuppersarearequirementofPineRiversStateHighSchool’suniform.ItmustbestressedthatitisthepolicyoftheEducationDepartmentthatstudentsNOTbepermittedintopracticalclasses(egDesignTechnology,HomeEconomicsandtheSciencelaboratories)iftheyarewithoutshoeswithsubstantialuppers.Thisisasafetyrequirement.

PolicyonChangingSubjectsTheselectionofsubjectsfortheYear10transitionyearandforthetwoyearsleadingtotheSeniorStatementattheendofYear12requiresmuchcarefulthought.Thereareimplicationsforthestudentandtheschoolinthechoicesthataremade.TheprocedurethatweadoptatPineRiversprovidesagreatdealofguidancetostudentsandparentsthrough:→ SubjectandPreplessons → oralreporting→ Comprehensivesubjectselectionbooklet → fulltimeguidanceassistance→ Year8,9and10selectionsessions → readyaccesstosubjectteachersandHODsTheestablishmentofminimumstandardsforentryintoAuthoritySubjectsatYear11levelisafurthermeasureaimedathelpingstudentsfindtherightcourseforthem,basedontheirdemonstratedperformanceandouryearsofcombinededucationalexpertise.Asstaffing,particularlyinsomespecialistareas,remainstighttherewillbeanevengreaterneed"togetitright"inchoosingsubjectsatthebeginning.Itisanticipatedthatfewersmallclasseswillbepossibleandstudentoptionswillbelimited.Theschoolwillbestaffedonthebasisoftheinformationsuppliedatthetimeofsubjectselectionandthefollowingpolicywillbeimplemented.1 Asfarasitispossible,allstudents’choiceswillbefacilitatedprovidedtheinitialon-linesubjectselectionprocess

iscompletedaccuratelyandsubmittedontime.

2 Changestotheoriginalsubjectselectionwillbeacceptedpriortothestartoftheschoolyearprovidedthattheycanbeaccommodatedwithinthestaffingandtimetablingframework.Anysuchrequestmustbeinwritingfollowingconsultationwithschoolstaffandsignedbyparent/caregiver.

3 ChangestosubjectsinallYears9–12willonlybemadeinthefirst4weeksofSemester1anduntiltheendof

thethirdweekofSemester2,unlesstherearesubstantialreasonspresentedtodootherwise.4 Anystudentwishingtorequestasubjectchangeoncethecoursehasbegunmustcompletetherelevantform

availablefromtheSeniorSchoolingoffice.5 Nochangestosubjectswilltakeplaceunlesstherearevacanciestoaccommodatesuchrequests.


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6 StudentswhoarereceivingaVLAinanAuthoritysubjectinYear11willbeencouragedtochangetoanavailable,alternativesubjectattheendofthesemester.

7 Studentsmusthavedemonstratedagenuineefforttoachieveinthesubjecttheywishtochangeasa

pre-requisitetoanymid-coursesubjectchange.Thiswillbeparticularlythecasewhenchangingthesubjectmayaffecttheviabilityofthewholeclass.

8 Theexpectednumberofsubjectsforeachstudentineachyearissixpersemester.Thereisnogeneralprovision

foranystudenttostudyfewerthantheexpectednumberofsubjects.Possibleexceptionstothisarerepeatormature-ageYear12studentsstudyingafullAuthoritycourse,orstudentswhohavenegotiatedtocompleteSeniorovera3-yearperiodforsomeacceptablereason.

9 Asageneralrule,studentsshouldcompletethefullyearcourseinYear10inasubjectthatisapre-requisiteor

advantageforYears11and12.

SubjectSelectionProcessStudentswillbeaskedtoselecttheirsubjectsfor2018throughtheOneSchoolon-lineSubjectSelectionprocess.Studentsubjectchoicescanthenbeprintedandsignedbyaparent/caregiver.FormsmustbecompletedandreturnedtoschoolbyFriday18August2018.TheOneSchoolon-lineSubjectSelectionswillbetheofficialpointoftruth.Carefulconsiderationmustbegivenwhenchoosingyoursubjectsandstudentsmustunderstandthattheyareselectingsubjectstostudyfortwosemesters.Althoughsomesubjectchangesmaybeapproved,studentsandparentsmustappreciatethatchangescouldimpactonfuturecourseselections.Theschoolwillmakeeveryefforttoaccommodatethechoicesofstudents.Studentsmayhowever,beaskedtore-selectasubjectwherenumbersareeitherinsufficienttoformaviableclass,numbersaretoolargetobeaccommodatedbyourresources,orwherestudentshavenotmettheminimumrequirementsofthesubject.

2018SubjectSelectionProcessUsingOneSchool Step 1 - Click on the “One School” shortcut on your desktop or type in http://oslp.eq.edu.au Step 2 – Enter your EQ Username and Password – the same one used at school. See your FORM teacher, ACCESS teacher or senior schooling office if problems with this.

Step 3 – “Accept Agreement” – for first-time users.


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Step 4 – Select “PRSHS” and “Submit”

Step 5 – Click on “My Education Plan”

Step 6 – Click on “Subject Selection”

Step 7 – Click on “here”

Step 8 – Select the latest version available and “Save”

Step 9 – Click on “Edit” to open the Subject Selection Process.


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Step 10 – READ CAREFULLY the instructions on the subject selection page. Complete your subject selections, complete your additional preferences (if required), then ensure you click “Save” at the bottom. You may further edit subject choices until closing date – FRIDAY 18th AUGUST 2017.

Step 11 – Return to “Subject Selection” tab to check subjects and print “Subject Selection” report for signing by parent.

Any queries please see Mr Bowman in the office or via email on [email protected]


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SubjectsOfferedtoYear9Studentsin2018 StudentsenteringYear9invariablyfindthattheworkismoredemandingthanistheworkinasimilarsubjectinYear8.PastexperiencehasshownthatstudentswhodonotdemonstrateanabilitytocopewithcertainsubjectsinYear8havealowchanceofsuccessinrelatedYear9subjects.Therationalapproachistoselectwithinastudent’scapabilityandareasofinterestforYear9. TheJuniorSecondaryCurriculumThefocusofYears8and9istodeliverthecoreelementsoftheKeyLearningAreas(KLAs)andtheAustralianCurriculum,withYear10tobeatransitionyearleadingtotheseniorYears11and12.TheconceptoftheYear10transitionyearallowsforbothconsolidationandextensioninpreparationforSeniorpathways.Thecurrentyear9curriculumstructureis:Year9–2018Line Term1 Term2 Term3 Term41 English English English English2 Maths Maths Maths Maths3 Science Science Science Science4 HPE/SOSE HPE/SOSE5 Elective1 Elective26 Elective3 Elective4

Electiv

es(S

elect4

) • Art• BusinessStudies(BST)• Dance• DesignandTechnology• DigitalTechnology• Drama• Geography• German(wholeyearofstudy)• HomeEconomics• IndustrialTechnologyandDesign(ITD)• Media• Music

7 InterschoolSport,L4L&FORMTerm1Term2Term3Term4Iffurtherinformationonthesubjectselectionprocessisrequired,appointmentsmaybemadewiththeGuidanceOfficer,YearLevelCoordinator,anymemberoftheschooladministration,orthestudent'sFORMteacher.Bothparentsandstudentsshouldbeawarethatstaffingandfacilitiesrealitiesmayaffectourabilitytoproceedwithalloursubjectofferings.Theremayberestrictionsonthenumbersofstudentsacceptedintocertainsubjects.Similarly,subjectswillnotproceedunlessthereareviableclassnumbers.Insuchsituations,studentswillbeaskedtochooseanalternativesubject.AllstudentswillhavetheirsubjectchoicereviewedbytheirFORMteacherandanypotentialproblemchoicesreferredtotheYearLevelCoordinatororDeputyPrincipalforfurtherinvestigationandadvice.Whilsttheseselectionsarenottotallybinding,theywillformthebasisforthe2018timetableandstaffingrequirements.Thepossibilityofrespondingtostudentinitiatedchangewillbecomedifficult,ifnotimpossible,afterthestaffingneedsaredecided.Itisimperative;therefore,thatparentsandstudentsmakeacarefullyconsideredchoice.


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VISUAL ART

BriefDescriptionofSubject:

The visual arts are all around us. They influence how we see the world and what we think about it. Art is a subject which helps people form opinions in more meaningful ways. It also helps people understand ourselves and our world. Students choosing Art in Year 9 can be assured of a negotiated curriculum suited to their individual needs and will use a wide variety of art techniques and media.

Visual arts include the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world and other worlds. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries. Similarly, with the other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking.

Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by using visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic, and appreciate and value that of others.

Visual Arts supports students to view the world through various lenses and contexts. Students recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge to make critical judgements about their own importance as artists and audiences. Learning in the Visual Arts helps students to develop understanding of world culture and their responsibilities as global citizens.

CourseOverview

§ Making: including traditional painting, drawing, printmaking and 3D material as well as digital technology using computers.

§ Appraising: at least a 30% written or oral theoretical component, to go with the practical work.

Semester Unit Description Assessment

1 OR 2

Year 9

Students explore ideas, experiences, observations and imagination to create visual artworks and design.

Students will evaluate and analyse a range of visual artworks from contemporary and past times to explore differing viewpoints.

Making: Self Portrait – Folio

Responding: Famous Artists – Written Task

Making & Responding: Place - Folio

Expenses

Students will be expected to provide basic stationery as per the Stationery Requirements List and some materials and equipment for class and homework, but the majority of materials, equipment, books and other resources will be provided.


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BUSINESS STUDIES (BST)


Throughout the world people engage in business activities to design, produce, market, deliver and support goods and services. So that young people can contribute to the dynamic and constantly changing business environment, and make informed and reasoned decisions about their role in it, they need business knowledge, skills and strategies. This course is designed for students with an interest in business and financial studies. Tasks and studies that relate to these topics engage students and enable them to participate more effectively and responsibly in an ever-changing global business environment.

CourseOverview

Term Unit Description Assessment

1 Effective Consumerism Multimodal presentation

2 Enterprising Practices Practical project

Expenses

Students should provide sufficient stationery or BYOD to complete and store their work. Students without access to the internet at home will benefit from the provision of a usb stick.

ComplementarySubjects

English

Maths


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DANCE BriefDescriptionofSubject:

Danceisexpressivemovementwithpurposeandform.Throughdance,studentsrepresent,questionandcelebratehumanexperience,usingthebodyastheinstrumentandmovementasthemediumforpersonal,social,emotional,spiritualandphysicalcommunication.Likeallartforms,dancehasthecapacitytoengage,inspireandenrichallstudents,excitingtheimaginationandencouragingstudentstoreachtheircreativeandexpressivepotential.

Danceenablesstudentstodevelopamovementvocabularywithwhichtoexploreandrefineimaginativewaysofmovingindividuallyandcollaboratively.Studentschoreograph,rehearse,performandrespondastheyengagewithdancepracticeandpractitionersintheirownandothers’culturesandcommunities.

Studentsusetheelementsofdancetoexplorechoreographyandperformanceandtopractisechoreographic,technicalandexpressiveskills.Theyrespondtotheirownandothers’dancesusingphysicalandverbalcommunication.

Activeparticipationasdancers,choreographersandaudiencespromotesstudents’wellbeingandsocialinclusion.Learninginandthroughdanceenhancesstudents’knowledgeandunderstandingofdiverseculturesandcontextsanddevelopstheirpersonal,socialandculturalidentity.

CourseOverview


1 OR 2

Year 9

Make It Mean Something is an introduction to dance, and how we use dance as an outlet to convey, create, analyse, interpret and evaluate meaning. In this unit students will be introduced to the three focus areas of dance study in year 9 and 10, Making: Performing, Making: Choreographing and Responding. There will be a clear coverage of the fundamental elements of dance, choreographic devices, form, production elements, expressive and technical skills choreographic process steps, safe dance practices and overall dance class etiquette across a range of styles.

MAKING (Performing) – 2 x 1 minute teacher devised pieces in different styles (eg Contemporary and Hip Hop)

RESPONDING – essay response to a SYTYCD piece, built around a series of questions that lead students to describe, analyse, interpret, evaluate and justify responses.

MAKING (Choreographing) – pair response to a binary stimulus (eg strong and weak)

Expenses

Costumes would be a necessary expense for public performances (Dance Night and possible school assembly performances) with costs kept to a minimum. School sports uniform is appropriate class wear. Students may also wish to have their own copies of the music being used in class and this may be organized with students providing a blank CD or USB.


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DESIGN AND TECHNOLOGY


This course centres around the Design and Digital Technologies ACARA and the District STEM Design Challenge. Students will engage in a series design challenges with helps develop their design and problem solving skills leading to the completion of a design folio and project each term. Students will need a BYOD to take advantage of digital technologies and rapid prototyping/ 3D printers.

CourseOverview


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A design a rapid prototyped article.

Students will complete a series of design based activities to develop their design skills and complete a design folio. Students will need to use a BYOD to produce Word and CAD files of their project design and files that could be exported to a 3D printer

Students will need to submit their finished practical workshop projects and completed design folios.

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District STEM challenge.

Students will make the district STEM challenge project and may have the opportunity to go to the term 3 district competition and represent the school. Students will need to use a BYOD to produce Word and CAD files of their project design.

Students will need to submit their finished practical workshop projects and completed design folios.

Expectations: Students need to attend each class with Full leather or vinyl shoes are required for Workplace Health and Safety policy for all lessons. Laptop Computer (BYOD), a definite must for this subject. HB pencil, eraser, exercise book, pen and work safely in every lesson.

Expenses

Parent/caregivers must accept that, like sport, travel and associated costs can be expensive. If a student wishes to enter competitions, the expectation from the other team members is that they will continue. Experience tells us that when one student has to withdraw for any reason, it has a large impact on the competitiveness of the team and an emotional impact on every team member.


This subject provides an ideal grounding in the senior subjects of, Certificate II Engineering Pathways, Engineering and Design. In general, students will develop employability skills such as working independently and collaboratively. They also practice self-managing activities that require them to meet constraints such as time, cost and availability of resources. This course assists students in preparing for a career in any of the following fields: Architecture, Construction, Design and Manufacturing.


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DIGITAL TECHNOLOGIES

BriefDescriptionofSubject: This subject is designed to provide students with an understanding of digital technology processes and techniques and the topic of digital systems and data representation. Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities. This subject covers similar content to the Year 7/8 Digital Technologies subject, but in more depth. Students study computer networking, data acquisition and the economic, environmental, social, technical and usability constraints of real world situations. Students will need to design algorithms and implement and modify computer programs in a computer programming language or application. They will need to create and communicate interactive ideas and information collaboratively online, taking into account social contexts. CourseOverview


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

In this unit students will transform data into information, explore and analyse networked systems and data transmission, and evaluate, design and generate webpages. Students will 'join' a fictional agency to create a range of digital solutions

Learning opportunities include developing an information system, proposing network architecture and modifying an existing website

Part A – Collecting, Analysing and Managing Data

Part B – Investigating Digital Systems

Part C – Creating Digital Information

ExpensesApart from a BYOD computer a USB drive is useful.

ComplementarySubjectsThissubjectisstronglyrecommendedforthosestudentsconsideringenrollinginBusiness(CertificateIIinBusiness),BusinessCommunicationandTechnologies,DigitalSolutionsorInformationandCommunicationsTechnologyintheirseniorphaseoflearning.Itallowsastudenttokeeptheircareeroptionsopenwhilstprovidingusefulskillsinproblemsolvingandassignmentpresentationwhichnotonlyassiststudentswiththeirotherstudies,butalsomaximizestheirtimewhenusingacomputer.


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DRAMA (DRA) BriefDescriptionofSubject:

Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential.

Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them.

Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action.

Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.

CourseOverview


1 OR 2

Year 9

Students learn that drama can be used as a vehicle for social commentary and change.

Students study the Elements of Drama, develop Skills of Performance such as voice and movement, and explore the conventions of Collage Drama.

Responding: analytical essay

Creating: scriptwriting

Presenting: performance

Reflecting: written response

Expenses

There may be visits to live performances and these will incur a charge; for example: Artslink Queensland (approximately $8 per visit).


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ENGLISH


Englishisamandatorysubjectthatdevelopsstudents’knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.Arangeofbothliteraryandnon-literarytextsarestudied.Throughthesestudiesstudentsdevelopanawarenessandappreciationofdifferentsocial,culturalandgenerationalperspectivesaswellasdevelopinganappreciationforliteratureandlanguage

CourseOutline:ThecourseisbasedontheAustralianNationalCurriculum–EnglishandisbuiltaroundthethreestrandsofLanguage,LiteratureandLiteracy.§ Readingandcomprehensionofliteraryandnon-literarytexts(egnovel,play,articles,media)§ Developmentofwrittenskillsinarangeofgenres§ Developmentofspokenskillsforarangeofpurposesandaudiences§ Participationinclassdiscussionsandactivitiesthatdevelopanappreciationofliteratureandunderstandingof

culturalandsocialdifferences

Expectations:Studentsareexpectedtoreadandwriteonaregularbasis.Consistenteffortisoftheutmostimportance.Studentsarealsoexpectedtoactivelyparticipateinclassdiscussionsandactivitiesasitisoftenthroughtheseactivitiesthatlifeskillsaredeveloped.Studentsarealsoencouragedtoreadforpleasure.Relevancetofurtherstudies:Englishisasubjectthatiscriticaltofuturesuccess.Intheirsenioryears,studentsmaychooseEnglish(Authoritysubject)orEnglishCommunication(Authority-Registered,non-VETsubject).PassingEnglishatYear10levelisapre-requisiteforAuthorityEnglishandarangeofotherseniorAuthoritysubjects.

CourseOverview


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PERSUASIVE WRITING

NARRATIVE WRITING

EXAMINING THE MEDIA

ASSIGNMENT

EXAM

MULTIMODAL SPOKEN PRESENTATION

2

READING AND OUR HEROES – NOVEL STUDY

POETRY OF OTHER PLACES AND CULTURES

ESSAY

REFLECTIVE SPEECH

IMAGINATIVE WRITTEN/ SPOKEN PRESENTATION

Expenses:TheEnglishBasicsstudentworkbookisusedtodeveloplanguageandliteracyskills.Itisheavilysubsidisedbytheschoolandisprovided.Thestudent’scontributionisapproximately$15.Itisalsoimportantthatstudentsprovidesufficientstationerytocompleteandstorealltasks


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GERMAN (GER) BriefDescriptionofSubject:

Thissubjectdevelopsstudents’skillsinreading,writing,speaking,listeningandunderstandingaforeignlanguageusingavarietyofliteraryandnon-literarytexts.Throughstudyingthissubject,studentscometoappreciatethecustoms,traditionsandcultureofaEuropeansocietyaswellaslearninghowtocommunicateinGerman. Relevancetofurtherstudies:Studyingaforeignlanguagenotonlydevelopslanguageskillsandanappreciationofotherculturesandperspectives,italsoprovidesanon-goingintellectualchallenge.StudentswishingtocontinuetheirstudiesofGermanmustpassthissubjectwithaminimum“C”levelofachievement.CourseOverview

Term UnitDescription Assessment

1

InandAroundTownNamingplacesandbuildings,askingforandgivingdirections,sayinghowtogetsomewherebyfootorpublictransport,askingforandtellingtravellingtimesanddistances

CulturalUnderstanding:Assignment:Multi-modalpresentationinEnglishshowingresearchofaparticularregioninGermany

Writing:Writtencompositiontask:PromotionalleafletinGermanaboutthegreaterBrisbanearea,placestogoandthingstodo

Reading:Readingcomprehensiontask:EnglishresponsetotextsprofilinglocalregionsinGermany

2

LookingGood!Sayingwhatyouorotherslooklike,sayingwhatclothesyouorothersliketowear,givinganopiniononvariousclothes,talkingaboutpricesandsizes,sayingwhereshopsareandwhatyouspendyourmoneyon

Listening:Auralcomprehensiontask:Englishresponsetodescriptionsofpeople

Speaking:Oralcompositiontask:GermanPowerPointpresentationoffashionshoot

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AtHome,AtWorkNamingroomsinadwelling,describingtypesofhousesanddescribingset-up,talkingaboutwhatyoudotohelparoundthehouse,givingopinionsonthesetasks,sayinghowyouearnmoney,whatyouspendyourmoneyon

Listening:Auralcomprehensiontask:Englishresponsetoasurveyconcerningjobsathomeandpart-timework.Reading:Readingcomprehensiontask:Englishresponsetotextsprofilingrealestate.homeandroomdescriptions

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Whathaveyoudone?Talkingaboutweekendactivities,givingopinionsaboutdifferentactivities,writingdiaryentries,sayingwhatyouaredoingonyourholidays,describingactivitiesofthepastyear

CulturalUnderstanding:Assignment:AssignmentinEnglishdescribingChristmasinGermany

Speaking:Oralcompositiontask:Germanconversationaboutpastholidaysandweekendactivities

Writing:Writtencompositiontask:reportinGermanreflectingessentialinformationontopicsstudied

ExpensesThecourserequiresstudentstousetheGermanworkbookKatzensprung.Itcanbepurchasedfromtheschoolforapproximately$38.InSemesterTwostudentsmayenjoyanexcursiontoaGermanrestaurant(approx$40).


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GEOGRAPHY (GEG) BriefDescriptionofSubject:

Geography is an elective subject that develops students’ geographical knowledge and understanding and geographical skills in collection, interpretation, analysis and evaluation of information, researching and communicating. The curriculum provides a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. The Australian National Curriculum in Geography in years 7-10 focusses students beyond their own community and gives them the opportunity to consider increasingly complex ideas and debate alternative answers and interpretations. The units of work for year 9 provide for a study of biomes and food security and the geographies of interconnections through the key inquiry questions of:

• What are the causes and consequences of change in places and environments and how can this change be managed?

• What are the future implications of changes to places and environments? • Why are interconnections and interdependencies important for the future of places and

environments?

CourseOverview


1 Biomes and Food Security Knowledge and skills test

2 Geographies of Interconnections Multimodal presentation

Expenses

StudentsshouldprovidesufficientstationeryorBYODtocompleteandstoretheirwork.Studentswithoutaccesstotheinternetathomewillbenefitfromtheprovisionofausbstick.


Science


20

HEALTH AND PHYSICAL EDUCATION (HPE)

BriefDescriptionofSubject:HealthandPhysicalEducation(HPE)isacompulsorysubjectwherebyallyear9studentswillbeenrolledinthreelessonsperweekfor6months.TheHealthandPhysicalEducationcurriculumisorganisedintwocontentstrands:Personal,socialandcommunityhealth,andMovementandphysicalactivity.

Eachstrandisfurtherdividedintosub-strands.Personal,socialandcommunityhealth–beinghealthy,safeandactive;communicatingandinteractingforhealthandwellbeing;contributingtohealthyandactivecommunities.Movementandphysicalactivity–movingourbody,understandingmovement,learningthroughmovement

Thecurriculumfocusesontherolethatstudentsplayincontributingtothehealth,safetyandwellbeingoftheirwidercommunity.Thecurriculumprovidesscopeforstudentstoexamineandaddresshealthareasrelevanttothem,theirfamiliesandcommunityaswellasdevelopinghealthliteracyskills.Thecurriculumsupportsstudentstoinvestigatetechniquestoassessthequalityofmovementperformancesandhowtousearangeoftoolstoappraise,analyseandenhanceperformances.Theyadaptandimprovisetheirmovementstorespondtodifferentmovementsituations,stimuli,environmentsandchallenges.

CourseOverview


1

Alcohol Education

Games/Sport 1 (e.g. Volleyball)

Games/Sport 2 (Aquatics – Swim & Survive)

Letter to the Editor

Practical Assessment of skills and game play

Active Award Level 1 – 7 (depending on ability group of students

2

Fitness

Games/Sport 3 (e.g Touch Football)

Games/Sport 4 (Square Dance)

Research Report

Practical assessment of skills and game play

Practical assessment of skills

3

Fitness

Games/Sport 1 (e.g Touch Football)

Games/Sport 2 (Square Dance)

Research Report

Practical assessment of skills and game play

Practical assessment of skills

4

Alcohol Education

Games/Sport 3 (e.g. Volleyball)

Games/Sport 4 (Aquatics – Swim & Survive)

Letter to the Editor

Practical Assessment of skills and game play

Active Award Level 1 – 7 (depending on ability group of students

Expenses:Swimmingequipment;wetshirtiscompulsorywithgogglesrecommendedbutoptional.

ComplementarySubjects:ThissubjectprovidesanidealgroundingforcontinuedstudyinHealthandPhysicalEducationinYear10andforSeniorPhysicalEducation.ItprovideslinkstoTertiaryCoursesandCareerOptionsinthefollowingareas:HealthPromotion–Administration,LeisureManagement,SportsSciences,Medical/ParamedicalSciences,Fitness,SportandRecreationLeadership,ArmedForces/PoliceandTeaching.


21

HISTORY (HIS)


History is a mandatory subject that develops students’ historical knowledge and understanding and historical skills in researching, analysis and evaluation of historical sources and communication in a variety of formats. The course provides opportunities for students to develop historical understanding through key concepts including, evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. The Australian National Curriculum provides for the study of the history of the making of the modern world. Students will engage in two depth studies over the course of study. The first depth study is of the Industrial Revolution and the making of the Australian nation and they conclude with a study of the World War One.

CourseOverview


1 Making of the Modern World and a New Nation Multi-modal presentation

2 World War I Response to Stimulus essay

Expenses

StudentsshouldprovidesufficientstationeryorBYODtocompleteandstoretheirwork.StudentswithoutaccesstotheinternetathomewillbenefitfromtheprovisionofaUSBstick.


English


22

HOME ECONOMICS (HEC)


Thisisaonesemestercourseofstudy.TheaimoftheHomeEconomicscourseistoprovidelearningexperiencesthroughwhichthestudentwillacquireknowledge,understandingandskillsrelatedtotheAustralianCurriculum.TheareascoveredarefromtheDesignandTechnology,DigitalTechnologyandaspectsoftheHealthandPhysicalEducationcurriculum.ThecentralthemeofHomeEconomicsisindividualandfamilywellbeing.

Studentswillbeexpectedtostudyfromthenotebook,andworksheetstorevisetheworkcoveredinclass.Aworkplanneedstobepreparedeachweekforpracticalfoodlessons.Thecoursecontainsaweeklypracticalcomponentinwhichstudentsareexpectedtoactivelyparticipateandbringintheirowningredients.FullyenclosedshoesarerequiredunderourWorkplaceHealthandSafetyPolicyforallpracticallessons.CourseOverview


1 Working safely and hygienically Planning Cooking and Cooking Techniques

Practicaltask&processjournal–HealthyBurger

2 Australian Guide to Healthy Eating Selecting Healthier Fast Food

Practicaltask&processjournal–HealthyPartySnack

Expenses

Studentsarerequiredtobringtheirowningredientsfortheirweeklypracticals.


23

INDUSTRIAL TECHNOLOGY AND DESIGN (ITD)


The aim of this Industrial Technology and Design course is to provide learning experiences through which the student will acquire knowledge, understanding and skills related to the Australian Curriculum areas of Design and Technology, Digital Technology. Students will undertake investigations to design and build two individual projects. Each project will consist of a report/ folio that shows their research, sketches, decision making process and a completed working project. The use of BYOD’s to leverage digital technologies is essential to maximise students developing their skills and learning in this area. Student workbooks contain essential assessment of student self-assessment, literacy and numeracy. CourseOverview


1

• Students design and produce a hand crafted model Co2 powered race car

• Complete a folio for the design and evaluation on their Co2 powered car

Complete a workbook/ design folio and manufacture a Co2 power dragster

2

• Students design a passive speaker for a smart phone/ tablet device

• Complete a folio on their passive speaker using the design process

Complete a workbook/ design folio and manufacture a Passive speaker

Expectations: Students need to attend each class with Full leather or vinyl shoes are required for Workplace Health and Safety policy for all lessons. Laptop Computer (BYOD), a definite must for this subject HB pencil, eraser, exercise book, pen and work safely in every lesson Expenses

Students to supply their own laptop computer/ BYOD, HB pencils, eraser, exercise book, pen and their own safety glasses. ComplementarySubjects

This subject provides an ideal grounding in the senior subjects of Certificate I in Construction, Certificate II Engineering Pathways, Engineering and Design. In general, students will develop employability skills such as working independently and collaboratively. They also practice self-managing activities that require them to meet constraints such as time, cost and availability of resources. This course assists students in preparing for a career in any of the following fields: Architecture, Automotive, Construction, Graphic Design and Manufacturing.


24

MATHEMATICS CORE

BriefDescriptionofSubject:LearningMathematicscreatesopportunitiesforandenrichesthelivesofallAustralians.TheAustralianCurriculum:Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,MeasurementandGeometry,andStatisticsandProbability. Itdevelopsthenumeracycapabilitiesthatallstudentsneed in theirpersonal,workandcivic life, andprovides the fundamentalsonwhichmathematical specialtiesandprofessionalapplicationsofMathematicsarebuilt.Thecurriculumfocusesondevelopingincreasinglysophisticatedand refinedmathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills.These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematicalstrategiestomakeinformeddecisionsandsolveproblemsefficiently.TheMathematicscurriculumprovidesstudentswithcarefullypaced,in-depthstudyofcriticalskillsandconcepts.Itencouragesteacherstohelpstudentsbecomeself-motivated,confidentlearnersthroughinquiryandactiveparticipationinchallengingandengagingexperiences.CourseOverview


1

Unit1:NumberandAlgebraIndexlaws,scientificnotation,gradients,sketchinglinearfunctions,Unit2:MeasurementandGeometryPythagoras’theorem

Exam1Investigation1

2

Unit2:MeasurementandGeometry(continued)Areaofshapes,areaofcompositeshapes,surfaceareaofprismsandpyramids,volumeofprisms,capacity,Unit3:StatisticsandProbabilityTypesofdata,collectingdata,mean,median,modeandrange,histograms,stem-and-leafplotsUnit4:NumberandAlgebraScientificnotation,metricprefixes,timelines

Exam2

3

Unit5:StatisticsandProbabilityTheoreticalprobability,experimentalprobability,treediagrams,two-waytables,Venndiagrams,complementaryevents,independentevents,mutuallyexclusiveeventsUnit5:MeasurementandGeometrySimplifyingratios,rates,convertingrates,directionproportion,speed,distanceandtimegraphs,trigonometry–sine,cosineandtangentratios,applicationsoftrigonometry

Investigation1Exam1

4

Unit6:MeasurementandGeometry,NumberandAlgebraScalefactors,similartriangles,simplifyingexpressions,distributivelaw,factorisingalgebraicexpressions,solvinglinearequations,substitution,sketchingsimplenon-lineargraphs,percentageofaquantity,simpleinterest

Exam2

Expenses:Studentsareexpectedtoprovidetheirownscientificcalculator(preferablyCasio).Atextbookisincludedas part of the Resource Hire Scheme while studying CoreMathematics. There are excursions, tournaments andcompetitionsthatstudentswillbeabletoparticipatein.Thecostwillbeapproximately$10perevent,althoughtheschoolmaysubsidisetheseevents.


25

MATHEMATICS EXTENSION BriefDescriptionofSubject:LearningMathematicscreatesopportunitiesforandenrichesthelivesofallAustralians.TheAustralianCurriculum:Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,MeasurementandGeometry,andStatisticsandProbability. Itdevelopsthenumeracycapabilitiesthatallstudentsneed in theirpersonal,workandcivic life, andprovides the fundamentalsonwhichmathematical specialtiesandprofessionalapplicationsofMathematicsarebuilt.Thecurriculumfocusesondevelopingincreasinglysophisticatedand refinedmathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills.These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematicalstrategiestomakeinformeddecisionsandsolveproblemsefficiently.TheMathematicscurriculumprovidesstudentswithcarefullypaced,in-depthstudyofcriticalskillsandconcepts.Itencouragesteacherstohelpstudentsbecomeself-motivated,confidentlearnersthroughinquiryandactiveparticipationinchallengingandengagingexperiences.CourseOverview


1

Unit1:NumberandAlgebraIndexlaws,scientificnotation,gradients,sketchinglinearfunctions,sketchingquadraticfunctions,sketchingcirclesandothernon-linearfunctionsUnit2:MeasurementandGeometryTimescales,Pythagoras’theorem

Exam1Investigation1

2

Unit2:MeasurementandGeometry(continued)Areaofshapes,areaofcompositeshapes,surfaceareaofprismsandpyramids,volumeofprisms,capacityUnit3:StatisticsandProbabilityHistograms,stem-and-leafplots,mean,median,modeandrange,collecting,describingandcomparingdata,box-and-whiskerplots,scatterplots,applicationsofscatterplots

Exam2

3

Unit4:StatisticsandProbabilityTheoreticalprobability,experimentalprobability,treediagrams,two-waytables,Venndiagrams,complementaryevents,independentevents,mutuallyexclusiveeventsUnit5:MeasurementandGeometryDirectproportion,rates,scalefactors,similartriangles,trigonometry–sine,cosineandtangentratios,applicationsoftrigonometry

Investigation1Exam1

4

Unit6:NumberandAlgebraSimplifyingexpressions,distributivelaw,expansionwithpatterns(perfectsquares&DOTS),factorisingalgebraicexpressions,factorisingquadraticexpressions,solvinglinearequations,percentageofaquantity,simpleinterest

Exam2

Expenses:Studentsareexpectedtoprovidetheirownscientificcalculator(preferablyCasio).AtextbookisincludedaspartoftheResourceHireSchemewhilestudyingExtensionMathematics.Thereareexcursions,tournamentsandcompetitionsthatstudentswillbeabletoparticipatein.Thecostwillbeapproximately$10perevent,althoughtheschoolmaysubsidisetheseevents.


26

MATHEMATICS FOUNDATION

BriefDescriptionofSubject:LearningMathematicscreatesopportunitiesforandenrichesthelivesofallAustralians.TheAustralianCurriculum:Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,MeasurementandGeometry,andStatisticsandProbability. Itdevelopsthenumeracycapabilitiesthatallstudentsneed in theirpersonal,workandcivic life, andprovides the fundamentalsonwhichmathematical specialtiesandprofessionalapplicationsofMathematicsarebuilt.Thecurriculumfocusesondevelopingincreasinglysophisticatedand refinedmathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills.These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematicalstrategiestomakeinformeddecisionsandsolveproblemsefficiently.TheMathematicscurriculumprovidesstudentswithcarefullypaced,in-depthstudyofcriticalskillsandconcepts.Itencouragesteacherstohelpstudentsbecomeself-motivated,confidentlearnersthroughinquiryandactiveparticipationinchallengingandengagingexperiences.CourseOverview


1

Unit1:NumberandAlgebraOperationswithintegers,rounding,operationswithdecimals,equivalentfractions,improper&mixedfractions,operationswithfractions,percentages,convertingbetweendecimals,fractionsandpercentages

Exam1

2

Unit2:MeasurementandGeometryLength,namingshapes,convertingunitsoflength,perimeter,circumference,areaofsquares,rectangles,trianglesandcircles,compositeareaUnit3:NumberandAlgebraDiscounts,bestbuys

Investigation1Exam2

3

Unit4:NumberandAlgebraPercentages,multiplyingbypowersof10,GST,discounts,percentageincrease/decrease,percentageprofit/loss,simpleinterestUnit5:NumberandAlgebraRatios,rates,speed,distanceandtimegraphs

Investigation1Exam1

4Unit6:NumberandAlgebraCartesianplane,sketchinglineargraphs,addingandsubtractingexpressions,multiplyingexpressions,solvingequations,substitution

Exam2

Expenses:Studentsareexpectedtoprovidetheirownscientificcalculator(preferablyCasio).Bookletsandworksheetare included as part of theResourceHire Schemewhile studying FoundationMathematics. There are excursions,tournamentsandcompetitionsthatstudentswillbeabletoparticipate in.Thecostwillbeapproximately$10perevent,althoughtheschoolmaysubsidisetheseevents.


27

MEDIA (MED)


Media arts involves creating representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century, media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices.

Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and of themselves. They learn to interpret, analyse and develop media practices through their media arts making experiences. They are inspired to imagine, collaborate and take on responsibilities in planning, designing and producing media artworks.

Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape contemporary communication through media technologies and globally networked communications

CourseOverview


1 OR 2

Year 9

Walking the Trail: technologies, representations, audiences, languages and institutions

Ad Mad: advertising and marketing campaigns and how they influence and manipulate audiences to buy products and ideas

Riding the Sound Waves: exploration of representations, languages and technologies of music video artists and video clip creation

Making: Create Video Game Concept

Making: Advertising Campaign

Responding: Analysis of Music Video Clip

Expenses

There may be consumable costs such as CD/DVD disk, SD card.


28

MUSIC BriefDescriptionofSubject:

Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and define these sounds as music.

Music exists distinctively in every culture and is a basic expression of human experience. Students’ active participation in Music fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional and graphic forms enables students to access a wide range of music as independent learners.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students.

As independent learners, students integrate listening, performing and composing activities. These activities, developed sequentially, enhance their capacity to perceive and understand music. As students’ progress through studying Music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way, students develop an aesthetic appreciation and enjoyment of music.

CourseOverview


1 OR 2

Year 9

Aural work: Rhythm dictation, major and minor chords, simple melodic dictation and chord progressions

Elements of Music: Listening analysis for mood, tempo, dynamics and texture

Ensemble work: Rehearsal and Performance

Responding: Analysis Task

Presenting: Performance 1

Creating: Composition

Presenting: Performance 2

Reflecting – Written Response

Expenses

There may be consumable costs such as headphones, USB/memory stick, capo for guitarists, drumsticks for drummers and possible opportunities to attend concerts and performances at Queensland Performing Arts Centre, the Conservatorium of Music and visiting Queensland Arts Council depending on availability.


29

SCIENCE (SCI) BriefDescriptionofSubject:

Scienceprovidesapracticalwayofansweringinterestingandimportantquestionsaboutthebiological,physicalandtechnologicalworld.Theknowledgeitproduceshasprovedtobeareliablebasisforactioninourpersonal,socialandeconomiclives.Scienceisadynamic,collaborativeandcreativehumanendeavourarisingfromourdesiretomakesenseofourworldthroughexploringtheunknown,investigatinguniversalmysteries,makingpredictionsandsolvingproblems.Scienceaimstounderstandalargenumberofobservationsintermsofamuchsmallernumberofbroadprinciples.Scienceknowledgeiscontestableandisrevised,refinedandextendedasnewevidencearises.

ScienceisacoresubjectforallYear9studentsandthiscoursebuildsontheYear8Sciencecourse.StudentswillbeworkingfromtheNationalcurriculumsyllabuswhichhasthreeinterrelatedstrandsinScience:§ ScienceUnderstanding§ ScienceasaHumanEndeavour§ ScienceInquirySkills

Together,thethreestrandsofthesciencecurriculumprovidestudentswithunderstanding,knowledgeandskillsthroughwhichtheycandevelopascientificviewoftheworld.Studentsarechallengedtoexplorescience,itsconcepts,natureandusesthroughclearlydescribedinquiryprocesses.DetailedinformationcanbefoundattheACARAwebsite-http://www.australiancurriculum.edu.au/HomeCourseOverview

Unitsarenotalltaughtatthesametimeasstudentsrotatetodifferentteacherseachterm.TheprovidesanopportunitytolearneachtopicfromaspecialistteacherwhomaytakethatsubjectinYear11.Apossibleorderofunitsisshownbelow.


1 Earth Science – earthquakes and seismograms Physics – Waves (Light and Sound)

Exam (open book) Experimental Report Topic Test

2 Biology – Ecology - Body systems (nervous, endocrine, excretory) - Homeostasis

Experimental Report – Ecology Experimental Report - Homeostasis Semester Exam – Physics, Biology

3 Chemistry – Atomic structure

- Periodic table - Types of chemical reactions

Experimental Report Folio

4

STEM Project (Science, Technology, Engineering and Maths) – students complete a project expanding on one of the Physics, Chemistry or Biology units studied during the year with the opportunity to use CAD design, probes and/or 3D printers to create their model or product.

Assignment and Model/Product (format depends on chosen topic)

Expenses

MinorexpensesmaybeincurredduringthefinalSTEMproject,dependingonthechosentopicbutstudentsareencouragedtorecycleusefulmaterialswherepossible,toreducecosts.


AlthoughSciencedrawsonskillsfrommanyothersubjects,themostcloselylinkedareMathematics(measuring,makingcalculationsfromdata,graphingtodeterminerelationships)andEnglish(clearandconcisecommunication,well-reasonedconclusions,logicalpresentationofinformationtoassistreaderunderstanding).

2018 year 9 subject selection information · 2018 year 9 subject selection information 2 contents...

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