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Created: March 2017 Updated: September 2017 Printed: 8/9/2017 Page 1 of 41 CRICOS Code 00608A
JUNIOR SECONDARY CURRICULUM BOOKLET
2018
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 2 of 42
Table of contents
Commitment to Quality .......................................................................................................... 3
Australian Curriculum ............................................................................................................ 4
Curriculum Structure ............................................................................................................. 4
2018 Student Resource Scheme ........................................................................................... 5
High Performance Summit Program ...................................................................................... 6
STEAM Academy .............................................................................................................. 6
Academic Summit .............................................................................................................. 7
Sport Summit ..................................................................................................................... 8
Key Learning Areas (KLA): .................................................................................................... 9
The Arts ................................................................................................................................ 9
The Arts ............................................................................................................................. 9
English ................................................................................................................................ 13
English ............................................................................................................................. 13
Health & Physical Education ............................................................................................... 15
Health & Physical Education ............................................................................................ 15
LOTE (Languages other than English) ................................................................................ 18
Chinese ........................................................................................................................... 18
Japanese ......................................................................................................................... 19
Spanish............................................................................................................................ 20
Mathematics ........................................................................................................................ 21
Mathematics .................................................................................................................... 21
Science ............................................................................................................................... 23
Science ............................................................................................................................ 23
SEP ..................................................................................................................................... 26
Special Education program .............................................................................................. 26
Social Science ..................................................................................................................... 29
Social Sciences ............................................................................................................... 29
Technology .......................................................................................................................... 33
Design and Technology ................................................................................................... 33
Business Technology ....................................................................................................... 35
Textile Technology ........................................................................................................... 36
Food Technology ............................................................................................................. 37
Industrial Technology & Design ....................................................................................... 38
Stationery List ..................................................................................................................... 39
Merrimac State High School
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COMMITMENT TO QUALITY
Merrimac State High School has a proud tradition in the development of fine young Australians
who contribute significantly to the local and global community in which we live. Our school has
a commitment to quality curriculum and quality teaching.
The learning framework articulated below reflects our commitment to quality curriculum design
through a seamless responsiveness to the needs of our students, community, industry and
government.
At Merrimac State High School we actively work to prepare students for their future through
focussing on skills for successful participation in the 21st Century.
Merrimac State High School
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AUSTRALIAN CURRICULUM
The Year 7, 8 and 9 curriculum is delivered through 8 Key Learning Areas (KLAs) to ensure
students receive a challenging, engaging and comprehensive education. The Australian
Curriculum describes what young Australians should learn as they progress through schooling.
It is the foundation for their future learning, growth and active participation in the Australian
community. It sets out essential knowledge, understanding, skills and capabilities and provides
a national standard for student achievement in core learning areas.
To this end, students have the opportunity to study a wide range of subjects and this
experience will assist them to choose subjects wisely now and in the future.
The website www.merrimacshs.eq.edu.au and school publications contain extensive
information and contact details to assist both your student and you. It is here that you will learn
more about the Uniform, Enrolment Management Plan detailing the residential zone for
attending Merrimac High, scholarships, Summit Program for Excellence, Special Education
services, Instrumental Music and school sport.
CURRICULUM STRUCTURE Our curriculum is structured to provide a seamless learning experience from Year 7 to 12. The
curriculum has been deliberately structured to provide progression to tertiary study or work.
Merrimac State High School
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2018 STUDENT RESOURCE SCHEME
Whilst the cost of providing instruction, administration and facilities for the education of a student at
a state school is met by the State, a parent is directly responsible for providing the student
with textbooks and other resources for a student's use while attending school.
As a service to assist parents with the cost of these educational resources, Merrimac State High
School has chosen to operate a Student Resource Scheme (the Scheme). The purpose of the
Scheme is to provide parents with a cost effective alternative to purchasing textbooks, resources,
consumables and/or materials from elsewhere, through reduced prices gained from the school's
bulk purchasing processes.
A Student Resource Scheme enables a parent to enter into written agreement with the School that,
in return for payment of a specified annual participation fee, provides for the participating student's
temporary use of prescribed textbooks and other resources and/or for the purchase by the parent
of consumables and materials for the student's use. Participation in the Scheme is voluntary, and
no obligation is placed on a parent to participate. A parent's decision to participate is based on
consideration of the value afforded by the Scheme. The Merrimac State High School Scheme
provides excellent value for money. A parent who does not wish to join the Scheme is responsible
for providing the student with the items that would otherwise have been provided to the student by
the Scheme to enable the student to engage with the curriculum.
STUDENT RESOURCE SCHEME FEE 2018
Yr 7 Yr 8 Yr 9 Yr 10 Yr 11 Yr 12
Student Resource Scheme – Payment Per Student $360 $360 $390 $450 $450 $450
School Building Fund – Voluntary Payment to the P&C $20 $20 $20 $20 $20 $20
Merrimac State High School
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HIGH PERFORMANCE SUMMIT PROGRAM
STEAM ACADEMY
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY STEAM Academy students study critical thinking and robotics. Information
technology is embedded in their curriculum utilising laptops.
COURSE OUTLINE LEARNING EXPERIENCES
STEAM (Science, Technology, Engineering,
the Arts and Mathematics) education and skills
development play an important role in our
educational vision for the future. Fostering
education in these areas ensures that today’s
students can generate and test new ideas and
contribute to the scientific developments and
innovations of tomorrow. Increasing society’s
capacity in this area will also contribute to job
creation and provide solutions to social
concerns such as medical, environmental and
engineering breakthroughs. Authentic learning
is an important foundation of the STEAM
Academy and is enhanced by links with
industry and tertiary partners; these real-life
contexts will assist students with career
choices.
In this program, students will participate in
learning experiences designed to:
Develop critical thinking, inquiry and problem solving skills
Enhance their ability to work at both the abstract and creative levels
Promote team work and communication skills.
The shift to, and emphasis on collaborative learning and creativity will best prepare these students for success in the 21st century. Experiences include enrichment days, competitions and guest speakers.
FUTURE
PATHWAYS
Students must achieve at a high level in all subjects
CONSIDERATIONS STEAM Academy students will continue into Academic Summit in Year 10
and to an OP pathway in Years 11 and 12
FURTHER ADVICE Chris Wood
Daniel Ricardo
Paul Gray
Kylie Wilson
EMAIL [email protected]
Merrimac State High School
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ACADEMIC SUMMIT
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY Academic Summit students study critical reasoning and philosophy.
Information technology is embedded in their curriculum utilising laptops.
COURSE OUTLINE LEARNING EXPERIENCES
The Academic Summit Program is specialised
for students who have been recognised as
high achievers. The program focuses on
learning needs of gifted and highly competent
students who are capable of working at a
significantly faster pace and in greater depth
than their age peers. Students will be
supported and encouraged to participate in a
variety of extra-curricular challenges to test
their skills against their peers and gain
experience in applying their knowledge and
skills in new and different settings. Learning
experiences will continually promote
leadership, self-confidence and problem
solving. The use of laptop computers will
enable the learning for Academic Summit
students to be more individualised and also
provide access to teachers and resources
outside of normal school hours. Engagement
in online learning will be an integral part of this
academic program.
In this program, students will participate in
learning experiences designed to:-
develop thinking, enquiry and problem solving skills
enhance their ability to work at both the abstract and creative levels
promote team work and communication skills
The shift to, and emphasis on collaborative learning and creativity will best prepare these students for success in the 21st century
Experiences include enrichment days,
competitions and guest speakers
FUTURE
PATHWAYS
Students must achieve at a high level in all subjects
CONSIDERATIONS Academic Summit students will continue into Academic Summit in Year 10
and to an OP pathway in Years 11 and 12
FURTHER ADVICE Chris Wood
Paul Gray
Kylie Wilson
EMAIL [email protected]
Merrimac State High School
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SPORT SUMMIT
FACULTY HPE
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY Students with ability in sport are given the opportunity to study sports
science and related sports topics at a high level. The High Performance
Sports class also has the opportunity to participate in a range of sporting
pursuits in the local community.
COURSE OUTLINE LEARNING EXPERIENCES
The Program provides students with up-to-
date health, fitness and performance methods.
It provides new and challenging opportunities
to build confidence and an attitude in students
which will encourage them to question how far
they can push the limits of their current
abilities and how fast they can accelerate the
rate of change in their sport to achieve peak
performance.
Activities in personalised fitness, aquatics,
resistance training, mental skills, media training,
workshops, cross sport training through a variety
of sporting activities e.g. gymnastics, self
defence, sports aerobics.
FUTURE
PATHWAYS
University studies in Exercise Science, Physiotherapy, Dietetics, Sports
Management, Sports Psychology, PE Teaching, Sports Trainer
FURTHER ADVICE Warren Joseph EMAIL [email protected]
Merrimac State High School
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KEY LEARNING AREAS (KLA):
THE ARTS
THE ARTS
FACULTY The Arts
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY
Studying The Arts allows a student to express himself/herself creatively
through a variety of medium and technology. Students develop skills in
creative thinking, problem solving, teamwork, informed perception and
appreciating different cultures. It develops fine motor skills and higher
order thinking. It also prepares the student to handle a challenging
world and nourishes creativity. The Arts comprises of five Arts subjects
– Dance, Drama, Media Arts, Music and Visual Arts. In Yrs 7 & 8
students will study one year of Creative Arts (an integration of Visual Art
and Media) and one year of Performing Arts (an integration of Drama
and Dance) or they may have the opportunity to study Music. In Yr 9
students will be able to specialise in one of the five Art subjects.
COURSE OUTLINE Year 7 & 8 LEARNING EXPERIENCES
PERFORMING ARTS
Improvisation - This unit helps students to be
creative thinkers and think on their feet. It also
aims at developing social skills, group work and
being able to work effectively in a team.
Functions of Dance - In this unit students will
explore the three functions of dance through
investigation and understanding of historical and
socio-cultural contexts and current practice.
They will participate in basic popular dance
technique classes to develop and realise
technical and stylistic skills and experiment with
choreographic devices.
Children’s Theatre - In this unit students will
combine Drama, Dance and Music to create
and present a Children’s Theatre performance
for preschool children.
Students will learn the skills of improvisation
and engage in a variety of verbal and
nonverbal improvisational activities.
Students will explore practical dance
components of a variety of styles. They will
look at an introduction to the fundamental
choreographic elements, principles and safe
dance practice. They will follow and create
choreography for a social setting.
Students will learn to identify the performance
elements that engage a young audience. They
will learn how to manipulate these elements to
create a performance as well as develop
performance skills to deliver a polished
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CREATIVE ARTS
Elements of Design - This unit provides
students with knowledge to identify and analyse
how artists use visual conventions to
communicate ideas.
Elements of Art through Pop Art - The
inspiration for this unit is the use of the Pop Art
movement where students can develop their
understanding of the elements of art
Year 7 MUSIC
Basic Elements of Music - In this foundation
unit, students will learn what music is, how
music is made, the four qualities of sound (pitch,
volume, duration and timbre). They will learn
how composers: use sounds and silences to tell
a story or create a mood, manipulate elements
of music (harmony, dynamics, texture tempo,
rhythm and, structure), create variation in their
music.
Yr 8 MUSIC
Popular Music
The aim in this unit is to investigate the most
important of styles related to popular music,
focusing on their characteristics. The basic
elements explore: the beat, timbres, form and
performing techniques.
performance for a live audience.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
DANCE
Digital dance - Music Video Clips are modern
variations of musicals from yesteryear. Students
will be involved in a focused study of dance
video clips, learning how to make video
representations of OUR LIVES and the popular
culture in which we live.
Danza (World Dance) - This unit explores world
dance with a focus on Bollywood.
Students will create, film and edit their own
versions of modern day film clips. Through
performance and appreciation they will focus
on how dance is used in the medium of film
and television. They will explore the historical
significance and development of dance in
movies and on television.
Students will examine the history of a selection
of world dance styles, including Chinese
Dances, Latin Dances, and Dance in India.
They will rehearse one of these styles for an
opportunity to perform on Multi-Cultural night.
Students will learn the Elements of Art to
design and make Aboriginal inspired line
drawings and print making.
Students create a series of works developing
their understanding of the elements of
colour, shape and space and the principles
of balance, repetition, emphasis and unit in
the style of Pop Art.
Students to individually learn and perform a
piano piece. They will learn to compose a
melody and harmony and analyse a song of
their choice.
Students learn how to play and perform an
instrument of their choice. They will lean to
compose a melody and harmony and
analyse songs.
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Reveal - Exploration of political and social
comment made through dance.
DRAMA
Performance Storytelling
This unit provides students with the
opportunities to explore the nature of a story
and the conventions of storytelling through
creating and performing in an Australian
cultural context
Shaping identity - This unit examines in depth
identity and image and how family backgrounds,
community and social activities shape identity
and perception, and how perceptions shape
dramatic outcomes.
Play it for Laughs - By studying comedy
students are able to appreciate the skills and
techniques that help create comedy. This will
assist them in performance work. They will
study the following forms of comedy: slapstick
and parody.
Screen Magic - This unit develops skills in
acting for the screen and the use of basic skills
in movie making.
MEDIA
Photography and the science of capturing
an image - Students will develop the knowledge
and skills required to identify shot types and
develop preparation routines used in capturing
appropriate images.
Stop-Motion - is a unit that explore various
animation and stop-motion styles.
MUSIC
The Elements of Music – This unit explores
basic music theory that focuses on musical
devices following the DR SMITH method
(Dynamics, Rhythm, Structure, Melody,
Through the manipulation of the elements of
dance and own choreographic style, students
will use movement to communicate a message
that makes people stop and think.
Students learn the art of performance of
storytelling. Using their acquired knowledge
and skills they will create a performance
storytelling of a Dreamtime story.
Students will learn how to interpret, analyse
and perform from a script that will create an
impact for social change.
Students will learn to develop comic
characters and demonstrate comedic
performance skills to make their audience
laugh. They will perform a comedy from a
comedic script by identifying the style of
comedy and performing accordingly.
Students will perform a movie script portraying
believable characters and using acting skills
relevant for the screen. They will create a
movie trailer advertising the studied movie as
well as analyse another group’s movie trailer,
using set criteria.
Students will manipulate and create images
through the employment of the tools of Adobe
Photoshop.
Students will develop the knowledge and skills
required to create a design proposal for a
Pixar style animated short film using Adobe
Premiere Pro.
Students will engage in improving their
practical knowledge ability. This unit explores
many elements of music through listening,
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Instrumentation, Texture and Harmony).
Rock and Pop – This unit explores the history
and evolution of the rock and pop genres over
the last century.
Film Television and Game Music – This unit
will investigate the world of film music.
VISUAL ART
Gridscape – This one year unit explores the
sense of order and the systems that we rely on
for our urban environments to operate on a daily
basis.
interpreting and evaluating.
Students will use their knowledge of this genre
to prepare a short performance of a selected
rock or pop song.
Student are to write and present a song in
response to a provided cinematic sequence.
They will also analyse and evaluate various
works of film music that students will be
familiar with.
Students will focus on the role of the ‘Grid’ in
Modern Art, architecture and design to create
and make works that include: Digital
Photography, a Photo Shop Portfolio, an A2
Dry Media drawing, printmaking, and painting.
Consideration is being given toward a Dance Program through the Selective Entry process.
The implementation will be based on student numbers as to weather a specialised class will be
formed.
FUTURE
PATHWAYS
Some careers in this industry include; Commercial/Advertising
Photographer, Media Photographer, Industrial/Architectural Photographer,
Animator, Sound Recordist, Video Arts, Arts Directors, Technical operator,
Video an Audio production manager, Gaffer, Grip, Floor Manager,
Commercial producer, Performer, Teacher, Script Writer, Song Writer
FURTHER ADVICE Michelle Braun EMAIL [email protected]
Merrimac State High School
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ENGLISH
ENGLISH
FACULTY English
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY English is a compulsory course for all students at Merrimac SHS from
Years 7-12.
COURSE OUTLINE Year 7 LEARNING EXPERIENCES
Students engage with a variety of texts for
enjoyment and appreciation. They listen to,
read, view, interpret, evaluate and perform a
range of spoken, written and multimodal texts
in which the primary purpose is aesthetic, as
well as texts designed to inform, entertain and
persuade.
Analysing Persuasion in Media Texts
Comprehensive analysis of media texts including
advertisements (both print and digital) that portray
positive and negatives representations of a
contemporary issue and how to interpret the
particular text structures, language features,
purpose and audience
Persuasion through Motivational Speaking
Analyse famous historical, political and cultural
speeches that inspire audiences
Reading and Interpreting Australian Literature
Exploring a range of autobiographies, life writing
and personal memoirs from contemporary
Australian authors
Power of Poetry
Investigating poems and songs to explore how
social, moral and ethical viewpoints are
constructed to shape meaning.
COURSE OUTLINE Year 8 LEARNING EXPERIENCES
These include various types of media texts
including newspapers, magazines,
advertisements and online digital texts,
Contemporary Australian literature including
autobiographical texts, life writing and
personal memoirs, poetry, motivational
speeches and animated film texts. Students
develop their understanding of how texts,
including literary and non-literary texts, are
influenced by context, purpose and audience
Ethical Issues in the Digital Age
Reading and interpreting the social, moral and
ethical behaviours in the class study of a novel.
Analyse the teenagers’ perspective with a focus
on an analytical persuasive response to an ethical
question from the text.
The Australian Voice
Exploring the diverse and different voices in
Australian literature including the study of
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and how they shape meaning. Indigenous poetry, short stories and multimodal
texts using narrative language and text structures.
The Essence of Shakespeare
A study of English literature based on the
comedies of William Shakespeare including
Twelfth Night, Much Ado About Nothing, Taming
of the Shrew and Midsummer Night’s Dream.
Culture in Imaginative Texts
A study of Asian-Pacific film texts and the
construction of gender used to shape meaning
and engage audiences using language and visual
techniques.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
The course aims to develop students’
language and make the students aware of the
flexibility, diversity and dynamics of language.
They will understand, appreciate and enjoy
language by using various texts (written,
visual, aural) which explore the students’ and
others’ worlds. Ultimately the study
encourages participation in life-long learning
as students become active citizens shaping
the future. There is an emphasis on literacy
skills.
Navigating Celebrity
The analysis of ‘celebrity’ in the media with a
focus on feature writing in print, broadcast and
electronic media
Australian Representations of people, places
and histories
Responding and creating personal memoirs and
recounts through language features and text
structure
Shakespeare’s Scene
The study of the literacy classic play Romeo and
Juliet analysing ethical and moral dilemmas of
characters
Steampunk Genre
A novel study of ‘World Shaker’ with a focus on
speculative fiction and creative writing
ASSESSMENT Students will complete written and spoken assessment items and reading
comprehension and literacy tests
FUTURE
PATHWAYS
Year 10 level in Authority, Foundation and Extension English
FURTHER ADVICE Kylie Wilson EMAIL [email protected]
Merrimac State High School
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HEALTH & PHYSICAL EDUCATION
HEALTH & PHYSICAL EDUCATION
FACULTY HPE
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY To maintain health and well-being it is important for students to gain a good
understanding of physical fitness, nutrition, healthy lifestyle and forming
positive relationships with others. HPE provides opportunities for students
to explore a wide range of topics relating to the above.
COURSE OUTLINE Year 7 LEARNING EXPERIENCES
Health - Term 1: Personal Identity /
Respectful Relationships
This unit explores the development of a unique
identity that is comfortable with positive body
image, influence of peer group – values,
attitudes, image, and managing expectations
as you get older.
Health - Term 2: Sexuality & Reproductive
Health
This unit explores individuals experience
puberty changes at different times with
differing levels of responses, changing nature
of relationships with family and others as body.
Health - Term 3: Safety – Personal, Cyber,
Sun
Consideration given to safety in social
situations e.g. going out, parties, recognising
‘risk’ situations and minimising risks,
awareness of social media risks e.g. use of
Facebook, etc. The use of social media –
things to watch out for and awareness of risks
of sun over exposure which includes the
effects on skin, types of skin cancers and
prevention of skin cancer.
Health - Term 4: Food and Nutrition:
This unit investigates digestion anatomy as
This subject seeks to develop students’ lifelong
skills and knowledge for maintaining and
enhancing personal health and well-being.
Through thoughtful and challenging learning
experiences students will be given the opportunity
consider how their behaviours can impact on
personal health and well-being along with the
wider community in which they live.
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well as nutritional requirements for teenagers
/well-being – energy needs, basic nutritional
guidelines for making healthy choices, barriers
to making healthy food choices, cultural
influences on what we eat and reducing
consumption of ‘bad’ foods e.g. soft drinks,
energy drinks and drinking more water.
COURSE OUTLINE Year 8 LEARNING EXPERIENCES
Enhancing Personal Fitness &
Performance
This unit explores the key body systems
relating to physical activity and how these
body systems respond to regular exercise.
Emphasis is placed on understanding what
you need to know and do to maintain a good
fitness level. Consideration is also given to
factors which influence participation in physical
activity. Students will also engage in Aquatics
and a range of fitness activities and games.
Nutrition, Personal Health & Well-being
This unit combines key aspects relating to
nutrition such as food groupings, food labelling
and dietary guidelines. The focus is on
nutrition and health. Some time is spent
exploring the cultural and media influences on
our diets.
Personal Development & Relationships
In this unit there is an investigation of a range
of issues covering such aspects as puberty,
self-concept, body image and sexuality.
Emphasis is placed on effective
communication, building / maintaining healthy
relationships and managing personal conflicts.
Students will also engage in a range of field
sports.
Promoting Individual & Community Health
Students will explore issues relating to peer
pressure and risky behaviours. Consideration
is given to investigating why people may seek
to experiment with harmful substances and
positive alternatives to promote a healthy
lifestyle. Students will also engage in a range
of court games and aquatics.
By developing an understanding of the physical,
social and psychological factors associated with
health, nutrition, fitness and relationships,
students will be better placed to make health
decisions. Health units are outlined below and
linked with these will these will be a range of
physical activities from a wide range of sports and
modified games. Swimming, cross country, track
and field activities as well as fitness activities will
be incorporated into the program where
appropriate.
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COURSE OUTLINE Year 9 LEARNING EXPERIENCES
A general subject which includes a range of
topics relating to physical fitness, nutrition,
personal development and community health.
Students also participate in a range of physical
activities which include individual and team
sports.
Learning activities cover the following topics:
Enhancing Personal Fitness & Performance
Nutrition, Personal Health & Lifestyle
Personal Development & Relationships
Promoting Individual & Community Health
A variety of sports and physical activities are also
offered.
ASSESSMENT Tests
Assignment Tasks
FUTURE
PATHWAYS
Health or Sport related careers
FURTHER ADVICE Warren Joseph EMAIL [email protected]
Merrimac State High School
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LOTE (LANGUAGES OTHER THAN ENGLISH)
CHINESE
FACULTY LOTE
YEAR LEVEL Year 7 - 9
INCOMPATIBLE
SUBJECTS
Japanese and Spanish or Tutorial Support
DURATION Three Years (if commencing in Year 7)
WHY STUDY Learning another language enables you to develop mental flexibility and
problem solving strategies. An ability to speak Chinese will enhance your
career opportunities for a variety of pathways
COURSE OUTLINE Year 7 - 9 LEARNING EXPERIENCES
Chinese is the dominant language in Asia. Skills
in Mandarin Chinese will give students an
advantage in the future. Merrimac has extensive
links to China and students of Chinese have
unparalleled opportunities to use and improve
their Chinese.
China has been identified as the source of our
next wave of tourists. Thus Chinese speakers will
be much sought after for jobs on the Gold Coast
in the near future.
Topics Include:
Daily Routine
Groundhog Day
Chillin’ Out
All About Me
Let’s Get Physical
Masterchef–Food and Drink
Beijing Backpacking–Going Places
My School Day
Makeup Arrangments
Students need to be willing to participate in
classroom activities and interact with others using
their LOTE (Chinese) skills.
Vocabulary building, script development, role
playing, speaking, reading, writing and listening
ADDITIONAL COSTS
e.g. Excursions No compulsory excursions. Students are encouraged to be involved with
Chinese Study Tour Programs that visit our school, it gives them an
opportunity to interact with Chinese students.
FUTURE PATHWAYS Business, Law, Finance, Tourism, Education
CONSIDERATIONS Many universities give extra OP advantage to students who have studied a
foreign language
FURTHER ADVICE Joanna Filmer EMAIL [email protected]
Merrimac State High School
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JAPANESE
FACULTY LOTE
YEAR LEVEL Year 7 - 9
INCOMPATIBLE
SUBJECTS
Chinese and Spanish or Tutorial Support
DURATION Three Years (if commencing in Year 7)
WHY STUDY Learning another language enables you to develop mental flexibility and
problem solving strategies. An ability to speak Japanese will enhance your
career opportunities for a variety of pathways
COURSE OUTLINE Year 7 - 9 LEARNING EXPERIENCES
Japan remains one of Australias major
economic partners and therefore learning
Japanese gives you a greater advantage in
various employment sectors in the future.
Topics include:
It’s All About Me
My School Day
Let’s Get Physical
Masterchef-Food and Drink
Going Places
Daily Routine
Body, Animals and Colours
Neighbourhoods
Students are also introduced to Japanese
writing. All lessons have a heavy activity
focus with many listening and speaking tasks.
Vocabulary building, script development, role
playing, speaking, reading, writing and listening
ASSESSMENT Tests in skills areas of reading, writing, speaking and listening
ADDITIONAL
COSTS e.g. Excursions
No compulsary excursions, resturant visits may be optional. Students are
encouraged to be involved with the Study Tour Programs with students
from Japan when they visit our school, it gives them an opportunity to
interact with Japanese students.
FUTURE
PATHWAYS
Business, Law, Finance, Tourism, Education
CONSIDERATIONS Many universities give extra OP advantage to students who have studied
a foreign language
FURTHER ADVICE Joanna Filmer EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 20 of 42
SPANISH
FACULTY LOTE
YEAR LEVEL Year 7 - 9
INCOMPATIBLE
SUBJECTS
Chinese and Japanese or Tutorial Support
DURATION Three Years (if commencing in Year 7)
WHY STUDY Learning another language enables you to develop mental flexibility and
problem solving strategies. Ability to speak Spanish will enhance your
career opportunities for a variety of pathways.
COURSE OUTLINE Year 7 - 9 LEARNING EXPERIENCES
Spanish is the official language of 21 countries
and is the second most widely spoken lanuage
in the world. The constant economic growth in
Latin American countries mean that spanish is
also increasingly important as a language of
business and trade.
Topics include:
Food Glorious Food
My Family
Daily Routines
Clothing and Fashion
Hispanic festivals and celebrations
A learning focus is placed on interactive
activities and communicative skills.
Vocabulary building, spelling and grammar, role
playing, speaking, reading, writing and listening
ASSESSMENT Tests in skills areas of reading, writing, speaking and listening
ADDITIONAL
COSTS e.g. Excursions
No compulsory excursions. Restaurant visit may be optional
FUTURE
PATHWAYS
Business, Law, Finance, Tourism, Education
CONSIDERATIONS Many universities give extra OP advantage to students who have studied
a foreign language
FURTHER ADVICE Joanna Filmer EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 21 of 42
MATHEMATICS
MATHEMATICS
FACULTY Mathematics
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY The proficiency strands Understanding, Fluency, Problem Solving and
Reasoning are an integral part of mathematics content across the three
content strands: Number and Algebra, Measurement and Geometry, and
Statistics and Probability.
At this year level: Understanding includes describing the relationship
between graphs and equations, simplifying a range of algebraic
expressions, explaining the use of relative frequencies to estimate
probabilities, and the use of the trigonometric ratios for right-angle triangles;
Fluency includes applying the index laws to expressions with integer
indices, expressing numbers in scientific notation, listing outcomes for
experiments and developing familiarity with calculations involving the
Cartesian plane and calculating areas of shapes and surface areas of
prisms; Problem Solving includes formulating, and modelling practical
situations involving surface areas and volumes of right prisms, applying
ratio and scale factors to similar figures, solving problems involving right-
angle trigonometry, and collecting data from secondary sources to
investigate an issue; Reasoning includes following mathematical
arguments, evaluating media reports and using statistical knowledge to
clarify situations, developing strategies in investigating similarity and
sketching linear graphs.
COURSE OUTLINE Year 7 - 9 LEARNING EXPERIENCES
By the end of Year 9, students solve problems
involving simple interest. They interpret ratio
and scale factors in similar figures. Students
explain similarity of triangles. They recognise
the connections between similarity and the
trigonometric ratios. Students compare
techniques for collecting data in primary and
secondary sources. They make sense of the
position of the mean and median in skewed,
symmetric and bi-modal displays to describe
and interpret data.
Students apply the index laws to numbers and
express numbers in scientific notation. They
expand binomial expressions. They find the
distance between two points on the Cartesian
plane and the gradient and midpoint of a line
segment. They sketch linear and non-linear
relations. Students calculate areas of shapes and
the volume and surface area of right prisms and
cylinders. They use Pythagoras’ Theorem and
trigonometry to find unknown sides of right-angled
triangles. Students calculate relative frequencies
to estimate probabilities, list outcomes for two-
step experiments and assign probabilities for
those outcomes. They construct histograms and
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back-to-back stem-and-leaf plots.
ASSESSMENT: Summative assessment: End-semester exams; Formative assessment include: Mid-semester exam; pre/post-test for every 5 weeks unit of work; class work
FUTURE PATHWAYS
Year 10 Specialists, Methods, General, Essential.
FURTHER ADVICE Paul Gray EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 23 of 42
SCIENCE
SCIENCE
FACULTY Science
YEAR LEVEL Year 7 – 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY Science provides opportunities for students to develop an understanding of
scientific concepts and processes, the skills used to develop scientific
knowledge, and the application of science in our lives. This compulsory
Science course will be delivered in accordance with the Australian National
Curriculum.
COURSE OUTLINE Year 7 LEARNING EXPERIENCES
Working Like a Scientist
This unit provides students with the opportunity
to gain key investigative skills that they will
require to successfully complete their Science
course of study
Water – Waste Not, Want Not
Students will learn about the water cycle and
how mixtures can be separated using different
techniques. They will consider how separation
techniques are used in industry and water
treatment and recycling.
Exploring the Biosphere
Students will learn how organisms are classified
based on their physical characteristics. They
will then go on to explore the roles that
organisms play in their environments,
particularly regarding feeding relationships.
Roller Coasters
This unit will allow students to explore the effect
of forces and energy on roller coasters. They
will then apply their understandings during the
process of designing a model roller coaster.
Heavenly Bodies and Sensational Seasons
During this unit students will examine the
relationship between the Earth, moon and sun
and use their understandings to explain natural
The introductory unit of this course will engage
students in practical activities that enhance their
ability to plan investigations, safely conduct an
experiment, and gather and analyse data.
Students will use these skills to conduct water
audits and plan investigations about the
solubility of substances in water. They will
explore how water is used in their community.
Organism interactions in a variety of
environments will be explored, and the impact
that human activity on these interrelationships
will be discussed.
Students will then consider how scientific
understandings about force and motion have
resulted in improvements in the safety of
rollercoasters.
Students will complete this course by gaining a
deep understanding about weather and the
seasons and will learn how climate and seasons
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phenomena such as eclipses, tides and
seasons.
impact plant and animal activity, including
human endeavours.
COURSE OUTLINE Year 8 LEARNING EXPERIENCES
Energy – It’s Everywhere!
In this unit students explore and classify different
forms of energy. They will investigate different
energy transfers and transformations and the
efficiency of these processes. Students will then
apply these understandings when investigating
the transformations and efficiency of machines.
Chemistry of Common Substances
Students explore matter at a particle level and
examine how our current scientific knowledge
has evolved as the result of the work of a
number of scientists over time.
Students will distinguish between chemical and
physical changes. They will investigate simple
chemical reactions using common substances,
and will investigate the use of chemical testing
to evaluate the properties of everyday items.
Building Blocks of Life
During this unit, students identify cells as the
basic units of living things, and recognise their
specialised structures and functions.
Students will learn the structure and function of
the circulatory and respiratory systems and will
investigate how they work together to ensure
organisms survive during periods of physical
activity.
Rock My World
Students explore different types of rocks and the
minerals of which they are composed. They will
explore the processes involved in the formation
and weathering of rocks.
Students will learn how useful rocks and
minerals are located, extracted and processed
for use. They will use this knowledge to assist
them to analyse the impact that mining activities
have on the environment.
Students will engage in practical activities that
enhance their understanding of energy forms.
They build and modify a Rube-Goldberg
machine in order to observe the practical uses of
energy and explore ways to improve the
efficiency of simple machines.
Students will gain an understanding of the
nature of particles and how these particles
behave during physical and chemical changes.
They will apply these understandings when
investigating the best material to utilise for a
commercial product.
The structure of cells will be explored as a basis
for understanding how living things carry out key
survival processes. The function circulatory and
respiratory systems will be investigated in order
for students to gain an understanding of how
these systems interact to ensure organism
survival.
Students will gain an understanding of the
processes involved in the formation and
weathering of different types of rock. They will
evaluate the environmental impact of human
mining activities.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
My Life in the Balance
During this unit students will learn how body
systems interact in order to maintain internal
balance. The cardiovascular and immune
systems will be considered in depth to
Students will explore how the cardiovascular
and immune systems interact to respond to
disease. They will evaluate the advantages and
disadvantages of modern medical techniques to
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understand how humans respond to disease.
The Changing Earth
During this unit students explore the
development of the theory of plate tectonics and
utilise their knowledge to explain tectonic
phenomena.
Making Waves
During this unit students will explore the
Electromagnetic Spectrum to gain an
understanding of wave models. They will
investigate heat transfer and gain an
understanding of the properties of waves within
the context of light and sound.
Chemical Patterns
Students will take an in-depth look into the
structure of atoms and will gain an
understanding that chemical reactions are the
result of interactions between atoms. They will
investigate exothermic and endothermic
reactions, and patterns in the reactions of acids
and alkalis.
Ecosystems in Balance
In this unit the key features of ecosystems will
be examined. Students will explore the
interactions between biotic and abiotic factors
within an ecosystem and will consider how
pollution due to human activity will impact on
these interactions.
assist the immune system to prevent and cure
disease.
The development of current understandings
about plate tectonics will be explored. Students
will utilise their knowledge about plate
boundaries and continental drift in order to
explain tectonic events such as volcanic
eruptions and earthquakes.
Students will engage in a variety of practical
activities relating to heat, light, and sound in
order to explore the properties of waves. They
will apply their understandings whilst
investigating how heat is transferred.
Acids, alkalis, and exothermic and endothermic
reactions will be explored through practical work
in order to assist students to gain an
understanding about chemical interactions. The
knowledge that they gain from their experimental
work will enable them to investigate how
reactions can be utilised in real-life contexts.
Students will learn how to identify the key
features of an ecosystem and will explore how
living organisms interact with their environment.
They will conduct an investigation to simulate
how pollution due to human activity will affect
the interactions between biotic and abiotic
features of creek habitats.
ASSESSMENT Assignments, examinations, investigations
ADDITIONAL COSTS
e.g. Excursions, On
Line Training, etc.
Science competitions (Optional) - $5-10 approx.
Field Study ( Year 8 Science ) - $25 approx
FUTURE PATHWAYS This Science course lays the foundation for future study in Senior and
Tertiary Science. It will also equip students to understand the Science
processes involved in everyday life.
CONSIDERATIONS This subject is a pre-requisite for study in all areas of Senior Science.
FURTHER ADVICE Anj Dillon EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 26 of 42
SEP
SPECIAL EDUCATION PROGRAM
FACULTY SEP
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY
COURSE OUTLINE SEP LEARNING EXPERIENCES
Numeracy
Students follow the iMaths program up to year 10 and seniors work on skills needed for work and living skills. The iMaths program consists of a workbook, tracker book, investigation activities and online activities. Maths On Line is also used for reinforcing skills learnt.
Literacy
All students work at their ability level. If students are able to work at a higher level, their year level curriculum is followed and modified to accommodate ability levels. When needed students will work at a primary year level. Outcomes are clearly outlined to parents in student Individual Curriculum Plans. Literacy Planet is used as an online resource. Senior students work on life and work skills literacy programs.
Science
SEP students will follow the year 4 or 5 science outcomes but where possible the science modules taught are aligned with year 7 curriculum materials with students working towards different outcomes and participating in a more practical, hands-on program.
Recreation and Sport
This program is designed specifically for students unable to participate in the regular HPE program or students requiring a more personalised program, with physio input. Students generally participate in hydro therapy or swimming in the warmer terms and work at an individualised gym program during the cooler terms. A component of health education is also incorporated into the program.
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Personal Development, Citizenship & Technology (PCT)
Students learn both personal skills and about the community they live in. Students are involved in cooking, meal planning, kitchen hygiene, shopping and budgeting as well as learning about local, national and world events and news. We aim to commence the process for preparing students for independent living so incorporate social as well as living skills.
Management Skills
Students in year 9 and 10 are offered the subject of Management Skills. This is aimed at students with a disability who are doing mainly mainstream subjects. In this subject they are assisted with organisational skills, planning and delivery of assignments and homework. Many ASD students rely on this additional support to maintain good grades in their subjects.
Furnishing
Students who have difficulty with the technology subjects such as woodwork and metal work learn many of the basic skills needed to do small jobs around the house. Some classes work on resto9ring old furniture pieces while others construct small projects using simple tools.
Social Skills
Students work together in small groups to improve self-esteem and learn to make friends. These classes explore topics such as stress management, anxiety, anger management and other issues affecting teenagers. This is done through discussion groups, projects and activities such as bowling and community outings.
Media /Music
Students do one semester of each. For Media
students learn the technique of stop motion
animation. They create their own characters and
backdrops and learn stop motion technique to
create a short film. In term 2 they then go on to
create their own short film.
In semester 2 Students will begin their study of
music which covers the following topics:
Music theory
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Music in film
Instruments of the orchestra
“Rhythm for Recovery (A social
development program)
Learning keyboard.
FURTHER ADVICE Lisa Viney EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 29 of 42
SOCIAL SCIENCE
SOCIAL SCIENCES
FACULTY Social Science
YEAR LEVEL Year 7 - 9
DURATION Three Years (if commencing in Year 7)
WHY STUDY This compulsory Social Science course will be delivered according to the
Australia National Curriculum with the aim of preparing students for their
Senior studies.
Students will be involved in a process of inquiry in History and Geogrpahy
units which will require them to gather, interpret and analyse information
from a variety of sources. Students will develop skills in interpretation,
decision making, research and communication as well as practice all the
skills that make up the Common Curriculum Elements that are tested in the
Queensland Core Skills Test in Year 12. Students will make better
decisions, both in the present and future, as members of our society as
they learn to extend both their written and oral communication skills.
COURSE OUTLINE Year 7 LEARNING EXPERIENCES
Investigating the Ancient Past
In this study, students will investigate the
following question:
How do we know about the ancient
past?
This unit seeks to identify the tools, techniques
and methods used by historians and
archaeologists to investigate history, and the
range and nature of sources that can be
utilised in an historical investigation. It
investigates a historical mystery from Ancient
Australia that has challenged historians and
archaeologists, and examines the importance
of and controversies surrounding the
conserving of past remains.
The Mediterranean World – Ancient Rome
In this study, students will investigate the
following questions:
Why and where did ancient Rome
develop?
What emerged as the defining
characteristics of ancient Rome?
History students 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. Through comparative historical analysis
and critical appraisal of evidence, history
contributes to an active and informed democratic
citizenship.
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What is the evidence for the
emergence and establishment of
ancient societies (including art,
iconography, writing tools and pottery)?
What are the key features of ancient
societies (farming, trade, social
classes, religion, and rule of law)?
Water in the World
Students will examine the many uses of water through a process of geographical inquiry:
Water as a resource Locations and connections through the
environment World Geography Australia’s water resources Water scarcity Ways to overcome scarcity Case studies (sustainability) Value to Indigenous peoples
Place and liveability This topic focuses on the concept of place through an investigation of liveability:
Factors that influence where people live
Access to services and facilities
Characteristics of an area
Environmental quality of places
Liveability of their community
Sustainability
Geography is a structured way of exploring,
analysing and explaining the characteristics of the
places that make up our world, through
perspectives based on the concepts of place,
space and environment. A study of geography
develops students’ curiosity and wonder about the
diversity of the world’s places and their peoples,
cultures and environments.
COURSE OUTLINE Year 8 LEARNING EXPERIENCES
The Ancient to the Modern World
In this study, students will examine the end of
the ancient period to the beginning of the
modern period, 650 AD to 1750 AD. Topics
covered include:
i) Medieval Europe
Way of life
Roles and relationships of different
groups of people
Crime and punishment
Role of the Catholic Church
Significant events – Crusades
Significant Individuals – Richard the
Lionheart and Saladin
ii) Spanish Conquest
Pre-Columbian life
Social organisation, city life and
beliefs
Students examine why places have their
particular environmental and human
characteristics, explore the similarities and
differences between them, investigate their
significance and meanings to people, explain how
they change over time, and evaluate their futures.
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Reasons for European exploration
and expansion
Contact and conflict between
Spanish conquistadores and the
Aztecs
Effects – short and long term
In this study, students will examine the
following topics through a process of
geographical inquiry:
i) Landforms and Landscapes
Different types of Landforms and
landscapes
Locations
World Geography
Topography – Antarctic mountains
Cross sections
How do different land uses affect
the landscape?
What are the impacts?
What can be done to lessen the
impacts (sustainability)?
ii) Reshaping the Nation
Urban lifestyles
Characteristics of an area
Cultural diversity
Liveability of their community
Sustainability
Geography emphasises the role of the
environment in supporting human life, the
important inter-relationships between people and
environments, and the different understandings of
these relationships. Gathering evidence from a
range of sources such as art, architecture,
archaeological digs, artefacts, fiction, non-fiction,
poetry, music, drama, movies, television, coins,
stamps, posters, media, and computers.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
In this study, students will examine the world
from 1750 to 1918, including the rapid
changes in the way people lived, worked and
thought. Topics covered include:
i) The Industrial Revolution and the
Making of a Nation (Australia and
Asia)
Changes caused by the Industrial
Revolution
Impacts of these changes
Settlement and frontier conflict
between European settlers and
Aboriginal and Torres Strait
Islander peoples
Experiences of non-Europeans
Life at turn of twentieth century
Early legislation – Federal
government
Gathering evidence from a wide range of sources
such as art, architecture, archaeological digs,
artefacts, fiction, non-fiction, poetry, music,
drama, movies, television, coins, stamps,
posters, media, computers
Responding to inquiry questions
Drafting hypotheses
Creating timelines
Participating in debates and class discussions
Oral and written communication
Computer and internet usage
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Different interpretations of history
ii) World War I
Causes of the war
Reasons for Australia’s participation
Where Australian forces fought
Significance of selected battles
Campaigns
Impact of war on home front -
conscription
The Anzac Legend
Students will examine the following topics
through a process of geographical inquiry:
i) Biomes and food security
What are the biomes of the world?
Where are they located?
Features of these distinctive
landscapes
Australia’s environment
Murray- Darling Basin
What are the challenges to
sustainability?
ii) Geographic Connections
Interconnection of people and
places
How people are connected
Transportation, ICTs, trade
Impacts of these connections – on
places and environments – effects
of people’s travel
What is being, or could be done to
address these problems?
ASSESSMENT Objective/Short Answer Response
Response to Stimulus Exam
Research Tasks
FUTURE
PATHWAYS
Future pathways include study and employment in Art, Architecture,
Archaeology, Law, Politics, Government, Education, Travel and Hospitality,
Media Studies, Social Sciences, Foreign Affairs, Defence, Teaching,
Journalism, Environmental Studies, Engineering
FURTHER ADVICE Kay Simpson EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 33 of 42
TECHNOLOGY
DESIGN AND TECHNOLOGY
FACULTY Business/ DesignTechnology
YEAR LEVEL Year 7- 8
DURATION Two Years (if commencing in Year 7)
WHY STUDY Year 7 and 8 students are given an introduction to Technology through a
range of manufacturing/production and digital processes. Students will use
investigation, devising, production and evaluation to gain an understanding
of a range of materials, equipment and systems.
COURSE OUTLINE Year 7 LEARNING EXPERIENCES
Digital Technology (Semester 1)
Students will be introduced to the Merrimac
State High School network. They will learn how
to access various online resources and connect
to printers. Effective file management and the
presentation of information will be a desired
outcome, whilst communicating with IT with staff
electronically.
Food Technology (Semester 2)
Students will have the opportunity to develop an
understanding of food production in a domestic
kitchen. They will obtain and expand skills and
knowledge to produce healthy snacks for
themselves and others. Teamwork,
communication and practical skill development
will be the essence of student success.
Thermoforming plastics (storage box)
(Semester 2)
Students focus on technology in the material
specialisation of plastics. Students will gain
knowledge of thermoforming plastics and their
properties/characteristics as well as developing
skills in common manufacturing techniques. As
well as learning to use a range of hand tools,
students are introduced to some static
machines with a high emphasis on safety.
Materials and Systems Technology
Students will benefit from learning how to safely
Students demonstrate evidence of their learning
over time in relation to the following assessable
elements:
Knowledge and understanding
Investigating and designing
Producing
Evaluating
Reflecting
Assessment tasks will be varied to ensure
engagement of student body. Possible types of
assessment include:
Practical work
Written design activities
Theory workbooks
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work with traditional, contemporary and
emerging technologies. They will apply
knowledge, practical skills and processes to
create solutions for various design tasks.
COURSE OUTLINE Year 8 LEARNING EXPERIENCES
Food Technology
Technology has changed the way that food is
produced, sold and prepared. Students will use
a range of new food products to examine the
impact these changes have on individuals and
communities. They will also explore how
product design is influenced by changing needs.
Industrial Technology and Design
Students learn about timber preparation and
joining methods, surface finishing, sheet metal
fabrication, working with acrylic and principles of
design/graphics. As well as learning to use hand
tools, students are introduced to some static
machines with a high emphasis on safety. Topic
include:
Timber manufacture
Sheet metal manufacture
Graphic communication
Plastics manufacture
Textiles Technology
Technology has impacted how all textiles have
been produced and distributed world-wide.
Textiles Technology gives students the
opportunity and skills to develop their
knowledge of textiles and production by
designing and producing an embellished pencil
case.
Students demonstrate evidence of their learning
over time in relation to the following assessable
elements:
Knowledge and understanding
Investigating and designing
Producing
Evaluating
Reflecting
Assessment tasks will be varied to ensure
engagement of student body. Possible types of
assessment include:
Practical work
Written design activities
Theory workbooks
ASSESSMENT Written exam
Written assignment
Practical activities
Design portfolio
FUTURE
PATHWAYS
Year 9 Food Technology, Textile Technology, Industrial Technology and
Design.
FURTHER ADVICE Lisa Cowderoy EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 35 of 42
BUSINESS TECHNOLOGY
FACULTY Business/ Design Technology
YEAR LEVEL Year 9
DURATION 12 Months
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
This technology subject is delivered within a
business context. Students are introduced to
the basic concepts of business, whilst
designing and producing business products,
marketing strategies and documents.
Culminating activities include running a
business venture.
Product Design and Marketing
Money Management
Business Venture
Accounting Fundamentals
FURTHER ADVICE Lisa Cowderoy EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 36 of 42
TEXTILE TECHNOLOGY
FACULTY Business/ Design Technology
YEAR LEVEL Year 9
DURATION 12 Months
WHY STUDY Students have the opportunity to learn skills associated with the use and
care of fabrics. This will prepare students for life and leisure and provide
foundations for those wishing to pursue a career in fashion. Students will
be involved in both theoretical and practical units of work. The design
processes of investigating, designing producing, evaluating and reflecting
will be central to the way students learn.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
The Textile Industry
Tools of the trade
Design fundamentals and techniques
Production of textile items
Textures
Applied design techniques
Commercial Pattern interpretation
Computer aided Fashion Design
Both practical and theory
ASSESSMENT Design Portfolio
Practical Activities eg construction of textile items
Written assignment (approx 600) 1 per semester
FUTURE
PATHWAYS
Year 11 and 12 Fashion Studies
Certificate courses in Fashion are offered at TAFE, University and local
Fashion Academies
Related job opportunities range from retail work to fashion designing eg
retail buyer, window dresser, machinist, cutters, production assistant,
garment repair and alterations, dressmaker, pattern matter, wardrobe
supervisor, stylist, footwear designer, fashion journalist, jewellery and
accessory design, movie/theatre costume design
FURTHER ADVICE Lisa Cowderoy EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 37 of 42
FOOD TECHNOLOGY
FACULTY Business/ DesignTechnology
YEAR LEVEL Year 9
DURATION 12 Months
WHY STUDY The basic food preparation skills learnt will help prepare students for
everyday life and leisure, while providing them with a strong foundation for
students wishing to pursue a career in any aspect of the food industry, from
production to teaching or hospitality. Students will receive both theoretical
and practical experience in all units of work. They will use a range of
technology and processes to investigate, design and produce food and/or
menus while evaluating and reflecting on the processes used to produce
food in society.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
Health, safety and hygiene to prepare students
for the kitchen. Menu planning. Healthy eating
and the part vitamins and minerals play in a
healthy diet. The students use the study areas
of snacks, breakfasts, lunch and dinners as
the practical backdrop to develop these skills
and put their knowledge into practice.
Students have practical lessons during all units of
work to develop cooking skills. These areas of
cooking include snacks, breakfasts, lunches and
dinners. While they are involved in these practical
lessons, students are exposed to and experience
a range of technology to develop different
cooking and preparation methods. Students are
also asked to put their knowledge into practice by
investigating and designing a magazine article,
and designing menus for a range of situations
while using different technologies.
ASSESSMENT Both practical and theory
FURTHER ADVICE Lisa Cowderoy EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 38 of 42
INDUSTRIAL TECHNOLOGY & DESIGN
FACULTY Technology
YEAR LEVEL Year 9
DURATION 12 Months
WHY STUDY In Year 9 the Industrial Technology Course is extended to a full year.
Students will gain a deeper understanding of the design process and
manufacturing techniques through structured units of work.
COURSE OUTLINE Year 9 LEARNING EXPERIENCES
Students further develop their knowledge of
manufacturing techniques while working with
timber, sheet metal and other materials. As
well as learning to use hand tools, students
gain experience in the use of power tools and
some static machines with a high emphasis on
safety. Students will develop design solutions
and communicate their ideas using
fundamental graphics techniques, including
the use of Computer Aided Drafting (CAD).
Topic include:
Timber manufacture
Sheet metal manufacture
Graphic communication
Dragster design and manufacture
Students demonstrate evidence of their learning
over time in relation to the following assessable
elements:
Knowledge and understanding
Investigating and designing
Producing
Evaluating
Reflecting
Assessment tasks will be varied to ensure
engagement of student body. Possible types of
assessment include:
Practical work
Written design activities
Theory workbooks
ASSESSMENT Unit theory booklets including feedback self assessment.
Practical projects
FUTURE
PATHWAYS
Certificate I in Construction, Senior Industrial Technology Skills
Engineering Skills
Certificate II in Electro Technology
FURTHER ADVICE Lisa Cowderoy EMAIL [email protected]
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 39 of 42
STATIONERY LIST The following general stationery items are compulsory for the CORE subjects of English, Maths,
Science, SOSE and HPE.
1 x Glue Stick 35g
1 x Ruler Plastic 30cm
1 x pkt Coloured Pencils assorted
1 x Artline 200 Fine liner Pen 0.4m Black
1 x Artline 200 Fine liner Pen 0.4m Red
5 x Pencil Lead HB
3 x Highlighters Assorted Colours
1 x Ballpoint Pen Medium Red
3 x Ballpoint Pen Medium Blue
2 x Ballpoint Pen Medium Black
1 x Eraser Pencil Large
1 x Pencil Sharpener Cylinder Single Hole
1 x Large Pencil Case 325 x 165mm
1 x Scissors 165mm
1 x Stapler No.10 Compact w/ 500 Staples
2 x Swivel Top USB Drive 8GB
1 x Collins Gem Dictionary/Thesaurus 5th Edition
15 x Exercise Binder Book A4 8mm 96pg
3 x Display Book A4
1 x Scientific Calculator – TI- 30XB
1 x Protractor
YEAR 7
2 x Manilla Folders Foolscap Buff
YEAR 8
2 x Manilla Folders Foolscap Red
YEAR 9
1 x Manilla Folders Foolscap Yellow
ELECTIVE SUBJECTS
STEAM Academy
1 x Ardunio Kit (Year 8 & 9 only)
LOTE
1 x Exercise Binder Book A4 8mm 96pg
SEP
5 x Exercise Book A4 96pg ruled with margin
1 x Scrapbook for PCT Class
TECHNOLOGY
1 x Exercise Binder Book A4 8mm 96pg
1 x Display Book A4
1 x STAEDTLER Minerva Graphite Pencil 2H
Merrimac State High School
CRICOS Code 00608A Updated: September 8, 2017 Page 40 of 42
1 x Olympic Sketch Block A3 #60 110gsm Cartridge 25 leaf
THE ARTS
CREATIVE ARTS Year 7 & 8
1 x Columbia Copperplate Hexagon Pencils 2B
1 x Columbia Copperplate Hexagon Pencils 4B
1 x Watercolours 24 Coloured Pencils
MUSIC
1 x A4 Exercise Book 64pg
DANCE
1 x A4 Exercise book 64pg
1 x Black Full length tights
MEDIA Year 9
1 x USB Drive 16GB (USB3) or larger
1 x A4 Exercise book 64pg
DRAMA Year 9
1 x A4 Exercise book 64pg
VISUAL ART Year 9
1 x Columbia Hexagon Pencil 2B
1 x Columbia Hexagon Pencil 4B
1 x Watercolours 24 coloured pencils
1 x Visual Art Diary A4 110gsm 120 pages
Replacement of these items is required as they are used/filled (e.g. pens, pencils, exercise books etc.). The
school requests students do not use any ‘5 subject’ style books as teachers may need your individual books for
marking.