year 7-10 subject guide · 2020. 10. 20. · media arts 21 music 22 extension studies 23 spanish 24...

YEAR 7-10 SUBJECT GUIDEYEAR 7-10 SUBJECT GUIDE

Subjects

Pastoral Care 5

English 6

Health and Physical Education 7

Outdoor Education 8

Science 10

Humanities 11

History

Geography

Civics and Citizenship

Economics and Business

Mathematics 13

Year 10 Mathematics 14

Digital Technologies 15

Food Tech 16

Industrial Technology 17

STEM Technologies 18

Drama 19

Visual Art 20

Media Arts 21

Music 22

Extension Studies 23

Spanish 24

Literacy Short Course 25

Numeracy Short Course 26

CONTENTS PAGE

INFORMATIONIntroduction 3

Aims of Schooling in the Middle Years 3

Overview 3

Subjects 4

INTRODUCTION

The Middle Years of schooling encompass the management and education of a very distinctive group of young people, those in the developmental stages of adolescence, which often means students between the ages of 11 - 15 years (Years 7 – 10).

The quality of this phase of schooling is of crucial importance to the future lives and prospects of our students.

AIMS OF SCHOOLING IN THE MIDDLE YEARS

The Middle Years are vitally important to a student’s development. They encompass the change from Primary methods and thinking to Secondary processes and structures, and prepare the student for the Senior School, further studies and post-school life.

At Cooloola Christian College we believe that successful education in the Middle Years intentionally responds to the diverse needs, interests and achievements of young adolescent learners.

To create environments for learner success, our teachers:• understand that young adolescents are developing intellectually, physically, emotionally, socially, ethically

and spiritually at different rates • advocate for this age group empathetically, passionately and relationally • are equipped with teaching strategies to engage, challenge and inspire adolescent learners • ensure that learning spaces are safe, engaging, positive, democratic and flexible • identify appropriate tools to support learning from a wide bank of creative and age-appropriate resources

OVERVIEW

Year 7 is a transition year in which students will be partially integrated into Secondary studies and processes in a manner that will ease them into the new systems and prepare them for Years 8 and 9.

During the year they will, as far as possible, have two principal teachers for the core subjects - English, Mathematics, Science, Humanities, and Health & Physical Education. Specific subject teachers will cover the additional offerings of Art, Drama, Music and Technology.

Years 8 – 10 will see students exposed to the more traditional secondary schooling format, with a range of teachers taking responsibility for their subjects.

As students proceed from Year 7 to Year 10, they will progress from largely teacher-directed study to increasing levels of self-directed study, utilising the teacher as one of many resources contributing to positive learning outcomes. This is in preparation for the Senior Phase of school, where self-motivated and self-directed study are essential foundations for student success, equipping young people both for tertiary studies and the workplace.

During the Middle Years phase of a student’s education, growing maturity is expected to manifest in self-discipline and a willingness to participate in the education process as fully as possible.

Extra-Curricular Activities provide students with opportunities to work collaboratively, serve others, explore spiritual gifts and participate in wider community life in order to broaden personal experience and better equip individuals for their Senior Years.

Some opportunities for extra-curricular participation include:• English, Science, Maths and Technologies competitions• School and inter-school sports• Music and Drama involvement in Chapel services• Voluntary help at school functions• Ministry activities

3

SUBJECTS

Years 7-10

All students are enrolled in Pastoral Care classes, the content of which includes Biblical Studies, Life Skills, Student Wellbeing, Study Skills, Service activities and Chapel.

Core Subjects Elective SubjectsYear 7 English

MathematicsScienceHealth and Physical Education Humanities (incl. History, Geography, Civics and Citizenship, and Economics and Busi-ness)

Visual ArtsDramaMusic Food and Fibre TechOutdoor EducationTechnology (Industrial and/or Digital)

Year 8 EnglishMathematicsScienceHealth and Physical EducationHumanities (incl. History, Geography, Civics and Citizenship, and Economics and Busi-ness)

Visual ArtsDramaMusic Food and Fibre TechOutdoor EducationTechnology (Industrial and/or Digital)

Year 9 & 10 EnglishMathematicsScienceHealth and Physical EducationHistory

Visual ArtsDramaMusicMedia ArtsFood TechDigital TechGlobal Citizenship Industrial TechnologyOutdoor EducationSpanishSTEMExtension Studies

4

5 Cooloola Christian College

PASTORAL CARECore Subject

Student Learning OverviewIn our Secondary College, students are enrolled in a year level Pastoral Care class. Pastoral Care teachers are allocated as the core teacher, providing students and parents with a key contact through each school year.

In Middle Years students will recognise their pastoral care group as the most familiar class arrangement, reflected in multiple timetabled core lessons (English, Maths, Science, Humanities and HPE) every school day. As students progress through the years of secondary education this becomes a core group with whom the student meets daily.

Pastoral Care lessons occur daily for all classes in Year 7-12. Providing time to build relationships, make connections, raise concerns, review key routines and discuss upcoming calendar events, Pastoral Care time builds a firm foundation for confidence, success and security in the secondary years.

Pastoral Care lessons run for 35 minutes each day, during which several different areas of Student Wellbeing are covered.

Parents are encouraged to contact PC teachers with questions and queries at any time – email or phone for an appointment.

Unit StructureIn addition to these lessons, there are guest speakers who present other interesting and useful content reflecting our Biblical worldview throughout the year.

Monday Tuesday Wednesday Thursday Friday

Biblically based lessons are taught, with different grades focussing on different topics or areas of the Bible.

Wellbeing based lessons are taught, where students learn about a range of topics that will help them be more resilient in life.

Students attend Chapel during which students participate in singing worship songs, hear a message from a pastor and occasionally play a School House game.

Students attend Assembly during which any important notices and student achievements are announced. Students also participate in a School House game and hear a Devotion.

Life Skills lessons are taught, where students learn a range of skills that are useful for success in school or in life outside of school.

ENGLISHCore Subject

Student Learning OverviewEnglish helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that students learn to analyse, understand, communicate and build relationships with others and with the world around them.

The English course is built around a balance of the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and students will revisit and strengthen these as needed.

English in Years 7-10 seeks to provide students with enjoyable encounters with a wide variety of literary texts, including classic and contemporary world literature, for example: novels, plays, poetry, biographies, films and short stories, as well as everyday texts, for example: advertisements, feature articles, film reviews and news reports.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

Sequence of content within the strands: Language: language variation and change; language for interaction; text structure and organisation; expressing and developing ideas. Literature: literature and context; responding to literature; examining literature; creating literature. Literacy: texts in context; interacting with others; interpreting, analysing, evaluating; creating texts.

Assessment InformationStudents are assessed on their ability to create and respond to a wide range of text types across the language modes: listening, speaking, reading, viewing and writing.

6Year 7-10 Subject Guide


HEALTH & PHYSICAL EDUCATIONCore Subject

Student Learning OverviewAims

• To promote the health of individuals and communities. • To develop concepts and skills for physical activities. • To enhance personal development.

Theory Overview • Year 7: Identity; Growing and Changing/Risk Taking • Year 8: Fitness; Nutrition • Year 9: Drugs; Discrimination in Sport • Year 10: Energy systems; Biomechanics, Anatomy, Sports Psychology, Motor Learning

Practical Skills Overview – Years 7-10Athletics Track and FieldRecreation Bush Dancing

GymnasticsImplements Badminton

Softball Table Tennis Hockey Tennis Futsal Ultimate Frisbee

Large Ball Court Basketball Handball NetballVolleyball

Large Ball Field SoccerAFLX Touch Football

Swimming Stroke CorrectionLife Saving Water Polo

Assessment InformationAssessment will take the form of both formative and summative evaluation. Techniques will include student observation, standardised tests, and written and practical examinations.


OUTDOOR EDUCATION - YEAR 8Core Subject

Student Learning OverviewOutdoor Education in Year 8 provides students with an introduction to the philosophies, skills and knowledge of Outdoor Education. Students are then able to make an informed decision in choosing Outdoor Education as an elective in Year 9 &10.

The foundation for discussion and experience is built upon developing relationship in four main areas: • Community: Learning to live, work and play with others by focusing on teamwork, problem solving and

leadership. • Outdoor Recreation: Students experience a range of activities which help them to explore and enjoy God’s

natural world in a safe way. • Environment: Our first job was to tend the garden. In order to look after the world God created we must

understand and value it. Students will gain an insight into their role in the environment. • Personal Development: Students will develop in many areas including physical fitness and resilience as they

face challenges and learn their unique value to God.

Students will experience introductory skills in: • Mountain Biking, Canoeing, Camping Skills, Cooking, First Aid • Environmental Project, Navigation, Indoor Climbing

Assessment InformationStudents are assessed on their practical skills on an ongoing basis, with a final summative assessment at the end of each unit. For some units an in-class exam is given, for some an assignment or presentation where individual or group work is required. All students are required to have a journal to record and reflect on their experiences. This journal is continued from Year 8 through to Year 10 and is key to assessment and individual formation.

StructureNote: Camping Skills including cooking, first aid & navigation are taught at various stages throughout Units 1–3.

Unit 1 Unit 2 Unit 3 Unit 4

Rock Climbing: Introduction to top rope climbing utilising the CCC indoor climbing wall. Students are taught safety principles and basic climbing and belay techniques.

Mountain Biking: Introduction to mountain bike riding utilising the CCC bike trail and school grounds. Students are taught safety principles and basic riding and bike maintenance techniques.

Environmental Project: Students complete a research project with an environmental focus. They will be given the opportunity to utilise the knowledge gained to maintain and enhance the CCC Nature Space and school grounds.

Canoeing: Introduction to canoeing utilising the CCC dam. Students are taught safety principles and basic canoeing skills.

Gymnastics: Students will participate in several excursions to a local gymnastics club with a focus on fitness and skill development.


OUTDOOR EDUCATION - YEAR 9 & 10Elective Subject


Year A: Rock Climbing and Abseiling - basic top-rope climbing and abseiling techniques on both climbing walls and natural rock.

Year B: Survival - psychology and practicalities of survival. Navigating using a map and compass, lighting fires, making shelter, finding water and food.

Year A: Canoeing - focuses on fitness, skills and communication.

Year B: Mountain Bikes - maintain and ride mountain bikes in a variety of terrains.

Year A: First Aid - practical knowledge and skills in first aid applied to outdoors and wilderness experiences and responding to scenarios.

Year B: Sustainable Communities - research, explore and experience the effects man has on his environment and examine personal, local and global choices which affect our impact on the earth which has been entrusted to us as stewards.

Year A: Expedition Planning and Management - plan and prepare for safe and enjoyable camping and hiking trips into wilderness locations.

Year B: Marine Studies - an amazing world under the ocean and an extension of sustainability. We focus on the recreational skills of Snorkelling and SCUBA diving and grow in knowledge and appreciation of God’s creation.

Levy approx $520

Student Learning OverviewOutdoor Education equips students for life by building its wide range of experiences, skills and knowledge upon a foundation of relationship with:

• Self: Facing challenges head on, learning new skills, developing resilience and dealing with adversity are just some of the experiences that will help students in their personal development.

• Community: Learning to live, work and play together and understanding the biblical principles behind each of these skills.

• Environment: God gave us the role of caretaker when he created the world. In order to look after it we must first understand and value it.

• Our Creator: Through our experiences we have opportunity to develop and deepen a relationship with Jesus Christ.

Camps It is expected that there will be 2 course camps planned for each year, in Term 2 and Term 4. The cost of these camps is included in the subject levy (see above). These camps are compulsory and the highlight of the year. There are also excursions in class time and sometimes optional additional excursions for those students with particular interest in the current unit of study. Parents are welcome to come along on camps and excursions. Please ask!

Equipment Requirements CCC provides basic camping gear, such as tents, cooking stoves and backpacks. Quality camping equipment that is compact, light and durable is recommended. A raincoat, sleeping bag, polar fleece and thermals are considered basic requirements for safe activities. Much of this equipment will last for over 20 years with care and, without them, students may not be allowed to participate.

Structure

Assessment InformationStudents are assessed on their practical skills on an ongoing basis, with a final summative assessment at the end of each unit. For some units an in-class exam is given, for some an assignment or presentation where individual or group work is required. All students are required to have a journal to record and reflect on their experiences. This journal is continued from Year 8 through to Year 10 and is key to assessment and individual formation.

SCIENCECore Subject


Student Learning OverviewScience is part of the human quest for understanding and wisdom and reflects human wonder about the world. The study of science as a ‘way of knowing’ and a ‘way of doing’ can help students reach a deeper understanding and appreciation of their world and the structures and laws that maintain it. It equips them with the means to present and defend their understanding in a persuasive and non-confrontational manner.

At Cooloola Christian College, students are guided to understand that: • Science and Scriptures are not necessarily in conflict, and in fact, a lot of things in Scripture make more sense in the light

of current scientific knowledge. • Science follows a prescribed method in its search for truth but is tentative in the conclusions reached. However, God has

revealed His Truth to us in Scripture, even though human interpretation of this Truth may be influenced by the culture or the technology of the time.

• God’s Creation is evident in: other design and functioning of living things other design and functioning of the Universe other natural laws that govern forces, the structure of matter, chemical reactions and inheritance.

• There are several moral, ethical, social and legal issues related to some scientific pursuits (eg ecological issues and medical techniques). These need to be assessed in the light of scriptural and parental guidelines.

Curriculum Content

Assessment InformationAssessment will consist of written examinations, in class practical reports and investigations, and assignments/projects.

Year 7 Year 8 Year 9 Year 10

The study of Science in Year 7 is undertaken to help students understand: • methods used in

scientific investigation.• God’s Creation is evident

in the natural laws that govern: • forces;• sound; • the structure of

matter and chemical reactions.

• God has created a spectacular planet on which we live, and His majesty can be seen in the night sky.

• God has created a great variety of organisms that have characteristics that allow us to put them into groups. He created humans to have fellowship with Him.

• history of earth as recorded in fossils is consistent with Creation and a global flood.

• ways in which organisms in nature interrelate with each other. However, human activities sometimes destroy this balance instead of maintaining it by good stewardship.


scientific investigation. • God’s Creation is evident

in the natural laws that govern: • light and heat;• the structure of

matter and chemical reactions.

• God has created the planet on which we live - and the universe.

• history of earth as recorded in rocks is consistent with Creation and a global flood.

• God has created resources such as metals for our use. However, human activities sometimes destroy the balance within the environment instead of maintaining it by good stewardship.

• God’s creation is evident in the design and functioning of the systems which make up our bodies.

• our bodies are fearfully and wonderfully made.


scientific investigation.• history of earth as

recorded in rocks is consistent with Creation and a global flood.

• God’s Creation is evident in: • the design and

functioning of the systems which make up our bodies;

• the design of atoms and the ways in which they bond with other atoms to form substances;

• the natural laws that govern light, chemical reactions, electricity and movement;

• the way in which organisms in nature interrelate with each other. However, human activities sometimes destroy this balance instead of maintaining it by good stewardship.

• our bodies are fearfully and wonderfully made.


scientific investigations;• chemical reactions; • environment case

studies;• using Chemistry

(everyday uses);• DNA & genetics;• evolution; • forces and motion; • alternate energy

sources; • earth systems;• periodic table;• the universe.

HUMANITIES

CORE SUBJECT in Years 7 & 8 (History, Geography, Civics & Citizenship, and Economics & Business)

ELECTIVE SUBJECT in Years 9 & 10 (Global Citizenship)

Student Learning OverviewThrough studying Humanities, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate. The Humanities subjects in the Australian Curriculum provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.

History: The 7–10 curriculum generally takes a world history approach within which the history of Australia is taught. It does this to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander Peoples, their identities and the continuing value of their cultures. It also helps students to appreciate Australia’s distinctive path of social, economic and political development, its position in the Asia and Pacific regions, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia’s diverse society and in creating rewarding personal and collective futures.

Geography: In studying Geography in Years 7–10, students build on their understanding of place, space, environment, interconnection, sustainability and change and apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations. These concepts are the key ideas involved in teaching students to think geographically in the Australian Curriculum: Geography and are developed in through various investigations of place, space, environment, interconnection, sustainability and change.

Civics and Citizenship: Civics and Citizenship provides students with opportunities to investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society. Emphasis is placed on the federal system of government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.

Economics and Business: Australia needs enterprising individuals who can make informed decisions and actively participate in society and the economy as individuals and more broadly as global citizens. Young Australians will also face many social, economic and moral challenges in their lifetimes that will impact on their lives and choices. Economics and Business empowers students to shape their social and economic futures and to contribute to the development of prosperous, sustainable and equitable Australian and global economies. Through studying economics and business, students learn to make informed decisions and to appreciate the interdependence of decisions made within economic systems, including the effects of these decisions on consumers, businesses, governments and other economies, and on environmental and social systems.

11 Cooloola Christian CollegeCooloola Christian College

Year 7 Year 8 Year 9 & 10

Humanities topics include: (CORE) • The Ancient World: an

overview • Investigating the

ancient past - Ancient Rome

• Water in the World • Place and Liveability

Humanities topics include: (CORE) • Ancient to modern

world • Medieval Europe • The Black Death in

Asia, Europe and Africa

• Japan under the shoguns

• Landforms and Landscapes

• Changing Nations

History topics include: (CORE) • Industrial Revolution • World War 1 • Australia the Making

of a Nation • Ideologies in the 20th

Century • Modern World in

Australia • World War 2 • Rights and Freedoms • Popular Culture

**Global Citizenship topics include: (ELECTIVE) • Biomes and Food

Securities • Geography of

Interconnections • Citizenship, Diversity

and Identity • Government and

Democracy • Competitive

Advantage in Business • Geography of Human

Wellbeing • Environmental

Change and Management

• Australian System of Justice

• Maintaining a Healthy Economy and Workplace


MATHEMATICSCore Subject Year 7 to 9

Student Learning OverviewAims• To enable students to become aware of the order, precision, design and constancy of God’s creation and to

gain an appreciation of God’ s greatness and the wonder of His creation. • To assist students to become skilled and creative members of society by developing their God-given gifts and

abilities in logical thought, decision-making, discovering, inventing, problem solving and creativity. • To encourage an interest in, and enjoyment of, the challenge of Mathematics through developing a positive,

adventurous attitude. • To develop and maintain mathematical reasoning, skills and concepts that are relevant to the student

personally as well as to the community. • To prepare students for using Mathematics in everyday life, the world of work, and in further study.

Assessment Information• Unit tests • In-class problem solving activities and/or investigations • Assignments or projects

StructureThe Australian Curriculum: Mathematics is a spiral curriculum. Each year the content of the previous year is consolidated, and then explored in increasing depth.


Numbers & Algebra Measurement & Geometry Statistics & Probability

Year 7 • Positive & Negative Integers • Indices & Prime Numbers • Rational Numbers • Decimals & Percentages • Introduction to Algebra • Linear Equations • Money

Year 8 • Integer Operations • Index Laws • Fractions, Decimals &

Percentage • Ratio & Rates • Expansion & Factorisation • Solving Linear Equations • Graphing Linear Equations

Year 9 • Surds & Indices • Expansion & Factorisation • Solving Linear Equations • Graphing Linear & Non-Linear

functions and relations • Proportion & Rates • Solving Quadratic Equations • Graphing Quadratic Functions

Year 7 • Angles & Shapes • Length, Area & Volume • Transformations • Scales & Plans

Year 8 • Congruence & Transformations • Length, Area, Volume of Prisms• Time

Year 9 • Congruence & Similarity • Pythagoras & Trigonometry • Area, Surface area & Volume

Year 7 • Introduction to Probability • Representing & Interpreting

Data

Year 8 • Representing & Interpreting

Data • Probability

Year 9 • Probability & Conditional

Probability • Organising & Analysing Data

Cooloola Christian College

MATHEMATICSCore Subject Year 10


Student Learning OverviewStudents are guided in selecting between 2 Mathematics courses for Year 10 study. Providing foundations for Senior Mathematics – Essential, General, Methods and Specialist Mathematics.

Year 10 Core Mathematics Year 10 Mathematics Australian Curriculum.

Year 10A Mathematics This subject is available to “students who require additional content to enrich and extend their mathematical study whilst completing the common Year 10 curriculum. It is not anticipated that all students will attempt the 10A content but doing so would be advantageous for those intending to pursue Mathematical Methods or Specialist Mathematics in the senior secondary years. A selection of topics from the 10A curriculum can be completed according to the needs and interests of students.” https://australiancurriculum.edu.au

• Year 10 Mathematics Australian Curriculum. • Elements of Year 10A Mathematics Australian Curriculum.

Foundations for Senior Mathematics subjects: • Year 10 Core Mathematics • Essential Mathematics • General Mathematics

Year 10A Mathematics • Mathematical Methods • Pre-requisite for Specialist Mathematics

Structure


Year 10 Core Mathematics Geometric reasoning Measurement Probability

Year 10A Mathematics Year 9 consolidation of extension topics:Surds Factorising trinomials Factorising by grouping Quadratic Solutions Parabolas Line of symmetry Yr10/ 10A: Data & Statistics • Uni-variate • Bi-variate Probability Measurement Linear Algebra Simultaneous equations

Year 10 Core Mathematics Linear Algebra Coordinate Geometry Simultaneous equations

Year 10A Mathematics Year 9 consolidation of extension topics:Index Laws Coordinate Geometry Surds Geometric Reasoning Financial Mathematics

Year 10 Core Mathematics Financial mathematics Pythagoras Trigonometry

Year 10A Mathematics Year 9 consolidation of extension topics:Exponential Functions Logarithms Log functions Pythagoras Year 10/10A:Trigonometry Unit Circle

Year 10 Core Mathematics Data and statistics Uni-variate Bi-variate

Year 10A Mathematics Year 9 consolidation of extension topics:Quadratics II Parabolas Hyperbolas Circles Square root functions Year 10/10A:Remainder Theorem Factor Theorem Completing the square Polynomial long division

DIGITAL TECHNOLOGIESElective Subject Year 7 & 8

Student Learning OverviewDigital Technologies in the twenty-first century is increasingly interlinked and mediated by technology. Digital technology enables individuals to access, construct and publish information for particular purposes and audiences. It also allows communication and collaboration with others in real and virtual spaces. Individuals can use digital technologies as a medium to express ideas and be creative.

Aims In Digital Technologies Education, students develop and demonstrate the knowledge, practices and dispositions necessary to operate effectively in information-enriched environments. They understand the transformation of data to information, information to knowledge, and knowledge to wisdom, and the interdependent human and technological agencies that lead to these transformations. Students critically analyze information and construct personal meanings to develop and present responses to information and communication challenges.

Content The learning outcomes of the Digital Technologies subject area are organised into four strands:

• Accessing and Constructing Digital Information • Digital Communication and Publishing • Interfacing with Machines • Participating in Online Communities

Assessment InformationAll assessment in Digital Technologies is completed in-class, and can involve theory exams to practical tasks which may include document production, image manipulation, web page design, design and development of 3D items, programming, multimedia presentation or graphic editing.

Structure


Unit 1 Year 7 Unit 2 Year 7 Unit 3 Year 8 Unit 4 Year 8

3D printing and design Websites – coding with html

Excel spreadsheets and networks

Writing code in Minecraft for education

FOOD TECHElective Subject Year 9 & 10


Student Learning OverviewOur students are growing up in a world that is technologically diverse and challenging so it is important to incorporate a relevant and contemporary approach to food and nutrition. While we acknowledge the fast-paced technological society we are preparing our students for, we still need to maintain a focus on the importance of healthy eating.

Food Technology encourages students to build on the traditions within the family, embrace new learnings and apply this knowledge to the practical skills required to enhance their individual well-being as well as that of their family and the wider community.

Food Technology engages students in critical and creative thinking to solve complex problems. They use the design process to create solutions which are functional and will appeal to the targeted audience.

Assessment Information• Practical cookery: individual tasks as well as collaborative tasks • Written tasks • Research topic • Process journal • Preparing and serving food for others

Structure9/10 Food Tech is studied over 4 semestersYear A: Eat Healthy, Eat Better Year B: The Wide World of Food

Topics covered over the two years include: • The Australian Dietary Guidelines to Healthy Eating • Nutrition and diet related diseases • The impact of technology on food, food processing and food preparation • Food science and nutrients • Food additives • Food labelling and packaging • Food production, sustainability and organic foods • Environmental issues related to the production of food • International cuisine and its influence on our food habits and patterns

INDUSTRIAL TECHNOLOGYElective Subject Year 7 to 10

Student Learning OverviewIndustrial Technology is an area of study that focuses on a wide range of workshop skills with an emphasis on design and technology processes. It dovetails into the Key Learning Area (KLA) of Technology, which is being introduced throughout Queensland from P-10.

Aims Industrial Design & Technology introduces students to the basic skills and knowledge of woodwork and metal work. Through the completion of various projects, students develop essential hand-eye and fine motor skills, drawing and design skills and a sense of confidence and satisfaction. Furthermore, students gain an understanding of stewardship of our God given natural resources and an understanding of safe workshop practices.

Assessment InformationYear 7 & 8

• Project work • Folio work • Demonstrated safe workshop practices • Industry research

Year 9 & 10 • Project work (an average of 1 project per semester) • Demonstrated safe workshop practices • Industry research

StructureYear 7 & 8 Content Students will be introduced to:

• Health and Safety in the Workshop • Wood Working Tools and Machines • Metal Working Tools and Machines • Design and Planning

Projects will vary from year to year but will include timber and metal projects constructed using hand tools and machines.

Year 9 and 10 ContentStudents may study:

• Health and Safety in the Workshop • Wood & Metal Production Techniques • Wood & Metal Working Tools • Use of Machines • Design and Planning

Projects may include metal and timber products.



Timber project and industry research

Metal project and industry research

Timber project and industry research

Metal project and industry research

STEM TECHNOLOGIESElective Subject Year 9 & 10


Student Learning OverviewTechnologies have been an integral part of society for as long as humans have had the desire to create solutions to improve their own and others’ quality of life. Technologies have an impact on people and societies by transforming, restoring and sustaining the world in which we live.

Australia needs enterprising and innovative individuals with the ability to make discerning decisions concerning the development, use and impact of technologies. Subjects in the Technologies learning area prepare students to be effective problem-solvers as they learn about and work with contemporary and emerging technologies. In technologies classes, students work independently and collaboratively to solve complex, open-ended problems.

AimsSTEM Technology may incorporate Design and Industrial Technology, Digital Technologies, or Food and Fibre Technologies. Students will learn about the application of design thinking to envisage creative products, services and environments in response to human needs and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking to develop and improve solutions. Students will also learn about algorithms, computer languages and user interfaces through generating digital solutions to problems, as well as the design process to create functional solutions which appeal to the targeted audience.

Assessment InformationThe assessments will include:

• Folio of class work • Production of product • Pitch of products • Evaluations

StructureUsing a problem-based learning approach, the learning outcomes of STEM Technologies are:

• Accessing and constructing information • Communication and publication • Interfacing with machines • Participating in communities both online and in the local area • Product design • Sketching/drawing • Health and safety


Themed Café • Research • Logo, menu and

recipe design • Digital design in

InDesign • Process journal • Burger preparation

and presentation • Production of video

Design and 3D Printing • Research • Sketching designs • Developing in

Tinkercad • 3D printing • Evaluating

Video Game Design • Research • Storyboards • Programming game • Evaluation

Generational Stories • Research • Survey questions • Analysing data • Photo manipulation in

Photoshop • Book design in

InDesign • Website production in

html and php • Databases • Evaluation

DRAMAElective Subject Year 7 to 10

Student Learning OverviewAims Drama is a practical subject where students make dramatic concepts a reality through performance. Students respond to dramatic performances, and opportunities to view live theatre productions in Brisbane are a valued part of the curriculum.

Experiences in the Drama classroom develop confidence as well as skills in creativity, critical thinking, communication, problem solving and collaboration.

The Drama classroom is a safe and challenging environment where students are encouraged to take risks and learn in a hands-on, collaborative and engaging way. Drama provides students with a unique way of experiencing and expressing the human condition and, above all, our relationship with God.

Content The two areas of Drama are:

• MAKING Involves a variety of individual and group activities including scriptwriting, devising dramatic works and improvisation as students learn to use the dramatic elements effectively. It also involves performances both in class and for semi-formal or formal audiences with an emphasis upon refined performances skills, use of the elements of drama and conventions of forms and styles.

• RESPONDING Involves analysing and evaluating the use of the elements of drama and performance styles. In Drama students devise, interpret, perform and view dramatic responses.

Topics may include: • Non-Realism/Absurdism • Solo Performance • Whole-class Productions • Shakespearean Theatre • Scriptwriting • Improvisation and Process Drama • Commedia dell’Arte/Clowning • Scripted Drama

Assessment InformationMaking Tasks include individual and group assessment pieces, in the form of improvisations, script writing, dramaturgical folios, participation in process dramas and directing workshops. They also include individual and group performances, in the form of scripted and student-devised dramas, and are performed in-class or for a semi-formal audience.

Responding Tasks are completed individually in the form of analytical essays, short answer written responses and multimodal responses as students reflect upon live theatre, play texts, and their own performances.


VISUAL ARTCore Subject Year 7 & 8 / Elective Subject Year 9 & 10


Student Learning OverviewGod is a Creator. We have been made in the image of God, so being creative is a significant way in which we take God’s likeness. Visual Arts develops physical fine and gross motor skills, planning, analytic, spiritual and emotional intelligence. Literacy and numeracy are strong foci for Visual Arts at CCC.

Aims • To develop student skills and techniques in various media• To examine the rich heritage of art history• To help students learn how to analyse and interpret works of art• To develop aesthetic awareness in students and the ability to express uniquely

Assessment Information• Practical portfolio, visual diary work for each unit studied • Written assignments

StructureStudents will study selections from the following areas in all years:

• Two-dimensional work in different media - drawing; painting; print making • Three-dimensional work - clay work; sculpture in different media

Year 7 Year 8 Year 9 & 10 Elective

Begin understanding of elements and principles of art and of appraising artworks• Colour, construction and

composition • Study of art from other cultures

& Indigenous art

Develop understanding of elements and principles of art and of appraising artworks • Colour, construction and

composition using a variety of media

Utilise elements and principles of art as both artist and audience as preparation for senior study• Develop drawing skills and

skills in different techniques and media

Art history focus is on linking development of art through• European art • Australian art • Japanese / South-East Asian art

MEDIA ARTSElective Subject Year 7 to 10

Student Learning OverviewMedia 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.

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, evaluate 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.

Topics may include: • Genre and Film • Advertising and Propaganda • Photography • Sound in Media • Animation • Gaming • Text Media

Assessment InformationThere are two main areas of Media Arts:

Responding to media artworks Students will respond to media artworks, analysing and evaluating social and cultural values; different points of view; the influence of social, institutional and ethical issues; and how the elements of media are manipulated to make representations and meaning.

Making media artworks Students will produce representations that communicate alternative points of view in media artworks. They will manipulate the elements of media arts for different purposes, meaning and style. They will collaboratively apply design, production and distribution processes.


MUSICElective Subject Year 7 to 10


Student Learning OverviewMusic is a subject that involves both written and practical work. It requires students to make music, through composition and performance, as well as respond to the musical works of others. Students are required to work both individually and as part of a group in order to develop their skills of musicianship, collaboration and self-directed learning.

Experiences in Music involve learning some of the fundamentals of music theory, which are essential for further studies within the subject. Within Junior Music, students are given opportunities to progress their knowledge of an instrument that they already play, as well as some opportunities to broaden their musical talents on other instruments. Experiences also involve research into artists, as well as specific genres and time periods throughout the history of music.

Assessment InformationMaking Tasks include compositions (both notated and recorded), and sophisticated performances, both individually and in a group.

Responding Tasks include examinations, essays and/or orals.

StructureThere are two areas of Music: Making involves devising original music compositions and the polishing of a published work for performance, which can be either individual or group performances. Responding involves the evaluation of the musical performance or composition of others.

Topics • Beat and Rhythm • Rock Music • Popular Music • Music for Film/Radio and TV • Music for Small Ensembles • Music Technology/Recording • Contemporary Song Writing • Cover Music • Jazz Music

Year 7 Year 8 Year 9 & 10 Elective

Beat and Rhythm Students learn how to make and respond to different beats and rhythms from a range of methods, e.g. body percussion, hitting classroom objects with drumsticks and untuned percussion.

They learn some performance skills on the keyboard where they focus on playing one song.

Early Rock Music Students learn how to make and respond to music from the early-late rock period. They focus on the guitar where they learn basic chords, riffs and a simple rock song. This also forms part of their assessment.

They work on their listening skills throughout the trimester learning how to identify and analyse the elements used in rock music.

Cycle 1 Term 1 – Popular Music 1 Term 2 – Cover Music Term 3 – Music for Film/Radio TV Term 4 – Jazz

Cycle 2 Term 5 – Popular Music 2 Term 6 – Small Ensembles Term 7 – Contemporary Song Writing Term 8 – Music Technology/Recording

EXTENSION STUDIESElective Subject Year 9 & 10

Student Learning OverviewAim Extension Studies is a cross-curriculum, student-directed subject that follows an inquiry-based learning approach. Students participate in a range of personal interest research projects aimed at extending their skills, knowledge and understanding. These are framed with a student-developed inquiry question which guides them through a range of higher order critical and creative thinking processes, including investigation, creation, prediction, reflection, problem solving and evaluation. Extension Studies empowers students who are capable, autonomous and mature learners to take ownership of an area of special interest, allowing for the demonstration and mastery of a range of complex skills. Entry is restricted to students who have evidenced the necessary competencies required for successful completion of this subject.

Content Students, in consultation with the teacher, will select their own special interest area for the topic of their research projects. Areas of interest include (but are not limited to): Science, Mathematics, Design, Literature, The Arts, Humanities, HPE, Technology. As this subject requires extensive research in response to the guiding inquiry question to arrive at new knowledge, skills and understanding, each project will be a semester in duration.

Assessment InformationThe teacher will supervise students through the stages of their project using a logbook to track how students are investing their time, and the depth and breadth of their investigation. This logbook provides a method for accountability and records valuable data to evidence informally and continuously students’ demonstration of skills, knowledge and understanding.

Students will present their research project findings in a variety of modes depending upon the parameters of the project. For example, the flexibility in delivery of a multimodal presentation may be required due to practical components of the research project, as opposed to a non-practical research project, where a written report is suitable.


SPANISHCore Subject Year 7 & 8 / Elective Subject Year 9 & 10


Student Learning OverviewSpanish is divided into two main learning areas - Communicating (socialising, informing, creating, translating, reflecting), and Understanding (systems of language, language variation and change, the role of language and culture).

Students will: • Use oral language skills to exchange ideas and opinions • Interpret and process information through use of oral, written and multimodal texts • Participate in creating and responding to texts, songs, drama and music • Move between languages and cultures orally and in writing • Consider how intercultural interaction shapes identity • Understand the language system • Understand how languages vary and change • Analyse the role of language and culture

Assessment InformationRange of assessment types: Biographical writing, creating bilingual texts, speaking tasks, spelling and language convention tests, multimodal presentations & translating texts.

StructureYear 7 & 8 - CORE

• Participate in a range of spoken, written and online interactions • Engage in collaborative tasks that involve negotiation • Class discussions (asking and responding to open-ended questions, expressing viewpoints) • View, read and listen to texts in a variety of Spanish-speaking contexts • Organise and present material on different topics, comparing perspectives • Create texts to engage and entertain others • Translate and interpret a range of texts • Produce short bilingual texts and discuss language and culture • Reflect on similarities and differences in language and culture • Identify significant people, places and events in others’ lives and explain how this affects cultural identity

Year 9 & 10 - ELECTIVE • Discuss and compare interests, behaviours and values across cultures • Engage in shared activities (contributing ideas, opinions) • Engage in discussions and debates, justifying opinions • Analyse and synthesise information on a range of local and global issues • Convey information on a range of issues using different modes of presentation • Review creative texts, explain key messages and cultural attitudes • Produce imaginative texts to express ideas and values for a range of audiences • Translate Spanish and English texts and discuss cultural aspects of this process • Create bilingual texts for Spanish-speaking audiences, including aspects of Australian language and culture • Participate in intercultural experiences and reflect on making meaning from communication • Explore and compare cultural traditions and consider how they influence identity

LITERACY SHORT COURSEShort Course available in Year 10

Student Learning OverviewLiteracy is a one-unit course of study, developed to meet a specific curriculum need. It is informed by the Australian Core Skills Framework (ACSF) Level 3.

Single Unit – anticipated 55hrs

Assessment InformationInternal assessment (100%)

Assessment tools include: • extended response — written • extended response — short response • student learning journal

Future PathwaysStudying Literacy supports:

• trade • industry • business • community services

Unit StructureTwo topics:

• Personal Identity and Education • The work environment


1 credit point towards QCE

NUMERACY SHORT COURSEShort Course available in Year 10


Student Learning OverviewNumeracy is a one-unit course of study, developed to meet a specific curriculum need. It is informed by the Australian Core Skills Framework (ACSF) Level 3.

Single Unit – anticipated 55hrs

Assessment InformationInternal assessment (100%)

Assessment tools include: • extended response — oral mathematical presentation • extended response — short response • student learning journal

Future PathwaysStudying Numeracy supports:

• trade • industry • business • community services

Unit StructureTwo topics:

• Personal Identity and Education • The work environment

1 credit point towards QCE

Cooloola Christian College

www.ccc.qld.edu.au

year 7-10 subject guide · 2020. 10. 20. · media arts 21 music 22 extension studies 23 spanish 24...

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