The Gap State High School · Gap Outdoor Adventure and Leadership ... Curriculum Enrichment Extra Curricular Activities ... Year 7 and 8 Curriculum CORE English Mathematics Science

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The Gap State High School

Table of Contents

Junior Secondary Curriculum Handbook 2018

From The Principal ………………………………………………………………………………………………………………………………………………. . 3

Junior Secondary at The Gap ……………………………………………………………………………………………………………………………………………………………….. 4

Curriculum Overview ………………………………………………………………………………………………………………………………………………………………………… 5

Curriculum Snapshot …………………………………………………………………………………………………………………………………………………………………………………………………………………….. 6

Excellence Programs………………………………………………………………………………………………………………………………………………………………. 8

Honours Music…………………………………………………………………………………………………………………………………………………………………… 9

Science, Technology, Engineering and Mathematics (STEM) …………………………………………………………………………………….. 12

HPE‐ Special Interest Volleyball ………………………………………………………………………………………………………………………………… 13

Gap Outdoor Adventure and Leadership Studies (GOALS)…………………………………………………………………………………………. 14

Year 7 & 8 Foundation Subjects

Core Subject

Year 7 English……………………………………………………………………………………………………………………………………………………………. 16

Year 8 English……………………………………………………………………………………………………………………………………………………………. 17

Year 7 Mathematics …………………………………………………………………………………………………………………………………………………………………………………………………. 18

Year 8 Mathematics ………………………………………………………………………………………………………………………………………………………………………………………………… 19

Year 7 History ………………………………………………………………………………………………………………………………………………………………….. 20

Year 8 History ………………………………………………………………………………………………………………………………………………………………….. 21

Year 7 Geography ……………………………………………………………………………………………………………………………………………… 22

Year 8 Geography ………………………………………………………………………………………………………………………………………………. 23

Year 7 Science ………………………………………………………………………………………………………………………………………………. 24

Year 8 Science ……………………………………………………………………………………………………………………………………………… 25

Year 7 Health and Physical Education …………………………………………………………………………………………………………………………….. 26

Year 8 Health and Physical Education ……………………………………………………………………………………………………………………. 27

Year 7 Chinese (Mandarin) …………………………………………………………………………………………………………………………………………………………. 28

Year 8 Chinese (Mandarin) ………………………………………………………………………………………………………………………………………………………………………………………………………… 29

The Arts .

Year 7/8 Visual Art ………………………………………………………………………………………………………………………………………………………………………….. 30

Year 7 and 8 Music ……………………………………………………………………………………………………………………………………………………………………………………… 31

Year 8 Multimedia Arts …………………………………………………………………………………………………………………………………………………………. 32

Year 7/8 Drama ……………………………………………………………………………………………………………………………………………………………. 33

Technology

Year 7 Digital Technologies ……………………………………………………………………………………………………………………………………………………………………………………………….. 34

Year 7 or 8 Design Technologies (Food Technologies) ………………………………………………………………………………………………………………… 35

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Year 9 Foundation Subjects

Curriculum Snapshot 37

Core Subjects

Year 9 English...................................................................................................................................................................... 38

Year 9 Mathematics ............................................................................................................................................................ 39

Year 9 History ...................................................................................................................................................................... 40

Year 9 Geography 41

Year 9 Science................................................................................................................................................................... 42

Year 9 Health and Physical Education.................................................................................................................................. 43

Year 9 Health and Physical Education – Special Interest Volleyball 44

Elective Subjects Drama(DRA)……………….……….................................................................................................................................................. 44

Media Arts (MMA).............................................................................................................................................................. 45

Music (MUS)......................................................................................................................................................................... 46

Visual Art (ART)…….............................................................................................................................................................. 47

Visual Design (DES)…….......................................................................................................................................................... 48

Business Studies (BUS)......................................................................................................................................................... 49

Chinese (Mandarin)............................................................................................................................................................ 50

Digital Technologies …………………………………………………………………………………………………………………………….………………………………………… 51

Engineering Principals and Systems (EPS)…………………………......................................................................................................... 52

Food Technology ………………………………………………………………………………………………………………………………………………………………………….. 53

Food and Fashion……………………............................................................................................................................................... 54

Graphical Design & Technologies (GDT).................................................................................................................................. 55

Materials & Technologies Specialisations (MTS)....................................................................................................................... 56

Music Honours ……………………………………………………………………………………………………………………………………………………………………………… 57

Science Technology Engineering and Mathematics – STEM........................................................................................................ 58

Curriculum Progressions from Year 7 to 12 ................................................................................................................. 59

Targeted Educational Support Programmes

International Students ‐ English as a Second Language ........................................................................................................61

Curriculum Enrichment Extra Curricular Activities

School Sport ......................................................................................................................................................................... 62

3


From The Principal

Curriculum at The Gap State High School The Gap State High School provides a comprehensive education that empowers young people to make a difference in the world. The Gap State High School has

a strong tradition of academic, sporting and cultural successes and development of leadership through the Gap Outdoor Adventure and Leadership program (GOALs), elements that our students continue to build upon beyond school. As a school community, it is important that we challenge ourselves to move from good to great. The Junior Secondary agenda has provided us with an opportunity to reflect and challenge our thinking about this phase of learning and our approach to teaching and learning across the school. Junior Secondary is a distinct phase of learning that acknowledges the complexities and challenges faced by young adolescents. This is an important phase of schooling with particular characteristics and qualities needed to ensure improved student performance. The Junior years are critical in forming the skills and mindset that allows students to flourish in the Senior phase of learning and in future career and study options.

This is achieved through research based teaching and learning practices within a safe and challenging learning environment. It is supported by a deliberate and focused approach to developing student capacity and independence as learners. Classrooms at The Gap are characterised by: energy, enthusiasm and a love of learning; productive and supportive relationships between teachers and students; structured opportunities for students to think both independently and inter‐dependently, students persisting with complex problems and striving for accuracy and the development of higher‐order thinking. Curriculum at The Gap is characterised by: regular opportunities for students to excel; a developmental approach to thinking and practical skills; an appropriate degree of challenge and complexity; an emphasis on deep understanding and an ability to apply understanding to novel situations; ethical use of technology to locate information, collaborate with others and design innovative solutions and products; explicit teaching of literacy and numeracy skills and clear connections to the real world. Darren McGregor Acting Principal

Curriculum

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Junior Secondary at The Gap During the Junior Secondary years, meaningful learning experiences provide the foundation for a successful education. At this time, students continue to develop the essential knowledge and skills they will build upon in the senior years and beyond. At The Gap State High School we have designed a Junior Secondary curriculum that is responsive to the learning needs of young adolescents. It is rigorous but supportive and is designed to assist students in becoming deep, critical, futuristic, ethical and reflective thinkers. Junior Secondary students complete studies in a wide range of subjects drawn from the core learning areas in years 7 and 8, with increasing opportunity for specialisation in Years 9 and 10 and beyond. Year 7 is the introduction to secondary school where students experience new learning environments, routines, knowledge and ways of thinking. We understand that ‘Laying Foundations’ is a crucial aspect of the Junior Secondary School. Year Seven students need to learn how to organise and maintain independent study routines, make decisions that promote personal success, understand themselves as learners and how they contribute to the positive learning culture of The Gap State High School. There is a focus on developing core skills in literacy and numeracy, supported by school wide practices that help student make connections between their studies in different subjects. Social, emotional and physical wellbeing is enhanced through our GOALS program, sport and leadership opportunities. Our approach to teaching and learning in Junior Secondary recognises the unique developmental needs of early adolescents and to ease the transition from primary to secondary education. It emphasizes real life, meaningful learning experiences undertaken in a stable and supportive environment. Junior Secondary at The Gap State High School uses:

A learner‐centred approach whereby coherent curriculum is focused on identified needs, interests and concerns of students, and with an emphasis on self‐directed and co‐constructed learning

Collaboratively organised teams of teachers who know and understand their students very well, employ powerful pedagogical strategies to challenge and extend students within a supportive school environment

Ethically aware practices of justice, care, respect and concern for the needs of others as reflected in every‐day practice of students, teachers and administrators

Adequately resourced curriculum through the provision of high quality facilities, technology, equipment and materials support experienced teachers and support staff.

Year 7 is the introduction to secondary school where students experience new learning environments, routines, knowledge and ways of thinking. We understand that ‘Laying Foundations’ is a crucial aspect of the Junior Secondary School. Junior Secondary students need to learn how to organise and maintain independent study routines, make decisions that promote personal success, understand themselves as learners and how they contribute to the positive learning culture of The Gap State High School.

Curriculum

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Curriculum Overview Years 7 to 9 The Gap State High School offers a broad range of educational pathways in the Junior Secondary School. Our school aims to provide students with the opportunity to access learning experiences across the key learning areas.

Year 7 and 8 Curriculum

CORE

English Mathematics Science Humanities & Social Sciences

Health & Physical Education

GOALS – Gap Outdoor Adventure Leadership Studies

Chinese (Mandarin)

ELEC

TIVES

The Arts Technology

Drama Music Visual Art Media Arts Accelerated Music (AMPed)*

Digital TechnologiesFood Technologies Industrial Technologies Graphical Technologies

Year 7 and 8 All students trial a variety of elective subjects to make informed decisions about their future pathways. Year 9 Students select TWO subjects from a number of elective choices. Students should select elective subjects that they find interesting, enjoyable and that offer them some challenge. Within Health and Physical Education students can apply for the Special Interest Volleyball Program.

Year 9 Curriculum

CORE

English Mathematics Science Humanities & Social Sciences

Health & Physical Education

GOALS

ELEC

TIVES

The Arts Technology Languages Excellence Programs

Drama Music Accelerated Music (AMPed)* Visual Art Media Arts

Food TechnologiesFood and Fashion Graphical Design & Technologies Materials & Technologies Specialisation Engineering Principles and Systems Digital Technologies

Chinese (Mandarin)

STEM (Science, Technology, Engineering and Mathematics)* HPE ‐ Special Interest Volleyball

Business

Business Studies

Year 9 students complete an online and paper based subject selection process. Parents/Guardians are required to sign all subject selections and also requests to change subjects on required forms. NB.: Subject offerings and time allocation is subject to change dependent upon staffing, facilities and identified student need. *Requires separate application or by invitation

Curriculum

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Curriculum Snapshot

Year 7

Key Learning Area Time Allocation

ENGLISH 8 x 35min lessons per week

MATHEMATICS 8 x 35min lessons per week

HUMANITIES AND SOCIAL SCIENCES 4 x 35min lessons per week Semester 1 ‐ History

Semester 2 ‐ Geography

SCIENCE 4 x 35min lessons per week

ARTS

Students will have the opportunity to study four Arts subjects across Years 7 and 8.

* The exception to this are students in the Accelerated Music program who are only able to access Music as their Arts subject.

From:

Drama

Music

Visual Art

Media Arts

3 x 35min lessons per week

TECHNOLOGIES

Students will have the opportunity to study four Technologies Subjects across Years 7 and 8

From:

Food Technologies

Digital Technologies

Industrial Technologies

Graphical Technologies


LANGUAGES CHINESE 3 x 35min lessons per week

HEALTH AND PHYSICAL EDUCATION 2 x 35min lesson per week

SPORT 2 x 35min lessons per week

GOALS 2 x 35min lessons per week

ASSEMBLY 1 x 35min lesson per week

NB. Subject offerings and time allocation is subject to change dependent upon staffing, facilities and identified student need.

Curriculum

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Curriculum Snapshot

Year 8

Key Learning Area Time Allocation



HUMANITIES AND SOCIAL SCIENCES 4 x 35min lessons per week Semester 1 ‐ History

Semester 2 ‐ Geography


ARTS

Students will have the opportunity to study four Arts subjects across Years 7 and 8.

* The exception to this are students in the Accelerated Music program who are only able to access Music as their Arts subject.

From:

Music

Art

Drama

Media Arts


TECHNOLOGY

Students will have the opportunity to study four Technologies subjects across Years 7 and 8

From:

Food Technologies


Industrial Technologies

Graphical Technologies


LANGUAGES CHINESE 3 x 35min lessons per week

HEALTH AND PHYSICAL EDUCATION 2 x 35min lesson per week




NB. Subject offerings and time allocation is subject to change dependent upon staffing, rooming and identified student need.

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Excellence Programs

EXCELLENCE PROGRAMS

Academic Honours

Year 7 Year 8 Year 9

Students in the Honours Class will be given extension work in all core subjects

Students in the Honours Class will be given extension work in all core subjects

Students will be able to study individual honours subjects for each of the core and are not required to be in all honours subject classes

NB. Students are selected for entry into these classes by Heads of Department. *Places are limited

English English English

Maths Maths Maths

Science Science Science

History/Geography History/Geography History/Geography

Music Honours (Accelerated Music Program [AMPeD])

Students are given the opportunity to access Year 7 and 8 Music Curriculum and Grade 1 AMEB theory. NB. from 2018 (Year7) a student can participate in both Academic Excellence and the Music Honours Program

Subjects Year 9 STEM – Science, Technology, Engineering and Mathematics (this is an elective subject in Year 9)

Year 9 HPE – Special Interest Volleyball (SIV)

GOALS – Gap Outdoor and Adventure Leadership Studies

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Excellence Programs

Year 7 Accelerated Music (AMPed) Units of Study World of Wonder Pop! 1. Grade 1 AMEB Theory 2. Composing – iMusic (Garageband and Sibelius) 3. Performing – Individual and Ensemble (Guitar and Own Instrument/Voice) 4. Responding – Listening; Aural Skills

Unit Description Music Honours is an audition‐based course specifically designed to extend students who have already developed sound music reading and performing skills throughout the Primary years of education. Students, who must also be enrolled in our Instrumental and/or Vocal Music program, will have the opportunity to participate in this exciting 2‐phase course over Years 7‐12. They will develop advanced skills in music, in a challenging environment, with other like‐minded musicians.

Learning Experiences

Students will:

Explore and consolidate music theory concepts from the AMEB syllabuses Grades 1‐3

Sing, Play, Practice and rehearse a wide range of repertoire in both individual and ensemble settings

Develop technical skills and knowledge on their instrument/voice both as soloists and ensemble members, developing a sense of interpretation and style

Develop the ability to compose and arrange music is a variety of forms and styles – creating, shaping and refining musical ideas

Engage with the language of music to enable them to critically analyse, compare and contrast and respond to music

Learn to appreciate music by listening to their own and others’ musical works

Develop the ability to identify different styles of music

Develop and use aural skills to analyse and respond to music through its elements

Assessment Making:

Perform music on their instrument/voice in a group and/or as a soloist

Perform music on guitar

Compose music both organically and using notational and recording software including Sibelius andGarageband

Responding:

Apply music theory knowledge and skills in AMEB theory exams

Aural Skills – rhythmic, melodic and harmonic dictations including interval recognition and chord progression identification

Provide written responses to questions relating to the units of study

Consider musical scores and the intent of the composer – including their own work and that of their peers

Respond to music examples using the language of music

Pathways to Senior Phase

Music Honours Year 7, 8 and 9 (Phase 1) leads to:

Music Honours Year 10 (Phase 2) – Special Extension Project

Senior Music in Years 11 and 12

Music Extension in Year 12 (in conjunction with Senior Music)

Career Pathways Music Teacher; Performer; Composer; Recording Industry – Sound Engineering; Music Production; Radio Programmer/Announcer; Music Journalist; Music Therapist; Actor/Director; Sound Designer for Theatre

Other relevant considerations and expectations

Entry is by application with subsequent entrance theory exam and audition

Students must be a member of one of the co‐curricular instrumental or vocal ensembles

Ability to play an instrument/sing

Ability to read music fluently

Singers must be able to read music fluently

Places for guitarists and pianists are limited due to availability of spaces in our Instrumental Music ensembles – Guitarists and Pianists should be at Grade 3 AMEB (or equivalent) level to apply for entry in Year 7.

Each student is required to pay a levy for Accelerated Music to cover the cost of the AMEB theory exam and workbook.

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Excellence Programs

Year 8 Music Honours (AMPed) Units of Study Raise Your Voice Australian Flair

1. Grade 2 AMEB Theory 2. Composing – iMusic (Garageband and Sibelius) 3. Performing – Individual and Ensemble (Keyboard, Guitar and Own Instrument/Voice) 4. Responding – Listening; Aural Skills

Unit Description Music Honours is an audition‐based course specifically designed to extend students who have already developed sound music reading and performing skills throughout the Primary years of education. Students, who must also be enrolled in our Instrumental and/or Vocal Music program, will have the opportunity to participate in this exciting 2‐phase course over Years 7‐12. They will develop advanced skills in music, in a challenging environment, with other like‐minded musicians.


Students will:









Assessment Making:


Perform music on keyboard

Compose music both organically and using notational and recording software including Sibelius and Garageband

Responding:







Music Honours Year 7, 8 and 9 (Phase 1) leads to:

Music Honours Year 10 (Phase 2) – Special Extension Project


Music Extension in Year 12 (in conjunction with Senior Music)

Career Pathways Music Teacher; Performer; Composer; Recording Industry – Sound Engineering; Music Production;

Radio Programmer/Announcer; Music Journalist; Music Therapist; Actor/Director; Sound Designer for

Theatre.









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Excellence Programs

Year 9 Music Honours (AMPed) Units of Study It Don’t Mean a Thing if it Ain’t Got That Swing Once Upon a Time 1. Grade 3 AMEB Theory 2. Composing – iMusic (Garageband and Sibelius) 3. Performing – Individual and Ensemble (Keyboard, Guitar and Own Instrument/Voice) 4. Responding – Listening; Aural Skills

Course Description Music Honours is an audition‐based course specifically designed to extend students who have already developed sound music reading and performing skills throughout the Primary years of education. Students, who must also be enrolled in our Instrumental and/or Vocal Music program, will have the opportunity to participate in this exciting 2‐phase course over Years 7‐12. They will develop advanced skills in music, in a challenging environment, with other like‐minded musicians.

Learning

Experiences

Students will:









Assessment Making:




Responding:






Pathways to Senior

Phase

Variable Progression Program – Year 10/11 (Phase 2)


Music Extension in Year 12

Career Pathways Music Teacher; Performer; Composer; Recording Industry – Sound Engineering; Music Production;

Radio Programmer/Announcer; Music Journalist; Music Therapist; Actor/Director; Sound Designer for

Theatre. Other relevant

considerations and

expectations








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Excellence Programs

Year 9 Science, Technology, Engineering and Mathematics (STEM) Elective Subject

Units of Study:

1. The Brain & neuroplasticity 2. Winning design 3. Biofuels

4. Sound engineering

Unit description Unit 1: The Brain & neuroplasticity. In this unit students will explore the anatomical structure and physiological function of the human brain. Memory and learning will also be discussed as operational functions of the brain. The relatively new discipline of neuroplasticity will be explored and its implications for our understanding of brain function will be investigated through case studies.

Unit 2: Winning design. In this unit students explore how science and mathematics have impacted on the engineering design in wheelchair sports. Students will build and test a model wheelchair.

Unit 3: Biofuels. Students make and analyse a variety of biofuels and investigate their potential as a future fuel.

Unit 4: Sound engineering. In this unit students will learn the science of sound investigating how the human ear works, principles behind stringed instruments, how sound travels and the mathematics of a sound wave. The components of a speaker are then investigated. Projects include designing, testing and constructing a speaker and an amplifier.

Learning Experiences A variety of approaches to student learning are utilised in order to maximise all students potential to achieve.

These learning experiences include:

Laboratory activities and demonstrations

Case studies of neuroplasticity

Teacher exposition and questioning

Self‐directed and paced learning

Library/computer research and assignment work

Guest speakers

Visits to university laboratories

Working collaboratively with universities

Assessment In Year 9 STEM, group work forms an integral part of the program in all units. Students will experience a range of assessment strategies over the course including collection of work completed over a period of time, oral presentations, written assignment tasks, product design and construction and experimental investigations.


This subject exposes students to the Senior Science disciplines of Physics, Chemistry, Biology and Mathematics, and Engineering.

Career Pathways The aim of STEM is to expose students to cutting edge science exploring topics that develop their knowledge and skills in the multiple disciplines of Science, Technology, Engineering and Mathematics. Students will be prepared for a variety of careers in these fields.


STEM is an elective subject. Students apply through a written application process and must have obtained an A or B in Science, Mathematics and English in Year 8. Students are expected to participate in collaborative work with universities which may require visits to relevant campuses. Students are expected to wear closed‐in shoes and tie back hair whenever they are working in a laboratory.

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Excellence Programs

Year 9 HPE ‐ Special Interest Volleyball (SIV) Units of Study: 1. Basic Skill and Skill testing 2. Biomechanics 3. General Principals/ level 1 Referee 4. Tournament readiness

Unit Description The development of our Special Interest Volleyball program is:

To foster the holistic athletic development of talented students;

To promote conduct, knowledge and skills benefiting students in their performance of volleyball and other sports; academic and vocational pursuits; and personal development; and

To develop young people through interactions based on personal challenge, collaborative group work and team dynamics.

Students study: Basic skills and skill testing‐ Students will focus on their development over the year. These tests will be repeated at the end of the yea. Biomechanics‐ Students study individually the biomechanics of their skills‐ and work on improvement to their skills General Principles and Level 1 Referee‐ Student will be given the opportunity to gain these Nationally recognized qualifications that they can use to gain employment and to understand our game better Tournament Readiness‐ This is the main part of the season. Student are given the specific training that will support their specific teams

Learning Experiences In the SIV, students will benefit from the following opportunities: To study Volleyball and other practical activities with students who have similar interests and abilities; To learn skills, knowledge and attitudes that will benefit participation in any sport, but also have a positive impact on academic and vocational pursuits; To work with specialized staff, including training with coaches from the Queensland Pirates and Volleyball Queensland, will extend students abilities focuses; and To trial for competitions and to experience travel interstate and overseas.

Assessment Students will be assessed by:Written report Written article Powerpoint, Talk in the correct genre, technology, video Exam

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Excellence Programs

Year 7/8 GOALS (GLS) Course Description Gap Outdoor Adventure and Leadership Studies (GOALS) is a school‐based, core program of study,

for Years 7 to 11. The GOALS Program aims to develop student’s personal and social competencies (social Intelligence). Integrated in the course is development of the attributes that promote wellbeing, with the overall objective being to give them the tools to flourish in their chosen life’s path. At its core, GOALS is designed to develop student’s personal, social and leadership capacities. In so doing the program also contributes to student’s cognitive, social, emotional, physical and spiritual development. The program provides a means to engage students in these esoteric areas via adventure and varied outdoor experiences. Outdoor and adventurous activities have wide recognition for their value in engaging students for the purpose of developing a range of human virtues. A key differential of the GOALS program is that these activities, which in other schools are typically experienced on a short annual camp, are woven into the daily and weekly experience of a student’s schooling. Life success, flourishing at what you do, is not solely contingent on raw intelligence or academic education but on use of character, values, attitude and applied wellbeing. This is the realm of GOALS.

Unit Description 1. Belonging ‐ This is a short unit is designed to help this new cohort of students get to know each other and their new school.

2. Changes ‐ A study of Puberty and the changes associated, particularly in relationships with adults and friends. Associated sexual awareness and issues surrounding their growing sexuality are covered.

3. Challenge ‐ The “Challenge” Unit of Work is completed in the Leadership Training Centre (LTC), along with practical skills the unit develops character and social skills.

4. Emotions – The Emotions Unit develops understanding of Emotions, their purpose, triggers and management and responding with empathy.

5. The Best Me – Develops student understanding of growth mindsets and a set of character strengths

6. Getting Strong – applying and adopting positive health practices and attitudes.

7. PE‐ Movement Skills: Concurrent with the other units student will remain active learning skills around Athletics, manipulation, fielding and striking games

8. Sexual Health ‐ A study of Puberty and the changes associated, particularly in relationships with adults and with friends. Associated sexual awareness and issues surrounding their growing sexuality are covered.

9. Challenge ‐ The “Challenge” Unit of Work is completed in the Leadership Training Centre (LTC), along with practical skills the unit develops character and social skills.

10. Play Nice – This is an Anti‐bullying and cyber awareness area of study encouraging student to develop the skills needed to get‐along with each other.

11. Best Me – Furthers student understanding of growth mindsets and a set of character strengths.

12. Healthy Me 2 – Exploration of health including smoking and diet along with developing understanding of character strengths.

13. Take Charge – Students will experience leading an activity for a group including planning and setting.

14. PE‐ Movement Skills: Concurrent with the other units student will remain active learning skills around Volleyball, manipulation, fielding and striking games

Learning Experiences GOALS aims to be practical and adventurous in order to be interesting and engaging. Students will learn via classroom work, but will more often be doing practical activities that are designed to provide “learning moments.” Students will watch relevant footage and/or presentations, be asked to read relevant material and take part in a range of activities in the school’s LTC, sports hall and on the school oval as well their annual Year Level Camp.

Assessment Theoretical work will be assessed by the traditional modes of tests and written assignments; such as reports or essays. Practical activities are assessed by: Contribution to the task as well as their performance at the task.

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Excellence Programs

Year 9 GOALS (GLS) Course Description Gap Outdoor Adventure and Leadership Studies (GOALS) is a school‐based, core program of study,

for Years 7 to 11. The GOALS Program aims to develop student’s personal and social competencies (social Intelligence). Integrated in the course is development of the attributes that promote wellbeing, with the overall objective being to give them the tools to flourish in their chosen life’s path. At its core, GOALS is designed to develop student’s personal, social and leadership capacities. In so doing the program also contributes to student’s cognitive, social, emotional, physical and spiritual development. The program provides a means to engage students in these esoteric areas via adventure and varied outdoor experiences. Outdoor and adventurous activities have wide recognition for their value in engaging students for the purpose of developing a range of human virtues. A key differential of the GOALS program is that these activities, which in other schools are typically experienced on a short annual camp, are woven into the daily and weekly experience of a student’s schooling. Life success, flourishing at what you do, is not solely contingent on raw intelligence or academic education but on use of character, values, attitude and applied wellbeing. This is the realm of GOALS.

Unit Description 1. Survival ‐Understanding how to survive in the bush and in urban areas builds self‐confidence and self‐esteem. Importantly, the subject matter around survival is filled with interesting facts, skills and ideas that are engaging, even engrossing to Year 9 students. The micro skills around groups and leadership are invaluable learning for future schooling.

2. Health – Students study the world of drugs concentrating on the types and effects of illicit drugs. The aim of the unit is to provide knowledge to students around individual and social concerns with drugs, empowering them to make wise decisions.

3. Challenge ‐ The “Challenge” Unit of Work is completed in the Leadership Training Centre (LTC),along with practical skills the unit develops character and social skills.

4. Pioneering – Students are challenged to learn new skills with ropes and solve problems by designing and building practical structures. The group work promotes development of micro leadership skills.

5. Coaching – Students lead their classmates through a coaching session – learning how to control groups as well as how to plan and deliver instruction. This unit develops a range of socio‐emotional capacities.

6. Quo Vadis – The Year 9 Quo Vadis units asks the question – “Where are you going?” The unit precedes the similarly named Y10 Unit which focusses students on their senior school and postschool education and career options. In Year 9 students are prompted to start thinking about their strengths, likes and dislikes, before they attempt to negotiate the terrain of deciding where their future lies.

Learning Experiences GOALS aims to be practical and adventurous in order to be interesting and engaging. Students will learn via classroom work, but will more often be doing practical activities that are designed to provide “learning moments.” Students will watch relevant footage and/or presentations, be asked to read relevant material and take part in a range of activities in the school’s LTC, sports hall and on the school oval as well their annual Year Level Camp.

Assessment Theoretical work will be assessed by the traditional modes of tests and written assignments; such as reports or essays. Practical activities are assessed by: Contribution to the task as well as their performance at the task.

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Year 7 & 8 Foundation Programs

Year 7 and 8 Foundation Subjects CORE

LANGUAGES

Year 7 English (ENG) Units of Study:

1. Foundations in English 2. Autobiographical memoir 3. Imaginative recount – ‘Black snake’ 4. Multimodal transformation of a poem

Unit Description Foundations in EnglishDuring this term, students will be heavily supported in their transition to Junior Schooling. Through a range of formative experiences in reading, writing and vocabulary, teachers will become closely familiar with their students and their learning needs. A skills approach will be used to establish foundation knowledge in spelling, grammar and language conventions. Routines, expectations and standards will be established. Persuasive and narrative genres will be used in writing, drawing on learning in Humanities about the Neolithic Era.

Autobiographical memoir In this unit students will be focusing on the autobiographical memoir genre, drawing on a range of sensory experiences to capture the essence of their memory. The ‘storytelling’ or narrative component requires students to focus on their use of descriptive, figurative and evaluative language, within an engaging narrative structure.

Imaginative recount – ‘Black Snake – The Daring of Ned Kelly’ In this unit, students listen to, read, discuss, analyse and respond to this hybrid text containing a mixture of factual historical information and imaginative recounts. They explore differing perspectives of Ned Kelly, learning how authors manipulate literary devices to influence their readers. Following close reading of the text, students gain experience in literary analysis by writing considered responses to depictions of Ned Kelly as a hero, victim or villain. They also create imaginative recounts that aim to position readers to share their character’s view of Ned Kelly.

Poetry – Multimodal transformation In this unit students will listen to and read a diverse range of poetry, including traditional, Australian bush, indigenous and contemporary poems. They will learn to appreciate the form, power and language of poetry while developing an understanding of poetic devices. Alongside this, knowledge of visual literacies will also be important. Students will create a multimodal transformation of a poem and justify their design choices during oral presentations. Additionally, students will continue to engage in regular, systematic skill development in vocabulary, grammar, punctuation, reading and writing. Oral discussion will be highly valued as an opportunity to clarify thinking and experiment with ideas in preparation for writing.

Learning Experiences In Year 7 students will be exposed to a range of written, spoken and visual text types drawn

from different genres and time periods. Chosen texts will have personal, social, cultural or

aesthetic value and potential for enriching students’ scope of experience. Learning experiences

around these texts will build students’ capacities in language, literature and literacy. Students

will be encouraged to develop higher‐order thinking and major assessment tasks will be tiered,

allowing students to choose, and work towards, their aspirational level. This foundational year

of experiences is designed to equip students with the tools for success in, and enjoyment of,

English studies.

Assessment A variety of strategies are used in Junior Secondary to assess student achievement, progress and understanding in English. In year 7 this will include:

Persuasive letter

Autobiographical memoir

Imaginative recount

Multimodal presentation

Reading comprehension, vocabulary and punctuation exams

Pathways to Year 8 All students proceed to study English for two semesters in Year 8

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Year 8 English (ENG) Units of Study:

1. Representations of Teens in texts 2. Indigenous Poetry 3. ‘Twelve Angry Men’ – persuasive language 4. Readers’ and Writers’ Camp – applying language as writers.

Unit Description Representations of Teens in textsIn this unit, students will engage with a variety of texts which portray adolescents in various ways. These will include news, advertising and other contemporary media, as well as a novel which features characters grappling with perennial teen themes. A particular focus will be given to the differing representations of males and females in non‐fiction and fiction, linked to emerging adult identities. Indigenous Poetry – land, culture and connection In this unit, students will build on their existing understandings of poetry. They will examine how Australian Indigenous poets use figurative language, structure and form to create powerful messages which reflect their cultural heritage, their connection to each other and to the land. This unit will also build cross cultural understandings of the importance of land, culture and connection to indigenous peoples, this unit links to the Humanities unit on the Spanish subjugation of the indigenous Maya and Inca peoples. This unit is particularly designed to address the Australian Curriculum cross‐curriculum priority – Aboriginal and Torres Strait Islander Histories and Culture. Persuasion and Ethics Commencing with the play ‘Twelve Angry Men’ the students will examine the ways in which we use persuasion to invite others to experience new perspectives. It also exposes them to the ethics of persuasion – what is acceptable human behavior and what is not, and why? In this unit, students will read, observe, listen to and use in spoken language persuasive techniques. Readers’ and Writers’ Camp In this unit students will undertake a diverse range of activities which will extend their reading and writing skills within a framework of applied skills. The term will include writing activities designed to explore and apply the elements of both narrative and persuasive language. It will also include a range of comprehension activities designed to deepen contextual understanding comprehension texts have been selected with a particular focus on Asian writers. This accords with the Australian Curriculum cross‐curriculum priority of Australia’s engagement with Asia. Additionally, students will continue studies in grammar, punctuation, vocabulary and writing to meet Australian Curriculum requirements. These will be studied as part of a regular skill building program.

Learning Experiences The students will take part in activities involving reading and writing, listening and speaking

and observing and shaping throughout the year. They will actively engage with a variety of

text types and authors representing a broad range of literary genres. Learning experiences will

reflect the spiral curriculum as they revisit and expand on skills in punctuation, grammar,

vocabulary, comprehension (reading and listening) and writing tasks. Furthermore, they will

move through activities which build on knowledge and understanding to apply and analyse

their work ultimately evaluating their own and other’s work as they create new ways of

expressing themselves.

Assessment A variety of forms of assessment are employed within Year 8:

Writing an expository essay;

Analysis of characters;

Analysis and application of the elements of persuasion and narrative;

Multi‐modal presentations incorporating three of more means of expression – visual, oral and written;

Comprehension tasks;

Persuasive and Narrative writing;

Grammar and Punctuation reviews and vocabulary assessment

Pathways to Year 9 Students undertake two compulsory semesters of English in Year 9.

Year 7 and Year 8 Foundation Programs

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MATHEMATICS

Year 7 Mathematics (MAT) Units of Study: 1. Number study. 2. Measurement. 3. Shape. 4. Chance.

5. Geometric Reasoning. 6. Patterns of Algebra. 7. Data Study. 8. Linear and Non‐linear relationships.

Unit Description Number Study‐ Students will understand the relationships between the concepts:fractions, ratios and place value.

Measurement‐ Students learn the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving, they learn to calculate volumes of rectangularprisms.

Shape‐ Students draw different views of prisms and solids formed from combinations of prisms

Chance‐ Students construct sample spaces for single‐step experiments with equally likely outcomes. They assign probabilities to the outcomes of events and determine probabilities for events.

Geometric Reasoning‐Students identify corresponding, alternate and co‐interior angles when two straight lines are crossed by a transversal. They solve simple numerical problems using reasoning. They will demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral. They classify triangles according to their side and angle properties and describe quadrilaterals.

Algebra – Students will be introduced to the concept of variables as a way of representing numbers using letters; create algebraic expressions and evaluate them.

Data Study – Students will identify and investigate issues involving numerical data collected from primary and secondary sources. They will construct and compare a range of data displays including stem‐and‐leaf plots and dot plots. They will calculate mean, median, mode and range for sets of data. They will interpret these statistics in the context of data.

Linear and Non Linear relationships – Students will be given coordinates and be expected to plot these points on the Cartesian plane. They will solve simple linear equations and investigate, interpret and analyse graphs.

Learning Experiences Students will participate in a number of experiences which include:

• Classroom expository learning. • Integrated and specific computer‐based activities. • Analysis of mathematical methods. • Independent and group activities. • Group problem‐solving activities and collaborative tasks. • Practical based activities e.g. data gathering in the field and hands on mathematical

activities.

Assessment Students will be exposed to a range of assessment tools including exams, diagnostic in‐class tests, assignments, group activities and practical activities.

Pathways to Year 8 Students continue their Mathematics study in Year 8.

Resources Scientific calculators and the text book whether electronic or hard copies are required.


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Year 8 Mathematics (MAT) Units of Study: 1. Number study. 2. Chance and Probability. 3. Algebra 4. Geometry and Measurement. 5. Data and Graphing. 6. Rates and Ratio.

Unit Description Number Study – Students have opportunities to develop understandings of the real number system, comparing and ordering integers, problem solving involving the four operations, integers and percentages.

Chance and Probability – Students apply a variety of mathematical concepts in real‐life, life‐like and purely mathematical situations. They learn about the concepts of theoretical and experimental probability, and use tables, tree diagrams, Venn diagrams and two‐way tables to determine probability, and hence solve problems.

Geometry and Measurement – Students will define congruency of plane shapes using transformations, develop the rules and conditions for two triangles to be congruent, understand the angle properties associated with quadrilaterals and know the seven different types of quadrilaterals. Students will also be required to apply a variety of mathematical concepts in Geometric reasoning, Perimeter and Area and the Volume of prisms.

Data and Graphing – The focus of this unit is to make evidence based conclusions and to be able to communicate the data collection accurately in tables and graphs.

Algebra – Students have opportunities to develop understandings of applying number laws to algebraic expressions and equations, expanding and factorising algebraic expressions, solving simple linear equations algebraically and graphically, connecting patterns, linear functions, tables of values, graphs and worded statements, plotting coordinates on the Cartesian plane and solving realistic problems, and investigating patterns to develop an algebraic expressions.

Rates and Ratio – Students have opportunities to understand and solve a range of problems relating to rates and ratios.

Learning Experiences Students will participate in a number of experiences which include: • Classroom expository learning. • Integrated and specific computer‐based activities. • Analysis of mathematical methods. • Independent and group activities. • Group problem‐solving activities and collaborative tasks. • Practical based activities e.g. data gathering in the field and hands on

mathematical activities.

Assessment Students will be exposed to a range of assessment tool including exams, diagnostic in class tests, assignments, group activities and practical activities.

Pathways to Year 9 Students continue Year 9 Mathematics study.

Resources Scientific calculators and the text book, whether electronic or hard copy, are required.


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HUMANITIES & SOCIAL SCIENCES

Year 7 History 9 (HAS) Units of Study:

1. Introduction to Ancient History 2. Ancient Egypt

Unit Description The Year 7 curriculum provides a study of history from the time of the earliest human

communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.AD (CE)

650. This was a period defined by the development of cultural practices and organised

societies. The study of the ancient world includes the discoveries (the remains of the past

and what we know) and the mysteries (what we do not know) about this period of history,

in a range of societies. Our principal focus is on Egypt.

Learning Experiences During the semester students will participate in a number of experiences which include:

• Sequencing historical events, developments and periods. • Using historical terms and concepts. • Identifying a range of questions about the past, to inform an historical inquiry. • Identifying and locating relevant sources, using ICT and other methods. • Identifying the origin and purpose of primary and secondary sources. • Locating, comparing, selecting and use information from a range of sources as

evidence. • Drawing conclusions about the usefulness of sources. • Identifying and describing points of view, attitudes and values in primary and

secondary sources. • Developing texts, particularly descriptions and explanations, that use evidence

from a range of sources, which are acknowledged.

Using a range of communication forms (oral, graphic, written) and digital technologies.

Assessment Assessment instruments will selected from the following categories: 1. Folio. 2. Short answer/response to stimulus. 3. Extended written response to evidence.

Pathways to Year 8 History continues to be a compulsory study for one Semester in Year 8 and three terms in

Year 9. The discipline of history from Year 7 to Year 9 is based on a chronological study of the

ancient, medieval and modern world and places equal emphasis on the skills and content of

the units, which are studied.

Resources The base text is Jacaranda History Alive 7.


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Year 8 History (HAS) Units of Study: 1. Overview of the era 2. The Vikings 3. Spanish Conquest of the Americas

Unit Description The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c. AD (CE) 650 – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It wasthe period, when the modern world began to take shape.

Learning Experiences During the semester students will participate in a number of experiences which include:

• Sequencing historical events, developments and periods. • Using historical terms and concepts. Identifying a range of questions about the

past to inform a historical inquiry. • Identifying and locating relevant sources, using ICT and other methods. • Identifying the origin and purpose of primary and secondary sources. • Locating, comparing, selecting and using information from a range of

sources as evidence. • Drawing conclusions about the usefulness of sources using RARAR • Identifying and describing points of view, attitudes and values in

primary and secondary sources. • Developing texts, particularly descriptions and explanations that use evidence

from a range of sources, which are acknowledged. • Using a range of communication forms (oral, graphic, written) and

d l h lAssessment Assessment instruments will selected from the following categories:

1. Short answer/response to stimulus. 2. Written research assignment. 3. Extended written response to evidence.

Pathways to Year 9 History continues to be a compulsory study for three terms in Year 9. The discipline of history from Year 7 to Year 9 is based on a chronological study of the ancient, medieval and modern world and places equal emphasis on the skills and content of the units, which are studied.

Resources The base text is Pearson History Year 8.


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Year 7 Geography (HAS) Units of Study: 1. Place and Liveability 2. Water in the World

Unit Description ‘Place and Liveability’ explores the Earth’s places, peoples, environments and societies. It helps students understand the relationships between people and the environment. Through an investigation of settlements, students discover the factors that influence, where people live and why. Appreciating our connection to places provides us with insights into how the world around us is planned and how it could be better managed for the future. ‘Water in the World’ investigates the importance of water for life and for the maintenance of environmental processes. Students will examine its varying availability around the world, and how this has impacts on populations through studies of various countries. In a time where climate change and water disputes are increasingly common, an understanding of water and its careful management is crucial for the survival of humanity.


• Classroom expository learning • Integrated and specific computer‐based activities

Collection, selection and recording of geographical data and information

Representing data in a range of forms

Representing geographical phenomena through maps • Critical analysis of media in its various forms • Independent research activities • Group problem‐solving activities and collaborative tasks

Assessment Assessment instruments will selected from the following categories: 1. Group project and speech. 2. Short answer/response to stimulus.

Pathways to Year 8 Geography students will continue their studies of human and physical geography in Year

8, firstly with a study of ‘Landforms and Landscapes’ and then in ‘Changing Nations’.

These units act as foundations of study for the Year 9 curriculum when Geography is

studied for one term in each year.

Resources The base text is Jacaranda Geography Year 7.


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Year 8 Geography (HAS) Units of Study: 1. ‘Landforms and Landscapes’ 2. Changing Nations’

Unit Description ‘Landforms and Landscapes’ begins with students developing an awareness of their physical world and the earth processes that shape the environment in which they live. Students examine how humans adapt to and modify their surroundings and the consequences of change. ‘Changing Nations’ examines the dynamic and ever‐changing human world and the interactions between various groups, communities and nations. Students study: the causes and consequences of urbanisation; the reasons for internal migration in Australia and the planning and management of Australia’s urban future.

Learning Experiences Students will participate in a number of experiences which include: • Classroom expository learning • Collection, selection and recording of relevant geographical data and information • Analysing geographical data and other information to identify and propose

explanations, which suggest relationships between various phenomena and situations

• Independent research activities and the presentation of findings, arguments and ideas in a range of communication forms

• Group problem‐solving activities • Connect and interact in forums beyond the classroom e.g. via the internet • Practical based activities e.g. data gathering in the field

Assessment Assessment instruments will selected from the following categories: 1. Short answer/response to stimulus. 2. Persuasive speech.

Pathways to Year 9 Geography continues to be a compulsory study for one term in Year 9. The discipline

of Geography from Year 7 to Year 9 places equal emphasis on the skills and content of

the units, which are studied.

Resources The base text is Jacaranda Geography Year 8.


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SCIENCE

Year 7 Science (SCI) Units of Study:

1. Fair Testing and Separating Mixtures ‐ Chemistry 2. Classification and Ecosystem Interactions and Relationships – Biology 3. Forces in Action ‐ Physics 4. The Earth in Space – Earth Science

Unit Description Unit 1: Students are introduced to the Science laboratory, safety procedures, and experimenting, reporting and Scientific writing styles. Students will consider the importance of water and the water cycle. They investigate pure substances, mixtures and separation techniques. Students consider everyday applications of the separation techniques and relate their use in a variety of occupations. Students will investigate the application of filtration systems in water treatment and recycling processes. They compare and contrast artificial treatment processes to the water cycle to understand how humans have affected on and mimic natural processes.

Unit 2: This unit is focused around the way organisms interact with each other and their environment. Students will develop skills to classify organisms based on their physical characteristics. Students then explore feeding relationships between organisms in an environment using food chains and food webs. This leads on to identifying how human activity can have an impact on food webs in the environment. They appreciate classification and the relationships between organisms as a platform for making predictions about the consequences of human activity.

Unit 3: Students will investigate balanced and unbalanced forces and the effect these have on the motion of an object. They explore the effects of gravity and consider the difference between mass and weight. Through a series of experiments, students will investigate the impact of friction on a moving object and the forces involved in simple machines. They consider how the understanding of forces and simple machines has contributed to solving problems in the community and how people use forces and simple machines in their occupations.

Unit 4: Students learn about the interrelationships between the Sun, Earth and Moon systems. They explore predictable phenomena such as eclipses, tides phases of the Moon and solar phenomena. Students examine the seasons and explore how science influences marine and terrestrial resource management.

Learning Experiences Varied approaches to student learning are utilised in order to maximise all students’ potential to achieve. These fall under three main headings: Science Understanding, Science Inquiry Skills andScience as a Human Endeavour.

The learning experiences may include: • Laboratory activities and demonstrations. • Teacher exposition and questioning. • Computer simulations and tutorials. • Extended Experimental Investigations. • Case studies of previous scientific investigations. • Self‐directed and paced learning. • Library/computer research and assignment work. • Guest speakers on aspects of the curriculum.

Assessment In Year 7 students will experience a range of assessment strategies to assess students’ understanding and skills within Science. These include practical experimental investigations with a written report, collection of work completed over a period of weeks, formal examinations and written assignment tasks.

Pathways to Year 8 Following Year 7 all students will continue studying Science across both semesters in Year 8.


Students will undergo a laboratory safety induction as part of their studies before using the Science laboratories. Students are expected to wear closed in shoes and other relevant safety equipment provided by the school whenever they are working in a laboratory.


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Year 8 Science (SCI) Units of Study:

1. Science is? and Rock my World – Earth Science 2. Particles Matter – Chemistry 3. Building Blocks of Life and Survival – Biology 4. Watt’s up? Energy in my Life – Physics

Unit Description Unit 1: Students review features of the Science laboratory, safety procedures, experimental design, reporting and scientific writing styles. Students will investigate the physical and chemical properties of materials and the relationship between these properties in the use of materials. Students will become familiar with elements, compounds, mixtures and the arrangement of the Periodic Table

Unit 2: Signs of and different examples of chemical change will be identified. Students will plan and conduct experimental investigations. Students explore different types of rocks and the minerals of which they are composed. The dynamic nature of the rock cycle, the interrelationships between rock types and the role of energy and force are examined. Students also consider the incidence of rocks and minerals in the local community and more broadly the uses of minerals extracted from rocks. They evaluate the environmental impact of mineral extraction and how society can address the diminishing availability of mineral resources.

Unit 3: Students explore and classify different forms of energy. Students investigate different energy transfers and transformations and the efficiency of these processes. The practical uses of energy and the idea of wasting energy are evaluated from a scientific perspective. Students examine energy converters used by the community, and quantitatively examine the comparative efficiency of transformations. Students will understand the aspects of particle theory and apply them to real word scenarios including energy changes during change of state.

Unit 4: Cells are identified as the basic units of living things and are recognised as having specialised structures. Microscopes and digital images are used for the identification of plant and animal cells. The functions of the main structures are represented and identified. The concept of cell division in plants and animals is examined and its repair and reproduction purpose identified. Reproductive systems and processes in animals and plants are discussed. Reproductive technologies will be introduced.

Learning Experiences Varied approaches to student learning are utilised in order to maximise all students’ potential to achieve. These fall under three main headings: Science Understanding, Science Inquiry Skills andScience as a Human Endeavour.

The learning experiences may include: • Laboratory activities and demonstrations. • Teacher exposition and questioning. • Computer simulations and tutorials. • Extended Experimental Investigations. • Case studies of previous scientific investigations. • Self‐directed and paced learning. • Library/computer research and assignment work • Guest speakers on aspects of the curriculum.

Assessment In Year 8 students will experience a range of assessment strategies to assess students’ understanding and skills within Science. These include practical investigations with a written report, formal examinations, oral presentations, written assignment tasks and extended experimental investigations.

Pathways to Year 9 Following Year 8 all students will continue studying Science across both semesters inYear 9.


Students will undergo a laboratory safety refresher as part of their studies before using the Science laboratories. Students are expected to wear closed in shoes and other relevant safety equipment provided by the school whenever they are working in a laboratory.

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HEALTH AND PHYSICAL EDUCATION

Year 7 Health And Physical Education (HPE) Units of Study:

1. Movement and Invasion‐ Indigenous games 2. Track and Field 3. Catching and Throwing‐ Various mini games

4. Volleyball/ Tchoukball

Unit Description The Gap State High School Physical Education Department aims to provide opportunities for

students to improve as intelligent performers and as life‐long learners. We are following the

National Curriculum. A role of Health and Physical Education at the Gap State High school is to

educate students to optimise their potential for health and wellbeing and contribute to building

healthy, active communities.

Movement and Invasion, Indigenous Games‐ By using indigenous games we have a good

opportunity to teach student to enjoy different aspects of Physical Education. We will be

teaching the skills of invasion and specific movement patterns.

Track and Field‐ Students are learning the events of Discus, Shot put, High Jump, Long Jump and

Sprints. The students are then involved in our mini Olympics where they compete against other

countries

Mini Games‐ We will use numerous activities to support the learning environment and teach

specific catching and throwing skills.

Volleyball/ Tchoukball‐ Basic games and strategies to develop spatial & tactical awareness.

Learning Experiences In Year 7 The Gap State High students will undertake practical components in, about and through physical movements. This approach develops intelligent performance focusing, not only on tactical understanding but the development of technique, strategies and rules in actual physical performance. To enable the further development of intelligent performance sports have been categorised with similar tactical requirements. All assessment is criteria marked and is recorded as:

Acquire‐ refers to the ability to acquire knowledge, understandings, capacities and skills in, about and through physical activity.

Apply‐ involves the application of acquired information and learned physical responses.

Evaluate‐ uses information, understandings and skills previously gained in acquiring and

applying to make decisions, reach conclusions, solve problems and justify solutions and

actions.

Assessment

Pathways to Year 8 These activities lead directly into studying HPE in Year 8

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Year 8 Health and Physical Education (HPE) Units of Study:

1. Movement and Invasion 2. Track and Field 3. Hitting and Striking (Volleyball) 4. Catching and Throwing Ball Grounds

Unit Description The Gap State High School Physical Education Department aims to provide opportunities for students to improve as intelligent performers and as life‐long learners. We are following the National Curriculum. A role of Health and Physical Education at the Gap State High school is to educate students to optimise their potential for health and wellbeing and contribute to building healthy, active communities.

Movement and Invasion‐ Students are playing a variety of sports and activities to practice core skill of running and competing in a close and open environment.

Track and Field‐ Students are learning the events of Discus, Javelin, Triple Jump, Long Jump and circular relays. The students are then involved in our mini Olympics where they compete against other countries.

Hitting and Striking Volleyball‐ Students are having a look at one of our target sports of volleyball. Students can then choose this subject in Year 9.

Catching and throwing ball Games‐ Students are complimenting activities studied in Year 7. We are using several ball games as the tool to teach catching and throwing.




Evaluate‐ uses information, understandings and skills previously gained in acquiring and applying to make decisions, reach conclusions, solve problems and justify solutions and actions.

Assessment

Pathways to Year 9 Students will be studying HPE in Year 9 or they can be selected to be in the Special Interest Volleyball (SIV) Class

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LANGUAGES

Year 7 Chinese (CHI) Units of Study:

Unit 0 Who am I? Who are you ? Unit 1 Are you hungry ? Unit 2 How do you feel? Unit 3 What do you want to do?

Unit Description The Year 7 Chinese language program focuses on the acquisition of high‐frequency vocabulary and basic language structures using language which students of this age find interesting and useful. The language taught in Year 7 is included in topics which have been designed to be engaging for young learners. Acquisition of the key structures taught in Year 7 provides the basis for developing proficiency in Years 8 and 9.

Learning Experiences The focus in Chinese in Year 7 is on language acquisition rather than language learning. Emphasis in the initial stage of acquiring Chinese is on input rather than output with students focusing on developing their Chinese listening and reading skills. Teachers spend most of the class time talking with their students, repeating key language many times and in a variety of ways including student‐created/teacher‐facilitated stories. Just like when they were small children, students need to hear words and phrases repeated many times before the new words are truly acquired. When they are ready (after the student has acquired some new language), students naturally start to speak, first using words and phrases, then later in sentences. The amount of time it takes for this to occur varies with each student and no‐one is ever forced to output language. Spoken language is not rehearsed or memorised – students use only natural language that they have acquired. Teachers aim for at least 90% of the spoken language in each lesson to be in Chinese, all of this being totally comprehensible to each student. When all students have acquired the language in each unit they are then taught to read text (in Chinese characters) using only the language they have acquired. All of this is achieved without the need to memorise vocabulary lists, grammar rules or characters. Students are encouraged to read regularly several nights a week to consolidate the language they are acquiring in class.

Assessment Students are formatively assessed through quizzes and teacher observations during class. Students are also required to perform self‐evaluations of their behaviour and effort during each term. If a student is able to maintain the major requirement for success in a language class (ie. maintain focus throughout the class), they will achieve the goal of acquiring the language presented in that class. Towards the end of each term students undertake individual listening and reading tasks conducted by their teacher to gauge their level of proficiency. Acquired language (by virtue of the fact that it has been acquired) is not forgotten as happens when language is “learnt” through rote memorisation and output practice methods. Success is at the heart of this approach, and most students find they are able to achieve well in Chinese and enjoy their Chinese classes.

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Year 8 Chinese (CHI) Units of Study:

Unit 4 Who do you like? Unit 5 Have you ever ... ? Unit 6 When did you ...? Unit 7 What’s special about characters?

Unit Description The Year 8 Chinese language program focuses on the acquisition of high‐frequency vocabulary and basic language structures using language which students of this age find interesting and useful. The language taught in Year 8 is included in topics which have been designed to be engaging for young learners. Acquisition of the key structures taught in Year 8 provides the basis for developing proficiency in Year 9 and beyond.

Learning Experiences The focus in Chinese in Year 8 is on language acquisition rather than language learning. Emphasis in the initial stage of acquiring Chinese is on input rather than output with students focusing on developing their Chinese listening and reading skills. Teachers spend most of the class time talking with their students, repeating key language many times and in a variety of ways including student‐created/teacher‐facilitated stories. Just like when they were small children, students need to hear words and phrases repeated many times before the new words are truly acquired. When they are ready (after the student has acquired some new language), students naturallystart to speak, first using words and phrases, then later in sentences. The amount of time it takes for this to occur varies with each student and no‐one is ever forced to output language. Spoken language is not rehearsed or memorised – students use only natural language that they have acquired. Teachers aim for at least 90% of the spoken language in each lesson to be in Chinese, all of this being totally comprehensible to each student. When all students have acquired the language in each unit they are then taught to read text (in Chinese characters) using only the language they have acquired. All of this is achieved without the need to memorise vocabulary lists, grammar rules or characters. Students are encouraged to read regularly

Assessment Students are formatively assessed through quizzes and teacher observations during class. Students are also required to perform self‐evaluations of their behaviour and effort during each term. If a student is able to maintain the major requirement for success in a language class (ie. maintain focus throughout the class), they will achieve the goal of acquiring the language presented in that class. Towards the end of each term students undertake individual listening and reading tasks conducted by their teacher to gauge their level of proficiency. Acquired language (by virtue of the fact that it has been acquired) is not forgotten as happens when language is “learnt” through rote memorisation and output practice methods. Success is at the heart of this approach, and most students find they are able to achieve well in Chinese and enjoy their Chinese classes.

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Year 7 & 8 The Arts

THE ARTS

Year 7/8 Visual Art (ART)Units of Study: Flocks, Nests and Identity

Course Description Art has existed since the beginning of civilisation and predates language in the written form as a means of communication. Art is one of the most important means by which human beings can express their innate creativity and communicate visually their ideas and feelings. Art should be seen as an important part of the development of all students as this subject prepares young people for participation in the 21st century by fostering curiosity and imagination, and teaching students how to generate and apply new and creative solutions when problem‐solving in a range of contexts. Students develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world and other worlds.


Throughout the program the students will be involved in a range of learning experiences related to both making and responding to works of art. These experiences may include:

students making representation of their ideas and intended meanings in different forms – painting, printmaking, ceramics, drawing, sculpture, mixed media and digital forms.

developing knowledge, understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions.

analysing representations, viewpoints and practices – considering meanings and interpretations across societies and cultures.

Assessment Assessment for all areas is through a combination of folio (practical work), written assignment and examination. In the creation of practical artwork, students resolve visual problems through an understanding of

the visual conventions and the application of a range of techniques and materials. This involves students in:

o Translating and interpreting ideas through media usage to create images and objects. o Techniques and processes to communicate meaning.

In the theory component of the course, students are involved in:

o Understanding artists, artworks and audiences from different cultures o Using appropriate terminology and vocabulary in the discussion and analysis of artworks.

Visual Arts is experienced and assessed through the assessable elements of: Knowledge and Understanding; Making and Responding.

Pathways to Year 9 Visual Art

Media Art

Each student is required to pay a levy for art to cover the cost of a bulk purchase of his or her materials. This is a much cheaper way of purchasing paint, paper, clay etc. than if they purchased their own.

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Year 7 & 8 The Arts

Year 7 / 8 Music (MUS)Units of Study: Mysterious Ticking Noises In the Loop

Course Description Within the Junior Music Program, students will be creating music using computers and improvising; performing in large and small ensemble groups as well as solo presentations; studying the language of music and exploring the various styles of music throughout history to the present. The course develops a number of areas including:

an awareness of sound as a means of creative expression

a wide range of musical skills through practical means

experiences with the musical literature of both Western and non‐Western cultures

an understanding of music as a living art form

personal development of social skills, self‐esteem, confidence and a sense of responsibility

helping students learn to appreciate and enjoy music as musicians/performers/audiences.

Learning Experiences Throughout the program students engage in a range of learning experiences including composing, arranging, performing, improvising, listening, score‐reading, analysing, accompanying, viewing and research. ICT is embedded in the course and students actively use information and communication technologies (ICT) to organise, research, interpret, analyse, communicate and represent music knowledge and composition.

Assessment Junior music places equal weighting and importance on the three dimensions of analysing repertoire, composing and performance. Music is experienced and assessed through the assessable elements of:

Making (Performing and Composing) and Responding Tasks are varied and reflect a balance of making and responding dimensions. These tasks could include:

Submission of a composition or arrangement for each unit studied.

Knowledge and understanding of repertoire that is assessed either by exam or by research assignment/seminar at least once a semester.

Performance assessment tasks are solo or as part of an ensemble and may be vocal and/or instrumental.

Pathways to Year 9 Music Extension

Career Pathways Students can progress onto tertiary education at university or TAFE, or move to the work force. Careers using the knowledge and skills gained from Music include but are not limited to: performer, music teacher, music theory, composer, entertainment industry – events management / music technology / sound engineers etc., advertising,

Students must be prepared to complete all theory as well as practical aspects of the course. When engaged in practical performance aspects of the course the students MUST work in a self‐directed focused manner. This is not a course to take just because a student likes to listen to music.

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Year 7 & 8 The Arts

Year 7 / 8 Media Arts (MED) Units of Study: Wren and the Giant Midden (Stop Frame Animation)

Course Description Media Arts involves creating representations of the world and telling stories through communications technologies such as film, video, television, the internet (including websites and apps) and video games. It enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty‐first century, media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices. The subject across Years 7/8 aims to develop in students: ‐ Cross‐platform problem solving for authentic stop frame animation design & production. ‐ The ability to critically examine the impact of media technology and representations.

Learning Experiences Media Arts lessons take both theoretical and practical approaches within a dedicated media lab where students have access to industry standard software. Throughout the Year 7/8 program of one semester on rotation with other electives, students engage in a range of learning experiences including:

Analysis and evaluation of media representations.

The design and production of a stop frame animated film.

Assessment Tasks are varied and reflect a balance of Making and Responding Strands:

Making o Stop‐frame animation/Claymation

Responding (written) o Folio of analysis and evaluation paragraphs

Pathways to Year 9

Media Arts


Career Pathways Few areas of employment are growing at the rate of those demanding the skills of multi‐media proficient computer users. Students can progress onto tertiary education at university or TAFE, or move to the work force. Careers using the knowledge and skills gained from MMA include but are not limited to: Graphic Design; Web Design; Marketing; Film and Television industry; Advertising; Game Design, Animation.

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Year 7 & 8 The Arts

Year 7/8 Drama (DRA)Units of Study

Creating Drama

Unit Description Drama is an art form which can provide every student with knowledge and skills that are transferable to a variety of artistic, social and work‐related contexts. The course includes a wide variety of challenging experiences such as improvisation, acting, directing, creating and performing theatre styles, film, drama and workshops which develop voice and movement skills. Drama enables students to develop group communication skills as well as the techniques of negotiating, problem solving, and decision‐making, researching and interpreting. Drama challenges students to explore their own identities and culture and extends their understanding of historical and contemporary drama in other cultures.

Learning Experiences Students will:

engage with the language, elements and conventions of drama to enable them to critically analyze, compare and contrast, and respond to l ive performance

interpret scripts and develop basic acting skills through drama based games and improvisations

practice and rehearse a variety of performance techniques and styles in both individual and ensemble settings

develop role and character through live performances ** Drama is a group art form and students must be prepared to work in a self‐directed yet collaborative manner with others.

Assessment Tasks are varied and reflect a balance of individual, pair and group work. Examples includeperformances of scripted text and original drama, individual and group improvisations, scriptwriting and written responses. Achievement is measured in terms of the individual’s performance within the group. Drama is experienced and assessed through the five assessable elements of: Knowledge and Understanding – Comprehensive knowledge and understanding of concepts, facts and procedures. Creating – This is the creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes. It includes improvisation, scriptwriting, directing and play building. Presenting – This is the performance of drama. It includes interpreting and presenting script as well as refining their own devised work for audiences. In presenting, students apply acting skills (voice, movement, and characterisation) and other staging techniques. Responding – this is the evaluation of drama. It includes discussing, analysing and writing about their own drama and the work of others. In responding, students learn to critically reflect from the perspective of actor, director, audience, or playwright. Reflecting ‐ reflection on learning

Pathways to Year 9 Drama

Career Pathways There is a direct link from school drama studies to many aspects of live and media performance; but the skills learnt in drama can also develop creativity, confidence, communication and presentation techniques which transition into many work and life situations.

Drama should not be seen as leading to an acting career only.

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Year 7 & 8 Technology

Technology

Year 7/8 Digital TechnologiesUnits of Study:

1. Computer Networks 2. Binary Systems. 3. Global Digital Citizenship. 4. Coding

Unit Description Students will explore Digital Technologies; from the hardware components that make up a network, to the way data is represented and transmitted within these networks. Students will explore Global Digital Citizenship and plan, design, develop and evaluate solutions. They will investigate and evaluate types of coding and learning how it can help for the real world.

Learning Experiences Knowledge and Understanding. Students will: • Understand networks and hardware components. • Convert decimal to binary and vice versa. • Refine search skills for acquiring meaningful data. • Analyse and visualise data to produce information and predict trends. Processes and Production Skills. Students will: • Deconstruct problems to fully understand requirements. • Design algorithms and model solutions. • Evaluate their own solutions and existing solutions to more complex problems. • Plan and manage projects. • Collaborate and contribute to online blogs and discussion boards.

Assessment Knowledge and Understanding• Written exam – Computer networks and binary

Processes and Production Skills • Digital portfolio demonstrating expertise in collecting, analysing and representing data. • Global Digital Citizenship folio

Pathways to Year 9 Digital Technologies.

Media Arts

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Year 7 & 8 Technology

Years 7/8 Food Technology (FDT)

Units of Study: Year 7 and 8 Food Technology

Unit Description The focus of Food Technology is the wellbeing of the individual within their personal, family and community roles. The role of Design Technology is to encourage and promote student’s personal independence and effective living within society. Food Technology is an interdisciplinary subject drawing on the fields of nutrition, consumerism and management. It focuses on the challenges faced by individuals, families and communities in contemporary society, including aspects such as:

Selecting and preparing nutritious foods from complex and changing food markets

Making informed, responsible and ethical consumer decisions related to new products and reflecting changing technologies and lifestyles

Taking control of health and developing health promoting behaviors

Investigating local and global issues related to the provision of food


Engage with subject specific language that will enable them to critically analyse, compare and contrast food products and processes

Investigate, research and discuss food design ideas and products

Observe demonstrations

Plan, manage and prepare practical tasks that will develop skills to produce a range of food products

Evaluate the suitability of products and processes against criteria and recommend improvements

Assessment Tasks are varied and reflect a balance of practical and theoretical aspects of the subject. Examples include food production, written exams, process journals and homework tasks. Food Technologies is experienced and assessed through five assessable elements of: 1. Knowledge and Understanding – Comprehensive knowledge and understanding of

concepts, facts and procedures. 2. Investigating and designing – This is the interpretation and analysis of evidence to generate

design ideas 3. Producing – Using skills to produce products 4. Evaluating – This involves analysing products made and the processes used to make them

Pathways to Year 9

Food and Fashion Technologies

Career Pathways There is a direct link from school Food Technology to fields such as food science, nutrition, community health, hospitality and tourism. Skills learnt in Food Technologies can develop independence and encourages students to be informed, creative and critical thinkers which transition into life and work situations.

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Curriculum Snapshot

Year 9 Key Learning Area Time Studied



HUMANITIES & SOCIAL SCIENCES (HISTORY AND GEOGRAPHY)

5 x 35min lessons per week Semester 1 & Term 4‐ History

Term 3 ‐ Geography


HPE or HPE – Special Interest Volleyball (SIV) 3 x 35min lessons per week

Students elect 2 subjects from the following courses of study: NB. Subject offerings and time allocation is subject to change dependent on staffing, facilities and identified student need. * Requires separate application or by invitation.

The Arts Drama (DRA) Media Arts (MED) Music (MUS) Visual Art (ART) Visual Design (DES) Business Business Studies (BUS) Languages Chinese (CHI) Technologies Digital Technologies (DIG) Engineering Principles & Systems (EPS) Food Technologies (FTE) Food and Fashion (FAF) Graphical Design & Technologies (GDT) Materials & Technologies (MTS) Excellence Programs Music Honours STEM





* Year 9 Academic Honours. There is an Honours class in English, Maths, Humanities, Social Science and Science in

Year 9. Students are selected by Heads of Department into each of the honour classes.

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Year 9 Foundation Subjects CORE

Year 9 English (ENG) Units of Study: 1. Wit out you I’m nothing (Wordplay) 2. Situating comedy (Script and The Sitcom) 3. Start, thief! (Harnessing Archetypal Narratives) 4. Grand Theft Intro (The Novel and Analytical Exposition)

Unit Description Wit out you I’m nothing (Wordplay)

During this term students will explore the range of language forms and structures underpinning witticisms and wordplay, with a particular focus on comedy. Whilst also commencing a rigorous, year‐long program which cultivates transferable skills in English, students will deconstruct and experiment with puns, insults, memorable one‐liners and humorous verse. Assessment will be in the form of regular ‘snapshot’ tasks within the skills program, consolidating and deepening the work undertaken in Years 7 and 8.

Situating comedy (Script and The Sitcom)

In this unit students will deepen their familiarity with the sitcom genre, exploring its conventionsof structure, context and characterisation. This deconstruction of classic and more recent examples of the genre will culminate in students collaborating in groups to progressively develop a brand new sitcom which inventively exploits the genre’s possibilities; they will pitch this pilot concept to an imagined audience of network executives.

Start, thief! (Harnessing Archetypal Narratives)

This unit reintroduces students to the craft of planning and then creating new fictional texts by exposing them to the surprisingly small – but endlessly versatile – pool of story types (including the quest and the rags to riches tale), all of which are ripe for theft by younger writers! Students will examine notable adaptations of classic stories such as ‘Frankenstein’, i.e. ones which change or twist the original text’s story type. Subsequently, they will each compose a detailed proposal for an adaptation of a rich written text which draws upon a specific archetypal narrative tradition.

Grand Theft Intro (The Novel and Analytical Exposition)

In their final Year 9 English unit students will continue their study of archetypal narrative traditions and legitimate ‘theft’ in new writing by immersing themselves in a novel with contemporary appeal and literary significance. In preparation for the academic demands of Senior English in Year 10 and beyond, students will become highly familiar with the analytical exposition genre as a means of expressing analysis of literature. The particular focus of their exposition will be the degrees of success with which an author has harnessed elements of archetypal story traditions. Additionally, students will continue to engage in regular, systematic skill development in vocabulary, grammar, punctuation, reading and writing. Oral discussion will be highly valued as an opportunity to clarify thinking and experiment with ideas in preparation for writing.

Learning Experiences In Year 9 students will be exposed to a range of written, spoken and visual text types from

different genres and time periods. Chosen texts will include those written by traditional and

contemporary indigenous Australian authors, as well as others emerging from Asian cultural

contexts. As writers, students will be encouraged to experiment with sophisticated

vocabulary and grammatical structures, as well as relish the power of words in contexts

ranging from everyday conversation to academic prose.

Assessment A variety of strategies are used in Junior Secondary to assess student achievement, progress and understanding in English. In Year 9 this will include:

Vocabulary review exams

Comprehension ‘spot‐check’ tasks

On‐demand writing

Grammar and punctuation exams

Pitch for a new sitcom (live group delivery)

Adaptation proposal (for transformation of a written text)

Analytical essay (stimulated by intensive study of a novel)

Pathways to Senior Phase All students proceed to study English for two semesters in Year 10. Opportunity to study English

and Literature in Years 11 and 12.

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Year 9 Mathematics (MAT) Units of Study:

1. Number Study 2. Chance and Probability 3. Algebra 4. Geometry and Measurement 5. Data and Graphing 6. Rates and Ratio

Unit Description Number ‐ Students have opportunities to develop understandings of the interaction between fractions, decimals and percentages and how this applies to financial situations. They will be shown how scientific notation relates to very small and very large numbers.

Algebra ‐ Students will solve problems involving simple interest, apply the distributive Law to the expansion of algebraic expressions, including binomials and collect like terms where appropriate. They will extend and apply the index laws to variables, using positive integral indices and the zero index.

Ratio and Proportion ‐ Students will apply proportional thinking to rates, express rates algebraically and graphically, solve rate and proportion problems including speed. They will use enlargement transformation to explore, develop and apply the conditions of similarity in problems using representations of scale including ratio and scale factors.

Pythagoras and Trigonometry ‐ Students have opportunities to develop understandings of solving problems involving right‐angled triangles, similarity and trigonometric ratios.

Area and Volume ‐ Students calculate the areas of composite shapes, surface area and volume of cylinders and solve related problems.

Probability ‐ Students calculate relative frequencies, determine outcomes of two‐step chance experiments using tree diagrams and arrays, assign probabilities to outcomes and determine probabilities of events.

Linear and Non‐linear Functions ‐ Students find the distance between two points located on a Cartesian plane using a range of strategies. They also find the midpoint and gradient of a line segment. Students will also sketch linear graphs using the coordinates of two points.


• Classroom expository learning. • Integrated and specific computer‐based activities. • Analysis of mathematical methods. • Independent and group activities. • Group problem‐solving activities and collaborative tasks. • Practical based activities e.g. data gathering in the field and hands on mathematical

activities.

Assessment Students will be exposed to a range of assessment tool including exams, diagnostic in‐ class tests, assignments, group activities and practical activities.


General Mathematics is a useful subject if students want to continue their Mathematics studies, but not study it at a rigorous, algebraic level. Mathematical Methods is for confident mathematicians who are competent in algebraic and calculus operations. Specialist Mathematics is designed to be taken in conjunction with, Mathematical Methods. Specialist Mathematics is about explaining abstract or complex relationships in systems, number and


Resources: Scientific calculators and the text book, whether electronic or hard copy, are required.

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Year 9 History (HAS) Units of Study: 1. The Industrial Revolution 2. China 3. World War I

Unit Description Year 9 History provides a study of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism and the expansion of European power around the world. The period culminated in World War I, the ‘war to end all wars’.


• Using chronological sequencing to demonstrate the relationship between events and developments in different periods and places

• Using historical terms and concepts • Identifying and selecting different kinds of questions about the past to inform

historical inquiry • Evaluating and enhancing these questions • Identifying and locating relevant sources, using ICT and other methods • Identifying the origin, purpose and context of primary and secondary sources • Processing and synthesising information from a range of sources for use as evidence

in an historical argument • Evaluating the reliability and usefulness of primary and secondary sources using RARAR • Identifying and analysing the perspectives of people from the past • Identifying and analysing different historical interpretations, including their own • Developing texts, which involve analysis and argument and use wide variety of sources • Selecting and using a range of communication forms (oral, graphic, written) and digital

technologies digital technologies.

Assessment Assessment instruments will selected from the following categories:

• Written Research Assignment • Short Answer/Response to Stimulus Test • Extended written response to evidence


Students will continue to study humanities in Year 10. They will study ‘taste’ courses of senior

humanities. The subjects covered will be Economics, Legal Studies, History and Geography.

Resources The base text is Pearson History Year 9.

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Year 9 Geography (HAS)

Unit of Study: 1. Geographies of Interconnection.

Unit Description ‘Geographies of interconnections’ focusses on: the globalising effect of transportation and

information and communication technologies; the influence of trade in interconnecting people

and places and the effects of the production and consumption of goods on places and

environments.


• Classroom expository learning • Evaluating diverse forms of geographic data using qualitative and quantitative methods • Evaluating sources for their reliability, bias and usefulness • Independent research activities • Group problem‐solving activities and collaborative tasks • Exploring environmental, economic and social considerations of existing

interconnections and hypothetical scenarios • Practical based activities including data gathering in the field

Assessment The assessment instrument for this unit is:

• Persuasive speech

Pathways to Senior

Phase

Students will continue to study humanities in Year 10. They will study ‘taste’ courses of senior

humanities. The subjects covered will be Economics, Legal Studies, History and Geography.

Resources There is no base text for this unit.

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Year 9 Science (SCI)

Units of Study: 1. It’s Elementary and Chemical Reactions ‐ Chemistry 2. Energy on the Move and Making Waves ‐ Physics 3. A Biological Balancing Act – Biology 4. The Changing Earth – Earth Science and Biology

Unit Description Unit 1: Students will explore the development of scientific ideas about atoms and their subatomic particles protons, neutrons and electrons. They will investigate the structure and uses of isotopes and consider the processes and products of radioactive decay including radiation and half‐life. Students will understand that scientific knowledge and ideas about the structure of atoms and isotopes has changed as new evidence has become available. Students will explore and represent a variety of chemical reactions and their applications in daily life. Students will become familiar with the concept of acids and bases and investigate a variety of household chemicals.

Unit 2: Students build on their knowledge of energy and energy transfers to examine the concept of energy as a wave travelling through a medium. Electricity is used as an example of this and then students further explore the idea of energy transfers by studying the behaviour of light, heat and sound.

Unit 3: Students first identify human body systems and the ways in which they work together in balance to support life. They outline how essential requirements for life are provided internally through a coordinated approach and then students analyse and predict the effects of the environment on body systems. Students analyse and predict the effects of the environment on body systems, and discuss how the body responds to changes in the environment and to diseases. Positive and negative aspects of vaccination are considered.

Unit 4: Students explore practical applications of natural radiation and investigate the chemistry of geology through scientific dating techniques. Students examine the evidence for tectonic plate movement, and explore the impact on humans of events such as earthquakes, tsunamis and volcanoes related to geological activity. Students then engage in the exploration of concepts of change and sustainability within an ecosystem. This focuses on engaging students in the understanding that all life is connected through ecosystems and changes to its balance can have an effect on the populations and interrelationships that exist.

Learning Experiences A variety of approaches to student learning are utilised in order to maximise all students potential to achieve. These fall under three main headings: Science Understanding, Science Inquiry Skills and Science as a Human Endeavour.

The learning experiences may include: • Laboratory activities and demonstrations • Teacher exposition and questioning • Computer simulations and tutorials • Extended Experimental Investigations • Case studies of previous scientific investigations • Self‐directed and paced learning • Library/computer research and assignment work

Assessment In Year 9 students will experience a range of assessment strategies to assess understanding and skills within science. This includes formal examinations, oral presentations, written assignment tasks and extended experimental investigations.


Students will continue to study science in Year 10 across 2 semesters. Physics, Chemistry, Biology and Earth Sciences are possible Year 11 and 12 pathway options.

Career Pathways The aim of the Science curriculum is to produce students that are scientifically literate and able to participate in and contribute to our technological society. The skills developed and knowledge obtained in Science will assist students in further study at a tertiary level in any area but particularly in Science, Engineering, Medicine and Allied Health. Students will also be prepared for a variety of careers that involve sciences and the application of science.


As part of all practical activities undertaken, associated risks are identified and students are encouraged to engage in this process. Students are expected to wear closed in shoes whenever they are working in a laboratory and other safety equipment including safety glasses and gloves are mandatory for many activities.


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Year 9 Health and Physical Education (HPE) Units of Study:

1. Nutrition and Touch football 2. Anatomy and Softball 3. How Wii Fit are you 4. Gender Equity and tennis

Unit Description The Gap State High School Physical Education department aims to provide opportunities for students to improve as intelligent performers and as life‐long learners. We are following the National Curriculum. A role of Health and Physical Education at the Gap State High school is to educate students to optimise their potential for health and wellbeing and contribute to building healthy, active communities.

Nutrition and Touch Football‐ Students will be looking at how diets can improve our performance. They will also consider if Sports drinks are beneficial to performance. They test their theories against a physical active sport of Touch Football

Anatomy and Softball‐ This subject goes back to the basics of Human Movement. We look at the skeletal and Muscular system to identify ways we can improve our catching and throwing skills in Softball

How Wii fit are you?‐ We are answering the Question of which is the best way to get fit. Do we trust Google, and Wii fit or are the traditional methods better?

Gender Equity and Tennis‐ When do we learn that there is difference? Students are challenged to identify and breakdown gender stereotypes in sport against the backdrop of a gender neutral sport




Evaluate‐ uses information, understandings and skills previously gained in acquiring and applying to make decisions, reach conclusions, solve problems and justify solutions and actions.

Assessment Students will be assessed by:

Extended writing with supporting research (essay structure)

Written report from research on a given topic and summarise

Form an opposing view on given topic and find supporting evidence

Class talk, on purposeful information from a selection on topics.

Pathways to Senior Phase Special Interest Volleyball,

Health and PE,

Certificate III in Fitness,

Certificate III in Health


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Year 9 HPE ‐ Special Interest Volleyball (SIV) Units of Study: 1. Basic Skill and Skill testing 2. Biomechanics 3. General Principals/ level 1 Referee 4. Tournament readiness

Unit Description The development of our Special Interest Volleyball program is:

To foster the holistic athletic development of talented students;

To promote conduct, knowledge and skills benefiting students in their performance of volleyball and other sports; academic and vocational pursuits; and personal development; and

To develop young people through interactions based on personal challenge, collaborative group work and team dynamics.

Students study: Basic skills and skill testing‐ Students will focus on their development over the year. These tests will be repeated at the end of the yea. Biomechanics‐ Students study individually the biomechanics of their skills‐ and work on improvement to their skills General Principles and Level 1 Referee‐ Student will be given the opportunity to gain these Nationally recognized qualifications that they can use to gain employment and to understand our game better Tournament Readiness‐ This is the main part of the season. Student are given the specific training that will support their specific teams

Learning Experiences In SIV, students will benefit from the following opportunities: To study Volleyball and other practical activities with students who have similar interests and abilities; To learn skills, knowledge and attitudes that will benefit participation in any sport, but also have a positive impact on academic and vocational pursuits; To work with specialized staff, including training with coaches from the Queensland Pirates and Volleyball Queensland, will extend students abilities focuses; and to trial for competitions and to experience travel interstate and overseas.

Assessment Students will be assessed by:

Written report

Written article

Powerpoint, Talk in the correct genre, technology, video

Exam

Pathways to Senior Phase Special Interest Volleyball,

Health and PE,

Certificate III in Fitness,


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Year 9 Elective Subjects


THE ARTS

Year 9 Drama (DRA) Units of Study

Drama in Context

Drama in Action

Drama Project: Theatre Sports

Unit Description Drama is an art form which can provide every student with knowledge and skills that are transferable to a variety of artistic, social and work‐related contexts. The course includes a wide variety of challenging experiences such as improvisation, acting, directing, creating and performing theatre styles, film, drama and workshops which develop voice and movement skills.

Drama enables students to develop group communication skills as well as the techniques of negotiating, problem solving, and decision‐making, researching and interpreting.

Drama challenges students to explore their own identities and culture and extends their understanding of historical and contemporary drama in other cultures.


engage with the language, elements and conventions of drama to enable them to critically analyze, compare and contrast, and respond to l ive performance

interpret scripts and develop basic acting skills through drama based games and improvisations

practice and rehearse a variety of performance techniques and styles in both individual and ensemble settings

develop role and character through live performances ** Drama is a group art form and students must be prepared to work in a self‐directed yet collaborative manner with others.

Assessment Tasks are varied and reflect a balance of individual, pair and group work. Examples includeperformances of scripted text and original drama, individual and group improvisations, scriptwriting and written responses. Achievement is measured in terms of the individual’s performance within the group. Drama is experienced and assessed through the five assessable elements of:

1. Making (Forming) – This technique is used to assess students’ abilities when making drama works. Making artworks in drama enables students to demonstrate their ability to select, manipulate and control the elements of drama to devise drama that communicates meaning.

2. Making (Performing) – This technique is used to assess students’ abilities when performing drama works. Performing artworks in drama enables students to demonstrate their ability to select, manipulate and control form, and the elements of drama to develop roles and characters and interpret and perform drama that communicates meaning.

3. Responding – This technique is used to assess students’ abilities to explore, respond to, analyse and interpret drama works with before, during or after the making of drama works, or in response to the drama works of others. Students are required to analyse how the elements of drama are used, combined and manipulated in different styles. They also must evaluate how artists from different cultures, times and places communicate meaning and intent through drama.

Pathways to Senior Phase Drama in Years 11 and 12

Career Pathways There is a direct link from school drama studies to many aspects of live and media performance; but the skills learnt in drama can also develop creativity, confidence, communication and presentation techniques which transition into many work and life situations.

Drama should not be seen as leading to an acting career only.

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Year 9 Media Arts (MED) Units of Study: It’s Possible ‐ Website Design My Mob ‐ 2D Animated Film

Course Description Media Arts involves creating representations of the world and telling stories through communications technologies such as film, video, television, the internet (including websites and apps) and video games. It enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty‐first century, media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices.

The subject across Years 9 aims to develop in students:

‐ Cross‐platform problem solving for authentic stop frame animation design & production.

‐ The ability to critically examine the impact of media technology and representations.

Learning Experiences Media Arts lessons take both theoretical and practical approaches within a dedicated media lab where students have access to industry standard software.

Throughout the Year 9 program students engage in a range of learning experiences including:

Analysis, evaluation and manipulation of still and moving images, sounds and text.

The design and production of promotional graphics, website and a short 2D animated film.

Assessment Tasks are varied and reflect a balance of Making and Responding Strands:

Making (client brief using design and production phases) o Promotional graphics, website, short 2D animated film.

Responding (written) o Folio of analysis and evaluation paragraphs.

Pathways to Senior Phase Media Arts in leads to:

Film, Television and New Media

Visual Art

Career Pathways Few areas of employment are growing at the rate of those demanding the skills of multi‐media proficient computer users. Students can progress onto tertiary education at university or TAFE, or move to the work force. Careers using the knowledge and skills gained from Media Arts include but are not limited to: Graphic Design; Web Design; Marketing; Film and Television industry; Advertising

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Year 9 Music (MUS)Units of Study: Raise Your Voice Australian Flair

Course Description Within the Junior Music Program, students will be creating music using computers and

improvising; performing in large and small ensemble groups as well as solo presentations;

studying the language of music and exploring the various styles of music throughout

history to the present. The course develops a number of areas including:

an awareness of sound as a means of creative expression

a wide range of musical skills through practical means

experiences with the musical literature of both Western and non‐Western cultures

an understanding of music as a living art form

personal development of social skills, self‐esteem, confidence and a sense of responsibility

helping students learn to appreciate and enjoy music as musicians/performers/audiences.

Learning Experiences Throughout the program students engage in a range of learning experiences includingcomposing, arranging, performing, improvising, listening, score‐reading, analysing, accompanying, viewing and research. ICT is embedded in the course and students actively use information and communicationtechnologies (ICT) to organise, research, interpret, analyse, communicate and represent music knowledge and composition.

Assessment Junior music places equal weighting and importance on the three dimensions of analysing repertoire, composing and performance. Music is experienced and assessed through the assessable elements of:

Making (Performing and Composing) and Responding Tasks are varied and reflect a balance of making and responding dimensions. These tasks could include:

Submission of a composition or arrangement for each unit studied.

Knowledge and understanding of repertoire that is assessed either by exam or by research assignment/seminar at least once a semester.

Performance assessment tasks are solo or as part of an ensemble and may be vocal and/orinstrumental.


Music

Music Extension

Career Pathways Students can progress onto tertiary education at university or TAFE, or move to the work force. Careers using the knowledge and skills gained from Music include but are not limited to: performer, music teacher, music theory, composer, entertainment industry – events management / music technology / advertising / sound engineers etc.,

Students must be prepared to complete all theory as well as practical aspects of the course. When engaged in practical performance aspects of the course the students MUST work in a self‐directed focused manner. This is not a course to take just because a student likes to listen to music.

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Year 9 Visual Art (ART) Units of Study: Geo Forms: Inspiration from Nature

Course Description Art has existed since the beginning of civilisation and predates language in the written form as a means of communication. Art is one of the most important means by which human beings can express their innate creativity and communicate visually their ideas and feelings.

Art should be seen as an important part of the development of all students as this subject prepares young people for participation in the 21st century by fostering curiosity and imagination, and teaching students how to generate and apply new and creative solutions when problem‐solving in a range of contexts.

Students develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world and other worlds.

Learning Experiences Throughout the program the students will be involved in a range of learning experiences related to both making and responding to works of art. These experiences may include:

students making representation of their ideas and intended meanings in different forms – painting, printmaking, ceramics, drawing, sculpture, mixed media and digital forms

developing knowledge, understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions.

analysing representations, viewpoints and practices – considering meanings and interpretations across societies and cultures.

Assessment Assessment for all areas is through a combination of folio (practical work), written assignment and examination.

In the creation of practical artwork, students resolve visual problems through an understanding of the visual conventions and the application of a range of techniques and materials. This involves students in:

o Translating and interpreting ideas through media usage to create images and objects. o Techniques and processes to communicate meaning.

In the theory component of the course, students are involved in: o Understanding artists, artworks and audiences from different cultures o Using appropriate terminology and vocabulary in the discussion and analysis of artworks.

Visual Arts is experienced and assessed through the assessable elements of: Knowledge and Understanding; Making and Responding.


Visual Arts in Junior leads to:

Visual Art

Film, Television and New Media

Senior Visual Art in Practice

Career Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use creative and innovative skills inherent in this subject. Careers using the knowledge and skills gained from Art include but are not limited to: Art teacher, Art theory, advertising, marketing, web design, media industries (film, television, magazines) etc.

Each student is required to pay a levy for art to cover the cost of a bulk purchase of his or her materials. This is a much cheaper way of purchasing paint, paper, clay etc. than if they purchased their own.

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Year 9 Visual Design (DES) Units of Study: Outer Limits Challenging Reality Course Description ‘Everything that is not part of the natural world has been made by people. Some things are

made by people to be used, that is to serve a function, or to function. We call these things design. The process of making design is very similar to the process of making art – however, art and design are made for very different reasons. People make art to communicate. People design things to function.’ Year 9 & 10 design text “Artifacts” R. Davenport, p. 25 Design places great emphasis on practical skills but still develops perceptual and conceptual understanding and critical reasoning through exploring and expanding their understanding of the world.

Learning Experiences Throughout the program the students will be involved in a range of learning experiences related to both making and responding to works of artwork, drawing on the world as a source of ideas. These experiences may include:

Students making representations of their ideas and intended meanings in different forms – painting, drawing, printmaking, ceramics, sculpture, mixed media and digital forms.

Developing knowledge, understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions

Analyzing representations, viewpoints and practices – considering meanings and interpretations across societies and cultures.

Assessment Assessment for all areas is through a combination of folio (practical work), written assignment and/or test.

In the creation of practical artwork, students resolve visual problems through an understanding of the visual conventions and the application of a range of techniques and materials. This involves students in:

o Translating and interpreting ideas through media usage to create images and objects

o Techniques and processes to communicate meaning

In the theory component of the course, students are involved in; o Understanding artists, artworks and audiences that promote a conceptual

understanding; reference to artists, artworks and audiences from different cultures

o Using appropriate terminology and vocabulary in the discussion and analysis of artworks.

Visual Design is experienced and assessed through the assessable elements of: Knowledge and Understanding; Making and Responding

Pathways to Year 10 Visual Art

Film, Television and New Media (Authority subject)

Year 11 and 12 Visual Art in Practice (Authority Registered subject)

Career Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use creative and innovative skills inherent in this subject. Careers using the knowledge and skills gained from Visual Art include, but are not limited to : art education, museums/galleries, marketing, advertising, web design, media industries etc.

Each student is required to pay a levy for art to cover the cost of a bulk purchase of his or her materials. This is a much cheaper way of purchasing paint, paper, clay etc than if they are purchased individually.

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BUSINESS

Year 9 Business Studies (BUS) Units of Study: 1. Word Processing ‐ Excel 2. Accounting Process, Source Documents and Profit Determination 3. Business and economic system incorporating ESSI money

4. Business Venture

Unit Description: Rationale

Business activity affects the daily lives of all Australians as they work, spend, save, invest, travel

and play. It influences jobs, incomes and opportunities for personal enterprise.

Business refers to enterprising endeavours undertaken to meet human needs and wants.

Business, economic and legal activity impacts on and presents a range of challenges to individuals

and members of groups and organisations in their roles as active and informed citizens,

consumers, workers or entrepreneurs.

participating as an active and responsible citizen in business environments in responseto individual, group, local, national and global needs

making consumer decisions to meet the needs and wants of self and others

managing scarcity of resources to meet the necessary business, economic and legalrequirements for sustainability

entering into contractual agreements and managing personal finances, investments and records

owning or managing a business, enterprise or venture

Learning Experiences: develop a relevant hypothesis and research focus from broad business topics

conduct investigations of past, present and future business activities, using valid business strategies, procedures and processes

apply concepts, processes and principles to unfamiliar business issues, problems and situations

devise and justify recommendations and decisions to business issues and problems at local levels

apply decision‐making strategies in individual and team situations to develop business plans and products, and to take informed and responsible action to achieve specific business outcomes

Assessment: Assessment pieces will be varied:

Oral Presentations

Folio of Work

Examinations

Computer generated game participation

Business Reports

Observations

Pathways to Senior Phase Accounting, Business Management, Certificate III/Diploma in Business

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LANGUAGES

Year 9 Chinese (CHI)Units of Study:

UOC1 Conduct basic oral communication for social purposes in a language other than English

UOC3 Read and write for basic documents for social purposes in a language other than English

Unit Description The Year 9 Chinese language program builds on the high‐frequency vocabulary and basic language structures used in Years 7 and 8. Students begin to focus more on the practical application of the language and engage in activities and tasks that develop their communicative abilities.

Learning Experiences The Chinese language program is based on the concept that language is acquired rather than learned. Emphasis in the initial stage (Years 7 and 8) is on input rather than output with students focusing on developing their Chinese listening and reading proficiency. While this input focus continues, from Year 9 students become more able and confident communicating through writing and speaking and the activities and tasks that they participate in reflect and encourage their developing communicative ability. Teachers continue to spend a lot of the class time talking with their students, repeating key language many times and in a variety of ways including student‐teacher co‐createdstories as well as practical real‐life scenarios. In class, students are involved in pre‐task activities which prepare them with the language they will need to carry out a variety of real world tasks. The first task that they prepare for is a survey of Chinese students from a visiting school in China and/ or local international students at the school. Students spend the majority of their lessons listening to the target language. Teachers aim for at least 90% of the spoken language in each lesson to be in Chinese, all of this being totally comprehensible to each student. Students are encouraged to read regularly several nights a week to consolidate the language they are acquiring in class.

Assessment Students are formatively assessed through quizzes and teacher observations during

class. Students are also required to perform self‐evaluations of their behaviour and

effort during each term. If a student is able to maintain the major requirement for

success in a language class (ie. maintain focus throughout the class), they will achieve

the goal of acquiring the language presented in that class.

During the term students undertake a variety of practical tasks which enable them to show their level of proficiency in Chinese. Students are assessed as being Competent or Not Yet Competent on each task and are also summatively assessed on the traditional level of achievement scale of A through E. Students who obtain a Not Yet Competent result have the opportunity to redo the task until they achieve competency.


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TECHNOLOGIES

Year 9 Digital Technologies

Units of Study:

Computational Thinking, Algorithms & Coding (Python)

Data Representation & Management – SQL, Access, Data Security

Network Systems & Human Computer Interaction

Investigation – Design Thinking

Unit Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database‐driven websites and artificial intelligence engines and simulations. In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes. Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events. They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade‐offs between the simplicity of a model and the faithfulness of its representation. When defining problems students consider the functional and non‐functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object‐oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.

Assessment Assessment will be a variety of items such as projects, digital folios and short formative tests.

Pathways to Senior Phase Digital Technologies

Digital Solutions in Years 11 and 12

Career Pathway The Information and Communication Technology (ICT) Industry is one of the fastest growing and changing fields. Technology is developing rapidly and new devices, apps and systems are constantly being created. ICT is an enabling infrastructure in every industry and also an important sector in its own right. Careers in the ICT field are in high demand and the industry is expected to grow. The possibilities are only limited by your interest, drive and imagination.

52


Year 9 Engineering Principles and Systems (EPS)

Units of Study:

1. Downhill Racer Design 2. Racer LED Lighting Design 3. Catapult Design 4. Introduction to Robotics

Unit Description Why study Engineering Principles and Systems? To answer this question you have to ask yourself first of all – What is a System? A system is a process of organizing components in order to achieve an objective. This subject, therefore, focuses on organizing components into systems so that they work together to achieve a specific purpose or goal. Students will develop the skills to control everyday systems in a range of ways. This subject will prepare students to participate in our rapidly changing, technological world. They will learn to think and design in a creative manner. They will become creative problem solvers. Students will solve design problems by employing a design process. This includes communicating design strategies, justifying decisions, building a practical product and appraising the final product against design criteria.

Learning Experiences Students will learn to solve design problems by employing a design process. Learning areas students may experience are: Design Thinking Mechanics Electronics & Electric Circuits CNC Machinery (Laser cutting machine, CNC Lathe, 3D Printer, CNC Milling Machine Pneumatics & Hydraulics Materials Production process, machinery and tools Robotics Safety

Assessment Practical Product Design Folio Exam


Industrial Technology Studies Engineering (General Syllabus)

53


Year 9 Food Technologies

Units of Study: Practical Skills, Management and Consumerism Campaigning for Healthy Living

Unit Description The focus of Food Technologies is the wellbeing of the individual within their personal, family and community roles. The role of Food Technology is to encourage and promote student’s personal independence and effective living within society. Food Technologies is an interdisciplinary subject drawing on the fields of nutrition, consumerismand management. It focuses on the challenges faced by individuals, families and communities in contemporary society, including aspects such as:




Investigating local and global issues related to the provision of food


Engage with subject specific language that will enable them to critically analyse, compare and contrast food products and processes

Investigate, research and discuss food design ideas and products


Plan, manage and prepare practical tasks that will develop skills to produce a range of food products


Assessment Tasks are varied and reflect a balance of practical and theoretical aspects of the subject. Examples include food production, written exams, process journals and homework tasks. Food Technologies is experienced and assessed through five assessable elements of: 1. Knowledge and Understanding – Comprehensive knowledge and understanding of

concepts, facts and procedures. 2. Investigating and designing – This is the interpretation and analysis of evidence to

generate design ideas 3. Producing – Using skills to produce products 4. Evaluating – This involves analysing products made and the processes used to make them


Food Technologies leads to:

Certificate II Hospitality


Career Pathways There is a direct link from school Food Technologies to fields such as food science, nutrition, community health, hospitality and tourism. Skills learnt in Food Technologies can develop independence and encourages students to be informed, creative and critical thinkers which transition into life and work situations.

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Year 9 Food and Fashion (FAF)

Units of Study: Practical Skills, Management and Consumerism Fibre to Fashion Year 9 Food Studies

Unit Description The focus of Food and Fashion is the wellbeing of the individual within their personal, family andcommunity roles. The role of Design Technology is to encourage and promote student’s personal independence and effective living within society. Food and Fashion is an interdisciplinary subject drawing on the fields of nutrition, consumerism, management, textiles and fashion. It focuses on the challenges faced by individuals, families andcommunities in contemporary society, including aspects such as:




Making informed decisions regarding textile choices

Investigating local and global issues related to the provision of food and clothing


Students will:

Engage with subject specific language that will enable them to critically analyse, compare and contrast food and textile products and processes

Investigate, research and discuss food and textile design ideas and products


Plan, manage and prepare practical tasks that will develop skills to produce a range of food and textile products


Assessment Tasks are varied and reflect a balance of practical and theoretical aspects of the subject. Examples include food production, written exams, process journals, homework tasks and textile production. Food and Fashion is experienced and assessed through five assessable elements of:

1. Knowledge and Understanding – Comprehensive knowledge and understanding of concepts, facts and procedures.

2. Investigating and designing – This is the interpretation and analysis of evidence to generate design ideas

3. Producing – Using skills to produce products 4. Evaluating – This involves analyzing products made and the processes used to make

them

Pathways to Year 11

Food Technologies and Food and Fashion in Years 7 to 9 leads to:

Senior Home Economics

Certificate II Hospitality

Certificate III Health

Career Pathways There is a direct link from school Food and Fashion to fields such as food science, nutrition, community health, hospitality and tourism and textile design and production. Skills learnt in Food and Fashion can develop independence and encourages students to be informed, creative and critical thinkers which transition into life and work situations.

55


Year 9 Graphical Design and Technologies (GDT)

Units of Study:

Toy Design

Corporate gadget and packaging Design

Architectural Design

Unit Description Graphical Design and Technologies (GDT) engages students in solving design problems and presenting their ideas and solutions as graphical products. Students explore design problems through the lens of a design process where they identify and explore a need or opportunity of a target audience; research, generate and develop ideas; produce and evaluate solutions. Students communicate solutions in the form of graphical representations using industry conventions where applicable. Students sketch and draw freehand, develop spatial cognition and visualisation, produce technical graphical representations in both two‐ dimensional and three‐dimensional formats and use existing and emerging technologies to present solutions graphically Across this course students will focus upon two design areas

Industrial Design

Built Environment Design


Students will learn to solve design problems graphically by utilising a design process. Graphical products students may experience are:

design thinking sketches and drawings diagrams, including symbols, charts, graphs and maps single, multiple and section views and cut‐away sections concept, working, perspective, presentation and final drawings axonometric projections; assembly, working assembly, detail, exploded or open

and in line for assembly animations and simulations.

Students will learn to solve design problems graphically by utilising a design process.

Assessment Classwork Folio Exam Design Folio


Certificate II Construction

Industrial Technology Skills

Engineering (General Syllabus)

56


Year 9 Materials and Technologies Specialisation (MTS)

Units of Study:

1. Key Tidy Design

2. Memphis Pencil Caser Design

3. CO2 Dragster Design

Unit Description Why study Materials and Technologies Specialisation (MTS)? Through Materials and Technologies Specialisation, our students can become discriminating, informed, innovative users and evaluators of products. They have the opportunity to work with and develop an understanding of the environment in which they interact daily. The knowledge gained provides them with the potential to create products to meet technological needs. This course has been designed to provide students with knowledge about the characteristics of working methods, ideas, tools and materials. Useful life skills are developed throughout this subject. Materials and Technologies Specialisation is also a good skill development subject towards an apprenticeship or other technical type vocational pathways. Students will solve design problems by employing a design process. This includes communicating design strategies, justifying decisions, building a practical product and appraising the final product against design criteria.

Learning Experiences Students will learn to solve design problems by utilising a design process. Learning areas students may experience are: Design Thinking Materials (timber, building boards, plastics) Fasteners Finishing Techniques Production processes, machinery and tools Laser Cutting, Blow Forming and Vacuum Forming Project Planning Testing Prototypes

Safety

Assessment Practical Product

Design Folio

Exam


Industrial Technology Skills Certificate I Construction

57


Year 9 Music Honours (MUH) Units of Study It Don’t Mean a Thing if it Ain’t Got That Swing

Once Upon a Time 5. Grade 3 AMEB Theory 6. Composing – iMusic (Garageband and Sibelius) 7. Performing – Individual and Ensemble (Keyboard, Guitar and Own Instrument/Voice) 8. Responding – Listening; Aural Skills

Course Description Music Honours is an audition‐based course specifically designed to extend students who have already developed sound music reading and performing skills throughout the Primary years of education. Students, who must also be enrolled in our Instrumental and/or Vocal Music program, will have the opportunity to participate in this exciting 2‐phase course over Years 7‐12. They will develop advanced skills in music, in a challenging environment, with other like‐minded musicians.


Students will:









Assessment Making:




Responding:







Variable Progression Program – Year 10/11 (Phase 2) ‐ Senior Music in Years 10 and 11

Music Extension in Year 12

Career Pathways Music Teacher; Performer; Composer; Recording Industry – Sound Engineering; Music Production; Radio Programmer/Announcer; Music Journalist; Music Therapist; Actor/Director; Sound Designer for Theatre.







Places for guitarists and pianists are limited due to availability of spaces in our Instrumental

Each student is required to pay a levy for Honours Music to cover the cost of the AMEB theory exam and workbook.

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Year 9 STEM‐

Science, Technology, Engineering and Mathematics Elective Subject Units of Study:

1. The Brain & neuroplasticity 2. Winning design 3. Biofuels 4. Sound engineering

Unit description Unit 1: The Brain & neuroplasticity. In this unit students will explore the anatomical structure and physiological function of the human brain. Memory and learning will also be discussed as operational functions of the brain. The relatively new discipline of neuroplasticity will be explored and its implications for our understanding of brain function will be investigated through case studies.

Unit 2: Winning design. In this unit students explore how science and mathematics have impacted on the engineering design in wheelchair sports. Students will build and test a model wheelchair.

Unit 3: Biofuels. Students make and analyse a variety of biofuels and investigate their potential as a future fuel.

Unit 4: Sound engineering. In this unit students will learn the science of sound investigating how the human ear works, principles behind stringed instruments, how sound travels and the mathematics of a sound wave. The components of a speaker are then investigated. Projects include designing, testing and constructing a speaker and an amplifier.

Learning Experiences A variety of approaches to student learning are utilised in order to maximise all students potential to achieve.

These learning experiences include:

Laboratory activities and demonstrations

Case studies of neuroplasticity

Teacher exposition and questioning

Self‐directed and paced learning

Library/computer research and assignment work

Guest speakers

Visits to university laboratories

Working collaboratively with universities

Assessment In Year 9 STEM, group work forms an integral part of the program in all units. Students will experience a range of assessment strategies over the course including collection of work completed over a period of time, oral presentations, written assignment tasks, product design and construction and experimental investigations.


Upon completion of Year 9 STEM, students continue to study STEM in Year 10 across 2 semesters. This subject exposes students to the Senior Science disciplines of Physics, Chemistry, Biology and Mathematics, and Engineering.

Career Pathways The aim of STEM is to expose students to cutting edge science exploring topics that develop their knowledge and skills in the multiple disciplines of Science, Technology, Engineering and Mathematics. Students will be prepared for a variety of careers in these fields.


STEM is an elective subject. Students apply through a written application process and must have obtained an A or B in Science, Mathematics and English in Year 8. Students are expected to participate in collaborative work with universities which may require visits to relevant campuses. Students are expected to wear closed‐in shoes and tie back hair whenever they are working in a laboratory.

Curriculum Progressions


C = Core Subject – compulsory subject E = Elective Subject – subject that students elect to study EP = Excellence Program

Faculty Year 7

New Beginnings

Year 8

Belonging

Year 9

Developing Me

Year 10

Future Me

Year 11

Paving Pathways

Year 12

Defining my J

Arts

Music (C) Music Honours (EP) Visual Art (C) Drama Media Arts

Music (E) Music Honours (EP) Drama (E) Visual Art (E) Media Arts (E)

Music (E) Music Honours (EP) Drama (E) Visual Art (E) Media Arts (E)

Drama Visual Art Visual Art Practices Film, Television & New Media Music

Business

Business Studies (E) Business Studies (E) Business Accounting Certificate/Diploma in Business* VET

Langu

ages

English (C) Chinese (C)

English (C) English (EP) Chinese (C)

English (C) English (EP) Chinese (C)

English Essential English * Applied Senior Chinese Literature

Mathematics

Mathematics (C)

Mathematics (F) Mathematics (EP)

Mathematics (F) Mathematics (EP)

General Mathematics Mathematics Methods Specialist Maths Essential Mathematics * Applied


Faculty Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

Health &

Physical

Education

HPE (C) Sport

HPE (C) HPE –Special Interest Volleyball (SIV) (EP) Sport

HPE (E) Special Interest Volleyball (SIV) (EP)

Physical Education Cert III in Fitness* VET

Science

Science (C)

Science (C) Science Honours (EP) STEM (EP)

Biology Chemistry Physics Earth Science

History and

Social Sciences Humanities & Social Sciences (C) [History &

Geography]

Humanities and Social Sciences (C) Humanities and Social Sciences (EP)

Humanities and Social Sciences (C)

Economics Ancient History Modern History Geography Legal Studies

Technologies Industrial

Technologies Food Technologies Digital Technologies Graphical Technologies

Industrial Technologies Food Technologies Digital TechnologiesGraphical Technologies

Food Technologies (E) Food and Fashion (E) Graphical Design & Technologies (E) Materials and Technologies Specialisation (E) Engineering Principles and Systems (E) Digital Technologies (E)

Cert I in Construction * VET Industrial Graphic *Applied Digital Solutions Engineering

GOALS

GOALS (EP) GOALS (EP) GOALS (EP) GOALS (EP)

GOALS (EP) Psychology Certificate III in Health * VET

ACCESS Psychology Certificate III in Health * VET

Targeted Educational Support Programmes

International Students ‐ English as a Second Language

The Gap State High School has around 45 full fee paying

international students at any one time.

These students receive English as a second language

(ESL) support and are entitled to extra time in exams

(15 minutes per hour). They are issued with orange

exam card that they present to their teachers before

the examination. Under exam conditions, students

may use a paper bi‐ lingual dictionary (not an electronic

dictionary). To support our international students we

provide tutors most days of the week. This assists in

the drafting process and ensures understanding of the

content.

To support our international students we encourage

our teachers to write notes and instructions clearly on

the board and allow them to use their electronic

dictionaries to translate difficult vocabulary. In subjects

where there is a lot of subject specific vocabulary, a

‘glossary’ is often developed.

In order to assist international students with their

reading, we encourage our students to read aloud in

order to model cohesion, coherence, tone and

phrasing. We also emphasise that learners do not have

to understand every word in order to understand the

meaning.

We encourage staff to allow students the opportunities

to write in different genres, for different purposes and

audiences. Students are also given the opportunity to

draft, re‐draft and edit written pieces.

To assist students with their oral communication we

encourage learners to practise orals in front of the

mirror, or with their host families.

In order to assist ESL learners with their listening skills

we encourage them to listen for the main ideas and key

points, and to teach the learner to take note of non‐

verbal cues.



School Sport

Special Interest Volleyball (SIV)

With the opening of our state of the art Sports Hall facility, we have launched our SIV classes in Year 9 and are planning on expanding our program in the upcoming years. This program develops and enhances students’ volleyball knowledge and skills and provides opportunities for individual development to prepare them for competition at the elite level. Our school currently competes in the Australian and Queensland Volleyball School Cups as well as The Gap Autumn and Spring Volleyball Challenges. Interhouse Carnivals Throughout the school year each student is given the opportunity to represent their house in various carnivals and sporting activities. Each student is assigned a house upon enrolment and given the opportunity to nominate for events at each of our interhouse carnivals for swimming, cross country and track & field. From these carnivals, a school team is selected to attend the district carnival where students who attain qualifying standards can be selected to represent Metropolitan North to compete at State Championships. Interschool Sport ‐ Year 7 to 9 Interschool sport is a weekly activity with Year 7 and 8 participating on Wednesday afternoon and Year 9 on Thursday afternoon. Students can compete against both private and public high schools across the Northwest Secondary Schools Sporting District or they can undertake a range of school based activities. The students participate in two seasons of interschool sport during the school year. They can select a variety of sports and school based activities (depending on staff and resources) such as: AFL ● Badminton Basketball ● Gap Greenies Netball ● Group Fitness Rugby League ● Mountain Biking Touch ● Table Tennis Soccer ● Dance Volleyball ● Hiking Representative Sporting Pathways Students are given the opportunity to participate in the representative pathways program. Our school district is affiliated with the Metropolitan North sporting region which offers a variety sports that participate at State Championships, with student vying for selection in State teams to compete at National Championships. All

sports are conducted in accordance with School Sport Australia guidelines and regulations. Students who are still 12 years of age are required to follow Northwest Primary School Sport district pathways (except in swimming, cross country and track & field) to which the school is affiliated. Students are notified of upcoming trials through the schools notices and are open to students of eligible age. Due to the popularity of some sports and district requirements it is preferable that students have previous playing experience at a club level before attending. Students are required to make their own way to trials which are held out of school hours at various venues across both the Northwest Secondary and Northwest Primary School sporting district. Extra‐Curricular Sports At various times throughout the year students are given the opportunity to represent the school in competitions outside the School Sport Australia representative pathways or district interschool sporting program. Competitions are run by various national and state ruling bodies and are conducted on both school and non‐schooling days. Currently the sports offered* to students are:

All Schools Touch (Touch) Bill Turner Cup, Bill Turner Trophy & VETO Cup

(Soccer) Junior & Senior Lions Cup (AFL) Qld Schools Cup & Australian Schools Cup

(Volleyball) South East Qld FUTSAL Titles (FUTSAL) Vicki Wilson Cup & Super 7s (Netball)

*Not all sports are offered every year as this is determined by student interest and ability as well as staff interest and expertise. With all sports there are associated entry and travel costs that are required to be met by selected students.

Notes