Junior School - pimpamassc.eq.edu.au · based styles of learning. • Design is the theme throughout the junior secondary curriculum with Designing Futures in Year 7, Creative Design

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Junior School

Curriculum Handbook Years 7 & 8

2021

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PIMPAMA STATE SECONDARY COLLEGE Dixon Drive , Pimpama. Queensland 4209

PO Box 201

Upper Coomera Queensland, 4209

Telephone (07) 5540 9333 Facsimile (07) 5540 7270 General inquiries – [email protected]

mailto:[email protected]

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Table of Contents

Principal’s Welcome Message 4 Statement of Intent 4 Skills for the 21st Century Learner 5 How we organise the curriculum 5 Curriculum Time Allocations 6 Business & Enterprise 7 Creative Industries 9 English 14 HPE 19 Mathematics 24 Performing Arts 27 Science 31 Humanities 36 Creative Arts 41

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At Pimpama State Secondary College our mission is to develop learners who can identify opportunity and manage risk, who can innovate and create, who can shape and define their future. The focus of the junior phase of learning at Pimpama State Secondary College has been to build a strong foundation of 21st century skills that will ensure our students experience success both in senior and in their post- schooling pathways.

John Thornberry Principal

Statement of Intent

Our primary focus will be on personalising the learning experience for each child. This means focusing on the relationship between the teacher and the student, using technologies to engage and enrich learning and making innovative use of our learning spaces. To achieve a personalised approach to learning we will have the following five goals:

1. High expectations and early intervention so that every child can achieve their dream.

2. A belief that every child can learn and their learning will be tailored to their individual level.

3. Our teachers will be learners. They will be able to articulate what they do, why they do it and how effective it is.

4. Teachers will develop a deep understanding and insight into each student’s learning needs and preferences and adapt teaching, learning and assessment to maximise individual potential for success.

5. The use of technology will enrich and personalise learning experiences for students, make learning 24/7, and develop 21st century learning and communication skills.

5 Skills for the 21st Century Learner

The focus of our curriculum will be on the development of the 21st Century Learner Profile; Digitally Literate, Effective Communicator and 21st Century Learner.

Digitally Literate: An understanding about how technology can be used to achieve a specific purpose or goal and the ability to find, access, evaluate and use information.

Effective Communicator: The ability to communicate with both individuals and groups in a positive manner.

21st Century Learner: • Creative Thinking encourages students to imagine, question, and take risks. It is the means

of producing something new or original that is either personally or culturally significant. • Independent Inquiry encourages students to explore and evaluate a problem while

remaining objective as they search for a conclusion. • A reflective Learner is someone who sets challenges, plans and reviews, seeks feedback and

shares their learning

These skills will be prized in the 21st Century economy and a successful individual needs to develop and cultivate these essential life skills.

Design Thinking will be the vehicle through which these skills are developed. Design thinking is a different way to solve problems that encourages collaboration and experimentation. It follows the process of discovery, interpretation, ideation, experimentation and evolution.

While being innovative and ‘cutting edge’ are important aspects of creating a relevant 21st century learning environment there are many traditional values that cannot be overlooked in ensuring our learning environment is supportive and positive and nurtures the aspirations of all students, regardless of background and culture.

How we organise our curriculum

• Organised around the 8 Key Learning Areas. • Australian Curriculum units in English, Mathematics, Science, History and Health & Physical

Education • Design thinking is the underpinning philosophy of the curriculum

encouraging the acquisition of knowledge through enquiry and problem based styles of learning.

• Design is the theme throughout the junior secondary curriculum with Designing Futures in Year 7, Creative Design in Year 8 and a number of elective subjects for students to pursue in Year 9.

• Health Education is the other curriculum theme evident throughout the junior secondary curriculum, with students exploring individual, peer and community health topics

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Curriculum Time Allocations

KEY LEARNING AREA YEAR 7 YEAR 8 ENGLISH English

(420 mins/week)

Academy (420mins/week) Canon

English (210 mins/week)

Academy (210mins/week)

Canon MATHEMATICS (350 mins/week) Mathematics

(210 mins/week) SCIENCE (140 mins/week)

Academy Program (350mins/week)

STEMd

Science (210 mins/week)

HUMANITIES Humanities (210 mins/week, 1 Semester)

Chinese (140 mins/ week)

Humanites (210 mins/week, 1 Semester)

Chinese (210 mins/ week, 1 semester)

VISUAL ARTS & DIGITAL MEDIA

Visual Arts (210 mins/ week, 1 semester)

HEALTH AND PHYSICAL

EDUCATION

Health and Physical Education (140 mins/week)


Elite Athlete Development

Health and Physical Education (140 mins/week)



PERFORMING ARTS

Academy (210mins/week) Dance/ Drama/ Music

Performance Arts (210 mins/week, 1 semester)


Dance/ Drama/ Music CREATIVE

INDUSTRIES Academy (210mins/week)

CoDesign

Designing Futures (210 mins/ week)

Academy (210mins/week) CoDesign

Industrial Technology and Design

(210 Mins/ week, 1 semester)

BUSINESS AND ENTERPRISE

Business Enterprise (210 mins/week, 1 semester)

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Introduction

The Enterprise Faculty offers two subjects in Year 9 (Business Enterprise and Food Studies) and two in Year 10 (Business Enterprise and Introduction to Hospitality). All of these subjects are elective subjects and are designed to prepare students for subjects offered in Years 11 and 12.

Business activities affect the daily lives of all Australians as they work, spend, save, invest, travel and play. The study of business helps students develop effective decision-making skills to become informed 21st century citizens, consumers, workers and entrepreneurs. It influences future employment, income capacity and opportunities for personal enterprise.

Food Studies introduces students to basic cookery techniques whilst developing the necessary foundation skills for working hygienically and safely in the kitchen.

College Pathways

Junior School Middle School Senior School Year 7 Year 8 Year 9 Year 10 Year 11 and 12

Business Enterprise

Business Enterprise (semester) Food Studies (semester)

Business Enterprise Introduction to Hospitality

Tourism (Applied) Business (General) Certificate III Business Certificate II Hospitality

Certificate III Hospitality

Business & Enterprise


CreativeIndustries English HPE Maths Performing

Arts Science HumanitiesVisual Arts & Digital Media

8 Subject Information

BUSINESS ENTERPRISE Year 8 Pathways: Business

Certificate III Business

Resources: Laptop, Exercise book, Pens, Pencil, Ruler

Subject Overview The study of Business will help students develop effective decision-making skills to become informed 21st century citizens, consumers, workers and entrepreneurs. Business activities affect the daily lives of all Australians as they work, spend, save, invest, travel and play. It influences future employment, income capacity and opportunities for personal enterprise. Business plays an important part for students as they learn about accumulating and managing personal finances, consumer rights and responsibilities and how businesses respond to changing market conditions. Overview Unit 1: Personal Finance Unit 2: Product Development Challenge

Assessment: Each Semester: Written Exam and Game Design Product Pitch

Subject Costs: Included in SRS

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Introduction

The Creative Industries Faculty is made up of a range of subjects that lay at the crossroads of design, entrepreneurialism, technology and industrial practices. The Creative Industries provide a significant contribution to our national prosperity and capacity to propel a creative, imaginative nation into the future.

Our subject offerings and teachers begin as a core offering to all students in Year 7 that will help foster their individual and collective creativity, skills, and talents while setting them on a pathway that offers diverse and rewarding career opportunities.

College Pathways


CoDesign

(Academy)

Designing Futures

CoDesign

(Academy)

Industrial Technology

Skills

Playmakers

Design


Skills

Digital

Solutions

Design


Skills

FIX-ED

Digital

Solutions

Design


Skills

Cert II in

Engineering Pathways & Cert

III in Aviation (Remote Pilot – Visual

Line of Sight)

Cert I in Construction

Creative Industries




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Subject Information

CoDesign Year 7 Pathways: Design Resources: Laptop, Visual Art Diary, Pens, Pencil,

Ruler Subject Overview The CoDesign (Code + Design) Academy is a unique offering where students have the opportunity to experiment with emerging technologies to solve problems. Students are exposed to Coding, 3D printing, gaming, Virtual Reality, robotics, prototyping and space experiments to find creative ways to apply the Design Thinking framework in a practical application. Students can expect to find themselves challenges, inspired and transformed by learning experiences connected to real-world problems. The study of CoDesign will help students to be more agile in a constantly changing future. They will be prepared for subjects that cross the Design, Digital Technology, Industrial Technology and Visual Art curriculum offerings while developing capabilities of successful and creative 21st century citizens. Overview The Code + Design Academy is a selective entry immersion program offered in Years 7 and 8 for students to access specialised offerings drawn from the Designing Futures, Industrial Technology & Design and Digital Technologies curriculum. Learning experiences will be tailored to suit individuals, small groups and the cohort each year of the course.

Assessment: The Design Thinking process helps students respond to Design Challenges.

Students will complete individual and group Design Challenges over the two year course. The process is divided into overlapping phases consisting of Inquire, Ideate, Implement and always Reflect.

Subject Costs: Levy

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Designing Futures Year 7 Pathways: Design Resources: Laptop, Exercise book, Pens, Pencil,

Ruler Subject Overview The study of Design will help students develop the capabilities of successful and creative 21st century citizens and enable them to respond to unknown future challenges. Students can expect to find themselves challenged, inspired and transformed by learning experiences connected to real-world problems. It’s a place where developing designers can merge advanced digital proto-typing with drawing, in-depth research with play and re-learn lessons of history while re-thinking design for the future. Design Thinking and processes play a significant role in helping students discover their passion and helping them to develop the capacity to make a living from it. Students are introduced to the creative design process in its simplest form across three inter-related and non-linear phases: Inquire, Ideate and Implement.

Overview Unit 1: Eco-Houses Unit 2: Virtual Cities Unit 3: Micro:Bit Robotics

Assessment: In Designing Futures, students undertake a variety of assessment tasks which may

include the following: Design Solution (multi-modal assessment): students collaboratively develop, design and present Design Solutions in response to open-ended Design problems. Students select, in consultation with their teacher, the best manner in which to present their solutions. Reverse Design (analytical report): students discover the underlying Design decisions of a device, object, or system based on thorough observation and analysis of its structure, function, and operation with little or no additional knowledge about the procedures involved in the original production. Teacher Consultation/Interview: students participate in informal and formal discussions at various stages of the Design process. Self and Peer Assessment: students reflect through self and peer assessments in order to provide more immediate feedback and self-regulate their learning.


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Industrial Technology and Design Year 8 Pathways: Industrial Technology Skills, FIX-

ED, Cert I in Construction Resources: Laptop, 2B/4B pencils, eraser,

USB, Leather Shoes Subject Overview

The study of Industrial Technology & Design (ITD) will help students develop problem-solving and creative thinking skills in order to make informed conclusions and rationalise their design decisions for the 21st Century.

Students in ITD will develop solutions for design-based problems through the application of indsutrial technologies and resources (information, materials and systems). Students will also develop a foundational knowledge and understanding of ITD by exploring a range of theory and practical based learning opportunities Overview

Design Principles

- Hand-tools

- Power-tools

- Production Planning

- Sketching

- Workshop Safety Practices Assessment: In ITD, students undertake a variety of assessment tasks that will include both practical

making and theory appraising tasks each term:

introduction to the process of design-based thinking, through which students will acquire the judgment and practical processes to design products which are user-centred.

instil students with a strong working knowledge and understanding of safe workshop practices through hands-on skills-based competencies viewed as fundamental in working technology to produce artefacts.

The course of study will be delivered through a range of learning opportunities to diversify the learning experiences and provide students with a foundational knowledge of ITD principles that can be further developed and refined in future studies.


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CoDesign Year 8 Pathways: Design Resources: Laptop, Visual Art Diary, Pens, Pencil,

Ruler Subject Overview The CoDesign (Code + Design) Academy is a unique offering where students have the opportunity to experiment with emerging technologies to solve problems. Students are exposed to Coding, 3D printing, gaming, Virtual Reality, robotics, prototyping and space experiments to find creative ways to apply the Design Thinking framework in a practical application. Students can expect to find themselves challenges, inspired and transformed by learning experiences connected to real-world problems. The study of CoDesign will help students to be more agile in a constantly changing future. They will be prepared for subjects that cross the Design, Digital Technology, Industrial Technology and Visual Art curriculum offerings while developing capabilities of successful and creative 21st century citizens. Overview The Code + Design Academy is a selective entry immersion program offered in Years 7 and 8 for students to access specialised offerings drawn from the Designing Futures, Industrial Technology & Design and Digital Technologies curriculum. Learning experiences will be tailored to suit individuals, small groups and the cohort each year of the course.

Assessment: The Design Thinking process helps students respond to Design Challenges.

Students will complete individual and group Design Challenges over the two year course. The process is divided into overlapping phases consisting of Inquire, Ideate, Implement and always Reflect. In Year 8, students begin to experiment with technologies such as Virtual Reality, 3D gaming and modeling and advanced robotics to assist their design outcomes.

Subject Costs: Levy

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Introduction

The study of English is integral to the on-going learning and development of all young people. English creates confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to comprehend and analyse a variety of Literary and media texts, reflecting issues and perspectives central to our world. English builds students’ capacity and confidence to communicate with others, building relationships with the world around them. It fosters students who are ethical, thoughtful, informed and active members of society. English plays a vital role in developing the understanding, attitudes and language capabilities of those who will take responsibility for Australia’s future.

The study of English in Year 9 and 10 is the foundation for students’ continued pathways in Year 11 and 12. Approaches to text types and the range of writing and presenting styles reflect the processes and skills required in any of our English subjects in the Senior School.

College Pathways


English

Canon

English

Canon

English

Canon

English

Essential English

Short Course in Literacy

English

Essential English

Literature

English





English Year 7 Pathways: English Resources: Laptop, exercise book, pens and

pencils. Subject Overview The study of English is vital in shaping language skills and personal development for young people. English creates confidence in communication skills, fosters imaginative thought and informs our future citizens. Through encountering a range of Literary and media texts, students analyse and reflect on issues and perspectives, exploring and challenging the world in which we live. English builds students’ confidence in communicating both written and verbally, important skills in creating relationships with others and navigating their futures. In promoting understanding of attitudes and language capabilities, English is central in all students’ academic pathways.

Overview Unit 1: Mystery Narratives Unit 2: Novel Study – Australian Literature: Black Snake Unit 3: Persuasion in the Media Unit 4: Novel Study – Human Experiences: Soul Surfer

Assessment: In English students undertake a variety of assessment tasks which may include the

following: • Written assessment: exams, essay writing, narratives, poetry, research assignments. •Spoken assessment: speeches, multimodal presentations, monologues, performances. Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.


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Canon Academy Year 7 Pathways: English

Literature Resources: Laptop, exercise book, pens and

pencils. Subject Overview The Canon Academy challenges and extends students who demonstrate aptitude and academic excellence in the English and Humanities disciplines. Students engage with innovative and thought-provoking curriculum to question their understanding of the world, becoming highly articulate communicators. English and Humanities content is designed to be challenging, engaging and historically relevant. In the Canon curriculum students connect new content and personal knowledge, while reflecting on texts and topics studied, forming considered and valuable perspectives.

English Overview Humanities Overview Unit 1: Narrative Writing Unit 1: Ancient History Unit 2: Analytical Writing and Novel study Unit 2: Modern History Unit 3: Media Texts Unit 3: Geography Unit 4: Persuasive Speaking (TED Talks) Unit 4: Civics

Assessment: In the CANON program students undertake a variety of assessment tasks which may

include the following:

• Written assessment: exams, essay writing, narratives, poetry, research assignments. •Spoken assessment: speeches, multimodal presentations, monologues, performances.

Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms. ·

Subject Costs: Levy

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English Year 8 Pathways: English Resources: Laptop, exercise book, pens and

pencils. Subject Overview

The study of English is vital in shaping language skills and personal development for young people. English creates confidence in communication skills, fosters imaginative thought and informs our future citizens. Through encountering a range of Literary and media texts, students analyse and reflect on issues and perspectives, exploring and challenging the world in which we live. English builds students’ confidence in communicating both written and verbally, important skills in creating relationships with others and navigating their futures. In promoting understanding of attitudes and language capabilities, English is central in all students’ academic pathways.

Overview Unit 1: Exploring the ways celebrities are represented in news media texts Unit 2: Exploring representations of Indigenous perspectives Unit 3: Creating imaginative responses to literary texts Unit 4: Creating graphic novels and exploring audience impact

Assessment: In English students undertake a variety of assessment tasks which may include the following:

• Written assessment: exams, essay writing, narratives, poetry, research assignments. •Spoken assessment: speeches, multimodal presentations, monologues,

performances Electronic copies of the assessment task sheets are located on the Year 8 English Virtual Classroom and or One Notes.


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Canon Academy Year 8 Pathways: English Literature

Resources: Laptop, exercise book, pens and

pencils. The Canon Academy challenges and extends students who demonstrate aptitude and academic excellence in the English and Humanities disciplines. Students engage with innovative and thought-provoking curriculum to question their understanding of the world, becoming highly articulate communicators. English and Humanities content is designed to be challenging, engaging and historically relevant. In the Canon curriculum students connect new content and personal knowledge, while reflecting on texts and topics studied, forming considered and valuable perspectives.

English Overview Humanities Overview Unit 1: Narrative Writing Unit 1: Ancient History Unit 2: Analytical Writing and Novel Study Unit 2: Modern History Unit 3: Reflective Writing Unit 3: Geography Unit 4: Persuasive Speaking (TED Talks) Unit 4: Civics

Assessment: In the CANON program students undertake a variety of assessment tasks which may include

the following:


Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.

Subject Costs: Levy

\

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Introduction

In Health and Physical Education there are two components namely Health (theory) and Physical Education (practical). In the Health component, students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.

In the Physical Education component, students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. They reflect on and refine personal and social skills as they participate in a range of physical activities

The Pimpama Sport Academy Elite Athlete Development (EAD) program runs alongside the HPE curriculum in years 7-12. EAD is a holistic program offering developing and high per-forming athletes the opportunity to be part of a team of like-minded individuals, all striving to reach elite level in their chosen sport. Technical sports offered include Football, Basketball, Netball, Touch/Rugby, as well as a general program catered for athletes from all sporting codes. In years 7-8 students in the Sport Academy complete the EAD in place of regular HPE. Students wishing to be accepted into the EAD program need to apply through the Head of Department of HPE. College Pathways


Health & Physical

Education


(EAD)

Health & Physical

Education


(EAD)

Health & Physical

Education

Elite Athlete

Development (EAD)

Health Education

Physical Education

Recreation


(EAD)

Health Education

Physical Education

Certificate II in Sport and Recreation

Certificate III Fitness


(EAD) Pathways

Health and Physical Education





Elite Athlete Development (EAD) Year 7 Pathways: Elite Athlete Development (EAD)

and Physical Education Resources: Pens, exercise book, laptop,

training gear Subject Overview

The Pimpama Sports Academy EAD program has been designed through collaboration with industry professionals, elite athletes and using current research on the Long Term Athlete Development model. The holistic nature of the program provides students a professional athlete experience giving them access to current knowledge, state of the art technology and research based training practices. The program also provides students the opportunity to broaden their career pathways through acquiring umpiring/refereeing and coaching accreditations. It is expected that students within the program belong to a sport club and are already training and competing throughout the year. Club sport often have limited time and resources available to athletes and the focus is usually on developing skills and strategy. Students usually do not have the opportunity to gain experience and understanding of all elements of what it takes to be an elite athlete. The holistic EAD program is structured to afford students additional time to enhance their development, performance and physical literacy that their sport club may not be able to provide. Throughout the program, student athletes will receive support, continual development and be guided towards pathways that will maximise their opportunity to be successful. Students will learn to implement their knowledge to their own specific needs through an Individual Performance Plan (IPP). Pimpama Sport Academy has partnered with local clubs including Coomera Colts, Coomera Crushers, Coomera Cutters, Instinct Netball Inc, GMG athletics and the Gold Coast Academy of Sport. Students in the Sports Academy who are accepted into EAD, complete the program in place of regular HPE.

Athletes can apply as a technical or a general athlete. Both technical and general athletes complete the same athlete development program, however technical athletes receive sports specific technical coaching in place of fundamental movement technical skills.

Technical sports include: Football (soccer), Netball, All Codes Rugby (league, union, Touch), Basketball General sports include, but is not limited to: swimming, hockey, touch, oztag, surf lifesaving, golf, equestrian, gymnastics, cricket, baseball, rugby league, rugby union, AFL, tennis, athletics. Students complete between two and three morning training sessions before school in addition to their two timetabled school sessions. Some of these sessions are run by external coaches including GMG conditioning sessions and Brisbane Roar delivered soccer sessions. Overview Semester 1 Theory: Goal setting, Sports motivation and success, Teamwork, Individual Performance Plan Practical:

• Developing good training routines incl. warm up and warm down (General and Specific) • Coordination enhancement • Prehabilitation practices: flexibility, stability, mobility, core strength. • Recovery practices: Massage, stretching, trigger pointing, rolling, hydrotherapy • Developing correct running technique

Semester 2 Theory: Sports Nutrition Practical:

• Squat (various) and Olympic lifting movement patterns (no weights). • Systematic strength training • Prehabilitation practices: flexibility, stability, mobility, core strength.

Recovery practices: Massage, stretching, trigger pointing, hydrotherapy Assessment: Students will undertake in a variety of assessment tasks to assess their understanding and

skills in both the theoretical and physical domains. Types of assessment may include: Research Assignments, Supervised Exams, Individual/Group Projects , Investigation Reports , Personal Health Plans/Reflections , Physical Performance Assessment.

Subject Costs: Levy

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Health and Physical Education Year 7 Pathways: HPE Resources: Laptop, exercise book, pens,

pencils, sports uniform and college hat.

Subject Overview In Health and Physical Education students develop knowledge, understanding and skills in both physical and health domains. These include building and maintaining resilience, a strong sense of self, satisfying relationships, making healthy decisions and participation in physical activity. Students will engage in an interconnected health and physical education curriculum, which will build the knowledge and skills to be healthy and active citizens into the future. Overview Semester 1:

Health Education – risk management, alcohol and decision making Physical Education – Adventure and minor games, athletics

Semester 2: Health Education – adolescence and healthy habits

Physical Education – soccer, hockey, indigenous games Assessment: Students will participate in a variety of assessment tasks to assess their

understanding and skills in both the Health and Physical domains. Types of assessment may include: • Research assignments • Supervised exams • Individual/Group Projects • Investigation reports • Personal Health Plans/Reflections • Physical Performance Assessment • Fitness Testing


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Elite Athlete Development (EAD) Year 8 Pathways: Elite Athlete Development (EAD)

and Physical Education Resources: Pens, exercise book, laptop,

training gear Subject Overview

The Pimpama Sports Academy EAD program has been designed through collaboration with industry professionals, elite athletes and using current research on the Long Term Athlete Development model. The holistic nature of the program provides students a professional athlete experience giving them access to current knowledge, state of the art technology and research based training practices. The program also provides students the opportunity to broaden their career pathways through acquiring umpiring/refereeing and coaching accreditations. It is expected that students within the program belong to a sport club and are already training and competing throughout the year. Club sport often have limited time and resources available to athletes and the focus is usually on developing skills and strategy. Students usually do not have the opportunity to gain experience and understanding of all elements of what it takes to be an elite athlete. The holistic EAD program is structured to afford students additional time to enhance their development, performance and physical literacy that their sport club may not be able to provide. Throughout the program, student athletes will receive support, continual development and be guided towards pathways that will maximise their opportunity to be successful. Students will learn to implement their knowledge to their own specific needs through an Individual Performance Plan (IPP). Pimpama Sport Academy has partnered with local clubs including Coomera Colts, Coomera Crushers, Coomera Cutters, Instinct Netball Inc, GMG athletics and the Gold Coast Academy of Sport. Students in the Sports Academy who are accepted into EAD, complete the program in place of regular HPE.

Athletes can apply as a technical or a general athlete. Both technical and general athletes complete the same athlete development program, however technical athletes receive sports specific technical coaching in place of fundamental movement technical skills.

Technical sports include: Football (soccer), Netball, All Codes Rugby (league, union, Touch), Basketball General sports include, but is not limited to: swimming, hockey, touch, oztag, surf lifesaving, golf, equestrian, gymnastics, cricket, baseball, rugby league, rugby union, AFL, tennis, athletics. Students complete between two and three morning training sessions before school in addition to their two timetabled school sessions. Some of these sessions are run by external coaches including GMG conditioning sessions and Brisbane Roar delivered soccer sessions. Overview Semester 1 Theory: Goal setting, Sports motivation and success, Teamwork, Individual Performance Plan Practical:

• Developing good training routines incl. warm up and warm down (General and Specific) • Acceleration and Deceleration Skill Technique • Prehabilitation practices: flexibility, stability, mobility, core strength. • Recovery practices: Massage, stretching, trigger pointing, rolling, hydrotherapy • Developing correct running technique

Semester 2 Theory: Anatomy and physiology Practical:

• Squat (various) and Olympic lifting movement patterns (no weights). • Systematic strength training • Prehabilitation practices: flexibility, stability, mobility, core strength.

Recovery practices: Massage, stretching, trigger pointing, hydrotherapy Assessment: Students will undertake in a variety of assessment tasks to assess their understanding and

skills in both the theoretical and physical domains. Types of assessment may include: Research Assignments, Supervised Exams, Individual/Group Projects, Investigation Reports , Personal Health Plans/Reflections , Physical Performance Assessment.

Subject Costs: Levy

23

Health and Physical Education Year 8 Pathways: HPE

Resources: Laptop, exercise book, pens,

pencils, sports uniform and college hat.

Subject Overview In Health and Physical Education students develop knowledge, understanding and skills in both physical and health domains. These include building and maintaining resilience, a strong sense of self, satisfying relationships, making healthy decisions and participation in physical activity. Students will engage in an interconnected health and physical education curriculum, which will build the knowledge and skills to be healthy and active citizens into the future. Overview Semester 1:

Health Education – cyber safety, healthy communities Physical Education – Adventure and minor games, athletics

Semester 2: Health Education – food for life, healthy decisions

Physical Education – soccer, hockey, indigenous games Assessment: Students will participate in a variety of assessment tasks to assess their

understanding and skills in both the Health and Physical domains. Types of assessment may include: • Research assignments • Supervised exams • Individual/Group Projects • Investigation reports • Personal Health Plans/Reflections • Physical Performance Assessment

• Fitness Testing Subject Costs: Included in SRS

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Introduction

The study of mathematics develops the numeracy capabilities that all students need in their life. Students are given opportunities to engage in real life problem-solving learning experiences that are personalized to their needs. It provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. In mathematics students are taught to be critical and creative learners through a focus on real-life problem-solving, effective communication and 21st Century Learning approaches.

College Pathways


Mathematics

Mathematics

Mathematics

Mathematical Methods

General Mathematics

Essential Mathematics

Specialist Mathematics (elective)

Specialist Mathematics Mathematical Methods General Mathematics

Essential Mathematics

Maths





Mathematics Year 7 Pathways: Mathematics

Resources: Laptop, calculator (Casio fx-82AU),

exercise books, pens and pencils Subject Overview The study of mathematics develops the numeracy capabilities that all students need in their personal, work and community life. Students are given opportunities to engage in real life problem-solving learning experiences that are personalized to their needs. It provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. In mathematics students are taught to be critical and creative learners through a focus on real-life problem-solving, effective communication and 21st Century learning approaches. Junior Secondary will provide students with opportunities to engage in a variety of learning activities which may include mathematical investigations, excursions, collection of data through surveys, guest speakers digital technologies and online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback. Overview Unit 1: Number & Algebra Unit 2: Number & Algebra , Statistics & Probability Unit 3: Measurement & Geometry, Number & Algebra Unit 4: Measurement & Geometry, Statistics & Probability

Assessment: In Mathematics students undertake a variety of assessment tasks which may include

the following: • Supervised Exams • Modelling and Problem-Solving Tasks • Mathematical Investigations

Students are provided with opportunities to use digital capabilities in class and for assessment tasks. Most assessment tasks are available for students in digital form.


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Mathematics Year 8 Pathways: General Mathematics

Resources: Laptop, calculator (Casio fx-82AU),

exercise books, pens and pencils Subject Overview The study of mathematics develops the numeracy capabilities that all students need in their personal, work and community life. Students are given opportunities to engage in real life problem-solving learning experiences that are personalized to their needs. It provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. In mathematics students are taught to be critical and creative learners through a focus on real-life problem-solving, effective communication and 21st Century Learning approaches. Junior Secondary will provide students with opportunities to engage in a variety of learning activities which may include mathematical investigations, excursions, collection of data through surveys, guest speakers digital technologies and online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback. Overview Unit 1: Number & Place Value, Real Numbers, Financial Maths Unit 2: Data, Patterns & Algebra, Linear & Non-Linear Relations Unit 3: Non-Linear Relations, Measurement, Chance Unit 4: Measurement & Geometry

Assessment: Assessment techniques for Year 8 are grouped into 2 categories. The following

categories of assessment techniques may be considered: • Extended modelling and problem-solving tasks (minimum of 2 per year) • Exams.


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Introduction

The Performing Arts faculty offers all three performing art forms: Dance, Drama and Music in Year 8 through the subject Performance Arts, as well as extension subjects in all three arts areas through our Aspiring Performers Academy. These subjects are designed to prepare students for subjects offered in Year 9 and 10.

An education rich in the Performing Arts maximizes opportunities for learners to emerge as critical and creative thinkers. As more organisations value work-related creativity and diversity, it is vital students engage in the transferable 21st century skills Performing Arts subjects develop, such as:

• Creativity • Confidence • Decision making • Perseverance • Focus • Collaboration • Accountability.

Not only are the processes and skills taught in Performing Arts subjects well-sort after by employers, it has been proven that a study of Performing Arts improves students’ academic performance in other subject areas.

College Pathways

Junior School Middle School Senior School

Year 7 Year 8 Year 9 Year 10 Year 11 and 12

DAN

CE GENERAL

Performance Arts

Dance Dance Dance (G)

Dance in Practice (A)

ASPIRING PERFORMERS

ACADEMY

Dance Excellence

Dance in Practice

Cert III in Assistant Dance Teaching (V)

DRAM

A GENERAL

Performance Arts

Drama

Drama Drama (G)

Drama in Practice (A)

ASPIRING PERFORMERS

ACADEMY

Drama Excellence Drama in Practice Drama in Practice (A)

MU

SIC

GENERAL Performance

Arts Music Music

Cert II in Music Industry (V)

Music (G)

Music Extension (Yr 12 ONLY) (G)

Cert III in Music Industry (V)

ASPIRING PERFORMERS

ACADEMY

Music Excellence Music Excellence

Performing Arts





Performance Arts Year 8 Pathways: Year 9 Dance, Drama and/or

Music Resources: Laptop, exercise book, pens,

pencils and dance wear. Subject Overview

Performance Arts in Year 8 is a semester long subject that is designed to introduce students to the elements of either Dance, Drama or Music. Students can nominate their Performing Arts subject of choice from those available to them during the Semester they study it.

DANCE DRAMA MUSIC Overview Unit 1: Dance Trends

Hip Hop & Stepping

Overview Unit 1: Improvisation Unit 2: Scripting and Design

Overview Unit 1: Building Music Foundations

Exploring Rhythm, Pitch and Timbre

Assessment: Students will complete a range of assessment pieces including: DANCE: Hip Hop performance, analysis essay, and group choreography. DRAMA: Props improvisation performance and reflective writing, character analysis and design portfolio and prepared performance. MUSIC: Drumbeat composition and statement and performance portfolio and practice journal Electronic copies of the assessment task sheets are located on Daymap.


Drama Excellence – Aspiring Performers Academy (APA) Year 7/8 Pathways: Year 9 & 10 Drama

Year 9 Drama Excellence (APA) Year 10 Drama in Practice (APA)

Resources: Laptop, A4 art journal, pens, pencils and theatre blacks (including PA polo).

Acceptance into the Year 7/8 Aspiring Performers Academy (APA) Drama strand is by audition only. The two-year student driven course focuses on extending the performance and analysis skills in young performers. Teachers and Industry professionals facilitate their learning of different dramatic styles and techniques in order to develop their understanding of the dramatic arts. Students will learn skills and techniques such as:

• Improvisation • Acting Techniques • Analysis and interpretation of existing play texts

• Theatrical design • Scriptwriting • Devising dramatic works

All students involved in the program perform in front of a live audience at various performance events.

Assessment: Students will complete a range of more complex project-based assessment pieces including:

• create and construct short dramatic sequences and dramatic works; • performing and direct short dramatic works to a range of audiences; • analytical, interpretive and evaluative tasks to critically reflect on their creative

process and performance abilities.

It is mandatory that student’s complete a set number of live, public performances over the duration of the course. Students’ knowledge, understanding and skills are assessed using the two assessable elements of Making (Performing and Forming) and Responding (Reflection).

Subject Costs: Levy

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Dance Excellence – Aspiring Performers Academy (APA) Year 7/8 Pathways: Year 9 & 10 Dance

Year 9 Dance Excellence (APA) Year 10 Dance in Practice (APA)

Resources: Laptop, exercise book, pens, pencils, genre specific dancewear, dance shoes, performance specific items.

Acceptance into the Junior Aspiring Performers Academy (APA) Dance strand is by audition only. The two-year course focuses on each individual student’s progression as a dancer. The program objective is to deliver studio style dance training to passionate performers.

Emphasis is placed on self-reflective practice. Students gain an understanding of safe physical and mental conditioning in Dance through the inclusion of mindfulness exercises and yoga instruction.

Throughout the two-year program, students also study the Australian Conservatoire of Ballet syllabus to build a strong technical foundation. Techniques in other genres of dance such as contemporary and jazz are taught. Students are involved in the College’s performance team representing the school at events such as competitions and school performances.

• Students learn from industry professionals (including our online partnership program with CLI studios in the United States).

Assessment: Assessment focuses on the practical aspects of dance. Students will complete a range of assessment pieces including: • choreographing short dance sequences and dance works • performing short works to a range of audiences • written and/or oral assessments critically reflecting on their creative process and

performance abilities.

Students’ knowledge, understanding and skills are assessed using the two assessable elements of Making (Performing and Choreographing) and Responding.

Subject Costs: Levy

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Music Excellence – Aspiring Performers Academy (APA) Year 7/8 Pathways: Year 9 & 10 Music

Cert II in Music Industry (Year 10 ONLY)

Resources: Laptop, exercise book, pens, pencils, headphones, USB, manuscript book and own instrument (when required)

Acceptance into Year 7/8 Aspiring Performers Academy (APA) Music strand is by audition only. The two-year course focuses on musicianship, which brings together the knowledge and understanding of music with the development of inner hearing, cognition, artistic sensitivity and creativity in all music activity and thought. It involves critical reflection on music as an art form and as an expression of culture. Students will learn the following skills (including aural skills):

Skills and Techniques

• Fundamental Percussion / Keyboard / Guitar Skills • Score reading (for multiple parts) • Using music technology to record and compose

own music

• Skills for live performance (both technical and expressive)

• Sound production and the acoustics of instruments • A variety of composition skills and techniques

All students involved in the program perform in front of a live audience at various performance events.

Assessment: Students will complete a range of more complex assessment pieces including:

• composing short musical works utilising various composition skills; • performing short works to a range of audiences; • written and/or oral assessments appraising professional works • critically reflecting on their creative process and performance abilities.

Students’ knowledge, understanding and skills are assessed using the two assessable elements of Making (Performing and Composing) and Responding.

Subject Costs: Levy

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Introduction

Science provides opportunities for students to develop an understanding of science, carry out scientific inquiry, and explore the contribution of science to culture, society and its applications in our lives. Students experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence- based conclusions using scientific methods.

College Pathways


Science

STEMD (Academy)

Science

STEMD (Academy)

Science

STEMd (Academy)

STEM

(elective)

Biology

Chemistry

Engineering

Marine Science

Physics

Science in Practice

Psychology

Biology

Chemistry

Engineering

Marine Science

Physics

Science in Practice

Psychology

Science





Science Year 7 Pathways: Science Resources: Laptop, Exercise book, Scientific

calculator, Pens, Coloured pencils Pencil, Ruler, Scissors, Glue

Subject Overview Year 7 Science provides opportunities for students to develop an understanding of science, carryout scientific inquiry, and explore the contribution of science to culture, society and its applications in our lives. Students experience the wonder of scientific discovery and exploration, nurtured by their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. Overview

Assessment: In 7 Science students undertake a variety assessment which may include:

• Introduction to Working in the Lab • Supervised Exams • Research Assignments • Student Experiments


Semester 1

Term 1: Chemistry

Term 2: Biology

Semester 2

Term 3: Astronomy

Term 4: Physics

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STEMd Academy Year 7 Pathways: Science, Mathematics Resources: Laptop, Exercise book, Pens, Pencil,

Ruler, Visual art journal Subject Overview Year 7 STEMd is designed to provide students the skills and knowledge to pursue a career in STEMd. The program offers a student lead curriculum that is continuously evolving. In STEMd we focus on project based learning and follow a design process. Students are provided a practical approach to science whereby they are exposed to fundamental science concepts and provided hands on learning experiences to deepen their understanding. They are provided with a range of platforms to access their learning and to produce their assessment tasks. Students are given opportunities to use 21st century skills and extend beyond the year 7 curriculum. During this program, students will access practical sciences around chemical and physics, design technology both hands on and via technologies, coding for programs online and robots, engineering simulations and challenges Overview

Assessment: In 7 STEMd students undertake a variety assessment which provide students the knowledge

to pursue senior science, engineering or design subjects

• Research Reports • Data Tests • Experimental Reports and Student Experiments • Exams • Design Project and Report

Engineering Project Subject Costs: NIL

Semester 2

Term 3: Earth and Space – Mars Base Challenge

Astronomy

Term 4: Engineering and coding – Mars Rover Challenge

Energy Transfers

Semester 1

Term 1: Chemistry – lab safety

Chemical reactions

Term 2: Water Desalination Plant

Biological Sciences – toad dissection

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Science Year 8 Pathways: Science Resources: Laptop, Exercise book, Scientific

calculator, Pens, Coloured pencils Pencil, Ruler, Scissors, Glue

Subject Overview Science provides opportunities for students to develop an understanding of science, carryout scientific inquiry, and explore the contribution of science to culture, society and its applications in our lives. Students experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. Science in Years 8 will provide students with opportunities to engage in a variety of learning activities which may include scientific demonstrations, experimental investigations, excursions, field trips, guest speakers and digital technologies/online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback.

Assessment: In Science students undertake a variety of assessment tasks which may include

the following: • Research Assignments • Supervised Exams • Group/Individual Projects • Experimental Investigation


Semester 2

Term 3: Cells

Reproduction

Term 4: Energy for my Lifestyle

Scientific Method

Semester 1

Term 1: Chemistry

Scientific Method

Term 2: Rock my World (Mining)

Rocks Never Die!

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STEMd Academy Year 8 Pathways: Science, Mathematics Resources: Laptop, Ruled Exercise Book,

Scientific Calculator, Pens, Coloured Pencils, Ruler, Scissors, Glue

Subject Overview Year 8 STEMd is designed to provide students the skills and knowledge to pursue a career in STEMd. The program offers a student lead curriculum, partnered with project based learning. Students are provided a practical approach to science whereby they are exposed to fundamental science concepts and provided hands on learning experiences to deepen their understanding. Students are given opportunities to use 21st century skills and extend beyond the year 8 curriculum. During this program, students will identify the similarities and differences of plant and animals cells and understand that the various body systems that exist within our bodies work together to maintain balance. They explore the types of energy and focus their investigations on the energy types of electricity, sound and light. They will use the theories of motion to engage in a range of practical activities. Finally, they will examine the particle model and use this chemistry knowledge to devise an experimental investigation. Projects have been designed to encourage students to participate in the design and engineering process; which encourages students to devise a range of ideas or prototypes and evaluate these ideas to refine their ideas. Students then continue this evaluation process to make recommendations and meet task expectations. Projects include:

• Researching and designing the evolution of a human and predicting what a human will look like in the future; • Undertaking an energy audit of our homes to provide recommendations to reduce carbon emissions and

opt for sustainable solutions; • The design and construction of a Lego Robot and using coding to guide the robot through a student designed

maze; and • Participating in a STEMd fair where students get to showcase their knowledge and interests in a project of

their own making. Year 8 STEMd will provide students with opportunities to engage in a variety of learning activities, which include scientific demonstrations and simulations, experimental investigations, and digital/ online learning platforms such as stile. These learning opportunities will develop student’s scientific inquiry and literacy skills as well as their higher-order thinking skills in order to best prepare them for not only the demands of senior science but also other senior subjects. The program has been designed to encourage students to use 21st Century thinking and engage in the problem solving process. Students are provided the skills to navigate the pathways to a future career in STEMd, including the senior science subjects (Chemistry, Psychology, Physics, Biology, Marine Science); Engineering and Design which are offered at PSSC. Participating as part of the STEMd academy also provides students the opportunities to participate in external activities such as the STEM Ambassador program. This STEM Ambassador day enables students to work with other schools of the Gold Coast to devise a STEM program at the school and then work towards implementing this program. Students also get to hear from guest speakers who work in STEM. Past guests include Dr Karl Kruszelnicki and Dr Paulo de Souza. Overview

Assessment: In 8 STEMd students undertake a variety assessment which provide students the knowledge

to pursue senior science, engineering or design subjects

• Research Reports • Data Tests • Experimental Reports and Student Experiments • Exams • Design Project and Report • Engineering Project

Subject Costs: NIL

Semester 2 Term 3: STEMd Fair Waves and Motion Term 4: Lego Robots Chemistry

Semester 1 Term 1: The Expanse – Human Evolution Cells and Body Systems Term 2: Renewable Energy Energy and Electricity

36

Introduction

In Humanities students examine how individuals and groups have participated in and contributed to society past and present. They examine the rights and responsibilities of individuals and groups over time and in different contexts. They develop an understanding of the need to make decisions, the importance of ethical considerations and being informed when making decisions, the processes for decision-making and the implications of decisions that are made for individuals, society, the economy and the environment.

The Australian Curriculum: Languages is designed to enable all students in Australia to learn a language in addition to English. Pimpama State Secondary College students study Chinese. Languages enable communication in our increasingly interconnected and interdependent world by engaging with the linguistic and cultural diversity of the world and its peoples. Studying a language provides opportunities for students to understand themselves as communicators by communicating in the target language and understanding the relationship between language, culture and their learning.

Studying Humanities is a requirement for all students in Year 7, 8 & 9. In the middle school the Humanities pathways are electives. Studying Chinese is a requirement for all students in Year 7 and 8. In the middle school and Senior School Chinese is an elective.

College Pathways


Humanities

Chinese

Canon Humanities (Academy)

Humanities

Chinese

Canon Humanities (Academy)

Humanities (Geography, History and

Civics & Citizenship)

Chinese

Modern History

Ancient History

Legal Studies

Ethics & Religion

Chinese

(all elective)

Modern History

Ancient History

Lega l S t ud ies

Geography

Religion and Ethics

Chinese

Humanities





Humanities Year 7 Pathways: Humanities Resources: laptop, exercise book, pens, coloured

pencils pencil, ruler, scissors, glue Subject Overview Humanities is study of human behaviour and interaction in social, cultural, environmental and economic contexts. The subject has a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. Humanities includes the learning areas of History and Geography. Through studying Humanities students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, economic and societal factors involved, and how these different factors interrelate. The subject provides a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century. Overview Unit 1: Overview of The Ancient World & Investigating the Ancient Past (History) Unit 2: The Mediterranean World: Egypt (History) Unit 3: Liveability (Geography)

Assessment: In Humanities students undertake a variety of assessment tasks which may include

the following: • Examination – Combination Response • Examination – Short Response to Historical Sources • Assignment – Source Analysis Folio • Assignment – Short Response to Geographical Stimulus • Investigation – Data Report / Inquiry Report

Electronic copies of the assessment task sheets are located on Day Map. Subject Costs: Included in SRS

Chinese Year 7 Pathways: Chinese Resources: laptop, exercise book, pens, coloured

pencils pencil, ruler, scissors, glue Subject Overview Learning additional languages widens horizons, broadens cognitive and cultural experience, develops communication and intercultural understandings and opens up new perspectives for students, not only in relation to other cultures and languages, but also to their own language and cultural practices. Learning Chinese provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples, to reflect on their understanding of experience in various aspects of social life, and on their own participation and ways of being in the world. Overview Unit 1: Me and My Family Unit 2: What is in a time capsule?

Assessment: In Chinese students undertake a variety of assessment tasks which may include

the following: • Examination – Combination Response (Listening & Reading) • Examination – Short Response (Listening & Reading) • Assignment – Multi-Modal (Writing and Speaking)


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Humanities Year 8 Pathways: Humanities Resources: laptop, exercise book, pens, coloured

pencils pencil, ruler, scissors, glue Subject Overview Humanities is study of human behaviour and interaction in social, cultural, environmental and economic contexts. The subject has a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. Humanities includes the learning areas of History and Geography. Through studying Humanities students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, economic and societal factors involved, and how these different factors interrelate. The subject provides a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.

Overview Unit 1: Landforms & Landscapes (Geography) Unit 2: The Western and Islamic world: Medieval Europe (c.590 – c.1500) (History)

Assessment: In Humanities students undertake a variety of assessment tasks which may include the following:

• Examination – Combination Response • Examination – Short Response to Historical Sources • Assignment – Source Analysis Folio • Assignment – Short Response to Geographical Stimulus • Investigation – Data Report / Inquiry Report


Chinese Year 8 Pathways: Chinese Resources: laptop, exercise book, pens, coloured

pencils pencil, ruler, scissors, glue Subject Overview Learning additional languages widens horizons, broadens cognitive and cultural experience, develops communication and intercultural understandings and opens up new perspectives for students, not only in relation to other cultures and languages, but also to their own language and cultural practices. Learning Chinese provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples, to reflect on their understanding of experience in various aspects of social life, and on their own participation and ways of being in the world. Year 8 Chinese provides students with a continuing study of Chinese language and culture. Students develop communication skills by using language in a variety of everyday situations. Overview

Unit 1: Me and my Friends Unit 2: What’s for dinner? Assessment: In Chinese students undertake a variety of assessment tasks which may include

the following: • Examination – Combination Response (Listening & Reading) • Examination – Short Response (Listening & Reading) • Assignment – Multi-Modal (Writing and Speaking)


39

Canon Academy Year 7 Pathways: English

Literature, Humanities Resources: Laptop, exercise book, pens and

pencils. Subject Overview The Canon Academy challenges and extends students who demonstrate aptitude and academic excellence in the English and Humanities disciplines. Students engage with innovative and thought-provoking curriculum to question their understanding of the world, becoming highly articulate communicators. English and Humanities content is designed to be challenging, engaging and historically relevant. In the Canon curriculum students connect new content and personal knowledge, while reflecting on texts and topics studied, forming considered and valuable perspectives.

English Overview Humanities Overview Unit 1: Narrative Writing Unit 1: Ancient History Unit 2: Analytical Writing and Novel study Unit 2: Modern History Unit 3: Media Texts Unit 3: Geography Unit 4: Persuasive Speaking (TED Talks) Unit 4: Civics

Assessment: In the CANON program students undertake a variety of assessment tasks which may

include the following:


Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms. ·

Subject Costs: Levy

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Canon Academy Year 8 Pathways: English Literature, Humanities Resources: Laptop, exercise book, pens and

pencils. The Canon Academy challenges and extends students who demonstrate aptitude and academic excellence in the English and Humanities disciplines. Students engage with innovative and thought-provoking curriculum to question their understanding of the world, becoming highly articulate communicators. English and Humanities content is designed to be challenging, engaging and historically relevant. In the Canon curriculum students connect new content and personal knowledge, while reflecting on texts and topics studied, forming considered and valuable perspectives.

English Overview Humanities Overview Unit 1: Narrative Writing Unit 1: Ancient History Unit 2: Analytical Writing and Novel Study Unit 2: Modern History Unit 3: Reflective Writing Unit 3: Geography Unit 4: Persuasive Speaking (TED Talks) Unit 4: Civics

Assessment: In the CANON program students undertake a variety of assessment tasks which may include

the following:


Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.

Subject Costs: Levy

41

Introduction

Creative Arts within the Junior school invites students to discover a variety of art forms through the study of Visual Art and Media subjects. The Creative Arts provide opportunities for students to make and respond to artworks, drawing on the world as a source of ideas. Students engage with communications technologies and cross-disciplinary art forms to design, produce, distribute and interact with a range of print, audio, and screen-based media.

Our subject offerings and teachers will help foster students’ individual and collective creativity, skills, and talents and set them on a pathway that offers diverse and rewarding career opportunities. The Creative Arts Faculty offers a number of Foundation Subjects throughout Middle school designed to prepare students for subjects offered in Year 11 and 12. In senior school there are a range of General, Applied and Vocational subjects on offer to cater for the diverse needs of our student cohort.

College Pathways


VAM

Visual Art and

Media

Visual Art

Fashion

Digital Media

Visual Art

Fashion

Digital Media & Design

Visual Art (G)

Visual Arts in Practice (A)

Fashion (A)

Media Arts in Practice (A)

Film, TV & New Media (G)

Cert II in Creative Industries

(V)

Creative Arts





VAM – Visual Art and Media Year 8 Pathways: Visual Art

Fashion Digital Media

Resources: Laptop, A4 Visual Art Journal, 2B, 4B pencils, eraser, USB.

VAM delivers 10 weeks of study in Visual Arts, and 10 weeks of study in Media, as an introduction to the ideas, techniques, and technologies used across the Creative Arts. Within the Visual Arts component students learn through direct engagement with two-dimensional, three-dimensional and four-dimensional art and design practices. They develop skills, knowledge, understandings and techniques as artists, designers, critics and audiences. Students learn to explore ideas through imaginative engagement, making and presenting art and design works, and engaging critically with these works and processes. Within the Media component of VAM, students build on their understanding of media use and production through the exploration of print and broadcasting media conventions. Students will build their editing and media design skills while considering audience contexts, as they make and respond to media such as comic strips, magazine articles, and radio focused audio editing and design. The study of VAM will support students to develop their creative skills whilst being exposed to new and emerging arts practices. Students have the opportunity to engage in a range of arts making and production technologies including; Adobe Creative Suite and laser engraving and cutting. Students have the opportunity to work individually and in groups to be self-directed and demonstrate initiative amongst their peers. Assessment: Each Semester:

Responding – Written 200 words Making – Drawing/painting/engraving Making – Design and production radio segment


Documents

Junior School - pimpamassc.eq.edu.au · based styles of learning. • Design is the theme throughout the junior secondary curriculum with Designing Futures in Year 7, Creative Design