MARSDEN STATE HIGH SCHOOL

MARSDEN STATE HIGH SCHOOL

Junior Subject Selection Handbook

Year 7

2021

Executive Principal: Mr Andrew Peach

All contents of this handbook are correct at time of publication,

But are subject to change. Subjects will only be offered based on

demand and timetabling constraints.

2

TABLE OF CONTENTS

General Information 3

BYOD Information 5

Core Subjects

English 6

Mathematics 8

Science 10

Humanities and Social Science 12

History 13

Geography 14

Health and Physical Education 15

Elective Subjects

The Arts 17

Drama 18

Dance 19

Visual Arts 20

Film, Television and Media Studies 21

Music 22

Technologies 23

Textiles and Food Studies 24

Girls in Tech 25

Graphics 26

STEM 27

Tech Excellence 28

Industrial and Technology and Design 29

Languages 30

Chinese 31

Other Elective Choices 32

Health and Physical Education - Elective 33

The Social Influencers 34

Excellence Disciplines 35

Music Excellence 36

Dance Excellence 37

Rugby League Excellence 38

Girls Rugby League Excellence 39

Football Excellence 40

Basketball Excellence 41

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Dear Parents, Caregivers and Students of Year 6,

Marsden State High School is committed to assisting you and your child in making informed decisions about subject selection

and career pathways. The information provided in this Subject Information Booklet, our School Website and Facebook page

aim to provide you with information that will assist you and your child select their subjects for high school.

We understand that a child’s journey to secondary school offers some exciting opportunities for their learning pathways with

specialist teachers of subjects and facilities that enable student to explore their learning options and passions.

In year 7, students begin their learning journey and exploration of elective subject choices offering at Marsden SHS. In order to ensure that students meet the requirements of the National Curriculum, it is important that students select subjects across all 8 learning areas by the time they complete Year 8. In order to meet these requirements students study the following learning areas

Compulsory Subjects (core) Elective Subjects (Semester choices) *In year 7 and 8 student must study at least 1 Semester from each learning area of Technologies, Languages and The Arts.

ENGLISH MATHEMATICS SCIENCE HISTORY (1 Semester) GEOGRAPHY (1 Semester) HEALTH AND PHYSICAL EDUCATION (1 Semester)

TECHNOLOGIES TEXTILES AND FOOD STUDIES GIRLS IN TECH GRAPHICS STEM TECH EXCELLENCE INDUSTRIAL TECHNOLOGY AND DESIGN

LANGUAGES

CHINESE THE ARTS

DRAMA DANCE VISUAL ART FILM, TELEVISION AND MEDIA STUDIES MUSIC

OTHER ELECTIVE CHOICES HEATH AND PHYSICAL EDUCATION (Elective) THE SOCIAL INFLUENCERS

Excellence Programs:

Marsden State High School students also have the opportunity to be involved in many Excellence programs in the areas of

Academic Excellence

Exceptional Learners Programs

AVID

Sports Excellence

Rugby League – boys and girls

Football

Basketball

Arts Excellence

Music

Dance

All Excellence Programs at Marsden SHS are 12 month programs and require students to apply and trial for acceptance into

the Programs.

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Guide to Selecting subjects:

Subject choice for year 7 students is based around completion of all 8 learning area. However, there is still student choice with-

in these learning areas.

Electives must be chosen in the area of Technologies, The Arts and Languages*

Choose subjects you think you will enjoy; you can do well in and find challenging; subjects that will increase your options

for the future, and allow you to explore and understand all the options available for further schooling. This will help

you find your interests and passions in learning at school.

Technology Requirements:

It is expected that all students at Marsden SHS have their own technological devices. This allows students a seamless transition

for learning from school to home and in between. It is also vital that all students check their email communications daily for

important messages from the school and their teachers, subject selection information and timetable updates. BYOD infor-

mation is provided on the next page.

*Students must study one semester of Chinese in Year 7 or year 8

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BRING YOUR OWN DEVICE (BYOD)

INFORMATION AND PROCEDURES

Participation in BYOD

This program is available to all year levels at Marsden

Parents wishing to apply to participate in the BYOD program should read and understand this docu-

ment and the ICT Responsible Use Policy before signing the form found in Appendix 1.

We recommend purchasing devices through one of our BYOD portals which contain a range of school

recommended devices, which have been set up as different purchasing options for parents. The portals

are now open for your use, and information for these can be found on the school website. Families can

also purchase from a vendor of their choice using the minimum specifications below.

BYO Device Specifications.

Examples of devices that do NOT meet minimum specifications are:

Chromebook and some other tablet devices may NOT connect to MSHS Wi-Fi at the time of the production of this booklet. We will update this information if the situation changes

Responsibilities…

… of the School … of the Parent/s … of the Student provide suitable school Wi-Fi con-

nection and filtering system

provide a blended educational envi-

ronment

model safe device and internet prac-

tices

purchase and maintenance of device

purchase, install and update applica-

tions –

appropriate insurance and war-

ranty

Sign the appropriate documents

bring device fully charged each day

show respect for other devices, work

and privacy

access technology as a Re-

sponsible User

Sign the appropriate documents

Specification Minimum Required Recommended

Screen Size 10 Inch 12-14 Inch

Processor 7th gen Pentium

This would be a 2yr device

9th gen i3

This would be a 4yr device

Hard drive 128GB ssd (Solid State Drive) 256GB ssd (Solid State Drive)

RAM 4GB 8GB

Operating system Windows 10 Windows 10

Please note: All devices must be dual band wireless capable

6

English

7

English

Learning Area: English

Marsden SHS Junior Subject Guide V1.1

Receptive modes (listening, reading and viewing)

By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose

and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in

texts.

Productive modes (speaking, writing and creating)

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and

images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class

and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of

grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.

Term 3 Term 4 Term 1 Term 2

Heroes & Villains

In this unit, you will read a

novel with an ambiguous

protagonist. You will identify

evidence from the novel to

determine whether the

protagonist is a hero or a

villain.

Songs of Social Comment

In this unit, you will study a

variety of songs dealing with

different social issues. You

will use language features,

text structures and visual

elements to determine the

social issue being addressed

and the overall song

complexity.

Literacy Unit

In this unit, you will review parts

of speech, punctuation,

sentence structure and general

literacy skills. These are all

important skills that you will

need in order to be successful

throughout your education.

Fractured Fairy Tales

In this unit, you will read a

variety of fairy tales from

around the world and look at

how culture has been

presented. You will also explore

Australian slang and idioms to

create your own Australian

version of a traditional fairy tale.

Assessment

Multiple Choice/Short Response Exam, Written Narrative, Spoken Persuasive Speech, Extended Response Portfolio

Achievement Standards:

Costs: Nil

Subject Structure

8

Mathematics

9

Mathematics

Learning Area: Mathematics


By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues

involving the collection of continuous data. They describe the relationship between the median and mean in data displays.

Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another.

Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given

points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms.

Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine

the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode,

median and range for data sets. They construct stem-and-leaf plots and dot-plots.


Costs: Nil

Subject Structure


Data– mean, median and mode

Displaying data

Probaility

Angles and their properties

Co-ordinates on the Cartesian

Plane

Operations with integers (whole

numbers)

Squares and square roots

Perimeter, area of 2

dimensional shapes and

volume of rectangular prisms

Trianges

Money and best buys

Fractions, Decimals and

Percentages

Algebra and linear equations

Assessment

Students sit typically have one exam at the end of each term, and an assignment once per semester.

10

Science

11

Science

Learning Area: Science


By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has

been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and

measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to

support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting

improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.


Costs: Nil

Subject Structure


Biology—Classification and

Interactions between

Organisms

Chemistry—Separation

Techniques

Earth and Space Science—

Water Cycle and Sustainability

Working in a lab

Earth and Space Science—The

Sun, Earth and Moon

Physics—Forces

Assessment

One assessment per term. Styles include exam, research task and experimental investigation.

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Humanities and

Social Science

13

History—Semester 1

Learning Area: Humanities and Social Sciences


Geography: By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on

societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time.

Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that

have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their

findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

Civics & Citizenship: By the end of Year 7, students explain features of Australia’s Constitution, including the process for constitutional change. They explain how Australia’s legal system is based on the principle of justice. Students explain the diverse nature of Australian society

and identify the importance of shared values in promoting a cohesive society.

When researching, students develop a range of questions and gather and analyse information from different sources to investigate Australia’s political and legal systems. They consider different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives to develop solutions to an issue. Students develop and present arguments on civics and citizenship issues using

appropriate texts, terms and concepts. They identify ways they can be active and informed citizens.

Term 1 Term 2

The Ancient World: China (7 Weeks)

Qin Shi Huang Di and Confucius comparison

Technology and developments

Geography of China

The Ancient World: Greece (3 Weeks)

Social Structure

Atens vs. Sparta

The Ancient World: Greece (4 Weeks)

Wars—Persian/Peloponnesian

Geography

Civics & Citizenship (6 Weeks)

Government and Democracy

Law and Citizens

Assessment

Research Assignment (Due Week 7) Exam (Week 4)

Exam (Week 8)


Costs: Nil

Subject Structure

14

Geography—Semester 2



Geography: By the end of Year 7, students describe geographical processes that influence the characteristics of places and how the

characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments and

describe how these interconnections change places and environments. They describe alternative strategies to a geographical challenge

referring to environmental, economic and social factors.

Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful information and data. They record and represent data and the location and distribution of geographical phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. They interpret and analyse geographical maps, data and other information to propose simple explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the

expected effects of their proposal.

Economics and Business: By the end of Year 7, students describe the interdependence of consumers and producers in the market. They

explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used.

They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students

identify the reasons individuals choose to work and describe the various sources of income that exist.

When researching, students develop questions and gather data and information from different sources to investigate an economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions

using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions.

Term 1 Term 2

Economics and Business (6 Weeks)

Business plan

Interactions of consumers and producers in markets

Characteristics of entrepreneurs and successful

businesses

Place and Liveability (4 Weeks)

Factors influencing liveability

Perceptions of liveability

Liveability of Australia

Liveability of Europe/Asia

Place and Liveability (3 Weeks)

Enhancing Liveability

Water in the World (7 Weeks)

Managing and Sustaining Water

Water Scarcity

Assessment

Assignment (Due Week 6) Multi-modal presentation (Due Week 3)

Exam (Week 8)


Costs: Nil

Subject Structure

15

Health and

Physical

Education

16

Health and Physical Education

Learning Area: Health and Physical Education


By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on

identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional

responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They

investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural

and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.

Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.

They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health,

safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They

apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose

and perform movement sequences.

Term 1 Term 2

Mental Health

#MTC

Good mental health

Coping strategies

Emotional responses

Impact of social media

Puberty

Physical changes that occur during puberty

Social changes that occur during puberty

Emotional changes that occur during puberty

Respecting yourself and others

Assessment

1. Written response—email to social media platform

2. Extended response examination


Costs: Nil

Subject Structure

17

The Arts

18

Drama

Learning Area: The Arts


By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places

communicate meaning and intent through drama.

Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and

communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use

performance skills and design elements to shape and focus theatrical effect for an audience.


Costs: Nil

Subject Structure

Term 1 Term 2

The Elements of Drama

How to read a script and engage with the play

Apply and demonstrate elements of drama and

performance stagecraft within specific scenes from the

play

Create dramatic action and meaning using dramatic

elements

Collaboration skills and rehearsal process

Effectively demonstrate scene from a play

Melodrama—Superheroes and Villains

Melodrama conventions in stage performances

Literacy skills

Dramatic elements specific to Melodrama style

Melodramatic style conventions required to put performance

on stage

Scene work

Assessment

Presenting (Group Performance)

Responding (Exam)

Forming (Melodrama Scene)

19

Dance



By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times

and places communicate meaning and intent through dance.

Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to

communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and

expressive skills appropriate to the dance style.


Costs: Nil

Subject Structure

Term 1 Term 2

Why Do We Dance?

Hip-hop or popular dance genre

Basic Introduction to ACARA terminology

Understanding of warm up

Role of the performer and the audience

Basic Introductions to functions of dance

Why Do We Dance?

Investigation into fitness-based dance

Development of original fitness and choreography

Manipulation of levels, direction, shapes, tempo and

formations

Assessment

Making—Performance

Responding

Making—Choreography

20

Visual Arts



By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are

influenced by artworks from different cultures, times and places.

Students plan their art making in response to exploration of techniques and processes used in their own and others’ artworks. They

demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.


Costs: Nil

Subject Structure

Term 1 Term 2

Are You What You Eat?

Exploration of techniques and responses

Demonstrate visual conventions, techniques and

processes

Identify and analyse how other artists use visual

conventions, techniques and processes to communicate

through artwork

Are You What You Eat?

Exploration of techniques and responses

Demonstrate visual conventions, techniques and processes

Identify and analyse how other artists use visual

conventions, techniques and processes to communicate

through artwork

Influence of artworks—different cultures, times and places

Assessment

Smart Choice Food Paper Collage

Responding Artist

Red Foods Pop Art Culture

21

Film, Television and Media Studies



By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical

responsibility of the makers and users of media artworks.

Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre

and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design

and production processes, and control equipment and technologies to achieve their intentions.


Costs: Nil

Subject Structure

Term 1 Term 2

News Report

Focuses on key media concepts of representations,

languages and audiences

Create and analyse own media text (news story)

Develop ability to communicate visually and verbally

Make links to representations, stereotypes, subcultural

groups, audiences, television, news and scriptwriting

Short Film

Tell stories using recognised media formats

Create and analyse own media text (prosocial moral story)

Develop ability to communicate visually and verbally

Make links to representations, stereotypes, subcultural

groups, audiences, television, news and scriptwriting

Assessment

Mako News

1 Minute Short Film

Artist Statement

22

Music



By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate

meaning as performers and composers.

Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and

instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols

to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.


Costs: Nil

Subject Structure

Term 1 Term 2

Rock Music

Music at Marsden 2020

What is music?

Perform piece of own music

Development of rock music and how it was shaped by

society—over decades 1950 to 1990

Play simple rock song on chosen instrument

World Music

Will investigate the purpose of music is cultures around the

world, including Indigenous Australia, and look at traditional

music pieces

Respond to and analyse musical excerpts

Create music and present their performance to the class

Compose an percussive ostinato demonstrating their

understanding of traditional African (percussion) music

Assessment

Performance: Rock Song

Responding Presentation

Composition: World Rhythms

Performance

23

Technologies

24

Textiles and Food Studies

Learning Area: Design Technologies


By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of

technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They

develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions

and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate

technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document

and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended

purpose.

Term 1 Term 2

Cook Safe, Cook Smart!

Safety induction into kitchens

Designing recipe

Producing recipe

Hygiene and safety procedures

Managing a kitchen workspace

Introduction to textiles and embellishment

Safety induction when working with Sewing Machines

Working with textiles

Sewing techniques

Application of sewing skills (mending, sewing buttons etc)

Designing and producing a cushion cover.

Assessment

Students will design and produce a recipe from a personally designed recipe card. This will include identifying and using the correct

hygiene practices.

In textiles, students will design and produce a cushion cover using applique techniques. This will include identifying and correctly

applying safety procedures for working within a textiles environment.


Costs: $70 for semester. *Includes supplying all ingredients and textiles. Food can be taken home at the end of the day if using own

container brought from home.

Subject Structure

25

Girls in Tech










purpose.

Term 1 Term 2

Introduction to Industrial Technology and Design practices and

processes

Safety/Tool induction

Skill builders

2 Projects

Theory - (Health & Safety, Hand & Power Tools)

2 Graded Quizzes

Industrial Technology and Design practices and processes

Skill builders

Design Project

Theory - (Health & Safety, Hand & Power Tools)

Exam

Assessment

2 Graded Quizzes (term1) Health & Safety, Hand & Power Tools

3 Projects (term1 and term2)

Exam (term2) Health & Safety, Hand & Power Tools


Costs: Nil

Subject Structure

26

Graphics










purpose.

Term 1 Term 2

Introduction to Drafting Industry practices and processes

Skill builders

2D and 3D sketching

Orthographic CAD drawings

Pictorial CAD drawings

Introduction to Design practices and processes

Prototypes

3D printing/Laser engraving

Design Folio

Assessment

Folio of sketches (term1)

Folio of CAD drawings (term1)

Design Folio (term2)


Costs: Nil

Subject Structure

27

STEM

Learning Area: Technologies


In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in

ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and

analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. Alma

Park Zoo has been forced to move to Logan city due to the Australian bushfire crisis. Students have been hired to create plans for the

new zoo, and design its customer interactive app that will be used by patrons as they visit.

In Term 2 students will investigate and select from a range of technologies − materials, systems, components, tools and equipment to

design and build a paper rollercoaster. They will consider the ways, characteristics and properties of technologies can be combined to

design and produce sustainable designed solutions to problems for individuals Students use creativity, innovation and enterprise skills

with increasing independence and collaboration. Through research, they will use a range of symbols and technical terms in a range of

contexts to produce patterns, annotated concept sketches and drawings and produce a presentation to go with their project

Term 1 Term 2

Introduction to STEM and the Design Process

Skill builders

3 Phase Portfolio

Exploration of ecosystems and feeding relationships

Zoo design and Maths inquiry

App Prototyping

Working in the Design Process

Skill builders

Project

Students become experts in the fields of Physics, History

and Design in the roller coaster world.

Students will teach their peers about their field and work

collaboratively to complete their project.

Assessment

Term 1: Portfolio (Individual)

Term 2: Project and Presentation (Group)


Costs: Nil

Subject Structure

28

Tech Excellence

Learning Area: Digital Technologies


By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio

data can be represented, secured and presented in digital systems.

Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional

requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and

implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability.

They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating

and collaborating online.

Term 1 Term 2

Minecraft design

Civil engineering

Sustainable design

Collaborative group work

Investigating landscapes and designs

Computational thinking and

problem solving skills

App Design

CARP principles

Algorithm design and theory

Pseudocode and visual representation

Flow charts

Analysis of user experience

User centred design

Assessment

Term 1 Students have to collaboratively work together in small groups to project manage the building of a township within

Minecraft. The project will be accompanied by documented justification of decisions made in regards to sustainability of the

town.

Term 2 Students will develop a software application by applying algorithm and design theory. The project will be accompanied


Costs: Nil

Subject Structure

29

Industrial Technology and Design










purpose.

Term 1 Term 2

Introduction to Industrial Technology and Design practices and

processes

Safety/Tool induction

Theory - (Health & Safety, Hand & Power Tools, Plans &

Specifications, Sustainability, Material Properties & Uses)

Skill builders

2 online quizzes

1 Project

1 Exam

Industrial Technology and Design practices and processes

Theory - (Design Process)

Design Project

Assessment

2 online quizzes (Term 1 - formative) - Health & Safety, Hand & Power Tools

Project (Term 1 - formative)

Exam (Term 1) - Health & Safety, Hand & Power Tools, Sustainability, Material Properties & Uses, Practical Procedures)

Design Project (Term 2) - Written - Folio and Practical - Product)


Costs: Nil

Subject Structure

30

Languages

31

Chinese

Learning Area: Languages


By the end of Year 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions.

They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听

不懂，你说什么？), and transact and make arrangements, for example, 你要来我家吗？ They use the question particle 吗 and familiar question words

(什么，谁，哪儿，几). Students approximate tone, intonation and rhythm but meaning remains clear. They use gesture and some formulaic expressions to

support oral interaction. They employ learnt vocabulary to express personal insights and compare experiences on topics of personal interest and significance.

They connect ideas using basic cohesive devices (for example, 和，可是，所以), express opinions using 喜欢 and 觉得, and give reasons using 因为. In

writing, students organise their ideas using time expressions and phrases which mark sequence, for example, 第一，第二… They apply 不 and 没有 in

familiar phrases. They respond to and create simple informative and imaginative texts for known audiences and purposes. They use a range of verbs, including

verbs of identification and existence such as 是, and a range of action verbs to describe interests and events, for example, 踢足球，打乒乓球，听音乐.

They access and organise information from a range of spoken, audiovisual and printed texts. Students use simple sentences and paragraphs, and produce

simple descriptions using intensifiers such as 很，非常，最. They reflect on their interactions when using and learning languages.

Students are aware of the key features of the Chinese writing system and its differences to the English writing system. They recognise the function of tone-

syllables and Pinyin. They explain the word order of Chinese sentences and the layout and construction of simple familiar Chinese texts in comparison to their

English equivalents. They recognise and describe diversity within the Chinese spoken and written language, and consider the influence of culture on everyday

communication, for example, concepts such as respect, politeness and the importance of family. They are aware that literal translation between languages is not

always possible, and that aspects of interpretation and translation are affected by context, culture, and intercultural experience.

Term 1 Term 2

Chinese Culture

Land and people

History

Language

Chinese New Year

Chinese Zodiac

Greeting and Introduce Myself

Greeting

Introduce name and surname

Date and birthday, week day

Nationality

My Body

Name of the body parts

Measure words

Colour

Description of appearance

Assessment

Written projects

Reading exam, Listening exam


Costs: Nil

Subject Structure

32

Other Elective

Choices

33

Health and Physical Education—Elective













Term 1 Term 2

Sports nutrition

Fuel your body with the right food for performance

Hydration

Supplements in sport

Tactical awareness

Creating, using and defending space

Offensive player movement

Energy expenditure and performance

Assessment

Report

Multimodal presentation


Costs: Nil

Subject Structure

34

The Social Influencers



By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how these interconnections change places and environments. Students identify the ideas, values and principles that underpin the institutions and processes in Australia’s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared values in contemporary Australian society. Students describe the interdependence of consumers and producers in the market and identify factors and strategies that contribute to the financial success of businesses and individuals. They identify why individuals choose to work and the various sources of income that exist. Students recognise that people have different perceptions of places, events and issues and explain how this and other factors influence views on how to respond to an issue or

challenge.

Students formulate significant questions and propositions to guide investigations. They locate and collect useful data, information and evidence from a range of

primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify past and present values and

perspectives. They interpret and analyse data to propose simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise

evidence to draw conclusions. Students sequence events and developments within a chronological framework, using dating conventions to represent and

measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions. They make informed

decisions by collaborating with others to generate alternatives, comparing the potential costs and benefits of each and developing and using criteria to make a

reasoned judgement. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of

different factors and multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations and

conclusions in a range of communication forms that incorporate source materials, citations, discipline-specific terms, conventions and concepts.

Term 1 Term 2

Phase One:

As an influencer analyser you are going to analyse and conduct a case study on an individual or organisation of your choice. You will be conducting a case study based on their influence and create an infographic poster to display your case study findings.

Phase Two:

As a business team create a portfolio that you can submit to business investors at the up and coming KickStarter Conference 2019. You will be submitting your business portfolio to two investors who will be analysing your content and the methods in which you promote your online business to your target audience on your chosen platform.

Assessment


Costs: Nil

Subject Structure

35

Excellence

Disciplines

36

Music Excellence



By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate

meaning as performers and composers.

Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and

instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols

to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.


Costs: Nil

Subject Structure Term 3 Term 4 Term 1 Term 2

Cover Songs

Investigate the way to

organise a gig through

project-based learning

Respond to and analyse

musical excerpts

Create music and

present their

performance to the

class

Skill Building

Further study on

individualised instrument

Composition Activities

Music Theory

Performance

Opportunities

Rock Music

Perform piece of own

music

Development of rock

music and how it was

shaped by society—

over decades 1950 to

1990

Play simple rock song

on chosen instrument

Rock Music

Perform piece of own

music

Development of rock

music and how it was

shaped by society—

over decades 1950 to

1990

Play simple rock song

on chosen instrument

Assessment

Performance; Responding Task;

Composition; Musicology;

Performance; Musicology

Performance; Composition

37

Dance Excellence



By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times

and places communicate meaning and intent through dance.

Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to

communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and

expressive skills appropriate to the dance style.


Costs: Nil

Subject Structure


Sharing Stories

Functions of dance

Daily rituals

Components of a story:

orientation, action,

climax, resolution

How dancers convey

meaning within a story

Choreographic devices

and form

Sharing Stories

Stories of different times,

cultures and places

Traditional stories and

world events

Development of original

choreography

Why Do We Dance? Hip-hop or popular

dance genre

Basic Introduction to ACARA terminology

Understanding of warm up

Role of the performer

and the audience

Basic Introductions to functions of dance

Why Do We Dance? Investigation into fitness

-based dance

Development of original fitness and choreography

Manipulation of levels, direction, shapes,

tempo and formations

Assessment

Making—Performance

Responding

Making—Choreography

38

Rugby League Excellence














Costs: Nil

Subject Structure


Sports nutrition

Fuel your body with the

right food for

performance

Hydration


Rugby league specialisation

Athletic development

Tactical awareness

Creating, using and

defending space

Offensive player

movement

Energy expenditure and

performance



Mental Health

#MTC

Good mental health

Coping strategies

Emotional responses




Puberty

Physical changes that

occur during puberty

Social changes that


Emotional changes that


Respecting yourself and

others



Assessment



39

Girls Rugby League Excellence














Costs: Nil

Subject Structure


Sports nutrition


right food for

performance

Hydration




Tactical awareness

Creating, using and

defending space

Offensive player

movement


performance



Mental Health

#MTC

Good mental health

Coping strategies

Emotional responses




Puberty



Social changes that





others



Assessment



40

Football Excellence














Costs: Nil

Subject Structure


Sports nutrition


right food for

performance

Hydration


Football specialisation


Tactical awareness

Creating, using and

defending space

Offensive player

movement


performance



Mental Health

#MTC

Good mental health

Coping strategies

Emotional responses




Puberty



Social changes that





others



Assessment



41

Basketball Excellence














Costs: Nil

Subject Structure


Sports nutrition


right food for

performance

Hydration


Basketball specialisation


Tactical awareness

Creating, using and

defending space

Offensive player

movement


performance



Mental Health

#MTC

Good mental health

Coping strategies

Emotional responses




Puberty



Social changes that





others



Assessment



Documents

MARSDEN STATE HIGH SCHOOL