C U R R I C U L U M H A N D B O O K

Y E A R 9 2 0 1 9

Year 9 Curriculum The Year 9 curriculum at TSS reflects The Australian Curriculum: English, Mathematics, Science, Humanities and Social Sciences, The Arts, Languages, Technologies, Health and Physical Education. Studies in Leadership and Life & Faith are fundamental to the TSS ethos.

Furthermore, students in Year 9 are given the option of choosing five electives from a selection of subjects from The Arts, Languages, Technologies and Business.

Inclusions

Executive & Senior Leadership Teams The Year 9 Curriculum Life & Faith Leadership English Mathematics Science History Health and Physical Education Electives The Arts Languages Technologies Enhancement Programs Gifted and Talented The Reading and Research Experience Cadets AAC, AAFC, ANC Curriculum Innovation Habits of Mind Learning Preferences Wellbeing Strategy – Positive Psychology

TSS Teaching Team

The TSS Teaching team is committed to delivering a dynamic and resourceful curriculum that will prepare our boys for life. Our teachers have had a wealth of experience in teaching and are aware of the critical pastoral demands that come with nurturing our young men. Each member of the Team will specialise and focus on vital core areas significant for boys and education such as: metacognitive behavioural principles, social and emotional learning strategies and furthermore developing responsibility and leadership in each boy. Establishing a strong sense of purpose and belonging with the Senior School will allow the boys to thrive in the Senior School environment.

Senior Management

Heads of Department

DEPUTY HEADMASTER - HEAD OF SENIOR SCHOOL

A.W. Hawkins B.A. App.Sc (HMS), B.Ed. (UQ) M.Ed. Guidance and Counselling (UQ).

DEPUTY HEADMASTER - HEAD OF LEARNING AND TEACHING

J.E. Inglis B.Ed, M.Ed. Grad Cert TESOL

DEAN OF STUDIES

B.T. Goldburg B.A.S. App.Geo. (QIT), Dip.Ed. (Q), B.Ed.St. (Q)

DEAN OF STUDENTS YRS 7 TO 12

K.P. Bos B.Ed. (QUT)

HEAD OF BOARDING

A.E. Watt

Dip.Ed.(QUT), B.Ed.St (UQ), M.Ed (Deakin), M.Ed.St (Counselling) (UQ), GCertMark. (GU), M.A.C.E, M.A.G.C.A.

DEAN OF STUDENTS - PASTORAL CARE AND WELLBEING PROGRAMS

N.M. Stansbie BSc(Hons), PGCE, MEdMan

BUSINESS AND ENTERPRISE

A.L. Bennett B.A., B.Ed (DU) Cert IV WT&A

DRAMA

W. Horan

B. App. Theatre (GU) Dip. Ed. (GU)

ENGLISH

S.C. Mc Donald B. Jrn (UQ), B.Ed. (UQ), B.A.(Hons)(UQ), Cert IV TAA

GIFTED & TALENTED/HONOURS

A.M. Foulds-Cook B.A. (Auckland Uni.), Dip.T. (A.C.E., Auckland Uni.), MEd (VCA)

HEALTH & PHYSICAL EDUCATION

S.A. Baker B.A. App. Sc. (HMS), B.Ed. (UQ), Dip Bus. Mgmnt

HUMANITIES

R.J. Ritchie M.Ed.(GU), B.Ed., B.A. (Hons) (JCU), Cert IV WT&A, M.I.L.A.

INFORMATION SERVICES

A.J. Stark Dip. Teach (KGCAE), B.A. (UQ), M.Ed. (UNSW)

INFORMATION TECHNOLOGY

R.G. Clegg

B.Sc. (ANU), Grad.Dip.Ed. (CCAE), Grad.Dip.I.T. (CQU)

LANGUAGES

L.M. Miller B.A.Asian Studies (ANU), Grad.Dip. East Asian Studies (ANU), Grad.Dip. Education

LIFE AND FAITH

D. Ellis B.A. Hons (UWA) Grad. Dip. Ed. (UWA)

MATHEMATICS

R. Gibson B.Ed. (UC), M.Ed

MUSIC

R.S. Cooke B.Mus.(Adel). Grad.Dip.

SCIENCE

K. Waring B.Pharm. (UQ), Dip.Ed.

TECHNOLOGIES

B. Hirst B.Ed T.I.A.(SACAE

VISUAL ART

S.N. Eardley B.Ed., S.C.A.E.,

VOCATIONAL EDUCATION & TRAINING

H.M. McCleary B.Ex.Sci. (GU), Dip. Journalism (Syd), Cert IV Career

The Curriculum for Years 9 and 10 Year 9 students study - Life & Faith - Leadership: Cadets - English - Mathematics - Science - History - Health & Physical Education - Gifted & Talented: by invitation

Year 9 students continue to study the Australian Curriculum learning areas whilst a language is optional. Five semester electives will be studied over the year with students required to select one compulsory semester elective from The Arts; Drama, Music or Visual Art, and one compulsory elective from Technologies: Design Graphics, Design Technology, Digital Technology or Engineering Technology, with free choice for the remaining three electives::

- Business & Enterprise - Chinese - French - Geography and Civics

Technologies: - Design Graphics - Design - Traditional Technologies (Unit 1) - Design - New Technologies (Unit 2) - Digital Technology - Coding (Semester 1) - Digital Technology - Software Application (Semester 2) - Engineering

Technology The Arts: - Drama - Music - Visual Art

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n Year 10, all students study Life & Faith Leadership English Mathematics Science Humanities & Social Sciences Health & Physical Education Outdoor Education Camp

Accounting Agricultural Science Ancient History Biological Science Business Management Chemistry Chinese Design Graphics Design Technology Digital Technology - Coding (Sem 1) Digital Technology - Software Applications (Sem 2) Drama Economics

- Engineering Technology - French - Geography - Gifted & Talented (by invitation) - Industrial Technology Skills - Legal Studies - Mathematics Specialist - Modern History - Music - Music Extension (must study Music) - Physical Education - Physics - Visual Art

Assessment and Reporting Assessment is continuous with a variety of assessment tasks (research, test, oral, practical, performance etc.) applied throughout the various courses. Common class tests during Years 7 to 10 facilitate moderation between classes. Reporting for Years 7 to 10 is based on Interim and End-of- Semester Academic Reports.

Student Electives Subject choices for all year levels are made for the coming year during Term 3. Whilst we will attempt to accommodate student choices, the realities of timetabling mean that we must balance class sizes and some combinations of choice may not be possible. Please note that the School reserves the right to withdraw an elective subject from the subject offering if the student subscription is too small.

Two Science and four other elective subjects (three are studied each semester) are selected from the following

Learning Areas

Life & Faith General Introduction to Life and Faith at TSS The main purpose of the Life and Faith syllabus is to prepare students to apply the three fundamental elements to any ethical issue they are faced with in life. The three elements in any ethical situation are 1 the Power of an individual or group to exercise or influence the situation; 2 the Worldviews applied by the individual or the group; and 3 the Intention of the stakeholders involved. Over the course of the Life and Faith curriculum students are introduced to these three elements and provided with skills to analyse, identify and apply them in any ethical situation so that they are able to discern a moral way forward. We explore the five sources of human power and how they are used and abused. The sources we explore are Physical, Intellectual, Spiritual/Psychological, Social and Resource power. We recognise that humans have varying degrees of these powers. The course works on the understanding that every person has a worldview which provides them with a perspective on what is meaningful in life; their guiding beliefs and values. As a large majority of people around the world use a religion to inform their personal worldview we provide students with an examination of major religious worldviews, particularly Christianity. We also investigate non-religious worldviews that commonly inform a person’s perspective. The course acknowledges that most people continue to form and reform their worldview, based on their experiences and things they learn during their life. The third element is Intention; what a person or group hopes to achieve by a particular activity. In Life and Faith we guide the students to explore the balance between profit, environmental sustainability and the just treatment of all stakeholders. This three tier approach is commonly called the Triple-Bottom-Line. Under the heading of Intention, we consider the main goal of the activity, the methods used to obtain it, and the outcomes, and who incurs the costs. Students will be empowered to apply these skills in real world situations. Students will be equipped with the vocabulary to communicate their own beliefs and values as part of their individual worldview. They will also be capable of discerning how and when they use their power in any situation and whether it is a use or abuse of that power.

Year 9 Life and Faith – Worldviews: how each person sees the world - Seeking to appreciate the way others understand the world we live in. The first part of Term 1 provides students with a general overview of what a worldview is, how they are formed and what they deliver for the holder of the worldview. We observe that all conflicts from the smallest family argument to global wars are in fact clashes of two differing worldviews. The second part of the Term seeks to appreciate the worldviews of the Indigenous peoples of the planet. We continue our inquiry into worldviews by examining Hinduism and Buddhism during Term 2. Hinduism and Buddhism have a number of similar beliefs but their views about what causes life’s problems are viewed very differently. The course seeks to inform students about how the different worldviews approach life and what they believe about the effects of our bad actions. Term 3 continues the examination of worldviews but turns to the Mediterranean beginning first with the history and beliefs of the Jewish people; the Jewish tradition being the foundation of the monotheistic worldviews evident in both Christianity and Islam. We then turn to the ancient Greek philosophers, the first consideration of Non-religious worldviews. Since the ancient Greeks the western world developed powerful non-religious perspectives that have become major influences in the modern western view of the world, particularly following the enlightenment period. Term 4 concludes the year with a very brief review of world history. This short survey considers world history from three points of view: wars as clashes of worldviews; science as worldviews changing; and finally economics being worldviews cashing in. Every person is a stakeholder in all three human endeavours, some as “victors” and some as “victims”.

Leadership: Cadets This course aims to develop the leadership potential in every boy and to prepare boys to take their place in the world as responsible, resilient and caring adults. The course spirals from Year 8 to Year 12 with the core leadership experience in Year 8 & 9 being the Tri-Service Cadet Program, special breakout exploring and enhancing life skills and the Outdoor Education Program. In Year 10 all boys who do not continue with promotional roles in Cadets complete a year-long Leadership Course which aims at preparing them for the challenges of Year 11 & 12 and beyond. In Year 11 students have the opportunity to apply to be mentors to Year 7 boys, continue in the Cadet Programme or become involved in other leadership avenues.

Throughout the five years of their senior schooling boys will learn about the principles of leadership and how to apply them. They will also focus on areas such as: developing their signature strengths and emotional intelligence; exploring the notions of service and community; supporting and getting on with others; exploring the meaning of masculinity and manhood; learning about social, sexual and online safety; developing driver/road awareness; fostering good mental health; maintaining a healthy life balance; developing and maintaining healthy relationships; understanding credit cards and banking; simple cooking; and preparing for the work force.

nd tant ed

English Rationale The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed a active members of society. In this light it is clear that the Australian Curriculum: English plays an impor part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

Aims The Australian Curriculum: English aims to ensure that students: - learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticat

spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

- appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

- understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning

- develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

Course Outline Term 1: Transformations – transforming text to film Term 2: Narratives – teen themes Term 3: Journalism – words can change the world Term 4: Poetic voices – analysing poetic devices

Reading Program The reading program is integral to the study of English at TSS. One period per fortnight and ten minutes each lesson is devoted to individual reading. This highly successful program has proven ability to enhance the development of language skills such as comprehension, spelling, punctuation, vocabulary and written expression. Just as importantly, it instils in boys a passion for and love of reading they will take with them into senior English.

Language Skills Program The language skills program focuses on spelling and the contextualised development of grammatical knowledge. Each week students complete a spelling test of words featured within the current unit of study, as well as defining and implementing language study words to develop students’ vocabularies. The grammar component of the program focuses on learning traditional grammar concepts that are of relevance to the current unit of study.

Assessment In English students complete a range of tasks, spoken and written. Spoken tasks include multimedia presentations, performance orals and persuasive speeches. Written tasks include creative and analytical writing completed in both exam and assignment modes.

Reading Program The reading program is integral to the study of English at TSS. One period per fortnight and ten minutes of every lesson is devoted to silent reading. This highly successful program has proven ability to enhance the development of language skills such as comprehension, spelling, punctuation, vocabulary and written expression (see Library webpage for further information).

Assessment Various folio pieces, based on the above units, are chosen from creative writing and assignment work. Some writing tasks are completed under supervised conditions, whilst prepared orals include book reports.

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athematics he three content strands of the Australian Curriculum are; Number and Algebra, Measurement d Geometry, Statistics and Probability. The four proficiency strands are; Understanding, uency, Problem Solving and Reasoning.

echnology udents use scientific calculators as a tool in their everyday mathematics studies. Students are ught how to use the basic applications of Excel, and to use the internet to complete research for signments. Students are also exposed to a variety of mathematical software used for graphing nctions.

ssessment here will be a variety of formative ‘assessment’ throughout each term to allow students and achers to monitor progress, and provide feedback on strengths and weaknesses which can then acted upon.

udents sit for a common examination near the end of each term. These examinations generally ver the work studied since the previous examination. There is also a problem solving mponent where students draw on many aspects of their mathematical knowledge in order to lve the problem Students will complete one assignment each semester.

OTE: To study Mathematics Methods in Year 10, students should have obtained an A or B in 9. Students who achieve a C or below in Year 9 are recommended they study Mathematics

eneral in Year 10.

Science In the Australian Curriculum, science is organised around three inter-related strands; Science Inquiry Skills, Science as a Human Endeavour and Science Understanding.

Science Inquiry Skills Students will draw on the empirical methods of science to develop skills such as questioning and predicting, observing and measuring, analysing, explaining, reflecting and evaluating. They evaluate methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

Science as a Human Endeavour An exploration of the nature of science will allow students to appreciate the contribution and influence of scientists to the world we live in and our culture. Students investigate social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.

Science Understanding Studying and understanding the different disciplines of science and the interrelationships between them is vital for scientific literacy in our society. Students will meet the traditional content of Biology, Chemistry, Earth Science and Physics in the context of the world we live in. Science is an informative and interactive subject with many links to a student’s life. A wide variety of learning experiences are employed, including frequent use of technology. This series of studies prepares students for future studies of biological, physical, chemical, earth and space sciences.

In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continent movement.

Assessment Science teaches and examines basic knowledge, processes, procedures and manipulative skills. Assessment is by way of testing conducted at the end of the work units, practical reports, data processing and assignments. Students are assessed on the two criteria: Science Understanding (SU) and Science Inquiry Skills (SIS).

History The Year 9 History course offers a selection from the prescribed units from the History Australian Curriculum over one semester, and is designed to interest and engage boys. The Australian Curriculum requires Year 9 students to conduct inquiry into the historical period 1750-1918CE.

History is a disciplined inquiry into the past that develops students’ curiosity and imagination. It develops understanding of cultural, social and political events, processes and issues that have shaped humanity over time. It develops our thinking and analysis skills and enriches our appreciation of how the world and its people have changed, together with the significant continuities that exist into the present. In this way, the study of history enables students to contribute more effectively to creating the future.

Course Outline Theme: The making of the modern world (1750 – 1918)

Unit 1 The Industrial Revolution

This unit focuses on changes in technology, living and working conditions in the industrial cities, and the link between the beginnings of European settlement in Australia and the Industrial Revolution in England.

Unit 2 Australia’s development from 1770-1918

This unit focuses on the origins of European settlement, life in the convict settlement, the contributions of the various Governors, the spread of pastoralism, the impact of the gold rushes, the growth of trade unions, race relations, the movement to Federation, and significant legislation from 1901-1918.

Unit 3 World War One

This unit focuses on the causes of the war, Australia’s involvement in the war, especially the Gallipoli Campaign and the Western Front, and the debate over conscription. The lives and contributions of those fallen TSS Older Old Boys, whose names are found in the St Alban Chapel narthex, are also investigated.

In the final four weeks of the year, boys will be introduced to either elective of Ancient History or Modern History. In Year 10, all boys will complete a semester of Australian Curriculum History

Assessment Students are assessed on three criteria: knowledge, higher order thinking, and research & communication. Assessment items consist of short response tests of multiple-choice questions and paragraphs in response to historical sources.

Health & Physical Education Health and Physical Education provides practical applications for physical activity in relation to the variety of factors that influence physical performance. This may assist students to improve their individual performance levels in a variety of fundamental movement patterns.

To achieve high academic performance in Health and Physical Education students require a reasonable level of skill in the practical sporting units listed below and a desire to work hard and learn more about the physical, mental and social aspects of physical performance

Course Outline: Classroom-based Unit 1 Surf & Sun Safety and First Aid

Unit 2 Nutrition, Energy Systems and Health

Unit 3 Human Anatomy and Exercise Physiology

Unit 4 Sociology of Sport

Activity-based selections offered - Ball Skills – football, touch, rugby skills - Striking Skills – tennis, badminton - Athleticism Skills – basic movement patterns - Cricket Skills – both novice and elite skills program - Water Sports - rowing - Athletics and Long Term Athletic Development - Swimming and Technique and Fitness

Assessment Written assignments, oral presentations and activity-based Fitness Testing results are reported to parents

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Elective Subjects

Elective: Business & Enterprise The world of Business is ever-changing and provides new and exciting opportunities for students to learn about the impact of business at a local and international level. It is important for students to understand how business operates around them, and its role in their lives.

Students undertaking this course will be given the opportunity to develop their practical business skills whilst also developing their knowledge and understanding of business practices and approaches.

Course Outline 1. Financial Literacy: An introduction to personal finance, income, investing and budgeting. 2. Buy Smart Competition: Developing skills to be a smart consumer. 3. Business Venture: Undertaking an entrepreneurial activity within the school community.

Assessment Assessment will be based on exams, research assignments, oral presentations and involvement in practical activities.

Elective: Chinese The Chinese Language and Culture Program Learning a second language is an empowering experience. It enables students to travel, obtain interesting and rewarding work, and increase their knowledge of the world. Students also gain important cross cultural skills, enhancing their understanding of Australian culture and society, and providing opportunities to live and prosper in a globalised world.

Year 9 Chinese is an elective program, and students can choose one or both semesters of Chinese. Year 10 Chinese is also an elective program, and enrolment in at least one semester of Chinese is a pre-requisite for the Great Wall Expedition. In Term 4, as an alternative to Outward Bound Camp, students travel to Beijing and hike on the Great Wall for five days.

The TSS Lion Dance Troupe is part of our program to engage boys in martial arts, performing at any local events, including the new Gold Coast Chinatown and all boys are welcome to join.

Aims and Objectives Chinese is an exciting and engaging program, recognising Mandarin as an important modern language for business and socialising. Students learn to order meals, ask for and give directions, find their way around a city, and make arrangements to meet. They learn to describe where they live, and what they do. The program aims to improve the students’ communication skills through study, practise and revision, including online vocabulary builders such as Language Perfect. Students are encouraged to make use of technology in tasks, and learn to read and handwrite Chinese characters, and to type using pinyin romanisation.

Group tasks are designed to encourage collaboration, and continuing students build on their skills with extension activities, including Honours Projects.

Course Outline The Year 9 Chinese course is based on the Australian Curriculum: Chinese, and is designed to encourage students to ask and answer questions about their lifestyle, environment and modern society in Standard Mandarin Chinese. Extensive resources are available on Canvas to support the program.

Year 9 Chinese Topics Term 1 - Planning an excursion to Surfers Paradise

Term 2 - A survey of Chinese Tourists

Term 3 - Living in China and Australia

Term 4 - My Future

Assessment Languages are assessed each semester according to the Australian Curriculum: Chinese achievement standards in Understanding (Listening and Reading) and Communicating (Speaking and Writing).

Year 11 Subject Selection Implications The Year 9 and 10 course contains vocabulary and grammar items which are essential elements of the Year 11 and 12 program. Students are encouraged to continue to Senior Chinese and make the most of every opportunity to build their skills in Mandarin Chinese.

Elective: French

The French Language and Culture Program Learning a second language is an empowering experience. It enables you to travel, obtain interesting and rewarding work, and to increase your knowledge of the world. You will also gain important cross cultural skills, enhancing your understanding of Australian culture and society and providing opportunities for you to live and work in a globalised world.

French is taught at the Senior School in years 7 to 12. It is a vibrant and engaging program, recognising French as an important language for international trade and diplomacy, and an official language of the United Nations. Students participate in exchanges and study tours, and join in our cultural program, including excursions, movies, and visits to restaurants. Conversation classes are offered to interested students, and boys are encouraged to take every opportunity to learn more about French culture.

The Languages Department hosts a French Language Assistant, who is here to aid the students and staff and contribute to the cultural program. The Language Assistant is also a Resident Master, and takes a role in the care of boarders as well as in the school sporting program.

There are opportunities to joing the exchange program, which matches boys from Bordeaux in France with students at TSS. Year 9 and students also have the chance to travel to New Calendonia on the French tour, including language classes, sightseeing and homestay.

Students are encouraged to continue to Senior French and to consider studying French at university. Completing the course at Senior Level provides two bonus rank points (about one OP band level) to students applying to enter degree courses at the University of Queensland, Griffith University and QUT.

Course Outline All Year 9 students are invited to enrol in Year 9 French in Semester One, or Semester Two, and they are welcome to choose both semesters. The Year 9 course is based on the Touché series, a modern course designed to enhance the acquisition of basic skills in French. New language words are taught through photo stories, with integrated cultural material, and clear, concise grammar. The course is supplemented with DVDs and online material, and excellent resources are available on Canvas to supplement the program.

Topics Unit 1 Clothing, my house, nationalities and countries

Unit 2 Food and drink, numbers up to 1 000 000

Unit 3 Sports and hobbies

Unit 4 Places, asking for and giving directions, travelling by plane, bus and train

Forms of Assessment Languages are assessed each Semester in the four skills of Listening, Reading, Speaking and Writing. Students are graded according to content descriptions in the Australian Curriculm: Languages, in the criteria of Understanding and Communicating. The Assessment of Language Competence (ALC) is conducted at TSS each year as an external examination.

Elective: Geography and Civics The Year 9 Geography and Civics course is a one-semester elective course, which provides students with experience in geographical enquiry in one term, and a deeper understanding of the Australian political system in the second term.

Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years. Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.

The Civics curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally.

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

Course Outline Unit 1: Coastal Processes and Management

This unit investigates the patterns and processes found in coastal environments, with a focus on the local area. Key components of this unit include:

- Overview of physical processes that shape the land - Wave dynamics and the sand budget - Erosional processes and landforms on headland coasts - Depositional processes and landforms on lowland coasts - Role of sand dunes - History of beach erosion and coastal management on the Gold Coast – technological and planning responses

Unit 2: Australia’s Political System

Key components of this unit include:

- Comparative study of political systems, including monarchy, democracy, dictatorship and communism - Australia’s Westminster system of democracy - Australia’s constitution - Functions of local, State and Federal governments - Focus on Federal political structures - House of Representatives

and Senate - Political parties in Australia - How to vote - How laws are made - How laws are enforced (brief overview of Australia’s legal system) - Personal rights and responsibilities - Current political debates in Australia

Assessment Student performance is assessed by means of a short response test each term, and a research project. Students are assessed on three criteria: knowledge, higher-order thinking, and research & communication skills.

TECHNOLOGY ELECTIVES Elective: Design - Graphics The study of design graphics contributes significantly to the communication, analytical and problem solving skills of students. While promoting effective communication in graphical forms overall, this course of study develops students’ specific abilities to acquire knowledge and understanding, reasoning and presentational skills through investigating, analysing, synthesising and evaluating. The course aims to: foster and develop inquiring minds and intellectual skills that will help students think critically and purposefully about graphical communication with particular emphasis on innovation and problem solving; develop knowledge of the fundamentals of graphic communication; promote literacy in the language of the discipline and promote a sense of self-worth and self-reliance.

Course Outline This course will contain units in the following areas of study: - Architectural Drawing and Design - Engineering Drawing Principles - Business Graphics - Built Environment - Production Graphics

Assessment Assessment will be in the form of practical exams, class work, homework and assignments. All Students Studying Graphics at TSS use Autodesk Inventor, Autodesk Revit and AutoCAD.

Elective: Design - Traditional Technologies (Unit 1) (Sem. 1 or Sem. 2)

In this course students will further develop knowledge and understanding of materials such as wood and plastics. They will grow their production skills to be able to produce a variety of designed solutions to identify needs or opportunities targeted to individuals and global communities. Students will work independently or collaboratively on problem solving activities and at the same time build on fabrication skills in a technology workshop environment. Students will develop project management skills and demonstrate an awareness of economic, environmental and social sustainability in the sourcing of materials for projects. Student will also develop an understanding of the need to work safely in a workshop environment.

Course Outline - Project design, development and construction using traditional construction processes. - Introduce some emerging technologies in the use of project design, including 3D printing. - Product construction, developing skills in the manipulation of workshop tools and materials. - Development of understanding of work safe practices in a technology workshop using the

Onguard saftey program and through practice in a workshop environment. - Collabortive teamwork in the development and construction of products.

Assessment Assessment will be in the form of practical outcomes produced by students throughout the course and related theory and saftey. Criteria include practical skills, knowledge and understanding, and reasoning processes. These areas will be assessed through students’ Design Folios and the skill level demonstrated in the constructon of their design projects.

Elective: Design - New Technologies (Unit 2) (Sem. 1 or Sem. 2) In this course, students will get an opportunity to develop knowledge and understanding of the emerging technologies that advanced industry are now utilising. Technologies they will use are 3D printing technology, Laser cutting and engraving and the use of Virtual reality as a practical application in design. Students will create practical outcomes based on solving real world needs and produce products that problem solve a design brief. Production of products will also allow students to build on learned knowledge from previous Design Technology experience to incorporate familiar techniques to create their final pieces of work. Students will develop skills in project management and demonstrate an awareness of economic, environmental and social sustainability.

Course Outline - Introduce emerging technologies in the use of product design, including 3D printing, laser cutting and the

constructive use of virtual reality. - Project design, development and construction incorporating new emerging technologies. - Product construction, developing skills in the manipulation of materials using 3D printing and laser cutting - An understanding of work safe practices in a technology workshop and clean room technology spaces. - Collaborative teamwork in the development and construction of products using new technologies.

Assessment Assessment will be in the form of practical outcomes produced by students throughout the course and related Criteria include practical skills, knowledge and understanding & reasoning processes. These areas will be assessed through students’ Design Folios and the skill level demonstrated in the construction of their design projects.

Elective: Digital Technology - Coding (Semester 2)

Digital Technologies is a modern and relevant subject which will give you the edge in understanding much of how your world works. Digital Technologies will develop students’ practical and essential computer skills to broaden his repertoire of technology expertise for application across the senior school curriculum and prepare students for a digitally enhanced world.

“Technology is already part of every workplace and every home. Our students need to move from consumers of technology to creators of digital solutions to be successful in our increasingly digital world. Simply put, coding is telling a computer what you want it to do through step-by- step commands. It requires technical knowledge of the programming languages of code. Just as our students learn a language like Mandarin or Japanese, all students need to learn the language of programming. If you can speak the language of code you can create the solutions needed for the 21st century.

Learning to code and applying it to real world challenges will help our students to be:

• Critical thinkers able to solve problems

• Team players

• Designers of creative answers

• Innovators and entrepreneurs”

Source: (Queensland Government’s discussion paper #codingcounts, October 2015)

Course Outline This course will teach computational thinking in creative and practical ways. Students will learn how to create webpages using HTML code and to style the pages using CSS. Students will be introduced to an object orientated programming language and how to code gameplay in a game development engine, such as Unity 3D. Maybe you could be the one to create the next Flappy Bird or Snapchat!

Topics Unit 1: Web Design and Development

Unit 2: Game Design and Programming

Assessment Assessment will in the main take the form of project work and the completion of practical tasks.

Skills and qualities needed to be successful in this subject

Logical approach to the solution of problems

Self-reliance and capable of independent work

Persistence, accuracy and imagination

Good conceptual ability and skills in analysis and problem solving

A sense of organisation and creativity

Elective: Digital Technology - Software Applications Digital Technologies is a modern and relevant subject which will give you the edge in understanding much of how your world works. Digital Technologies will develop students’ practical and essential computer skills to broaden his repertoire of technology expertise for application across the senior school curriculum and prepare students for a digitally enhanced world.

In Year 9 Digital Technologies students will be prepared for the 21st Century through the study of graphic design, web blogging and Motion Graphic animation. Students will develop key skills in digital communication and new media. This subject would be a good starting point for further studies in IT in the senior years and the skills learnt could be applied to almost any career path.

Course Outline

Unit 1. Web portfolios and building a basic client website.

Unit 2. Graphic design, capturing and manipulating digital images using Adobe Illustrator.

Unit 3. Enhancing the user experience using Adobe After Effects to create in Motion Graphics and Kinetic Typography.

Assessment Assessment will in the main take the form of project work and the completion of practical tasks.

Skills and qualities needed to be successful in this subject

A sense of organisation and creativity

Self-reliance and capable of independent work

Persistence, accuracy and imagination

Elective: Engineering Technology

In this course, students will be involved in a variety of learning experiences designed to expand their knowledge and understanding of Engineering concepts and Computer aided Design and Manufacture.

Learning experiences include the design and manufacture of a variety of Engineering Systems.

Course Outline This course will contain the following areas of study:

- Computer aided Design and Manufacture - Autodesk Inventor, 3D Printers and Laser Cutter. - Designing Mobile Phone Applications for Personal and Robotic Purposes. Android Phones

and Tetrix Kits. - Engineering in Modern Society - Investigation and Excursions to Engineering Sites.

Assessment Assessment will be in the form of practical outcomes, project log books and research report writing. Major Course Criterion include: Knowledge & Application, Investigative & Analytical Processes and Evaluation & Technical Communication.

THE ARTS ELECTIVES Elective: Drama Drama helps students to learn about the world they live in by allowing them to “step into someone else’s shoes”; to explore the ideas and feelings of others and to find creative ways of expressing themselves. Engaging in Drama promotes imagination, critical and creative thinking, problem solving and communication skills. Students engage in learning experiences that integrate oral, kinesthetic and visual communication to create artistic meaning.

Students will use the knowledge, understanding and skills they develop to:

Create drama to communicate their ideas e.g. script writing, directing, improvised scenes. Present dramatic performances using stage acting techniques. Critique and evaluate live theatrical performances by professional companies.

Drama is also a subject that requires a great deal of peer trust, thus it plays an important role in teaching listening, empathy skills, collaboration and teamwork. Classes are conducted in the purpose built black box Drama Studio which provides access to professional standard technical equipment to enhance student performances. The skills that are learnt by studying Drama are invaluable in later life, for example, being able to speak and present confidently in front of people and mastering twenty-first century skills such as communication, creativity, collaboration and critical thinking needed to succeed in a turbulent society.

Course Outline Each semester course builds on Years 7 and 8 Drama experiences. Students explore drama as an art form through improvisation, scripted drama, rehearsal and performance.

Semester 1 Collage Drama: Making a Statement. Working collaboratively, students devise and present a theme based Collage Drama drawing on a variety of dramatic forms and styles. Technical theatre skills (e.g. lighting and special effects) are introduced. From Page to Stage. The study of text culminates in a class production for a public audience. Students develop acting and stagecraft skills, textual analysis, script writing and production/management skills. Responding. Students are also to attend a live, professional theatrical performance and analyse and evaluate the production through understanding dramatic meaning and action.

Semester 2 The Play Script. The study of a play script allows students to perform and present a chosen dramatic scene to communicate dramatic action and meaning to an audience of peers. Students develop acting and stagecraft skills, textual analysis, script writing and production/management skills. Movement: The Physical Actor. This is a challenging, physical theatre unit. Creativity and teamwork skills are developed as students devise a group movement sequence using music or rituals as their stimulus. Responding. Students are also to attend a live, professional theatrical performance and analyse and evaluate the production through understanding dramatic meaning and action.

Assessment Drama is a group art, and many learning experiences and practical tasks will occur in group situations. However, achievement will be measured in terms of the individual’s performance within the group. Assessment is divided into three dimensions:

1. Making-Forming or creating drama e.g. improvisation, using a stimulus to create a script or performance, script writing.

2. Making-Performing e.g. presenting a polished performance, either scripted or student- devised collage.

3. Responding to drama e.g. live theatre review

Elective: Music Music is an art form and a creative language which we use in an attempt to understand the world that surrounds us. The study of music enables students to develop their understanding of the aesthetic and to enhance higher order thinking skills such as synthesis of ideas and hypothesising. Music is an international language and it is integrated into all aspects of society. Music emphasises the development of analysing repertoire, composing and performing and therefore encourages the students to think in sound. The music department is well equipped with electronic keyboards, guitars and the use of multimedia computer facilities.

Course Outline Unit 1

- Getting Started – Basic skills in keyboard playing, aural work, melody writing, instrumentation and general musical knowledge.

- It’s A Long Way to the Top – A study of rock music styles, instruments of rock bands, composing in rock styles, aural skills and small ensemble work.

Unit 2

- “Around the World” – an introduction to music from other cultures. - Blowin’, Bowin’ and Beatin’ – a study of instrumental groups such as the symphony

orchestra, chamber groups, bands and small ensembles.

Assessment Assessment in Music may include: Analysing repertoire; research projects/exams or multimedia presentations; composition and arrangement tasks; performance tasks whether as a solo or small ensemble.

Elective: Visual Art Young people learn more than half of what they know from visual information, and Visual Art has an explicit curriculum to show students how to interpret and think critically about visual data. Visual literacy can be defined as the ability to understand and produce visual messages.

Visual art is a powerful and pervasive means of communication. It is the means of personal expression by which students make visible ideas, thoughts, feelings and observations of their world.

Today, it is important for students to have a working knowledge of visual literacy as it is one of the most important intelligences of the twenty first century. The ability to discern and discriminate visual language has become an important skill, especially for visual-spatial learners.

Personal Devices Students are required to have a personal device with the RAM and processing speed to run Photoshop. A mouse is essential as an aid to developing the finer motor skills required for this work. (Ipads are not suitable for this purpose).

Course Outline - Year Nine students have the option to undertake a one or two Semester course.

Course A - Offered Semester One and Two

Skills-based study in two dimensional media, including digital design, culminating in a major artwork based on an excursion to a local environment. An extended study in three dimensional art forms - ceramics, followed by a painting unit incorporating the use of photoshop, completes the Making course. Practical work is supported by the study of relevant design theory. Appraising tasks involve an Art Gallery visit.

Course B - Offered Semester Two

Students who have completed Course A undertake an extension course expanding on the skills learned in the previous semester. There will be an extended study in three dimensional art forms - hebel or talcstone, followed by a painting unit, in the style of a mentor artist, completing the Making course. Practical work is supported by the study of relevant design theory. Appraising tasks involve an Art Gallery visit.

Assessment Making Art and Appraising Art are the criteria for assessing work which consists of research assignments, an exhibition review and practical work

Enhancement Programs TSS School believes in offering the very best opportunities to its students; consequently, many programs are offered and have been designed to enhance students’ abilities and expertise. The following programs are offered in Year 9 although entrance to some programs is conditional.

Gifted & Talented Programs The TSS Gifted and Talented program aims to enrich and extend Year 9 students who have high ability in the key academic areas, including achievers and non-achievers. Selection is multidimensional with an emphasis on ability and aptitude testing plus current research indicators of the characteristics of gifted and talented students.

Ability and aptitude indicators for Gifted and Talented Students include: - Above year level performance in skill areas - Academic records and work samples - Observation checklists for teachers and parents - External test results from a WISC or Stanford Binet IQ tests

Characteristics of Gifted and Talented Students include: - Understanding beyond his peer group - Creative divergent thinker, vivid imagination - Strong sense of justice and humour - Intense curiosity about subjects - Task commitment to chosen topics of interest - Desire to work independently on self-selected projects

Gifted and Talented Students who have been previously involved in the G&T Program generally flow into the Year 9 G&T Program. Students are withdrawn on a rotational basis in like-ability groups where they are taught a wide range of creative and higher order thinking skills such as creative problem solving and strategies for accelerated learning. High performing G&T students are accelerated in Maths and English.

Students are encouraged to view issues from multi-perspectives and to explore possibilities rather than definitive answers. Samples of topics for Year 9 include: - Think like Da Vinci - Accelerated Learning techniques - IQ, EQ and Emotional Intelligence - How technology is shaping our lives - The importance of digital literacy - Problem solving and creativity skills to enhance learning - Life Skills for Gifted and Talented boys

As recognition of involvement in the Gifted and Talented Program, students are awarded a TSS Gifted and Talented maroon badge and earn a report certificate signed by the Head of Learning and Teaching and the Head of Gifted and Talented. Students involved in G&T are also afforded use of the facilities in the G&T room including computers, games, puzzles, books, microscopes, water cooler and microwave oven.

Honours Program The Honours Program offers an opportunity for students to study a subject in greater depth and to differentiate learning. This initiative is designed to meet the needs of our bright high achievers across Year 9 and gifted students who are achieving well.

Various subject areas offer Honours and facilitate a variety of models such as extension within the classroom, independent learning projects, cluster groups of like-ability students, external national awards/competitions and separate classes. Students with high levels of achievement and independent work habits in a subject can be nominated by the Co-ordinator of Honours, subject teacher or the subject Head of Department.

As recognition of the involvement in the Honours Program, students are awarded the following:

- Honours subject prizes at Speech Day - A blue Honours badge after their first Honours assignment is completed and graded at the standard of A- or above - An Honours report certificate for each completed Honours subject graded at the standard of A- or above. - 5 Honours points per subject graded at the level of A- or above - House points towards House Colours - The Honours students’ work is showcased - 40 points worth of Honours points equates to an award of the Gold Honours Society Badge and Certificate

Once a student attains 40 points, usually in Year 10, he qualifies for a Gold Honours Society badge and Certificate which is received at assembly. Members of the Honours Society receive additional privileges such as use of the Honours Quiet Area which gives them use of the refrigerator, cafe bar in Semester Two, colour printer and shared facilities in the G&T room including computers, a scanner, games, puzzles, microscopes, books, water cooler and microwave oven.

Academic Support The Southport School aims to promote inclusive practices that enable the diverse range of learners to successfully access the curriculum and participate in the full range of opportunities offered. The School aims to provide focused and differentiated teaching strategies to enable all students with disability and additional learning need to access the curriculum, participate in school life and achieve educational outcomes.

Parents who require more information on our Additional Learning Needs Policy can contact the Educational Support Coordinator, Mr Conan Bland or the School Psychologist & Counsellor.

Reading and Research Experience @ TSS

The Reading Program As part of the school’s recognition of the importance of developing the ‘whole boy’ and the foundational nature of reading and writing, the Senior Library, in cooperation with the English Department, has put in place across Years 7-9 a reading program designed to create a positive reading environment within the School.

All English classes are encouraged to visit the Senior Library once every fortnight where the Senior Librarian will present and discuss a collection of selected works of fiction and non-fiction. Boys are encouraged to borrow from the Senior Library on a regular basis and they are welcome to recommend books for the library to add to the collection. To assist boys with their reading, the More Good Books for Boys publication is available from the library and online.

The Reading Program is extended by opportunities to meet and talk with published writers through school author visits and attending local writers’ festivals. At TSS voluntary reading is seen as a valued and serious undertaking that leads to the development of boys as critical readers and writers.

TSS Senior Library also has an extensive collection of E and Audio Books. Boys may download and listen to stories (both fiction and non-fiction) either via the Library webpage or by downloading the BorrowBox Library App. All books are accessible 24 hours a day throughout the whole year.

Research and Information Literacy Skills The Senior Library, in cooperation with all departments, provides integrated information literacy skills instruction. The goal is to develop the boys’ capacities to solve information problems with emphasis on the research process rather than just the skills of location and access to materials.

How the boys find information and what they do with it is most important and to assist in this area boys are trained in online database and Web 2.0 technology use. Such an approach has a positive influence on the boys’ mastery of prescribed curriculum content as well as information problem solving.

TSS Senior Library promotes a variety of nationally and internationally recognised and authoritative online resources through its extensive collection of databases. These databases are available for students to access 24 hours a day – all that is required is an internet connection. Each database has a unique username and password and these details are available via the Senior Library website.

While all online databases are available to all students, boys in Year 9 are introduced to and encouraged to refer to specific online resources that are designed to support and enhance their research skills and needs.

Together, the Reading Program and the emphasis placed on developing research and information literacy skills assist in promoting a range of literacies including: functional (reading and writing), social (communication in a cultural context) and digital (appropriate use of ICTs). An understanding and an appreciation of these literacies will encourage and prepare TSS boys to become lifelong learners in our global information society.

Cadets Cadet participation is compulsory for all Year 8 and 9 students at TSS. Cadets will parade every Friday and Air Force Cadets parade Tuesday nights. TSS Tri-Services incorporates Army, Air Force and Navy Cadets

Australian Army Cadets (AAC) CPL Conan Bland (ADF) Officer Commanding TSS is one of the largest units in Australia and the largest school based unit in Queensland. We receive support from the Australian Defence Force in terms of clothing, transport and rations as well as foster unit support from the Land Warfare Centre in Canungra. TSS Cadet Unit has an excellent reputation across Australia for its success in training leaders. The spiralling leadership program within the unit develops high standards of discipline and team-work with an emphasis on practical skills. These skills enable our students to enter the workforce with a marked advantage. To witness the Annual Camp or Graduation Parade is an experience never forgotten, as young boys grow into young men with pride. Some of Australia’s past and present top military men are TSS Cadet Unit graduates. Selected candidates participate in promotion courses to achieve ranks of Corporal, Sergeant, Warrant Officer and Cadet Under Officer.

Ethos of Cadet Unit: “He who wishes to be first, must place himself last of all and servant to others”.

- Leadership Training - Mental, Intellectual and Physical

Challenge - Service and Example - to the School and

Unit Community - Service of Seniors to Juniors - Practical Skills - Medical

- Signals - Camping - Navigation - Mini Engineering - Survival - Search and Rescue - Discipline and Self Discipline - Teamwork and Pride

Unit Structure The Unit has eight platoons in 8 Companies as follows:

- Alpha Company consists of 4 platoons of first year cadets - Bravo Company consists of 3 platoons of 2nd year cadets with and Special Adventure Training

PL attached. The SAT PL has an emphasis on physical fitness and adventure training.

Training - Home Training is conducted at TSS on Friday Period 4 throughout the year. The cadets work in

Platoon size groups working together to achieve training goals. - Annual Camp is conducted at various military establishments within SE QLD. - Promotion courses are held at Enogerra military barracks, Brisbane. The course is administered

by HQ SE QLD and attended by all 35 Cadet units in SE QLD.

Progression & Promotion - Year 8 & 9 cadets are Recruits. - Year 9 & 10 cadets who attend promotion courses or identified as potential leaders take up

positions of guidance and instruction over the recruits. - Year 10, 11 & 12 cadets may attend a senior promotions course to gain the rank of Sergeant,

Warrant Officer or Cadet Under Officer in Year 11 and 12.

Uniform and Charges The Uniform for each parade afternoon, including travel to and from School, is as follows:

- Bush Hat DPCU - Shirt and Trousers DPCU

- Boots (Black or brown) - Australian Cadet Corps Badges (1cm, from shoulder seam, both sleeves)

The uniform is provided by the army to the cadets. Cadets are issued with a uniform upon joining the unit. It is the cadet’s personal responsibility to ensure the security of uniforms and equipment issued from the Q store. For a replacement uniform (as above) the total cost is approximately $200, so it is a good idea to look after it. Once cadets have been issued with a uniform, they are responsible for maintaining it in a clean and tidy condition. Exchanges are possible as we hold a small backup stock, but only if the uniform is too small or due to normal wear and tear the uniform becomes unusable. ALL uniforms and equipment are to be returned on leaving cadets.

Australian Air Force Cadets (AAFC) Flight Lieutenant B. Davidson (AAFC) Flight Commander No. 222 Squadron The Australian Air Force Cadets is an organisation for young men and women with an interest in aviation, the RAAF, bush craft, bush survival and drill. In association with the RAAF, it teaches its members, through service and discipline, concepts of leadership which is valuable in all walks of life.

It has always been characterised by the expectation of a high standard of enthusiasm by individual members, thus membership is selective and not automatic. Applicants must have a physical examination (by their Doctor, on the appropriate form and at their own expense). It is expected that students join for a minimum of two years; however, a four year commitment is preferred.

- The Curriculum involves periods in the classroom where Qualified Instructors prepare Cadets for the practical application of aviation and survival. An annual camp, power flying, and gliding and parachuting days form part of the program.

- Cadets meeting age, fitness and training qualifications can gain their Power Flying, Glider Flying and Parachute wings at reduced cost. The Squadron has a computer generated Flight Simulator Program plus a Link Trainer (an actual Flight Simulator which allows Cadets to experience flight controls and attitudes).

- Survival and Field Craft, studied in the classroom, finds practical application during bivouacs. Advanced Stage Cadets may undertake Adventure Training. Cadets are taught to be self-reliant and to develop leadership skills.

- Wing promotion courses at RAAF Base Amberley, allow suitably qualified Cadets to attend courses during holiday breaks, allowing promotion up to and including Cadet Under Officer.

- Uniforms are provided free of charge by the RAAF. Cadets must maintain their uniforms in a clean and tidy state.

- Boys must return ALL their uniform upon leaving the Squadron and are not permitted to join another service until their uniform is returned.

- The AAFC is not for those who are faintly interested, but for those who are keen and willing to be extended. Our Squadron motto says it all - “Pursuit of Excellence”.

Australian Navy Cadets (ANC)

The Australian Navy Cadets (ANC) is a voluntary youth organisation open to boys and girls 13 to 19 years of age. The ANC has been administered by the Royal Australian Navy (RAN) since its formation in January 1973, with the amalgamation of the Australian Sea Cadet Corps and the Royal Australian Naval Reserve (RANR) Cadets.

Since 1976, the ANC has been part of the Australian Services Cadet Scheme, which has as its training aim:

“By predominantly voluntary effort to better equip young people for community life by fostering initiative, leadership, discipline and loyalty through training programs also designed to stimulate an interest in a particular Arm of the Defence Force.”

The aim of ANC training is to develop in members:

- Leadership, self-reliance, initiative and discipline. - Character, community spirit and good citizenship in the widest sense. - Knowledge, interest and skills in seamanship, the sea environs and maritime affairs. - Knowledge and interest in the RAN. - Skills and abilities useful to the individual and the community in general.

Training Cadets have the opportunity of participating in a wide range of activities. At the end of each, they will be tested and awarded the appropriate certificates. Some of these activities include;

- Completing the required swimming test - Training for and being tested for the Department of Transport ‘Speedboat Licence’. The

licence can only be applied for on reaching 16 years of age. - Sail Training, using the Australian Yachting Federation training Program. Different levels of

qualifications can be attained under this Program. - Parade Drills - Navigation - Theory and Practical - Ropework - Annual Camp, which includes base work and practical exercises - Ceremonial - Practical Boatwork - First Aid - Communications - Theory and Practical

In addition to the above, Cadets will, on occasion, have the opportunity to visit naval establishments and ships (when in port) and take part in sailing competitions organised by the Navy Cadets and the Queensland Corsair Association. It should be noted that the ANC is for those boys who are keenly interested in not only the sea and matters relating to the sea, but also in other activities (both water and land based), which have a nautical flavour. They should be self motivated, be well disciplined and be able to operate in close harmony with their fellow Cadets. All Cadets are provided with uniforms free of charge but which are to be returned when a cadet leaves the Unit.

Curriculum Innovation Innovation should not be viewed as ‘out with the old; in with the new’; rather, a different way of working with what already exists. The teaching staff of The Southport School share the belief that as curriculum evolves, it lends itself to continual innovation. As such, the School encourages the act of, engagement with, and promotion of, innovation from its staff and students. At the School, innovation takes on the form of specific year-level projects that allow for innovative and creative ideas to be encouraged from, and demonstrated by, students. The innovation of our teaching staff and students is exhibited in our Innovation Corridor that is periodically updated to enrich and engage teachers and students with fresh pedagogical approaches for learning and teaching.

Habits of Mind The Southport School has developed a Mindful Community where thinking and Habits of Mind are valued, infused, taught and practiced, to enhance the culture of the School and development of its students. The Habits of Mind are a set of seventeen thinking dispositions that can be adopted by individuals or groups in order to achieve effective problem solving and overall success. Developed by Dr Arthur Costa during his study of highly effective people from all walks of life, the TSS Habits of Mind Framework provides an opportunity for students across our Preparatory and Senior campuses to enhance their approach to situations, particularly in a learning and teaching environment (academics, cultural, sporting).

Learning Preferences The Southport School continues to engage our boys in processes that allow them to better understand themselves as learners and members of society. One such way has been through the profiling and understanding of one’s preference for styles of learning. The School has adopted a focus on personality patterns as a model for informing students about their preferred ways of learning. To do this, the School has developed a Learning Preferences Framework by adopting the use of the Multiple Intelligences in Years 7 to 9, and the Myers Briggs Personality Type Indicator in Years 10 to 12 to profile students so that they have access to a better understanding of their preferences for interacting with the world, and consequently, interacting with new knowledge and skills as part of the learning process.

Myers-Briggs Personality Types

E and S and T and J and

stand for Extroversion and Introversion - indicating whether you receive energy from being around people or from time spent alone.

stand for Sensing and Intuition - indicating whether you become aware of specific facts and concrete details or prefer to focus on the big picture.

stand for Thinking and Feeling - indicating whether you tend to make decisions based on logical analysis and the principles involved or prefer to decide by considering your values and providing harmony for the people involved.

stand for Judging and Perceiving - indicating whether you prefer your life to be planned and like it when things are decided or prefer to go with the flow and like keeping your options open.

ISTJ Quiet, serious, earn success by thoroughness and dependability. Practical, matter-of-fact, realistic, and responsible. Decide logically what should be done and work toward it steadily, regardless of distractions. Take pleasure in making everything orderly and organised – their work, their home, their life. Value traditions and loyalty.

ISTP Tolerant and flexible, quiet observers until a problem appears, then act quickly to find workable solutions. Analyse what makes things work and readily get through large amounts of data to isolate the core of practical problems. Interested in cause and effect, organise facts using logical principles, values efficiency.

ESTP Flexible and tolerant, they take a pragmatic approach focused on immediate results. Theories and conceptual explanations bore them – they want to act energetically to solve the problem. Focus on the here-and- now, spontaneous, enjoy each moment that they can be active with others. Enjoy material comforts and style. Learn best through doing.

ESTJ Practical, realistic, matter-of-fact. Decisive, quickly move to implement decisions. Organise projects and people to get things done, focus on getting results in the most efficient way possible. Take care of routine details. Have a clear set of logical standards, systematically follow them and want others to also. Forceful in implementing their plans.

ISFJ Quiet, friendly, responsible and conscientious. Committed and steady in meeting their obligations. Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people who are important to them, concerned with how others feel. Strive to create an orderly and harmonious environment at work and at home.

ISFP Quiet, friendly, sensitive and kind. Enjoy the present moment, what’s going on around them. Like to have their own space and to work within their own time frame. Loyal and committed to their values and to people who are important to them. Dislike disagreements and conflicts, do not force their opinions or values on others.

ESFP Outgoing, friendly, and accepting. Exuberant lovers of life, people, and material comforts. Enjoy working with others to make things happen. Bring common sense and a realistic approach to their work, and make work fun. Flexible and spontaneous, adapt readily to new people and environments. Learn best by trying a new skill with other people.

ESFJ Warmhearted, conscientious, and co-operative. Want harmony in their environment, work with determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal, follow through even in small matters. Notice what others need in their day-to-day lives and try to provide it. Want to be appreciated for who they are and for what they contribute.

INFJ Seek meaning and connection in ideas, relationships, and material possessions. Want to understand what motivates people and are insightful about others. Conscientious and committed to their firm values. Develop a clear vision about how best to serve the common good. Organised and decisive in implementing their vision.

INFP Idealistic, loyal to their values and to people who are important to them. Want an external life that is congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas. Seek to understand people and to help them fulfil their potential. Adaptable, flexible, and accepting unless a value is threatened.

ENFP Warmly enthusiastic and imaginative. See life as full of possibilities. Make connections between events and information very quickly, and confidently proceed based on the patterns they see. Want a lot of affirmation from others, and readily give appreciation and support. Spontaneous and flexible, often rely on their ability to improvise and their verbal frequency.

ENFJ Warm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and motivations of others. Find potential in everyone, want to help others fulfil their potential. May act as a catalyst for individual and group growth. Loyal, responsive, to praise and criticism. Sociable, facilitate others in a group, and provide inspiring leadership.

INTJ Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see patterns in external events and develop long- range explanatory perspectives. When committed, organise a job and carry it through. Sceptical and independent, have high standards of competence and performance – for themselves and others.

INTP Seek to develop logical explanations for everything that interests them. Theoretical and abstract, interested more in ideas than in social interaction. Quiet, contained, flexible, and adaptable. Have unusual ability to focus in depth to solve problems in their area of interest. Sceptical, sometimes critical, always analytical.

ENTP Quick, ingenious, stimulating, alert and outspoken. Resourceful in solving new and challenging problems. Adept at generating conceptual possibilities and then analysing them strategically. Good at reading other people. Bored by routine, will seldom do the same thing the same way, apt to turn to one new interest after another.

ENTJ Frank, decisive, assume leadership readily. Quickly see illogical and inefficient procedures and policies, develop and implement comprehensive systems to solve organisational problems. Enjoy long-term planning and goal setting. Usually well informed, well read, enjoy expanding their knowledge and passing it on to others. Forceful in presenting their ideas.

I N F P

Wellbeing Strategy - Positive Psychology The Southport School is a community in which Wellbeing and Balance are promoted by staff as worthy of pursuit by our boys and young men. The ideal is that all community members develop positive relationships, resilience and a positive disposition so that, through life’s challenges, they will have the emotional strength and strategies to flourish. Based upon Positive Psychology and the five key Elements of Wellbeing (Relationships, Engagement, Meaning and Purpose, Accomplishment and Positivity) our Habits for Wellbeing will educate students, staff and parents about the Elements of Wellbeing that develop leadership of self, leadership of others and culminates in a life of meaning and purpose.

The Habits of Wellbeing 1. Build and maintain positive and productive relationships; 2. Listen carefully and share your thoughts with others; 3. Respect other people and value their contributions; 4. Practise empathy and try to understand others; 5. Get involved in academics, sport, cultural and house

activities; 6. Explore your interests to experience ‘flow’ in work and

activities; 7. Dedicate your time to a team, a group or a cause; 8. Identify what you value and what is important to you;

9. Work with others on things you care about; 10. Set and work towards achieving your goals; 11. Use challenges to expand your talents and intelligences; 12. Discover and grow your strengths; 13. Spend time with others and be a good friend; 14. Show gratitude and express gratitude to others; 15. Reflect upon your positive experiences; 16. Exercise and eat nutritiously; and 17. Spend time outdoors enjoying nature.

Build Relationships

Build and maintain positive and productive relationships Listen carefully and share your thoughts with others Respect other people and value their contributions Practise empathy and try to understand others

Dedicate your time to a team, a group or a cause Identify what you value and what is important to you Work with others on things you care about

Pursue Accomplishment

Set and work towards achieving your goals Use challenges to expand your talents and intelligences Discover and grow your strengths

Cultivate Positivity

Spend time with others and be a good friend Show gratitude and express your gratitude to others Reflect upon your positive experiences Exercise and eat nutritiously Spend time outdoors enjoying nature

Embrace Engagement

Get involved in academics, sport, cultural and house activities Explore your interests to experience ‘flow’ in work and activities

THE SOUTHPORT SCHOOL

Winchester Street Southport Queensland Australia 4215 Telephone +61 7 5531 9911 Facsimile +61 7 5531 9977 Email reception@tss.qld.edu.au

The Corporation of the Synod of the Diocese of Brisbane trading as The Southport School

CRICOS Provider No 00523F

Visit us at www.TheSouthportSchool.com