CURRICULUM AIM The aim of our Junior Secondary curriculum is to prepare students for their Senior School pathways and subsequent careers. The Junior Secondary curriculum aims to consolidate literacy, numeracy and thinking skills and allow students to become lifelong learners. All students will study English, History, Mathematics, Science and Three (3) Year 9 / electives. Students will complete a comprehensive program in Health and Wellbeing. Elective subjects need to be carefully considered to allow for students to build on existing skills and interests and to adequately prepare for the rigour of Senior School. Take the time to understand what each subject offers and where it will lead. Seek advice on your decisions from the Guidance Officer if necessary. There are many important decisions you have to make while at school. Some of the most important are concerned with your choice of electives beyond Year 8. These are important decisions because since they may affect senior schooling subject choices, future pathways and career options. Your elective selections can also directly affect your success and enjoyment at school. This Curriculum Handbook is designed to assist you to make realistic and appropriate elective choices that will suit your abilities, interests and future life pathways. Read through the Handbook carefully. Make your choices carefully – the timetable is built around your choices and once constructed you are locked in. Some subjects incur a consumable cost indicated in this guide. Items made in the study of these subjects become the personal property of the student. Process for Subject Selection: Step 1 Students will be issued with, Subject Selection Form and a Student Resource Scheme Agreement form

during Term 3

Step 2 Students and parents are encouraged to seek advice from Guidance Officer, Junior Secondary Head of Department and other staff if needed.

Step 3 Students select electives then return signed, completed forms.

NB. Electives selected are not guaranteed – variable factors may influence the final electives studied.

Step 4 All students’ choices checked by Administration

Step 5 Students wishing to gain a place in a Development Academy program (AFL, Netball, Music, SMA) must complete the necessary paperwork for an audition or trial. (New enrolments only)

Step6 After submitting the Subject Selection Form, students should negotiate subject selection changes where appropriate/necessary. To obtain a subject selection change, a letter signed by a parent/guardian is required to be submitted to administration.

Step 7 Students will be issued with their timetable on the first day of the school year.

Year 9 Curriculum Handbook

Narangba Valley State High School

Choosing Subjects

Overall Plan As an overall plan, it is suggested that you choose electives

you may already have had some success

help you to reach your chosen career/careers, or at least keep many careers open to you

suit your selected pathway; tertiary or technical

develop skills, knowledge and attitudes useful throughout your life

you enjoy This may sound difficult, but if you approach the task calmly, follow the guidelines provided and ask for help, you will come up with a list of electives that meet your needs. Guidelines 1. KEEP YOUR OPTIONS OPEN Whilst many students in Year 8 have thought about their future they are still uncertain about courses or careers they would like to follow after they have finished school. It is wise, therefore, when looking at subject choice, to keep your options open. This means choosing a selection of electives, which makes it possible for you to continue thinking about your career choice over the next four years.

In Year 9 you are required to study: The core subjects of: 3 electives chosen from areas including:

English

Humanities

Mathematics

Science

Health and Wellbeing

Business and Accounting

Dance

Drama

Food Studies

French

Health and Physical Education

Health and Nutrition

Home Economics

ICT

Industrial Technology (Manufacturing)

Industrial Technology Studies

Japanese

Junior Graphics

Media

Music

Practical Art

Visual Art Development Academy Programs:

AFL

Music

Netball

SMA Note: If in the event there are low application numbers for an elective subject it may be removed from the timetable. Year 9 students also have the opportunity to select an Instrumental Music Program in addition to their curriculum choices.

2. THINK ABOUT CAREERS It is helpful to have some ideas about possible career choices at this stage, even though you may change plans or review decisions during Year 9. To help you with your career exploration, talk to the Guidance Officer. Other career guidance can be accessed via:

Job Guide – available from the Guidance Officer and at www.jobguide.deta.gov.au

Career information and literature from the Guidance Officer

Internet sites such as www.myfuture.edu.au & www.qcaa.qld.edu.au, www.tafeqld.edu.au (see the Guidance Officer for a more complete list)

Doing “Career Builder” a computer career program (with assistance from the Guidance Officer)

After checking through this information, it is likely that you will come up with a list of electives needed for courses and careers that interest you. 3. MAKE A DECISION ABOUT A BALANCED COMBINATION OF SUBJECTS THAT SUITS YOU.

It is important to remember that you are an individual, and that your particular needs and requirements in elective selection will be quite different from those of other students. This means that it is unwise to either take or avoid an elective because:

someone told you that you will like or dislike it

your friends are or are not taking it

you like or dislike the teacher

Be honest about your abilities and realistic with your career aims. There is little to be gained by continuing with or taking advanced levels of electives that are proving difficult despite putting in your best efforts. Similarly if your career aims require the study of certain electives do you have the ability and determination to work hard enough to achieve the necessary level of results in those electives? 4. BE PREPARED TO ASK FOR HELP

If you need more help then seek it, or you may regret it later. Talk to your parents, teachers, HOD Junior Secondary, Guidance Officer, and the school administration. You’ll be doing yourself a favour.

Subjects incurring a material charge per year: YEAR 9

HOME ECONOMICS FOOD STUDIES JUNIOR

GRAPHICS INDUSTRIAL

TECHNOLOGY MANUFACTURING

$15.00

$15.00

$20.00

$40.00

PRACTICAL ART VISUAL ART SMA INDUSTRIAL TECHNOLOGY

STUDIES

$45.00

$45.00

$200.00

$40.00

INSTRUMENTAL MUSIC

MUSIC DEVELOPMENT

ACADEMY

AFL ACADEMY NETBALL ACADEMY

$75.00 – Levy

NIL

$50.00

$50.00

Core Subjects

English

Students will read and respond to a variety of texts including a novel, poetry, plays and non-fiction texts. They will develop their skills in writing, speaking, listening, reading and viewing in order to fulfil purposes that are creative, persuasive or analytical. Classes will be developed according to demonstrated ability in English and are designed to cater to the needs of individual students. Literacy lessons occur for the first 35 minutes of the English period. These lessons address the specific abilities of each student and focus on improving comprehension, reading and writing skills. Students working below their appropriate reading age focus on decoding skills; those reading at the appropriate level focus on comprehension skills; while those students who are reading above their level, focus on strategies for higher level thinking. Year 9 English is a preparatory course for either Senior English or Essential English. During the year, students will work on improving their English skills as well as practising writing in the generic structures required for years 10 to 12 English. There will be a focus on the improvement of writing and speaking skills – in particular; correct grammar, punctuation, spelling, vocabulary and sentence structure. Students will study units that will provide them with the necessary knowledge to complete their studies in the senior years of English as well as broaden and deepen their understanding of the language, famous poets and literature – both canonical and contemporary. Units of work are designed to be challenging and interesting and may vary according to the needs and abilities of the students. Students will be assessed on their literacy levels once a term and through a combination of spoken and written tasks across the year.

FURTHER PATHWAYS

English

Essential English

Senior English

(Tertiary)

Years

9&10

Years

11&12

Humanities Students will study one semester of History and one semester of Geography.

History

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 from earliest times. It enriches our

appreciation of how the world and its people have changed, and 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.

History, as a discipline, has its own methods and procedures that make it different from other ways of understanding

human experience. Historical study is based on the evidence of the remains of the past. It is interpretative by nature,

promotes debate and encourages thinking about human values, including present and future challenges. It develops

transferable skills associated with the process of historical inquiry, including the ability to ask relevant questions, critically

analyse and interpret sources, consider context, respect and explain different perspectives, develop and substantiate

interpretations, and communicate effectively.

FOCUS FOR YEAR:

The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a

period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and

imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in

World War I 1914-1918, the ‘war to end all wars’.

The content provides opportunities to develop historical understanding through key concepts, including evidence,

continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be

investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for

historical inquiries.

Unit No

Focus Area Assessment Duration

1 The Making of the Modern World: The Industrial

Revolution

Extended Written

Response to Stimulus

10 weeks

2 Australian Identity: Impacts of involvement in

War

Written Response to

Historical Inquiry

10 weeks

In History, it is an expectation that the students are prepared and have the required equipment for each lesson.

Homework is set regularly and is critical to the success of the course of study. In addition, assessment tasks are

completed both during and at the end of each unit. Each piece will have specific relationship to the work covered in class

and will be discussed in class time. Students will also be required to work on assessment tasks both during class time and

at home. It is a requirement that all written assessment pieces have drafts and that they are handed in on the required

due date. In addition, in accordance with the assessment policy, which can be found in the school Learning Journal final

copies of the assessment piece must be handed in on the required due date..

Geography

Geography is the investigation and understanding of the Earth and its features, and the distribution of life on Earth, including human life and its impacts. It is the study of the many different “places”, or environments, which make up our world, and is described as “the why of where”. “Places” are specific areas of the Earth’s surface, and can range from a locality, to a country, to a major world region. Geography answers our questions about why places have their particular environmental and human characteristics; how and why these characteristics vary from place to place; how places are connected; and how and why they are changing. Geography examines these questions on all scales, from the local to the global, and over time periods that range from a few years to thousands of years. It also looks forward, to explore ways of influencing and managing the future of places, including their environmental, economic and social sustainability. Geography also nurtures students’ curiosity about places and the differences between them. It responds to their wonder about the world and its diversity, and teaches them how to explore this world directly through field work, and indirectly through other types of investigation. It develops a geographical imagination that enables students to relate to other places and people, and to appreciate the cultures and perspectives of others. FOCUS FOR YEAR: The Year 9 curriculum for the Social Sciences subject of Geography aims at allowing students to investigate the social and physical aspects of the societies in which people live. The complex study of Geography incorporates the connections between cultures, economies, political systems, environments and landscapes across the world. Students will learn to investigate, research, critically analyse, and evaluate issues in preparation for further study of any of the Authority subjects within the Humanities field; Senior Geography, Ancient History, Modern History and Legal Studies.

Unit No

Focus Area Assessment Duration

1 Geographies of Interconnectedness Short response exam

10 weeks

2 Geographies of Interconnectedness Multimodal Research

assignment

10 Weeks

Homework is set regularly and is critical to the success of the course of study. In addition, assessment tasks are

completed both during and at the end of each unit. Each piece will be discussed and scaffolded in class time and have

specific relevance to the work covered in class. Students will also be required to work on assessment tasks at home. It is

a requirement that all written assessment pieces have drafts and that they, and the final copy, are submitted on the

required due date (in accordance with the Assessment Policy, which can be found in the school Learning Journal).

FURTHER PATHWAYS

Humanities

Geography Modern History Ancient History Legal Studies

Legal Studies

(Tertiary)

Social & Community Studies Tourism

(Vocational)

Year

10

Years 11

and 12

11&12

Maths

All Junior Maths students will study units based on the Australian Curriculum. This covers the core topics of Number and Algebra, Measurement and Geometry, and Statistics and Probability. Students engage in the program through a variety of learning activities involving textbooks, ICTs and faculty provided resources.

By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognize the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.

Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.

In addition to the above Australian Curriculum-based program, students will spend significant time each week developing their numeracy knowledge and skills. Strategies such as Problem Solving Teaching and Reciprocal Maths Teaching may be employed. Additionally, students will have the opportunity in the first ten minutes of every lesson to improve their abilities in fluency and automaticity. Students will rotate through activities which are a mix of hands on, ICT-based and also, pen and paper-based. As well as the usual stationery required for all subjects, students will need a scientific calculator.

Science

In Year 9 Science, students complete a course of study based on the Australian Curriculum. Students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They will come to understand that science is a body of knowledge, developed through human observations and inferences that may reflect diverse values and beliefs. Students will be taught that scientific knowledge is dynamic, and that theories are reviewed in the light of new evidence. This should lead them to an understanding of science as a way of thinking and working, and that their scientific knowledge can be applied to make responsible and informed decisions about real-world issues. Students use the essential skills of scientific enquiry to develop and demonstrate their understanding. They will be required to demonstrate this knowledge through a variety of assessment tasks, including: data tests, research assignments and experimental investigations. Year 9 students study science over three (3) 70 minute lessons each week, with each class exposed to: a Theory lesson where students orientate with and integrate new scientific information and knowledge; a skills lesson where students are challenged to apply literacy and numeracy fundamentals in a scientific context; and a practical lesson where students conduct experiments to demonstrate their learning from their theory and skills lessons through data collection and analysis. Students are assessed against 3 criteria: understanding, skills and science as a human endeavor. Throughout the year students are exposed to 4 set disciplines of science, with 2 units in each and contexts used to engage and orientate students. The Year 9 Topic Order is:

Term Discipline of science Context

1 Earth and Environmental

1. Radioactive Isotopes

2. Changing Earth

2 Chemistry

1. Chemical Patterns

2. Chemical Reactions

3 Biology

3. My life in Balance

4. Responding to Change

4 Physics

5. Particle Energy Models

6. Wave Energy Models

To ensure all students learning needs are catered for, some classes will be streamed to provide extra enrichment or support where required.

Elective Subjects

Business and Accounting BAC

This course is recommended for students who want to own their own business, work in an office or study business or accounting at TAFE or University. Working in the Business World requires a certain knowledge of business procedures, skills and the confidence to use computer technology. In this subject, students will propose a business plan for an original business idea, produce a range of documents for a business, prepare and create information and financial systems using spreadsheets and apply the skills of workplace communication. Students will have an introduction to Accounting, accounting transactions and budgeting for a business. The topic of Financial Literacy will also be covered where students will learn to make informed and effective financial decisions. Assessment will take the form of Multimodal Presentations, Case studies and Tests.

TERM 1 TERM 2 TERM 3 TERM 4

Accounting Financial Documents Literacy & Numeracy

Business Plan (Shark Tank) Personal Economics (ESSI

Money) E-Business

FURTHER PATHWAYS

Years 9 & 10

Business and Accounting

Years 11 & 12

Accounting

(Tertiary)

Economics (Tertiary)

Certificate II In Business (Vocational)

Business

(Tertiary) Certificate III In Business (Vocational)

Dance DAN

Dance makes use of natural movement skills and offers limitless possibilities for refining and organising these skills through practical movement classes. Students will exercise thinking skills, especially those related to memory and oral comprehension. This provides opportunities to confront and resolve many problems including space, rhythm, sequence, and composition. Units will be derived through the three organisers of Choreography, Performance and Appreciation. These areas will challenge students through the exploration of practical skills in dance as well as developing their analytical skills through short dance analysis essays. This will build the foundation of theoretical understanding of dance in conjunction with extending literacy skills.

Dance is an innovative challenge for students who love the idea of being involved in performing! This course links to Year 10 – Dance

Drama DRA

Drama is all about developing the skills of the confident communicator and performers. Whilst this is explored through theatre and drama itself, it is also developed through team building, trust and problem solving activities. Drama will develop students’ abilities in time management, leadership and team participation. In year 9, students will explore a range of theatre styles, and respond through performance, scriptwriting and written analysis. Skills such as this will assist students’ in both their academic and vocational goals. This course links to Year 10 - Drama

Home Economics HEC

This course is based on Food and Nutrition and Textiles Technology from within the Australian Curriculum for Health and Physical education and Design and Technologies learning areas. An equal proportion of time is spent on both topic areas. The well-being of individuals and families is the core theme for all topics undertaken in this course. Specific topics that students may study during the course include; Sustainable Nutrition, Adolescent Nutrition, Sustainable Textiles, What Are Textiles?

Students will be expected to work individually and in groups and will be asked to communicate ideas effectively to achieve outcomes. Students will be expected to bring ingredients from home when cooking and some textile items for the textile component of the course. Some food products will be consumed by students at school, while others will be taken home.

FURTHER PATHWAYS

Home Economics

Food Studies

Hospitality Practices SAS

(Vocational)

Nutrition and Wellbeing Studies

Years

9&10

Years

11&12

French FRE

Unit 1, ‘La Vie Scolaire’

Discuss school life and expectations

Describe timetable and classes

Give opinions and preferences regarding subjects and teachers

Compare school life in Australia and francophone countries

Unit 2, ‘À La Maison’

Describe their house and room

Discuss chores and household duties

Compare houses and chores in Australia and francophone countries

Give descriptions of family members’ physical appearance and personality

Unit 3, ‘La Mode’

Describe their own ‘look’

Give opinions about fashion and its importance to teenagers

Discuss their preferences regarding how they make purchases

Investigate the contribution France has made to fashion throughout history

Unit 4, ‘La Culture Française’

Investigate an example of French culture (book/film/art/music/theatre/sport)

Discuss the selected medium and give opinions about it

Discuss French culture and how it differs from that of Australia

Identify how and where French culture is present, both in Australia and around the world

FURTHER PATHWAYS

French

French (Tertiary)

Years

9 &10

Years 11 & 12

11&12

Japanese JAP

The study of Languages seeks to provide students with a more balanced view of cultures and languages, including their own, by developing their individual skills and self-discipline through the content of the Japanese language. Learning experiences, including those of self-expression, should stimulate thinking, communication and promote exploration of the concepts of language, culture and communication. We are committed to:

Fostering a love of language learning and the vagaries of communication in all languages

Promoting the use of complex reasoning in learning about and examining the languages, as well as in

communicative strategies employed in communicative tasks

Providing opportunities both in and out of class to put students’ language skills into practice in real-life situations,

including the use of technology to communicate

Providing high quality resources and teacher-student experiences in the classroom

Being pro-active in the search for successful, original and experimental practice, including technological

Units of study: Maze Runner – Students will learn the language, cultural practices, expression, intonation and pronunciation of directions, positions, locations, counters for streets, traffic lights, street names and Japanese addresses, measurement, dates, the time it takes and how to get to where you want to go in Japan. Buy, Buy, Buy – This unit covers all aspects of shopping, use of currency, ordering goods and food, polite dialogue and gift giving customs in Japanese. Overseas Visitors – This unit examines the Australian Tourism Industry in relation to the reasons tourists may choose to visit Australia, in particular popular destinations for Japanese tourists. Itinerary and travel planning, in Japanese, is the focus for this unit of study. Have a Good Read – Students study the genre of story writing and folk tales with a specific emphasis on traditional Japanese stories. Students create their own Japanese stories using language taught in this unit. Students will have an opportunity to read their stories to local primary school students, which doubles as a transition event for future NVSHS students. Students will also correspond in Japanese using the Language Centre computers and language program, through emails and pen pal letters to students from our Homestay affiliated schools in Japan.

FURTHER PATHWAYS

Japanese

Japanese (Tertiary)

Years

9&10

Years

11&12

Health and Physical Education HPE

The core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, students acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills. Health and Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active. This subject is designed to physically educate students to become thinking performers. Students will study the components that go into producing quality performance and develop and maintain a healthy lifestyle. Students develop the knowledge, skills, processes and attitudes to promote health and wellbeing, actively engage in physical activity and enhance personal development. These components include biomechanics, harm minimisation, personal development and basic game/sport tactics. These topics will be achieved through a number of practical activities including:

Oz Tag

Softcrosse

Ultimate Frisbee

Volleyball

Team Handball

Athletics

Basketball

Softball

This program consists of two lessons per week including one theory and one practical lesson for the entire year. Students are expected to wear appropriate protective equipment such as sunscreen and a hat during practical lessons. This course links to Year 10 – Health and Physical Education.

FURTHER PATHWAYS

Physical Education

(Tertiary)

Certificate III in Fitness (Vocational)

Health & Physical

Education

AFL Development

Academy

Netball Development

Academy

Recreation SAS (Vocational)

(Tertiary)

Years

9&10

Years

11&12

Health and Nutrition HNU

Students develop knowledge, understandings and skills towards making informed decisions about their health and wellbeing. This subject assists students to make informed decisions as well as to take actions to promote their health, safety and wellbeing of themselves and others. The subject consists of a combination of nutrition education in relation to good health as well as a practical focus on health related fitness components of cardiovascular endurance, muscular strength, muscular endurance and flexibility. These components of fitness are essential for the maintenance of good health and wellbeing. Health and Nutrition complements other subjects such as Health and Physical Education, Food Studies and Home Economics and focuses on positive healthy eating behaviours and physical exercise both now and into the future. Fitness activities include:

Yoga/Pilates/Core Stability

Circuit training

Aerobic training

Resistance training

FURTHER PATHWAYS

Health & Physical

Education Health Health &

Nutrition

Years 9 & 10

Certificate II/III Health Support Services

Years 11 & 12

Food Studies FDS

This course focuses on developing a range of technical skills which reflect basic principles of cookery and food presentation. There is a very strong emphasis on developing practical skills and the theory behind these. Specific Topics that students may study during the course include; Food Preparation Techniques, Food as a Socialiser, Cereal Products, Use of Convenience Foods.

Expectations:

Students will be expected to work individually and in groups and will be asked to communicate ideas effectively to achieve outcomes. Students will be expected to bring ingredients from home each week. Some food products will be consumed by students at school, while others will be taken home.

FURTHER PATHWAYS

This course links to Year 10 – Home Economics, Nutrition and Wellbeing and Food Studies

Years

11&12

Years

9&10 Home Economics

Food Studies

Hospitality Practices SAS

(Vocational)

Nutrition and Wellbeing Studies

ICT ICT

In Year 9 ICT, students will learn foundation ICT skills that will enable them to design, develop and evaluate a range of digital products. These skills are valuable for students in this generation in order to be confident users of technology. Students will discover how to create and manipulate digital images, simple 2D animations, animated 3D worlds and computer coding using a variety of software. They will be introduced to programming fundamentals to create games and animations. Students will be introduced to the Design, Develop and Evaluation cycle including the CIPP (Context, Input, Process and Product) model. Assessment will take the form of Assignments and tests.

TERM 1 TERM 2 TERM 3 TERM 4

Adobe Photoshop Literacy & Numeracy

Gamemaker

Coding

HTML Editor

FURTHER PATHWAYS

ICT (Certificate I in IDMT)

Digital Solutions (Tertiary)

Certificate II in IDMT

(Vocational)

Years 9 & 10

Years 11 & 12

Industrial Technology (Manufacturing) ITM

This course would suit those students who have an interest in manufacturing processes and manipulation of materials. Students gain knowledge and practice of safe work habits in the workshop environment. They make a variety of practical projects out of wood, metals, plastics and some electronics. This course focuses on the nature of materials, their design characteristics and ways we can use them for our own purposes. Assessment takes the form of practical projects, related theory components and end semester test. Students must also have a Curriculum Activity Risk Assessment (CARA) form signed by their Parent/Carer to participate in this subject. Students require 48 page lined exercise book, A4 display folder, 2H pencil, eraser and SAFETY GLASSES.

Cost: $40.00

Industrial Technology Studies ITN

Entry to this subject is by written application only. Prerequisite: Must have high passes (Min B) in Math, Science, English and Design and Technology (3D CAD) in Year 8. The Industrial Technology Studies program emphasises theory and report writing within the Engineering field. It investigates Engineering Principles and Mechanics, Material Science, System Analysis and Product Design. Students apply the design process to problem solve and formulate design solutions, make proto-type models using the design process, 3D CAD Modelling, 3D printing and Laser cutting. Reports are written that articulate their design intentions. This course focuses on problem solving, testing, development and evaluation. Assessment takes the form of written assignments, related theory components, 3D CAD design and an end of semester test. Due to the Academic rigor of this subject at least 1 Hour per week of homework is required. Students must also have a Curriculum Activity Risk Assessment (CARA) form signed by their Parent/Carer to participate in this subject. Students require lined work book & A4 display folder, 2H pencil, black pen, 64 page exercise book and SAFETY GLASSES.

Cost: $40.00

Junior Graphics GPH

This course of study is a pre-requisite for students contemplating taking Industrial Graphics in year 11 and 12. Students work through a series contextual units of Built environment, Production graphics and Business graphics.

This subject allows students, contemplating employment in Trades, Architecture, Engineering or Design Areas to develop necessary graphic skills.

elements and principles of design

spatial geometry

construction and presentation techniques

Students will experience freehand drawing, formal manual drawing, computer-aided drawing, plan reading and layout procedures. An emphasis is placed on students sketching graphic solutions, refining their ideas using computer drawing programs and presenting folios of work.

Assessment takes the form of Contextual assignments, class work, and end semester test. Students require 45° x 45° set square, 60° x 30° set square, compass, A4 display folders, 2H, HB pencils, eraser and sharpener.

FURTHER PATHWAYS

Year

9/10

Year

11/12 Cet II Electro

Technology

Industrial Technology

Studies Junior Graphics

Senior Industrial Graphics (Tertiary)

Industrial Technology

(Manufacturing) & TTC

Furnishing Studies

(Vocational)

Engineering Studies

(Vocational)

Media MED

The Media in its many forms has become our main source of information and entertainment. This subject allows students to produce and respond to meanings in media texts like films, television, radio, newspapers and magazines. Topics will be drawn from genre and film studies, past, present and future, technologies and how the media presents reality. Studies will be framed by the five key concepts of Media Languages, Technologies, Audiences, Institutions and Representations, and how they relate to all forms of media communication. Students wishing to study Film, Television and New Media (OP Subject) in years 11 and 12 should study Media in years 9 & 10. Assessment is both practical and written.

FURTHER PATHWAYS

Media

Film, TV & New Media

(General)

Years

9&10

Years

11&12

Music MUS

Students in year 9 focus on developing skills that are employed in contemporary music styles, such as Electronic Dance Music (EDM), with a focus on music production and performance. Across the year there are two units of study - EDM and Rock Music. Learning experiences include performance skills on contemporary instruments (guitar, keyboard, drum kit, bass guitar, ukulele, voice) through contemporary repertoire (Pop/Rock); remixing and creation of original EDM works; basic DJ skills and live-looping; PA and lighting setup; and an exploration of social contexts within popular music. Essential music literacy and performance skills are incorporated in unit work throughout the year. Students who are considering further music studies (Music in Practice) into Years 11&12 (and beyond) should select this elective. This course links to Year 10 Music.

Cost: $25.00

FURTHER PATHWAYS

Music Music

Academy

Music in Practice

(Vocational)

Music

(Tertiary)

Extension Music

(Tertiary)

Years

9&10

Years

11&12

Year

12

Practical Art ARP

This is a practical subject designed to cater for students who like "hands on" activities, and is not recommended for students who want to study Visual Art in Years 11 and 12. Students experience a growing awareness of how and why artists are influenced by other artists, their environment and culture and gain an appreciation for ecological sustainability. Students experience and explore materials, techniques and art styles when producing their own 2D and 3D artworks. This course allows them to engage in traditional, modern and contemporary art forms and conventions including painting, printmaking, sculpture, ceramics, collage and drawing. Students document their research, ideas, development and processes through multi-modal assessments, however, the course has a strong focus on practical tasks. Students will be provided with the opportunity to present their finished artworks.

This course links to Year 10 – Practical Art

Cost: $45.00

Note: Visual and Practical Art are incompatible in Year 9. Students are not able to do both subjects.

FURTHER PATHWAYS

Practical

Art

Visual Arts in Practice

(Applied)

Years

9&10

Years

11&12

Visual Art ART

The primary focus of this course is to develop problem solving skills together with creative and analytical ways of thinking. Investigation and innovation is encouraged through a process of inquiry, exploration and experimentation. Each unit allows the student to deeply explore the techniques through a range of different mediums, concepts and processes. Students develop works that respond to teacher-directed exercises and student- directed artworks. Artworks will allow for choice and can come from the following specific media areas of sculpture, painting, drawing, graphic design, ceramics, computer graphics, collage, printmaking and fibre. Students experience a growing awareness of how and why artists are influenced by other artists, their environment and culture and gain an appreciation for ecological sustainability. They analyse and evaluate their own artworks and the works of others from a range of contexts and viewpoints and develop an appreciation of the Arts. Student will be required to complete extended written assignments in this course. This course links to Year 10 – Visual Art

Cost: $45.00

Note: Visual and Practical Art are incompatible in Year 9. Students are not able to do both subjects.

FURTHER PATHWAYS

Visual Art

Visual Art (General)

(Tertiary)

Years

9&10

Years

11&12

Special Programs

Special programs offered in year 9 include:

Development Academy programs by application only. Selected as one elective choice.

Instrumental Music Selected in addition to electives.

Development Academy Programs AFL AFX

Prerequisites: Year 8 AFL Academy or written application (new enrolments)

The AFL Development Academy allows young footballers the opportunity to fast track within the game of Australian Football in order to achieve their optimum level of performance.

The program can be chosen as an elective subject that addresses the key learnings within the Years 7 – 10 Australian Curriculum for Health and Physical Education.

Students must apply in writing for enrolment into this subject.

The program boasts the following features:

Two lessons per week for the entire year

High quality coaching and training programs

Highly accredited teacher/coaches

Skill evaluation and fitness testing

Video analysis of performance

Integrated theory units of work

Participation with premier AFLQ school based competitions

Access to weight training and performance improvement equipment

Fully endorsed and supported by AFL Queensland.

Brisbane Lions affiliate school

Cost: $50.00

Development Academy Programs Netball NBX

Prerequisites: Year 8 Netball Academy or written application (new enrolments)

The Netball Development Academy is a highly comprehensive Sport Academy. It allows young netball players the opportunity to fast track within the game of Netball in order to achieve their optimum level of performance.

The program can be chosen as an elective subject that addresses the Years 7 – 10 Australian Curriculum for Health and Physical Education.

Students must apply in writing for enrolment into this subject.

The program boasts the following features:

Two lessons per week for the entire year

High quality coaching and training programs

Highly accredited teacher/coaches

Skill evaluation and fitness testing

Video analysis of performance

Integrated theory units of work

Access to weight training and performance improvement equipment.

Additional participation in competitions – Vicki Wilson Cup, Cougars Cup, Super 7s

Cost: $50.00

FURTHER PATHWAYS

Narangba Valley Novas

Netball Academy

Physical Education

(Tertiary)

Certificate III in Fitness (Vocational)

Health & Physical

Education

AFL Development

Academy

Netball Development

Academy

Recreation SAS (Vocational)

(Tertiary)

Years

9&10

Years

11&12

Development Academy Program Music MSX

Prerequisites: Equivalent Year 8 Academy (or by application / audition) The Performing Arts Academy is a centre for excellence in artistic expression in the area of music. The Academy program is intended to cater for students considering a career in music and provides a rich educational experience that focuses on students’ individual musical talents. This program is designed to promote and develop the talent and potential of young people in the region. Music Academy for Year 9 is a continuation of the Academy course started in Year 8. New students who wish to enter the course should contact the Head of Performing Arts for information and an application form. Entry to the course is by audition. In brief, students will study core and extension topics. Students are expected to be involved in extracurricular programs including ensembles, workshops, visiting tertiary institutions and professional performances.

FURTHER PATHWAYS

Music

Music (Tertiary)

Music

Academy

Music Studies

(Vocational)

Extension Music

(Tertiary)

Years

9&10

Years

11&12

Year

12

Instrumental Music Co-curricular

Prerequisite: Participation in an Instrumental Music Program is recommended Instrumental Music is a co-curricular subject requiring one 35-minute lesson and one ensemble rehearsal per week. Students will study and perform a broad range of musical styles by taking part in any of the five school ensembles which perform at school and community functions and events, local and Brisbane shows, feeder primary schools, competitions and festivals, and on tour to destinations throughout Australia. It is expected that students will have undertaken Instrumental Music studies in primary school, however new students who show ability, talent and dedication will be accepted. It is recommended that students studying in the Music Academy take part in Instrumental Music for the additional performance experience.

Cost: $75.00

For further information contact the Head of Department – Performing Arts.