de i a year 7 2019 · questions and alleviates any of your concerns. it also describes the year...

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DEUS MEUS ET OMNIA YEAR 7 2019

HANDBOOK

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OUR COLLEGE

PRINCIPAL’S MESSAGEWelcome to Year 7 at Marymount College.

Year Seven students enjoy starting high school. They appreciate the subjects on offer, the extra expectations and the challenge to be organised for school each day. Certainly they are ready for high school and we appreciate the energy they bring.

We want them to enjoy their experience and to succeed. Being organised and keeping up with the work is part of the adaption required for success at high school. It requires enthusiasm, planning and perseverance. There are Pastoral Teachers, Subject Teachers and Parents to help. Using a Student Diary is necessary.

We aim to make learning life-giving. Learning that builds confidence, character and social responsibility. It’s enjoyable work and we want our students to get the most out of their time with us at Marymount College.

Chris NoonanPrincipal

Our vision is life-giving, lifelong learning at school to form young Christians who want to learn, grow and be good citizens throughout their lifetime.

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PHONE NUMBERS

Reception 5586 1000

Sick Bay 5586 1006

Absentee Line 5586 1095

Student Office 5586 1007

Text Hire 5586 1087

Uniform Shop 5586 1014

Finance 5586 1088

OUR COLLEGE

CONTENTSOur College 2

Uniform & Textbook Dates

4

First Week Procedures

5

College Uniform Requirements

6

Getting to school 7

Attendance 8

Term Dates and Public Holidays

9

Social Media and Mobile Phones

10

Communication 11

General Information 12

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OUR COLLEGE

ASSISTANT PRINCIPAL’S MESSAGEI hope this booklet provides you with the answers to many of your questions and alleviates any of your concerns. It also describes the Year Seven curriculum in 2019.

Year 7 is a very exciting, but sometimes challenging year for students as they move to a different structure of schooling. The Information Evening and Orientation Day assist with the smooth transition to the College. The Orientation Day provides an opportunity for the students to have a taste of the routines and experiences of Junior Secondary and also a chance to meet other students and teachers who are part of the supportive environment that is Marymount College.

Throughout the years at the College, students will encounter many new experiences and opportunities. I encourage them to embrace the challenges and make the most of the opportunities offered to them. Embrace academic excellence!

Learning is our core business and at the core of all learning is the ongoing relationship between students, parents and the College. We aim to build a positive environment where open communication is encouraged as we work in partnership to ensure your son or daughter achieve their academic goals.

Welcome to Marymount College.

Katrina NicholsonAssistant Principal Junior Curriculum

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Throughout the years at the College, students will encounter many new experiences and opportunities. I encourage them to embrace the challenges and make the most of the opportunities offered to them.

Year 7 Curriculum 13

English 14

Religious Education 15

Humanities 16

Economics & Business 17

Health & Physical Education

18

French 19

Japanese 20

Mathematics 21

Science 22

Digital Technology 23

Design & Technology (Food)

24

Industrial Design Technology

25

Dance 26

Drama 27

Media Arts 28

Music 29

Visual Art 30

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UNIFORM & TEXTBOOK DATES

ONLINE UNIFORM FITTING BOOKINGS

Tuesday 23 October 2018 Bookings open at 9:00am

Tuesday 6 November 2018 Bookings close at 9:00am

FITTING DATES (by appointment)

Thursday 8 November 2018 3:00pm - 6:20pm

Friday 9 November 2018 8:00am-8:20am 12:00pm - 4:45pm

Saturday 10 November 2018 8:00am - 2:40pm

TEXTBOOK & STATIONERY COLLECTION

Tuesday 23 January 2019 8:00am - 3:30pm

Wednesday 24 January 2019 8:00am - 3:30pm

Thursday 25 January 2019 8:00am - 12:00pm

UNIFORM FITTINGSYour log in and details for booking a uniform fitting online will be emailed to you. Uniforms are available to try on and purchase on the Textbook and Stationery Collection days, however there will be no Uniform Fitting appointments available at these times.

TEXTBOOK & STATIONERY COLLECTIONTextbooks and stationery for all Year levels is available for collection on these days.

• Year 7 stationery packs will be available for sale in January when textbooks are collected

• Bucket hats are compulsory and are to be purchased once school commences. Students will be told when they will be available for sale and will go to the uniform shop with their teacher to purchase.

• Should you be unable to attend and collect your books, please make arrangements to have someone collect books on your behalf.

• If this is not possible, please email [email protected]

SHOES Only black leather, lace-up traditional style shoes are allowed.

• Black joggers sold as school shoes are not permitted

• Shoes with pointed toes or buckles are not permitted

For both boys and girls sports shoes are to be traditional runners. Shoes do not need to be white, they may be coloured.

Slip-on style or canvas shoes not permitted

• Flat sole skate shoes are not permitted

• Ankle high basketball shoes are not permitted

UNIFORM SHOPThe Uniform Shop and Text hire are open Monday to Wednesday from 8:00am-3:30pm, and Thursday 8:00am-1:00pm during school terms.

mailto:[email protected]

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TUCKSHOPPlease Note: The Tuckshop will NOT be open during Week One.

From Week 2 Students can purchase healthy, nutritious food from the Tuckshop each day during Recess and Lunch.

Orders for sandwiches, rolls and wraps are placed by writing in an order book located at the Tuckshop during recess.

For students convenience, the Tuckshop has EFTPOS facilities.

Two vending machines are located adjacent to the Tuckshop, for students wanting to purchase drinks or other items.

The Tuckshop is always looking for volunteers, so if you can spare one day a week, a month, or a term please contact Mrs Maher or Mrs Viney on 5586 1018.

FIRST WEEK PROCEDURES

WEEK ONE WEEK A

MONDAY 28 JANUARY

• Australia Day Public Holiday

TUESDAY 29 JANUARY

• Student Free Day

WEDNESDAY 30 JANUARY (Year 7 first day)

• Wear Formal Uniform

• Meet in the Doyle Centre at 8:25am

• Bring pencil case, morning tea, lunch and half your books

• You will be allocated a locker

THURSDAY 31 JANUARY (All Students)

• Wear Sports uniform

• Bring other half of books

• There will be a whole school assembly in the P&F courtyard

FRIDAY 1 FEBRUARY

• Whole School Swimming Carnival (Pizzey Park)

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COLLEGE UNIFORM REQUIREMENTS

SCHOOL UNIFORMThe full school uniform is to be worn whilst travelling to and from school (except on designated sports days) and at all College functions.

Bags

The navy blue Marymount regulation bag is required and is sold through the bookshop.

Skirts

Skirts are available in two lengths so as to eliminate the need to shorten.

T-shirts

T-shirts with writing clearly visible are not to be worn under the white school shirt.

Jewellery, Make-up

Students are not permitted to wear jewellery or make-up. The only exceptions are a wrist-watch, or a plain cross worn with an appropriate chain. Girls may wear one plain stud or sleeper in each lower ear lobe.

Piercings

Lip, eyebrow, tongue and other visible piercings are not permitted. Large jewelled studs or earrings are not permitted. Clear studs are not permitted.

Students in breach of the uniform policy will be issued with a lunchtime uniform detention.

HAIR For all students, hair should be neat, clean and tidy.

• It should not be cut in an extreme fashion nor should it be coloured in an unusual or extreme way

• For boys, hair should be to the shape of their head and should be no longer than the top of the collar

• Girls’ hair should be tied back at the nape of the neck with a plain tie or blue or white ribbon

• When leaning forward the hair should not obscure the face, for both boys and girls

• Boys are to be clean shaven. Beards, goatees, moustaches, rattails or long sideburns are not permitted

• Boys are not permitted to have their hair tied back

• Students who cannot wear the correct College Uniform on any given day, for a particular reason, can request a variation from their Pastoral Coordinator. This should be a written request from a parent/guardian

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GETTING TO SCHOOL

BIKEThere are bike pathways leading into the school and students must lock their bikes up in a secure area during the day. It is a legal requirement to wear a helmet.

CARWestern Drop-off/Pick-up & Parking Facility

Drivers using the ‘Kiss & Go’ have 30 seconds to pick-up or drop-off their children. The child must be ready to exit the vehicle to the side walk immediately, with all they need to take with them. At pick-up, if the child is not ready or present, drivers will be asked to move on and re-join the queue, via the staff only car park.

If parents need to exit the car for any reason, it is recommended that they park in the Reedy Creek Road public car park.

Eastern Drop-off /Pick-up & Parking Facility

A ‘Kiss & Go’ Drop off facility and an additional 114 carpark spaces are available, at the top of Sunlight Drive.

FINANCIAL ASSISTANCEYou may be eligible for financial assistance for bus fares. Further information on the College website www.marymount.qld.edu.au > Parent/Guardian Information > Bus Service Information.

BUS College Bus Bays are supervised in the morning and afternoon until 3:30pm.

Routes and timetables, as well as information on bus passes and travel assistance can be accessed from these websites:

Surfside Buslines 5571 6555 www.surfside.com.au

• Tweed Heads, Tugun and Palm Beach

• Bonogin & Reedy Creek Link Way

• Westminster Bvd, Elanora, Tallebudgera & West Burleigh

• Mudgeeraba, Worongary & Tallai

• Broadbeach, Miami & Burleigh Waters

• Robina, Varsity Lakes, Cottesloe Dr & Rio Vista Blvd

• Carrara & Robina (Ron Penhaligon Way)

Koala Koaches 5535 2711 www.koalakoaches.com.au

• Tallebudgera (Len Dickfos Rd)

• Tallebudgera (Goolabah Dr)

www.marymount.qld.edu.au

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ABSENCEIf your child is absent from school for any reason (including sickness, family/personal reasons), or late due to an appointment, please advise the Student Administration Office via the Parent Portal ‘Report Absence’ tab or the BCE Connect App ‘Absences’ feature. Alternatively call to advise before 8:30am on 5586 1007 or 55861 095 (leave a message if the lines are busy).

A SMS will be sent to the parent of any student who is marked as absent in the Pastoral Care lesson without notification.

IF YOU ARE UNWELL DURING THE DAYStudents who become unwell during the school day should:1. Inform their Class Teacher who will send them to Sick Bay2. Report to Sick Bay and show staff diary signed by teacher3. Staff in Sick Bay will call a parent to collect the student if

necessary

Students should NOT call their parents to collect them. If this is necessary, a staff member will contact a parent/caregiver.

SIGNING IN LATE OR OUT EARLY If your child is late for school (even if school has been notified) they must sign in at SAO and take a printed slip and pink late slip home for a parent to sign.

If your child needs to depart school early, they must present a note from a parent/guardian and have this signed by their Pastoral Coordinator and Year Coordinator, before coming to SAO to sign out. We do not allow students to meet parents in the Main Carpark, as this is unsupervised during the school day. Please come to SAO to collect your child. There is short term visitor parking in the driveway outside the Main Office.

EXTENDED ABSENCERequests for leave of absence for more than two days must be made in writing to the Principal.

While requests for leave of absence are necessary from time to time, students must accept responsibility for the impacts their absence may have on their learning and achievement.

The Head of Year 7 will endeavour to assist the student, provided they make a timely and reasonable request for details of work and assessment prior to their absence. Special Consideration will be given where necessary.

ATTENDANCE

RESPONSIBLE THINKING PROCESS This process ensures most students resolve issues without parent or administration intervention. The process and key staff, support students who need help. Many students never do. Those who do quickly work out what the expectations are and how to resolve issues with their teachers when they have a problem. A small number of students struggle and parents, Pastoral Coordinators and Administration will become involved. We believe the tone of the school reflects good relationships and very effective processes in providing high quality pastoral care and support to our students.The Responsible Thinking Process works around the College’s 3 simple rules:1) Say the right thing 2) Bring the right thing 3) Do the right thingThese rules are designed to ensure that all students have the ability to learn without distraction and to be safe and happy in the College environment.

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TERM DATES AND PUBLIC HOLIDAYS

2019 TERM DATESTerm One Wednesday 30 January - Friday 5 April

Term Two Tuesday 23 April - Friday 28 June

Term Three Monday 15 July - Friday 20 September

Term Four Tuesday 8 October - Friday 6 December

2019 PUBLIC HOLIDAYSSaturday 26 January Australia Day

Monday 28 January Australia Day Holiday

Friday 19 April Good Friday

Saturday 20 April Easter Saturday

Monday 22 April Easter Monday

Thursday 25 April Anzac Day

Monday 6 May Labour Day

Friday 30 August Gold Coast Show Day

Monday 7 October Queen’s Birthday

BELL TIMESMON TUES/WED/FRI THURS

Staff Briefing 8:20am

Warning Bell 8:30am 8:25am 8:25am

Pastoral Care 8:35am 8:30am 8:30am

Period 1 8:53am 8:48am 8:48am

Period 2 9:44am 9:40am 9:31am

Recess 10:32am 10:29am 10:11am

Period 3 10:55am 10:52am 10:34am

Period 4 11:46am 11:44am 11:17am

Lunch 1 12:34pm 12:33pm 11:57am

Lunch 2 12:54pm 12:53pm 12:20pm SPORT

Period 5 1:18pm 1:16pm

Period 6 2:09pm 2:08pm 2:37pm

CO-CURRICULARMany opportunities are available for extra curricular involvement in College life, including:

• Chess• Choir• Debating • Families Back on Track• Insiders: reporting and

photogrpahers• Instrumental lessons• Interact• Makerspace• Mooting • Musical• Opti-MINDS• Public Speaking• Readers Cup• Rosie’s - Friends on the

Street• Rostrum Voice of Youth• St Vincent de Paul• Vinnies Youth

Students are encouraged to ‘have a go’ beyond the classroom and develop their personal confidence, social skills and capacity to contribute to the community.

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SOCIAL MEDIA AND MOBILE PHONES

MOBILE PHONESMobile phones are not to be used for telecommunications (i.e. phone calls, texting and social networking) during school hours.

Mobile phones are required to be stored in the student’s locker from the time they arrive at school until dismissal at the end of the school day.

If a student is observed to be using a mobile phone, or has a mobile phone in their possession, then the phone will be confiscated.

The student will be directed to SAO to hand in their phone where it will be clearly labelled and secured until the student is able to retrieve it at the end of the school day.

If there is a second offence, the same procedure will occur with the parent to be contacted regarding the matter.

On the third occasion a student is observed to be using a mobile phone, or has a mobile phone in their possession, the same procedure as step one will occur with an additional interview with the student and parent to take place .

STUDENT USE OF SOCIAL MEDIAStudents engaging in social media will ensure that:

Any activity complies with the guidelines set out in the Student Behaviour Support Policy (Including Anti-Bullying Provisions).

• You do not attempt to connect, request ‘friends’ or follow any teachers or employees of Marymount College.

• You take reasonable steps to exclude the College, including uniforms and logos from any personal posts or uploads.

• No representations or statements on behalf of Marymount College are made unless authorised by the Principal.

• No statements or uploads are made, that are perceived to be disparaging, abusive, harmful or derogatory towards Marymount College or any students, staff or families.

• You do not breach any confidentiality, trust or privacy of any students, staff or families.

• You do not engage in any on-line activity which could bring Marymount College or any students, staff or families reputation into disrepute.

• You do not create any page or false identity which could cause harm or damage to Marymount College or any students, staff or families.

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COMMUNICATION

Newsletter

The weekly newsletter contains all the information you need to know about what is happening at Marymount College. You will receive an email with a link each Friday afternoon. Please take the time to read this information. Printed copies are available in the Main Office and SAO. Previous issues are available on the College website.

Email

We will regularly send email with information about upcoming events. Permission for excursions is now sent electronically via EdSmart. Please ensure you have supplied a current email address.

SMS

The College will send SMS reminders to the Main Contact, for important events, and also to advise if your child was absent from Pastoral Class.

Parent Portal

Use the Parent Portal to notify an absence, view student information, reports, assessment schedules, excursion letters and more. An email with information on how to access will be sent to you early in the school year.

Website

There is a range of useful information for parents on our website www.marymount.qld.edu.au

BCE Connect App

Download the College App from Apple Store or Google Play. Once you download BCE Connect, search for Marymount College and mark as a favourite. The app is a useful way to access information on the go. We can also send you push notifications if there are announcements.

Facebook Page

www.facebook.com/marymountcollegeburleighwaters The facebook page is updated regularly with news and photos of student life and events happening at College.

It is important that the College is kept up to date with any changes in address, phone numbers, and email addresses, so that we are able to contact you quickly.

RECORD BOOKParents are asked to sign their child’s record book weekly. It is a very important communication tool between school and home. Stamps are received in the record book for non-completion of homework and classwork, and for not bringing the correct equipment to class. (3 stamps = letter home). Email notifications will be sent advising parents if student’s work habits in the areas of homework, equipment and classwork are of concern.A notification will also be emailed if assignments are not submitted by the due date.

REPORTINGReports are completed three times a year. You will be sent an email to let you know when reports are available on the Parent Portal.• Interim Report (End of

Term One)• Semester One Report• Semester Two Report

PARENT/TEACHER INTERVIEWSThere are two opportunities to meet with your child’s teachers each year. Information regarding online bookings will be sent home with reports.

• Term Two, Week Two• Term Three, Week Two

www.facebook.com/marymountcollegeburleighwaters

GENERAL INFORMATION

LEARNING SUPPORTLearning Support at Marymount is based on an inclusive model of education where most support is delivered in the classroom.

The Learning Support staff is made up of three Support Teachers- Inclusive Education, a School-based Speech Pathologist and a team of teacher aides who work with class teachers to provide support and adjustments for those experiencing barriers to their learning, whether short term or long term.

A number of extra-curricular activities to extend students looking for a challenge, such as Debating, Chess and Opti-Minds are offered through the Centre. Homework Club is another opportunity available to students who want to access extra assistance from the Support Teachers- Inclusive Education.

Students and parents are encouraged to contact the Learning Support Centre when they have concerns regarding issues that may affect learning.

HOMEWORK CLUBThis support is provided from 3.10pm - 4.30pm on Thursdays. Students are welcome to utilise as much of that time as is required. There is no need to make a booking, students come to the Library.

MATHS TUTORINGMaths Tutoring is available for all students on Friday during lunchtimes in Room A2. Students can work on homework, or assignments and receive help from Maths Teachers. Assistance with maths especially for students in Year 7 and 8 is provided on Tuesday lunch times.

LIBRARY & RESOURCE CENTREThe Library and Resource Centre provides easily accessible, relevant resources to support student learning.

The Teacher Librarian is available to offer guidance to students in completing their research assignments and locating appropriate resources both digitally online and from the book collection. We encourage students to be cooperative, critical thinkers and problem-solvers who make informed decisions. Our Makerspace allows dynamic learning of a self-driven kind, inspiring students to succeed and boosting their confidence in hands-on learning.

YEAR 7 SUBJECTSTerm 1 Term 2 Term 3 Term 4

Religious Education

English

Mathematics

Science

Humanities

Health & Physical Education

Elective 1 Elective 3 Elective 5 Elective 7

Elective 2 Elective 4 Elective 6 Elective 8

* Students will study Digital Technologies twice during the 18 month period

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YEAR 7 CURRICULUM

Students continue studying the National Curriculum in Year 7 with access to core and elective subjects. All students study Religion and the National Curriculum demands a major focus on core subjects: English, Maths, Science, History, Geography and Health & Physical Education.

Students also complete core elements from Civics & Citizenship and Personal & Social Development Education, which are embedded across the core subject areas.

Most significantly, students will be introduced to elective subject areas completing two rotations each term. They subsequently choose two electives to study for a semester each in Year 8.

Students in Year 7 (and Year 8 Semester 1) will study the following elective subjects:

CORE SUBJECTS

RELIGIOUS EDUCATION MATHEMATICS

ENGLISH HEALTH & PHYSICAL EDUCATION

HUMANITIES SCIENCE

LANGUAGES

• French• Japanese

TECHNOLOGIES

• Food Technology• Industrial Design &

Technology • Digital Technologies 1• Digital Technologies 2

ARTS

• Dance• Drama• Media Arts• Music• Visual Arts

HUMANITIES & SOCIAL SCIENCES

• Economics and Business

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ENGLISHCORE SUBJECT

SUBJECT OVERVIEWThe Year 7 English program is developed in accordance with the Australian National Curriculum and is built around the three interrelated strands of Language, Literature and Literacy. Each of the program’s four units is designed to develop students’ knowledge, understanding and skills in preparation for their senior years of schooling.

Students examine a range of contemporary literature, including poetry and novels, as well as media material that is directly relevant to their present and future lives. An increased level of challenge is built into tasks throughout each year as students move through their middle years of schooling. These tasks are purposefully aligned with the text structures and cognitive demands of the senior ATAR system.

Technical control of language is emphasised through a strong focus on grammar, vocabulary, spelling and expression. Students learn how to master writing for a particular purpose and audience. Comprehension is also an integral part of the English program in the middle years, with students developing their skills in literal, inferential and evaluative understanding.

The English program is designed to assist students to become self-directed learners. Feedback is purposefully shaped to help them develop independence in editing and refining ideas.

Topics Studied

• Poetry to Prose: Imaginative

• Take a Stand: Persuasive• A Novel Idea: Analytical• Beyond Words: Visual

Literacy

Assessment• Written imaginative

(exam conditions)• Spoken persuasive• Written analytical (exam

conditions)• Spoken multimodal• Multiple choice

comprehension (exam conditions)

Extension Activities• Readers Cup• Debating• Write a Book in a Day• Marymount Insiders• Spelling Bee

Pathways to Junior Subjects

• English

Pathways to Senior Subjects

• English• English Literature• Essential English

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RELIGIOUS EDUCATIONCORE SUBJECT

SUBJECT OVERVIEWAt Marymount College a Catholic view about Learning and Teaching is reflected in both dimensions of Religious Education, namely, the classroom teaching and learning of religion and the Religious Life of the School. We draw upon the Catholic Christian tradition in ways that are mindful of local contexts and the ecumenical and multi-faith realities of contemporary culture. Students at Marymount College are expected to participate fully in the Religious Education Program. This includes the formal in-class work and the broader religious life of the College (Reflection Days off campus, Liturgies, Prayer Life, Feasts and Celebrations, Outreach and Social Justice).

Religious Education is a compulsory subject and is studied for five periods per fortnight. Students are expected to complete set tasks encouraging them to be lifelong learners and to develop their religious literacy. The Religious Education program at Marymount College has been prepared in accordance with Archdiocesan guidelines and approved by the Brisbane Archdiocesan Accreditation panel. It is not static and continues to develop to meet the students’ needs.

Students are provided with opportunities to demonstrate overall performance according to the year level achievement standard and learning intentions. This is monitored and recorded in student folios. The four strands studied are: Beliefs, Church, Christian Life and Sacred Texts. Course content is integrated across the four strands and designed appropriately for the Marymount College context.

Topics Studied

• Where It All Began• The Power of Words• Doing Good• Sacraments and

Sacramentality

Assessment

• Construction of a Brochure as a Visual Representation of a Religious Order in Australia

• Analysis of Sacred Text and Journal Reflection

• Oral/Multimodal Presentation

• Knowledge and Understanding Test

Pathways to Year 9 and 10 Subjects

• Religious Education


• Study of Religion

• Religion & Ethics

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HUMANITIES

Topics Studied

History Topics• Investigating the Ancient

Past and Ancient RomeGeography Topics• Water in the World,

Place & LiveabilityCivics and Citizenship Topics• Government &

Democracy, National Identity

Assessment

• Assignment• Source and Knowledge

tests• Field Study


• History• Geography• Legal Studies


• Modern History• Ancient History• Geography• Legal Studies

CORE SUBJECT

SUBJECT OVERVIEWThe Year 7 Humanities course combines courses in History, Geography and Civics & Citizenship.

In History, students study units on archaeological evidence from the Ancient World and Ancient Rome, including the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period.

The Geography course covers two units. Water in the World examines the many uses of water, its value as a resource, its scarcity, the water cycle and specific water hazards. The Place and Liveability unit examines factors that influence liveability, including the services and facilities needed to support and enhance our lives. It develops students’ ability to evaluate the liveability of their own suburb and to investigate whether it can be improved through planning.

In the Civics and Citizenship component of Government & Democracy, students will explore the key features of Australia’s system of government, the Australian Constitution and how its features, principles and values shape Australia’s democracy, the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. In the Citizenship, Diversity & Identity unit, students will identify the influences that shape Australia’s national identity.

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ECONOMICS & BUSINESSHUMANITIES AND SOCIAL SCIENCES

SUBJECT OVERVIEWOne term of Economics and Business will focus on students developing an awareness of the business world and the economy in which they live. Consumer and financial literacy is mandatory in the Australian Curriculum.

In this term, students have an opportunity to develop an understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market and the relationships between these groups, as well as how government influences the markets. Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour contributes to business success.

They will also consider the influences on the way individuals work now and into the future.

Students will develop an awareness of:

Business—

• What is it• What types are there• What influences business

The Australian Economy—

• What does economy/economics refer to• What influences our economy

Topics Studied

• Business: What is it, what types are there. How they respond to opportunities in Australia

• Are you an entrepreneur: Characteristics of successful businesses and people

• Markets: Consumer and producer influences, Government influences

• Your working world: why you work, types of work, influences and factors affecting work

• Becoming a smart consumer: Consumer influence, Producer influence, Protection provided

• Financial literacy: Buy smart

Assessment

• Test• Excursion: Treetops

Plaza—consumerism and financial literacy excursion


• Economics & Business


• Accounting• Business Management• Economics• BSB30115 Certificate III

in Business

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HEALTH & PHYSICAL EDUCATIONCORE SUBJECT

Topics Studied

• Swimming• Introduction to Athletics• Oztag• Cardio Tennis• Growing & Changing• Bodyworks (Anatomy)• Super Snacks• The Wealth of Health

Assessment

• Practical Assessment of Performances in Physical Activities (50% of Course)

• Theory Assessment is a combination of content in workbooks, written tests, multi-model presentations and assignments (50% of Course)


• Health & Physical Education

• Advanced Sports Program


• Health & Physical Education

• SIS20115 Cert II in Sport & Recreation/ SIS30315 Cert III Fitness

SUBJECT OVERVIEWHealth and Physical Education is one of the five mandatory subjects from the Australian Curriculum. In Health and Physical Education at Marymount College, students develop the knowledge, understanding and skills to strengthen their sense of self and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing.

Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.

FRENCH

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HEALTH & PHYSICAL EDUCATION FRENCHLANGUAGES

SUBJECT OVERVIEWLearning French is both interesting and rewarding! When you learn French at school you will have the opportunity to

• Use French in everyday situations• Meet French-speaking people and learn about their way of

life• Read and order from French menus, read French magazines

about sport, fashion, music and the cinema• View French films and sing French songs• Write to a French pen friend

Learning French is an investment in your future. Look at these facts!

French is the living and working language of over 300 million of the world’s people.

French is the official language of the United Nations, WHO, UNESCO, OECD, EU, NATO, Red Cross and International Olympic Committee and is widely used in international law, business and diplomacy.

French is a language of business, trade, journalism and science.

Topics Studied

• Personal identity• Family & Animals• Numbers• Pets• Key Verbs

Assessment

• Speaking Exam• Listening Exam• Reading Exam• Writing Exam• Research projects


• French

Pathways to Senior Subjects• French

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JAPANESELANGUAGES

SUBJECT OVERVIEWStudying a foreign language enhances meta cognitive ability (thinking about thinking) and complex reasoning processes. Not only do foreign language learners communicate in different modes, but study how to appropriate language forms to different social contexts. An awareness of the functions of one’s first language is derived from studying Japanese, as well as recognising how culture is embedded within language. As a result, one grows educationally, intellectually, personally, socially and culturally from study in this area. This in turn benefits study in other curriculum areas.

In particular, Japanese language is relevant to students of Marymount College because of the school’s position on the Gold Coast. The thriving tourism industry in the area provides many real life contexts in which students can use their second language. This is complementary to the fact that Australia as a nation prides itself on having positive relations between our Asia Pacific neighbours. Such relations provide endless opportunities for students to use Japanese language in the workforce internally and internationally.

Topics Studied• Greeting• Q&A – personal details• Numbers• Japanese culture• Japanese writing script -

Hiragana

Assessment

• Speaking Exam• Listening Exam• Hiragana Test

Extension Activities

• Japanese Visitors• Biennial trip to Japan

(Years 10-12)


• Japanese


• Japanese

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JAPANESE MATHEMATICSCORE SUBJECT

SUBJECT OVERVIEWMathematics is organised around the interaction of three content strands and four proficiency strands, following the Australian Curriculum. The proficiency strands are Understanding, Fluency, Problem Solving and Reasoning. These strands describe how content is explored or developed, that is, the thinking and doing of mathematics.

The Mathematics curriculum provides the opportunity to apply mathematical understanding and skills in context, both in other learning areas and in real world contexts. Students will use online programs to support their classroom activities and provide alternative learning experiences.

Students develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives. The more mathematically able classes will be exposed to content and experiences in all strands which will develop understanding and higher order thinking processes necessary for the more difficult mathematics subjects in senior school.

Teachers set homework and class tasks as part of the ongoing assessment of the progress and application of the individual.

Results of assessment in Year 7 Mathematics will give the information required to guide placement of students in Mathematics classes in Year 8.

Topics Studied

• Number and Algebra• Measurement and

Geometry• Statistics and Probability

Proficiency Strands

• Understanding• Fluency• Problem Solving• Reasoning

Assessment

• Unit tests• Assignments


• Mathematics Club• Lunchtime Maths

Tutoring • Canterbury College

Maths Comp• ICAS Maths • Maths Olympiad


• Mathematics• Mathematics Extension


• General Mathematics• Mathematical Methods• Specialist Mathematics• Essential Mathematics

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SCIENCE

SUBJECT OVERVIEWIn Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.

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

CORE SUBJECT

Topics Studied

Investigating Science – An introduction to Science

• Chemistry – Going separate ways

• Physics – Let’s get Moving

• Astronomy – To Infinity and Beyond

• Biology – Classification Where do I fit in?

Assessment

• Topic exams• Scientific prac reports• In class tasks• Marble run• Making a Telescope• Skills tests

Curriculum Activities

• Botanic Gardens and Planetarium Excursion


• Science Night• Science Competition• STEM Cup (Year 7 & 8)


• Science

Pathways to Senior Subjects• Agricultural Science• Biology• Chemistry• Marine Science• Physics• Aquatic Practices

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DIGITAL TECHNOLOGYTECHNOLOGIES

Topics Studied

• Portal• Moodle• Algorithms• Software programming• Iteration• Loops• Design-Develop-

Evaluate cycle• Graphing• Spread sheeting• Data web development

using HTML• Photo Editing

Assessment

• Folio of work• Evaluation


• ICT Explorers• NCSS Challenge• Maker Space• Drone Academy• Lego First Robotics• Robo Cup Junior


• Digital Technologies


• Digital Solutions• Information &

Communication Technology

SUBJECT OVERVIEWDigital Technologies in Year 7 is a core subject for two terms. Students will extend their understanding and skills in computational thinking such as decomposing problems and prototyping.

Students will interact with data from our Marymount weather station, explore website design and development and create their own website using HTML and CSS.

Graphic design will also be explored, using Photoshop to design and create an edited graphic.

Text based coding will be enhanced with the introduction of Python language to interact with a chatbot of their creation.

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DESIGN & TECHNOLOGY (FOOD)TECHNOLOGIES

Topics Studied

• Bring It On

Assessment

• Design Task


• Junior Culinary Competition


• Food Technology • Textile & Design


• Design & Technologies (Food)


• Food & Nutrition• Fashion• SIT30616 Certificate III

in Hospitality• SIT30516 Certificate III

in Events

SUBJECT OVERVIEWIn Year 7, students study Food Technology for one term. The course offers students the opportunity to explore food in an exciting and practical way. Students study food as an essential need for the function of the human body and its relationship with good health.

They also learn about the importance of safety and hygiene in the kitchen environment and preparing food. Students learn through developing their practical skills and being exposed to a range of food items.

In practical classes, students prepare a variety of recipes using a number of different cooking methods, including baking, grilling and frying and begin to develop skills in the kitchen which will become an invaluable tool for the rest of their life.

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INDUSTRIAL DESIGN TECHNOLOGYTECHNOLOGIES

Topics Studied

• Engineering Principles and Systems

• Materials and Technologies Specialisations

Assessment

• Design Folios• Practical Design

Responses


• Design & Technologies (Graphics)

• Design & Technologies (Engineering Principles and Systems)

• Design & Technologies (Materials and Technologies)


• CPC10111 Certificate I in Construction

• UEE22011 Certificate II in Electrotechnology

• MEM20413 Certificate II in Engineering

SUBJECT OVERVIEWDesign Technology is an exciting subject that enables students to become creative and responsive designers. They will consider ethical, legal, aesthetic and functional factors and the economic, environmental and social impacts of technological change and how the choice and use of technologies contributes to a sustainable future. The students will develop the knowledge, understanding and skills required to become discerning decision-makers.

Studying Design Technology will motivate students and engage them in a range of learning experiences that are transferable to family and home, constructive leisure activities, community contribution and the world of work.

Student will use emerging technologies, such as Laser Cutter and 3D Printers to produce effective and meaningful solutions to identified problems or opportunities in personal, family, community and global context.

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DANCETHE ARTS

SUBJECT OVERVIEWIn Dance, students use their body to communicate and express meaning through purposeful movement. Students build on their awareness of their body and extend technical and expressive skills by increasing their confidence, accuracy, clarity of movement and projection. They explore dance as an art form through choreography, performance (making) and appreciation (responding).

In Year 7 Dance, students identify and analyse the elements of dance, choreographic devices and production elements in different styles and contexts and apply this knowledge to the dances they make and perform. They choreograph and learn dances which they perform with confidence and clarity, using technical skills appropriate to the style.

Dance, as a performing art, develops students’

• Coordination• Confidence• Creativity• Critical thinking ability • Collaborative skills

Year 7 Dance develops boys and girls in a holistic manner as “… studies show that dance helps reduce stress, increases levels of the feel-good hormone serotonin, and helps develop new neural connections, especially

Topic Studied

• Introduction to Dance including safe dance practices, physical and expressive performance skills

• Improvisation and choreographic process

• Responding to dance from various cultures and contexts, including the hip hop genre and dance of Aboriginal and Torres Strait Islander Peoples

Assessment• CHOREOGRAPHY

PERFORMANCE TASK: Students will learn a short teacher-devised sequence and then choreograph a section of the routine to teach to their group members. Students perform this dance in groups of 3-4.

Extension Activities• Dance Extension Program• Participation in local and

regional competitions • Annual Dance Showcase• Viewing Professional

PerformancesPathways to Year 9 and 10 Subjects• DancePathways to Senior Subjects• Dance• CUA30113 Certificate III

in Dance

27

DRAMATHE ARTS

SUBJECT OVERVIEWDrama enables students to participate in dramatic play, drama and formal theatrical performances. Students make, create and re-create drama through improvisation, role-play, characterisation and interpretation of texts as they plan, rehearse and present their drama to others. Students also reflect on their own drama and the dramatic work of others.

Students are able to participate in extension Drama activities such as entering the Gold Coast Secondary Schools’ Drama festival and the Gold Coast Eisteddfods.

Drama also builds on:

• Creativity – the ability to respond to situations and seek solutions

• Confidence – the ability to act and react to situations and people

• Critical thinking – the identification and evaluation of evidence to guide decision making

• Collaboration – the ability to work with others on a shared event

• Communication – the expression of ideas to others (within the class and to the audience)

• Culture – the exploration of difference and unity, be that historical or geographical

Topic Studied

• Creation of role

• Script work

Assessment

• Scripted and group devised performances


• Evening Drama Excursions to QPAC

• Gold Coast Interschool Drama Competition

• Marymount College Musical


• Drama


• Drama• Drama in Practice

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MEDIA ARTSTHE ARTS

Topic Studied

Unit 1: Media Language (The Start of the Story)

Assessment

Responding Task: • Film Language analysis

Making Tasks:

Preproduction:

• Storyboard

Production:

• Production of short edit• Photoshop Image

Production


• Media Arts

Pathways to Senior Subjects• Film, Television and New

Media• Media Arts in Practice

SUBJECT OVERVIEWThe Year 7 curriculum provides study of Media Arts, which involves students making and responding to media arts independently, and with their classmates, teachers and communities. They explore media arts as an art form.

Students build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks. They build on their understanding and use of time, space, sound, movement, lighting and technologies. They examine the ways in which audiences take meaning and how different audiences engage with and share media artworks.

By the end of Year 7, students:

• Identify and analyse how film language creates media representations for audiences

• Combined use of sound and image to construct and reconstruct meaning for a general audience

• They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning

• Will understand all elements of the preproduction, filming and editing process.

They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.

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MUSICTHE ARTS

SUBJECT OVERVIEWStudents in Year 7 Music begin their repertoire and theory studies with simple, sung songs so as to train the ear and develop intonation.

Theoretical musical concepts are drawn from this repertoire to make conscious the elements and building blocks of Music. Students have the opportunity to then learn these songs on instruments including keyboard and guitar.

Assessment in Year 7 Music involves performance tasks of songs studied in class, as well as written tasks based on the choice of repertoire. Simple composition tasks are also assessed. Class time for written and performance tasks is given, as well as home preparation time.

Topics Studied• Australian and

international folk and cultural music

• The elements of rhythm, beat and metre

• Pentatonic scale• Part-work on voice and

instruments

Assessment• Singing• Playing• Reading • Writing• Aurally and visually

responding to music

Extension Activities• Instrumental Ensembles• Concert Band• Jazz Ensemble• Rock Bands• Musical Band• Vocal Ensemble• Drum Line• Liturgical Music

Ensembles• End of Semester

Concerts• Performance

Opportunities at College Liturgies

• Musical band


• Music


• Music• Music Extension (Year

12)

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VISUAL ARTTHE ARTS

SUBJECT OVERVIEWThe Visual Arts course provides students with the opportunity to develop their inherent imagination, creative problem solving and art making skills.

The subject is predominately practical focusing on the Elements of Design through a range of practical activities. Content includes drawing, painting, collage, mixed media and sculpture (ceramics).

Creating art is challenging and enjoyable, students learn perseverance, accountability, develop judgment and the importance of maintaining focus and dedication to a task. Students are encouraged to develop aesthetic sensitivity, knowledge, understanding and skills in line with the National Curriculum.

Visual Art Extension

Students have the opportunity to attend the ‘Fairweather Art Group’ after school to work on their own art, participate in extension activities or complete art assignments.

Topics Studied• Introduction to Art -

Understanding and applying the Elements of Design

Assessment

• Practical folio of work• Visual Diary


• Fairweather Art Group (All levels)

• Marymount College Musical (assistance with sets)


• Visual Art


• Visual Art• Visual Art in Practice

261-285 Reedy Creek RoadBurleigh Waters QLD 4220

Phone: (07) 5586 1000 | Fax: (07) 5576 2511 www.marymount.qld.edu.au | [email protected]

DEUS MEUS ET OMNIA

www.marymount.qld.edu.au

mailto:[email protected]

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