2016 & 2017 Junior Handbook Subject Selection .docx - 1 - e q · 2016 & 2017 Junior Handbook...

2016 & 2017 Junior Handbook Subject Selection .docx - 1 -

Contents Choosing what to study in Years 9 &10 ................................................................ Pages 2-4

Occupations Related to Subjects Years 9 &10 ...................................................... Pages 5-7

2016 Subjects ...................................................................................................... Pages 8-39

Business (Economics & Business) ................................................................................ Pages 9-10

Civics and Citizenship ................................................................................................... Pages 11-12

Drama........................................................................................................................... Pages 13-14

English .......................................................................................................................... Pages 15-16

Geography .................................................................................................................... Pages 17-18

Graphics ....................................................................................................................... Pages 19-20

Health and Physical Education ..................................................................................... Pages 21-22

Health and Physical Education Extension ................................................................... Pages 23-24

History .......................................................................................................................... Pages 25-26

Home Economics Foods – Introduction to Hospitality ................................................ Pages 27-28

Industrial Technology and Design ............................................................................... Pages 29-30

Japanese ....................................................................................................................... Pages 31-32

Mathematics ................................................................................................................ Pages 33-34

Science ......................................................................................................................... Pages 35-36

Visual Art ...................................................................................................................... Pages 37-38

Instrumental Music ...................................................................................................... Pages 39

2016 & 2017 Junior Handbook Subject Selection .docx 1

Dear Students and Parents

The subject selection process for students is critical in ensuring a successful pathway for future

careers. This booklet provides information necessary to assist with the selection of suitable

subjects and reflects the most recent curriculum information from Education Queensland and

the Queensland Curriculum and Assessment Authority.

At Home Hill State High School, we work hard to ensure every student has a pathway, and we

are here to help make that goal a reality. Generally, students will find that the subjects they

enjoy and that they succeed at, will naturally lead them to the career suitable for them.

Students should not choose subjects just because their friends choose them, they should make

responsible decisions best suited for themselves.

Students may consider pre-requisite subjects needed for post-secondary school studies or

careers when making decisions.

Our staff will assist in the process of subject selection and we encourage students and parents

to begin these conversations as soon as possible. We are happy to provide advice and often the

students’ classroom teachers have good insight into student aptitude for subjects.

This is an exciting time for our young people as they refine their future pathways. Our role is to

assist in making sensible, well informed decisions.

Frank Kingma Principal


Some of the most important decisions you make at school are choosing subjects to take in Years 9 and 10, later leading to your selection of a course of study in Years 11 and 12.

These decisions are important since they may directly affect your success at school and how you feel about school. They may also impact on your career plans when you leave school.

OVERALL PLAN

As an overall plan, it is suggested that you choose subjects which:

You enjoy;

You have enjoyed some success in;

Will help you achieve your chosen career goals or keep your career options open;

Will develop skills, knowledge and attitudes useful throughout your life.

If you follow these guidelines and ask for help when you need it, you should come up with a study program that is appropriate for you and that you will enjoy.

Learning areas

Queensland schools provide opportunities for students to learn in each of eight learning areas, each year from Years 1-9, with the exception of languages. From 2012 languages were mandatory in Years 6, 7 and 8, and may also be offered in other years.

The Queensland Essential Learnings identify what should be taught and what is important for students to know, understand and be able to do in each learning area in Years 1-9.

The learning areas are:

The Arts

English

Languages

Health and Physical Education

Mathematics

Science

Humanities and Social Sciences

Technologies

In Years 10-12 students are supported to make choices about the learning areas and programs to ensure their eligibility for the Queensland Certificate of Education or the Queensland Certificate of Individual Achievement on exiting Year 12.

The knowledge and processes Year 10-12 students should be taught in each learning area offered by their school are specified by:

Choosing what to study

in Years 9 & 10

http://education.qld.gov.au/curriculum/area/lote/index.html

http://www.qsa.qld.edu.au/574.html

http://education.qld.gov.au/curriculum/area/arts/index.html

http://education.qld.gov.au/curriculum/area/english/index.html

http://education.qld.gov.au/curriculum/area/lote/index.html

http://education.qld.gov.au/curriculum/area/hpe/index.html

http://education.qld.gov.au/curriculum/area/maths/index.html

http://education.qld.gov.au/curriculum/area/science/index.html

http://education.qld.gov.au/curriculum/area/sose/index.html

http://education.qld.gov.au/curriculum/area/technology/index.html





syllabuses and guidelines developed or accredited by the Queensland Studies Authority

nationally recognised vocational training

other learning programs

Developing knowledge and skills in literacy, numeracy and the use of Information and Communication Technology is integral to all learning areas.

Australian Curriculum learning areas

The Australian Curriculum will replace the Queensland curriculum as it becomes available.

The Australian Curriculum for Prep to Year 12 has eight learning areas. These include:

English

Mathematics

Science

Humanities and Social Sciences

o History

o Geography

o Economics and Business

o Civics and Citizenship

The Arts (Dance, Drama, Media Arts, Music and Visual Arts)

Languages


Technologies (Design and Technologies ,Digital Technologies)

GUIDELINES

Keep your options open

At the moment you may not know exactly what you want to do when you finish school. This is normal at this stage of your life and means that it’s important for you to explore many options.

It is wise to keep your options open. This means choosing a selection of subjects that makes it possible for you to continue exploring your career options before making more specific decisions in the future.

Think about career options

It is helpful to have some ideas about possible career choices, even though these ideas may change when you learn more about yourself and the world of work.

Your school may have a program to help you with career exploration. If not, talk to your guidance officer or career adviser and check the following sources of information on careers:

myfuture – national career information service at http://www.myfuture.edu.au

Job Guide – available in book form or online at http://www.jobguide.education.gov.au

Career Information available from http://www.studentconnect.qcaa.qld.edu.au/

http://www.qsa.qld.edu.au/10-12.html

http://www.australiancurriculum.edu.au/Home


Other career information such as brochures from industry groups which show the various pathways to jobs in these industries

Google the industry you’re interested in on the Internet to find current information

Employers and other people who are working in the job you’re interested in.

After checking through this information, it is likely that you will come up with a list of prerequisite subjects needed for courses and occupations that interest you. If you are still unsure, check with your guidance officer or career adviser.

Find out about the subjects or units of study offered by your school

It is important to find out as much as possible about the subjects offered at your school. The following ideas will help:

Read the subject descriptions provided by your school;

Talk to the heads of department and subject teachers at your school;

Look at textbooks and resources used by students in the subjects;

Talk to students who are already studying the subjects;

Listen carefully at class talks and subject selection nights.

When investigating a subject to see if it is suitable for you, find out about the content (i.e. what topics are covered) and how it is taught and assessed. For example:

Does the subject mainly involve learning from a textbook?

Are there any field trips, practical work, or experiments?

How much assessment is based on exams compared to assignments, theory compared to practical work, written compared to oral work?

Your choice of subjects may affect your choice of a study program in Years 11 and 12. For example:

It will be difficult in the future to take Mathematics B and C without a strong background in Years 8, 9 and 10 Mathematics;

Chemistry and Physics will be more manageable if good results are obtained in Years 8, 9 and 10 Mathematics and Science;

Music and languages in the Senior years almost always require previous study in Years 8, 9 and 10;

Successful achievement in pre-requisite subjects in Year 10 may be required to enrol in particular Year 11 and 12 subjects.


Occupations Related to

Subjects in Years 9 & 10

Have you thought about the type of work you would like to do when you finish school? It is wise to begin investigating possibilities early because the better informed you are, the better decisions you will make in the future.

You can use this handout to investigate careers by relating your interest in

school subjects to possible occupations.

You may wish to use the following steps:

1. Use this handout to identify the types of occupations that may be related to these subjects;

2. Gather information about these occupations by reading the Job Guide, accessing information from the myfuture website (http://www.myfuture.edu.au), going on work experience, and talking to people in the workplace;

3. Talk to your guidance officer or career counsellor.

As you learn more about yourself and about jobs, you may change your ideas about the type of jobs you are interested in. This is part of the process most people go through before deciding on a post-school occupation or before changing from one occupation to another during their career.

KEY LEARNING AREAS SUBJECTS

English English

Health and Physical Education Health and Physical Education (HPE)

Languages other than English French, German, Italian, Japanese, Indonesian, Chinese, Korean, Spanish

Mathematics Mathematics

Science Science

Humanities and Social Science History, Geography, Civics and Citizenship, Economics and Business ,

Technologies Design Technologies ( Home Economics, Industrial Technology and Design), Digital Technologies

The Arts Dance, Drama, Media, Music, Visual Arts

Some of the subjects listed above may not be available in your school. Your school may offer other

subjects that are not listed here.

Although subjects can be related to a number of jobs, very few of the subjects are prerequisites for those jobs. A prerequisite subject is one which must be studied in Years 11 and 12 to gain entry to a specific tertiary course. However, a small number of Year 11 and 12 subjects require previous study in Years 9 and 10. Talk to your guidance officer or career counsellor about these prerequisites.


ENGLISH HPE LANGUAGES

English Health and Physical Education French, German, Italian, Japanese,

Indonesian, Chinese, Korean, Spanish Actor Acupuncturist Announcer Archivist Ambulance officer Anthropologist Author Beauty therapist Archaeologist Book editor Chiropractor Book editor Broadcaster Fitness instructor Customs officer Copywriter Hospital food service manager Employee relations officer Foreign affairs and trade officer Massage therapist Flight attendant Interpreter Nurse Foreign affairs and trade officer Journalist Occupational health and safety officer Interpreter Lawyer Occupational therapist Journalist Librarian Physiotherapist Probation and parole officer Management consultant Podiatrist Ship's officer Public Relations Officer Psychologist - sport Social worker Publisher Radiation therapist Sociologist Receptionist Recreation officer Teacher Speech pathologist Sports scientist Tour guide Teacher Sports coach Translator Teacher's aide Stunt performer Travel consultant Travel consultant Teacher Writer Writer

MATHEMATICS SCIENCE Accountant Automotive electrician Actuary Chemist Bank officer Computer programmer Bookkeeper Electrical fitter

Credit officer Engineer Economist Electronics service person Electrical fitter Environmental scientist Engineer Forensic scientist

Financial Planner Laboratory worker Geologist Medical practitioner Mathematician Meteorologist Motor mechanic Nurse

Physicist Pharmacist Programmer (information technology) Refrigeration and air-conditioning mechanic Quantity surveyor Sports scientist Statistician Sugarcane analyst

Stockbroker Teacher Surveyor Telecommunication technician Taxation agent Veterinarian Teacher Winemaker

STUDIES OF SOCIETY & ENVIRONMENT

History Geography Civics, Study of Society & Environment

Anthropologist Agricultural scientist Anthropologist Archaeologist Biological scientist Archivist Archivist Cartographer Child care worker Barrister Environmental scientist Community worker

Community worker Forest technical officer Counsellor Criminologist Geographer Environmental scientist Foreign affairs and trade officer Geologist Geographer Geologist Hydrographer Library technician

Historian Landscape architect Police officer Journalist Marine scientist Probation and parole officer Lawyer Meteorologist Public relations officer Librarian Ocean hydrographer Recreation officer

Museum curator Park ranger Religious leader Public relations officer Surveyor Social worker Religious leader Teacher Sociologist Sociologist Tour guide Teacher

Stage manager Town planner Town planner Teacher Travel consultant Trade union official Writer Water services officer Youth worker


THE ARTS Dance/Drama Media Music Visual Arts

Actor Advertising officer Announcer Architect Announcer Announcer Arts administrator Artist Arts administrator Film and TV critic Composer Craftsperson Choreographer Film and TV producer Conductor Dressmaker Dancer Government administration Film and TV producer Engraver Film and TV lighting operator Journalist Multimedia developer Fashion designer Film and TV producer Marketing officer Music critic Florist Make-up artist Multimedia developer Music therapist Graphic designer Model Public relations officer Musical instrument maker Hairdresser Public relations officer Sales person Musician Interior decorator Receptionist Teacher – media Piano technician Industrial designer Recreation officer Writer Recreation officer Jeweller Set designer Singer/vocalist Landscape architect Speech pathologist Sound technician Make-up artist Stage manager Stage manager Multimedia developer Teacher – dance Teacher – early childhood Photographer Teacher – drama Teacher – music Screen printer Tour guide Teacher – primary Set designer Writer Teacher – secondary Signwriter

Teacher

OTHER SUBJECTS Agricultural Education Business Education Home Economics

Agricultural economist Accountant Butcher

Agricultural engineer Bank officer Catering manager Agricultural technical officer Bookkeeper Clothing patternmaker Animal attendant Car rental officer Cook/chef Botanist Cashier Craftsperson

Farmhand Court and Hansard reporter Dietician/nutritionist Fisher Court officer Dressmaker Food technologist Credit officer Events manager Forest technical officer Croupier Fashion designer

Forester Economist Food technologist Gardener Farm manager Home care worker Horticultural technical officer Hotel/motel manager Home economist Jackeroo/jillaroo Human resources officer Hospital food service manager

Landscape gardener Office administrator Hotel/motel manager Pest and weed controller Paralegal worker Interior decorator Stablehand Real estate salesperson Nanny Stock and station agent Receptionist Nurse

Sugarcane analyst Secretary Pattern maker Veterinary nurse Stock and station agent Retail buyer Wool classer Teacher Tailor Travel consultant Teacher

OTHER SUBJECTS Industrial Technology & Design Information & Communication Technology

Architect Analyst (Information technology) Architectural drafter Architectural drafter

Assembler Business systems analyst Automotive electrician Computer systems engineer Boilermaker Computer hardware service technician Builder Computer systems officer

Cabinetmaker Data processing operator Carpenter/joiner Database administrator Cartographer Desktop publisher Engineering associate (mechanical) Help desk operator

Fitter Information technology educator Graphic designer Information technology manager Industrial designer Multimedia developer Landscape architect Programmer

Leadlight worker Software designer Metal fabricator Software engineer Panel beater Systems designer Picture framer Teacher

Sheetmetal worker Training officer Teacher Telecommunications engineer Wood machinist Website administrator


2016 Subjects

Business - Economics & Business

Civics & Citizenship

Drama

English

Geography

Graphics


Health and Physical Education Extension

History

Home Economics Foods – Introduction to Hospitality

Industrial Technology and Design

Japanese

Mathematics

Science

Visual Art

Instrumental Music


BUSINESS

(Economics & Business)

Subject Overview

This subject focuses on business structures, government and economics, accounting

procedures and work environments. Economics and Business aims to teach students a range

of personal skills that can be applied in their financial lives and in life in general. Students

aim to develop the knowledge, understanding and skills that will inform them about the

economy and encourage them to participate in and contribute to it. The curriculum

examines aspects of economics and business that underpin decision making in a local,

national and global arena. Students learn about the roles and responsibilities of participants

in the workplace, including the way that businesses can manage their workforce to improve

productivity.

In addition to studying aspects of the economy and business sector, students will engage in a

range of practical applications including the preparation of business documents, income

statements and balance sheets, journals, and ledgers.

.


BUSINESS

Recommended pre-requisites: Nil

Semester 1 Semester 2 Semester 3 Semester 4

Unit 1: Characteristics of a Successful Business

Unit 2: Business Documents

Unit 3: Marketing

Unit 4: Individuals and Work / Participating in a Changing Work Environment (including payroll)

Unit 5: Financial Risks and Rewards

Unit 6: Postage Books

Unit 7: Petty Cash and Bank Reconciliation

Unit 8: Australian Legal System and Business Law

Unit 9: Ways Government Manage the Economy

Unit 10: Economic Performance and Living Standards

Unit 11: The Bookkeeping System – journals, ledger and trial balance preparation

Unit 12: Financial Reports – preparation of an income statement and balance sheet and analysis of reports

ASSESSMENT: There are four criteria in this subject. Students will be required to complete a variety of assessment types, including reports, tests, and research tasks.

REPORTING DIMENSIONS (CRITERIA)

Knowledge & Understanding

Questioning & Researching

Analysing & Interpreting

Communication

OTHER INFORMATION:

Students undertaking this course are well placed to study senior Accounting, BCT and Economics. Semester 4 in particular focuses on practical accounting applications. A ‘Sound’ level of achievement in English would be advantageous, as students are expected to prepare extended written responses. While studying this subject, students may get the opportunity to complete six VET units of competency, entitling them to receive a Certificate I in Business.


CIVICS AND CITIZENSHIP

Subject Overview

Civics and Citizenship aims to give students a broad overview of what it means to be a citizen in our modern, multicultural, multi-faith society. The Australian legal and political systems are studied so that students can understand the importance of participation in our democracy and the ways in which they can make a difference to society, locally, nationally and globally. The website for the Australian National Curriculum says the following in its rationale for Civics and Citizenship.

Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.

The Australian Curriculum: Civics and Citizenship provides opportunities to develop students’ knowledge and understanding of Australia's representative democracy and the key institutions, processes, and roles people play in Australia’s political and legal systems. Emphasis is placed on Australia's federal system of government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.

The curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the development of inclusivity by developing students’ understanding of broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and contributions of Aboriginal and Torres Strait Islander Peoples and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia’s position, obligations and the role of the citizen today within an interconnected world.

Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.

The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation.

(www.australiancurriculum.edu.au/CivicsandCitizenship/Rationale)

http://www.australiancurriculum.edu.au/CivicsandCitizenship/Rationale


As a subject within the Australian Curriculum, Civics and Citizenship is organised into two strands:

1) Knowledge and Understanding

2) Skills Grade 9 In Grade 9, Civics and Citizenship looks at the influence that various institutions and groups have on our government and in decision making processes. Some of these groups and institutions include political parties, interest groups, media, individuals, the law, the court system and the international community. Grade 10 In Grade 10 the Civics and Citizenship syllabus has a more international focus. It looks at the High Court, the United Nations and Australia’s roles and responsibilities in the international community. It also compares Australia’s system of government with others in the Asian region and considers the values that underpin democratic societies. At the time of publication final decisions are still being made about how Civics and Citizenship will be structured in the Year 9 and 10 Humanities program at Home Hill State High School.


DRAMA

Subject Overview

Drama is a strand of the Years 1 to 10 Arts key learning area. This strand focuses on students expressing and communication understandings about human issues and experience through the enactment of real and imagined events. While interacting in a range of roles, relationships, situations and contexts, students investigate feelings, actions and consequences. They develop confidence and self-awareness as they collaborate to prepare and present drama. They develop understanding of the forms, styles and purposes of Drama in various contexts. The organisers of the Drama dimensions are Knowledge and Understand, Creating, Presenting and Responding/Reflecting. Each of these organisers makes an equal contribution to this subject. Knowledge and Understanding assess the students ability to recognise conventions and methods of drama and use them for effective performance. Creating allows students to explore ideas, feelings and experiences by collaborating in a wide range of activities such as dramatic play, role play, improvisation and play building. In Presenting students will rehearse, refine, share and perform scripted and student-devised dramatic works to audiences in both informal and formal settings. Responding/Reflecting refers to the students ability to describe, analyse and evaluate the elements and conventions of drama. They develop an informed appreciation of drama from a range of cultural, social, spiritual, historical, political and economic contexts. The Drama course promotes a learner-centred approach, providing opportunities for students to practise critical and creative thinking, problem solving and decision making. These involve using skills and processes such as recall, application, analysis, synthesis, prediction and evaluation. All these contribute to the development and enhancement of conceptual understandings. A learner centred approach also encourages students to reflect on, and monitor, their thinking as they make decisions and take action Students will be set a variety of tasks which are used to measure their achievement. On average there will be three assessment items per semester. The assessment tasks include:

Individual and group performances,

Individual and group practical activities involving development and application of skills,

Journals,

Monologues,

Movement sequences,

Observation of work in progress,

Oral and written evaluations of own and others’ learning,

Reviews,

Role plays,

Script interpretation,

Improvisation,

Writing-in-role.


DRAMA

Recommended pre-requisites: Year 8 Drama


Scriptwriting

Students are introduced to the conventions of scriptwriting. They will recognise and manipulate scripts, give shape to dramatic action, develop linear scenes and plot structures and incorporate them into a script.

Clowning Around

Students are introduced to the clowning style and physical theatre. Circus skills such as juggling and exaggerated movements, comedy and group work are explored. This unit is assessed through all 3 organisers.

One Act Plays

Students are introduced to a number of published plays which depict typical teenage situations. Students engage with scripts and form evaluations of characters, situations and relationships. This unit is assessed by all the 3 organisers.

Soap Opera

Students interact with the theatre style of melodrama and the modern day adaptation of soap opera. Students will learn techniques associated with this genre, voice modulation, facial expressions etc. This unit is assessed by all the 3

organisers.

Documentary Drama

Students will focus on contemporary social issues such as obesity, natural disasters, terrorism, body image etc. They will consider this issue in detail and devise a multi layered response. Student are encouraged to use film, dance, theatre, visual art and ICTs to enhance performance. This unit is

assessed through all 3 organisers.

Commedia Dell Arte

Students will develop an understanding of the conventions of Commedia. They will develop a commedia character using appropriate voice and physicality. This unit is assessed through all 3 organisers.

Australian Teen focus plays

“A Property of the Clan”

Students will respond to the play which focuses on teen issues related to real life events. Students will perform a scene from the play concentrating on delivery of lines, connection with situations, roles and relationships. This unit is assessed through all 3 organisers.

“Juice”

Students are introduced to monologue and stream of consciousness method of communication. They will deliver a solo performance based on the teen drama ‘Juice’.

ASSESSMENT:

Assessment will be from a range of activities including written response, creation of scripts and characters, performance both individually and as part of a troupe of actors.

OTHER INFORMATION:

Students will be encouraged to participate in external performances including clowning performances for primary schools and the inter-school drama festival.


ENGLISH

Subject Overview

The national English curriculum will be the basis of planning, teaching and assessment of English at Home Hill State High School. This curriculum has a particular responsibility for quality learning in English language, literature and literacy. It is an important part of a renewed national effort to improve both the educational achievements of all students and the equity of educational provision. Capabilities developed in English help individuals participate in society.

The national English curriculum is built around three interrelated strands that support students’ growing understanding and use of English:

Language – Knowing about the English language: a coherent, dynamic, and evolving body of knowledge about the English language and how it works.

Literature – Understanding, appreciating, responding to, analysing and creating literature: an enjoyment in, and informed appreciation of, how English language can convey information and emotion, create imaginative worlds and aesthetic and other significant experiences.

Literacy – Growing a repertoire of English usage: the ability to understand and produce the English language accurately, fluently, creatively, critically, confidently, and effectively in a range of modes, and digital and print settings, in texts designed for a range of purposes and audiences.

Parents and caregivers may assist their students in the following ways:

At school

By seeking information from the English teacher (from school reports, as well as formal and informal interviews),

By encouraging students to take advantage of opportunities for development such as participation in school plays, contributing articles to the school magazine, excursions to plays and learning assistance programs.

At home

By encouraging students to belong to local libraries, join drama groups, visit the theatre and subscribe to magazines,

By encouraging students to enter competitions for public speaking and writing,

By helping students manage time effectively, meeting deadlines for assignments and allocating sufficient time to complete them,

By being available so that students may discuss information gathered and the formulation of ideas during planning stages of tasks,

By reading and/or listening responsively to what students are preparing,

By encouraging students to engage in the drafting/conferencing process.

All material costs such as texts, reprographics and consumables will be covered through your contribution to the resource hire scheme in February.

The English Department will encourage students to attend performances by the Arts Council. These costs will be the responsibility of the student and will be payable prior to the performance. An approximate cost will be $6.00 per year. In addition, students in years 9 and 10 will be required to purchase an English Rules literacy booklet at an approximate cost of $13.00.


ENGLISH Possible Outline – using Australian Curriculum



OUTLINE

Examining and creating representations of Australia’s peoples, histories and cultures

Reading, interpreting and creating speculative fiction from information texts

NAPLAN preparation

Positioning people through poetry

OUTLINE

Reading, interpreting and creating anecdotes of Australian citizens

Exploring issues through plays

Evaluating characters/issues in a novel

Examining events and issues in a novel

OUTLINE

Responding to poetry

Understanding and analysing political satire in texts

Reading and interpreting a novel

Reading and responding to literary texts exploring social issues in Australia

OUTLINE

Responding to stimulus

Reading and interpreting a Shakespearean drama

Responding to a Shakespearean play

POSSIBLE ASSESSMENT:

Student achievement of standards in English is assessed through a number of written and spoken tasks. Written assessment requires students to complete a variety of tasks. Examples of possible tasks are: comparative essay, poetry anthology, newspaper article, electronic magazine, letter to the editor, short story, literary analysis. Assessment tasks will be completed under a range of conditions. Spoken assessment may include: dramatic performance, persuasive speech, television interview, role play. Oral tasks are generally performed in front of an audience of peers and may be videotaped.

OTHER INFORMATION:

The specifics of the units of work to be studied in English will be reviewed and revised with the continued implementation of the National Curriculum.


GEOGRAPHY

Subject Overview

Geography is the study of the Earth’s landscapes, environments and people and the

relationships between them. Geographers are interested in both the natural and built

environments, and the systems that interact in those environments, including the

atmosphere, hydrosphere, lithosphere and biosphere. On the Australian Curriculum website

the rationale for Geography states the following:

Geography is a structured way of exploring, analysing and understanding the characteristics

of the places that make up our world.

Geography integrates knowledge from the natural sciences, social sciences and humanities to

build a holistic understanding of the world. Students learn to question why the world is the

way it is, reflect on their relationships with and responsibilities for that world, and propose

actions designed to shape a socially just and sustainable future.

The concept of place develops students’ curiosity and wonder about the diversity of the

world’s places, peoples, cultures and environments.

Geography uses an inquiry approach to assist students to make meaning of their world…

Students develop a wide range of general skills and capabilities, including information and

communication technology skills, an appreciation of different perspectives, an understanding

of ethical research principles, a capacity for teamwork and an ability to think critically and

creatively. These skills can be applied in everyday life and at work.

(www.australiancurriculum.edu.au/Georgaphy/Rationale)

If students think geographically, they will develop a sense of wonder, curiosity and respect for

the many and diverse peoples, cultures, places and environments of the world. They will have

a deeper knowledge of their local area, Australia, the Asian region and the Earth we all live on.

If they can do this, we can be confident that they will grow up to become active, informed

and responsible citizens in a global community, with a sense of stewardship for the

environment and for a sustainable world.

http://www.australiancurriculum.edu.au/Georgaphy/Rationale


As a subject within the Australian Curriculum, Geography is organised into two strands: 1) Knowledge and Understanding

2) Skills Grade 9

There are two units of study in the Year 9 curriculum for Geography: Biomes and food

security and Geographies of interconnections.

Biomes and food security looks at the living world, or biosphere, and its important role as a

source of food and fibre. How can we expand food production for a growing world population?

Can we do this in a sustainable way? What environmental challenges are involved? In order to

answer these questions and more, case studies from Australia and across the world will be

investigated.

Geographies of interconnections focuses on how people are connected to places and how

this changes environments. These interconnections are global, due partly to technologies in

transport, information and communication, which allow people to produce and consume

products in new ways in the international, digitalised marketplace. These distinctive aspects

of interconnection are investigated using studies drawn from Australia and across the world.

Grade 10

There are two units of study in the Year 10 curriculum for Geography: Environmental change

and management and Geographies of human wellbeing.

Environmental change and management examines the environmental functions that support

all life and the challenges to their sustainability. How do people respond to these challenges?

The unit culminates in an in-depth study of a specific type of environment and environmental

change in Australia and one other country. Students attempt to understand the causes and

consequences of that change as well as evaluating and selecting strategies to manage it.

Geographies of human wellbeing focuses on investigating global, national and local

differences in human wellbeing. The unit examines how human wellbeing can be measured

and the causes of differences in wellbeing, from country to country and even from place to

place within a country. How might different perspectives broaden our understanding of these

differences? Students will explore programs designed to reduce the gaps in human wellbeing,

using case studies from Australia, India and elsewhere.

At the time of publication, final decisions are still being made about how Geography will be structured in the Year 9 and 10 Humanities program at Home Hill State High School.


GRAPHICS

Subject Overview

Graphics is a course that develops skills in interpreting, generating and creating graphical communication. Students experience a journey from planning to production through classwork. The course engages students in making judgments and justifying decisions to achieve clear communication and compliance with standards and conventions that make graphics an international language.

This form of communication was originally formalised and used by Leonardo da Vinci, whose techniques and rules for the use of drawings to convey engineering principles and ideas remain the foundation of the language used in modern-day technical drawing. This form of visual communication crosses borders and overcomes language, dialect, distance and time barriers.

Modern advances have made such advances in the generation of graphical representations that, in many cases, there is no need to be conversant with the intricacies of graphical construction. Components of technical drawing are now calculated by the on-board processing power and programming of computer software. Today’s students of Graphics are no longer required to develop knowledge and skills in complex and time-consuming manual drafting processes. Instead, they use and apply an understanding of the elements and principles of graphical communication to select and use tools such as computer aided drafting (CAD) and 3D printer programs to generate and present graphical representations of concepts, objects, data, information and ideas with precision and quality.

Students produce graphical representations in two-dimensional and three-dimensional formats. With three-dimensional modelling now a major tool in graphical design and communication, the focus of student learning in graphics has changed. Students now require a high level of spatial awareness and skill to be able to separate complex drawings into primitive components.

The delivery of the course is through classwork and homework that consists of three stages: planning, refinement and production. This delivery provides realistic experiences and prepares students for the use, interpretation and generation of graphical representations in a variety of industry settings.

Graphics contributes to the development of technological literacy and develops the communication, analytical and problem-solving skills required for a large number of educational and vocational aspirations. The course contributes to attainment of key competencies, helping students acquire the necessary employability skills to become productive members of society.


GRAPHICS



Construction

Pictorials

Basic Principles

Logos

Solid Geometry

Development

Advanced Pictorials

Design & Construction

Industrial Design – Mechanical

Graphical Design - Packaging

Built Environment –

Landscaping

Industrial Graphics -

Manufacturing

ASSESSMENT:

There are 10 assessment tasks for year 9

There are 5 assessment tasks for year 10. Assessment in Graphics will be both practical and theoretical, covering the 3 criteria of Knowledge and Understanding, Investigating and Evaluating and Production and Presentation.

OTHER INFORMATION:

Graphics is not a "soft option". This subject demands that students be willing to self-motivate in activities. Students must recognise and accept that taking Graphics means they have made a commitment to work as an individual with responsibility to demonstrate outstanding reasoning and presentation. Students in Graphics should feel confident about working to satisfy regulations and standards from written texts, acts, regulations and codes.


HEALTH AND PHYSICAL EDUCATION

Subject Overview

HPE reflects the dynamic and multidimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in Australian society. It provides a foundation for developing active and informed members of society, capable of managing the interactions between themselves and their social, cultural and physical environments in the pursuit of good health. The focus of HPE is the integration of students’ physical, personal, social, mental and emotional health and wellbeing. Through engagement in learning experiences and assessment opportunities, students are challenged to understand the effects that culture, society, socioeconomic status and education have on their own and others’ wellbeing. They will understand the contribution they can make to the improvement of individual, family and community health outcomes by exploring issues particular to themselves, their peer group and their family, and advocating for change. Health and Physical Education has three organisers: Health, Physical Activity and Personal Development. The overarching goals in HPE are for students to:

Individually and collaboratively make decisions, apply skills and take action to promote and advocate their own and others’ health and safety,

Enhance their own and others’ participation and performance in physical activity through acquiring, applying and evaluating movement skills, concepts and strategic awareness,

Develop and refine personal and interpersonal skills and strategies to promote positive relationships,

Reflect on how physical, social, cultural and environmental factors influence a person’s health, physical activity and personal development.

The study of HPE aims to develop the ability to:

Plan investigations, actions and activities,

Collect, sort and analyse information and resources,

Trial actions and strategies,

Evaluate information, draw conclusions and make decisions,

Examine risk, and decide upon and apply safe practices,

Create and perform movement sequences through modifying and combining movement skills and applying movement concepts,

Select and demonstrate personal development skills and strategies.

The HPE learning area leads directly to the study of senior Physical Education and Health Education (Authority subjects) and Recreation (Authority-registered subject), as well as supporting aspects of senior Home Economics. Various TAFE and tertiary courses relate directly to the ideas and content studied in Health and Physical Education, including Community Recreation, Sport and Recreation, Personal Training, Human Movement, Coaching Level Accreditations and Officiating Accreditations.


HEALTH AND PHYSICAL EDUCATION



Anatomy & Physiology

Swim and Survive

Harm Minimisation

Orienteering

First Aid

Athletics / Bush Dancing

Sport Analysis

Flipperball

Health Promotion (STIs)

Ball Sports

Health Promotion (Alcohol)

Indigenous games

Health Promotion (CPR for Life and First Aid)

Invasion games

Health Promotion (Nutrition)

Indoor Health and Fitness

ASSESSMENT:

HPE assessment follows the general guideline of one (1) piece of assessment per unit with one practical and one theory unit per term. Practical assessments are performance-based. Theory assessment types include:

Case study responses Stimulus responses written exams Opinionative essays

Research assignments Oral presentations Educational Pamphlets

Fitness program design and creation

Criteria assessed are:

Knowledge & Understanding

Application & Synthesis and Physical Performance

Planning and Reflecting

Assessment is 50% Practical and 50% Theory.

OTHER INFORMATION:

A school hat is absolutely essential for participation in this subject.

All material costs such as texts, reprographics and consumables will be covered through your contribution to the resource hire scheme. Sometimes, educational excursions or activities are conducted to enhance learning outcomes and these may involve a cost.


HEALTH AND PHYSICAL EDUCATION EXTENSION Subject Overview

Health and Physical Education (HPE) Extension is an elective subject in Year 9 and 10, designed to lead into the study of Senior Physical Education in Years 11 and 12. This subject would interest students who are physically active, are academically engaged and who enjoy a range of sports. In line with Senior Physical Education, students in HPE Extension learn “IN, ABOUT and THROUGH” physical activity. Each unit of theory is linked to a unit of practical physical activity to enable students to experience and analyse strategic, scientific and cultural aspects of sport in an active and authentic context. Results in the subject are derived equally from assessment of academic and physical performance. As an elective subject, it would be expected that students who select HPE Extension will have actively participated in Year 8 HPE and achieved above a ‘B’ standard.

Subject matter in HPE Extension is derived from three focus areas:

Focus Area A: Learning physical skills – how skills are learned, implemented,

maintained and enhanced.

Focus Area B: Processes and effects of training and exercise – how an

understanding of physiology of exercise, training and program

development improve team and individual performance.

Focus Area C: Equity and access to exercise, sport and physical activity in

Australian society – the influences that shape personal, team

and community participation and appreciation of sport and

physical activity within Australian society.

The dimensions (criteria) for this course are:

ACQUIRING – the retrieval and comprehension of information and the

reproduction of learned physical responses.

APPLYING – the application of acquired information and learned physical

responses.

EVALUATING – using information, understanding and skills previously gained in

acquiring and applying to make decisions, reach conclusions,

solve problems and justify solutions and actions.


HEALTH AND PHYSICAL EDUCATION (HPE) EXTENSION

(Example program only) Units studied may depend on current school-based criteria e.g. skills of teaching staff and members of the local community, local facilities both internal and external to the school environment, funding, student input and safety requirements.

Recommended pre-requisites: HIGH STANDARD OR ABOVE IN YEAR 8 HPE

SEMESTER 1 OUTLINE SEMESTER 2 OUTLINE SEMESTER 3 OUTLINE SEMESTER 4 OUTLINE

Advanced Anatomy

Practical Performance:

Volleyball

Careers and Roles in Sport


Direct interceptive (Soccer, Netball, Touch Football, European Handball etc)

Nutrition: An athlete’s

requirements


Basketball

Careers and Roles in Sport


Archery

Sport Analysis: Fitness


Sof Crosse

Training programs and energy

systems


Touch Football

Biomechanics

Practical Performance: Tennis

Practical Performance: Volleyball

Sociocultural Issues in Sport

ASSESSMENT:

Assessment types include teacher observation of physical performance, supervised written assessment, research assignments, multimedia presentations, practical or spoken presentations. Practical Performance assessment is continuous and ongoing throughout the term.

OTHER INFORMATION:

Students choosing to study HPE Extension must be willing to participate in all aspects of the subject including the practical components.


HISTORY

Subject Overview

Our students cannot hope to understand the world in which they are living and take advantage of the opportunities it offers them without a confident understanding of where we have come from, how we got here and where we are headed in the future. This also applies to societies as a whole. Without a firm understanding of our past, our values and our heritage, we have no direction and no future. History teaches us that this painful lesson has been learned the hard way by many societies in the past.

The Australian Curriculum website says the following of History:

History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as 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.

The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.

(www.australiancurriculum.edu.au/History/Rationale)

Student achievement of standards in History will be assessed through a number of written and multimodal tasks requiring students to interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students will examine these sources to compare different points of view, analyse their origin and purpose and draw conclusions about their usefulness. In doing this they will develop their own interpretations about the past and produce texts which incorporate these historical interpretations. As well as presenting their own conclusions they will learn to use historical terms and concepts and referencing.

http://www.australiancurriculum.edu.au/History/Rationale


HISTORY


Unit 1 Unit 2 Unit 3

Year 9

Making a better world – The Industrial Revolution (1750-1914)

This unit seeks to investigate how agrarian societies (primarily Britain) transformed themselves into modern industrial societies in the Eighteenth and Nineteenth Centuries.

Year 9

Australia and Asia – Australia (1790-1914)

On the road from European settlement to Federation and World War I the history of race and gender relations in the growing Australian economy was often fraught with violence, dispossession and trauma.

Year 9

World War I(1914-1918)

This unit investigates how World War I began, Australia’s involvement in it and what it really meant for Australia’s history, culture and traditions.

Unit 1 Unit 2 Unit 3

Year 10

World War II (1939-1945)

The series of events and causalities that lead to World War II are investigated in this unit and we also look at Australia’s involvement on the Kokada Track, arguably the only time since European settlement when we were defending our own borders from attack.

Year 10

Rights and Freedoms (1945-present)

This unit provides a general overview of human rights throughout history, with particular reference to the period after World War II, since the drafting of the Universal Declaration of Human Rights. An Australian context is introduced with an evaluation of the 1992 Mabo land rights judgement in Australia’s High Court.

Year 10

The Globalising World – Popular culture (1954-present) A popular element is introduced to end the course with a look at all the trends in music, film, fashion, sport and technology since the era of the swing bands and then rock n’ roll.

ASSESSMENT:

Student assessment will be in the form of short and extended written responses and oral/multimedia presentations. Assessment tasks may include in-class exams and assignment/research projects.

OTHER INFORMATION:

In Years 11 and 12 Home Hill State High School sponsors and supports students who wish to continue their history studies through the Brisbane School of Distance Education. The Brisbane School of Distance Education offers both Modern History and Ancient History.


HOME ECONOMICS FOODS – INTRODUCTION TO HOSPITALITY

Subject Overview

Home Economic Foods is a course of study developed from the subject area of Home Economics to enable students to develop a unique range of knowledge, practices and dispositions from the Key Learning Areas of Technology and Health & Physical Education. In this course students will complete four semesters of food study. Two of these semesters are already contained in the subject Home Economics. In the four semester course students will cover to a greater depth a broad range of hospitality and food topics from which development and use of industry terminology as well as application of relevant knowledge, techniques and procedures will ensue. Students will use more advanced manipulative skills, materials, equipment and process when producing products and services and also be able to demonstrate practical skills in both individual and team hospitality events. The additional two food units have been developed to enable students to experience an introduction to hospitality topics which lead into the study of Hospitality in Years 11 and 12. Students will be encouraged to demonstrate participation in planning and decision making and to understand the importance of working co-operatively in teams. Ample opportunity will be provided for students to experience more specialised cookery eg; cake icing, preserves and jams as well as excellence in culinary skills including preparation for competitions or gourmet deli cookery eg; handmade chocolates, fresh pasta. These widened experiences will allow students to investigate hospitality as a source of leisure activities, life skills or as an avenue for future study. There is a high component of practical work in this course. Students must be prepared to plan and organise requirements on a regular basis allowing them to develop responsibility and the ability to work independently.


HOME ECONOMICS FOOD – INTRODUCTION TO HOSPITALITY



Safety and hygiene

Selecting resources, tools & techniques to prepare, cook & serve food

Planning, managing refining production procedures

Characteristics of food groups

Introduction to food nutrients, healthy eating models, eat most, eat moderately, eat least

Practical Cookery

Simple family meals & desserts

Meat/fish cookery

Fruit & vegetable cookery

Cereal & pasta cookery

Sweet Cookery

Comprehensive study of food groups

Convenience Foods

Specific dietary cookery eg; gluten free, vegetarian, food service & presentation

Entertaining

Menu planning

Table setting

Entrees, main meals & desserts

Food Safety and Hygiene

Nutritional needs for growth and development

Dietary analysis

Strategies for optimising diet and avoiding dietary disorders

Cultural study of foods Practical Cookery

Healthy meals

International cookery

Pastas, Risottos, Stir-fries

Pastries & Desserts Formal cake icing

Food Preservation

Drying

Jams, pickles & chutneys

Pasta making - home made pasta

Pastry cookery

International cookery

Sweets & preserves

Advanced cake icing

Vegetables & salads

Soup & sauce making

ASSESSMENT:

There are 5 assessment tasks per semester comprising two tests, two practical tasks and one folio assessing knowledge and understanding, reasoning process and practical performance.

OTHER INFORMATION:

Students will need to provide their own ingredients.


INDUSTRIAL TECHNOLOGY AND DESIGN

Subject Overview

Learning in Design and Technologies involves the creative processes through which products, services and environments are designed and developed. Students learn that the design, development and use of technologies are influenced by and can play a role in enriching and transforming societies and our natural, managed, constructed and digital environments. Design and Technologies actively engages students in producing quality designed solutions to identified problems or opportunities across a range of contexts. In doing so, students consider social, economic, environmental, ethical, legal, aesthetic and functional factors. Through Design and Technology students manage projects independently and collaboratively from conception to realisation. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed solutions. Design and Technology develops students' knowledge and confidence to analyse critically and respond creatively to the challenges of a highly technological and complex future. They learn to design, produce and evaluate innovative technological designed solutions. Through the practical application of technologies, students develop manual dexterity and coordination through hands-on activities. The subject engages and motivates young people and provides them with learning experiences to develop skills that are transferable to family and home, constructive leisure activities, community contribution and the world of work. Design and Technologies specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

Document design ideas and communicate these to a range of audiences

Select and manipulate a range of materials, components, tools and equipment

creatively, competently and safely.

Explore, investigate, create and critique innovative, ethical and sustainable designed

solution.

Develop confidence as critical users and designers and producers of technologies and

designed solutions

Understand the roles and responsibilities of designers, technologists and those in

related occupation


INDUSTRIAL TECHNOLOGY AND DESIGN



Workshop Safety

Students will complete mandatory workshop safety workbooks before being allowed to join practical lessons.

Knot Puzzle

Students construct a 3-dimensional puzzle using different hand skills and techniques.

Coffee Table

Students construct a basic coffee table using industry furnishing techniques. They will also complete a theory work booklet for furnishing.

BBQ

Students construct a folding BBQ that is used on year 9 camp.

Electronics

Students will complete theory work booklet which includes safe working with electronics and then complete an electronic kit.

Workshop Safety

Students will complete mandatory workshop safety workbooks before being allowed to join practical lessons.

Graphics Case

Students construct a case large enough to hold all the graphics equipment needed for senior graphics subjects. They will be using different hand skills and techniques to those that were learnt in year 9.

CO2 Dragster

Students will use the design process to construct a CO2 car that will be raced against other students in the class and if of a competition standard, they will be sent away to the Queensland Championships.

Crab Measure

Students will construct an aluminium crab measure suitable for use on mud crabs.

Metal scribe/punch

Students have the opportunity to work on the metal lathe to create a scribe/punch that can be used in metalwork applications.

Electronic

Students will complete an advanced theory work booklet which includes safe working with electronics and then complete an advanced electronic kit.

ASSESSMENT:

There are 6 assessment tasks for year 9. There are 7 assessment tasks for year 10.

Assessment in Industrial Technology and Design will be both practical and theoretical, covering the three criteria of Knowledge, Applied Process and Practical Skills.

Workshop projects are also assessed.

OTHER INFORMATION:

Industrial Technology and Design is not a "soft option". This subject demands that students be willing to self-motivate in activities. Students must recognise and accept that taking Industrial Technology and Design means they have made a commitment to work as an individual and group member with responsibility to demonstrate outstanding safety. Students in Industrial Technology and Design should feel confident about working to satisfy regulations and standards from written texts, acts, regulations and codes.

A cost of approximately $65 applies to this subject.


JAPANESE

Subject Overview

Asian languages have an important place in the curriculum offerings of Queensland schools

because of Australia’s location within the Asia-Pacific region. For Queensland, the study of

Japanese is especially important given the strong cultural, economic and political ties with

Japan.

The ability to speak an additional language can be essential in areas such as tourism,

hospitality, business, international relations and diplomacy, education and communications.

Through studying Japanese, learners have the opportunity to develop language skills that

significantly enhance career prospects.

Because of the links between Australia and Japan in areas such as tourism and trade, Queensland learners have many opportunities to meet Japanese-speaking people within the school context and in the general community. Japanese lifestyle, culture, art and sport are also becoming increasingly familiar to Australians through both the media and personal contact. As Queensland learners increasingly take the opportunity to travel to Japan, having

knowledge of Japanese is an advantage, both in enriching the travel experience and in

opening opportunities for working in Japan. Having the ability to speak another language

also opens up opportunities to study abroad and to travel and live in other parts of the

world.

Japanese offers an opportunity for learners to study a unique language that uses a variety of

character-based scripts. The Japanese language deeply reflects the complexity and cultural

heritage of Japanese society. Through studying Japanese, Queensland students are able to

develop an understanding of another culture’s values and perspectives; a knowledge that

will empower them to have a deeper understanding of their own culture.


JAPANESE



The Built World Personal Life and Leisure Geography of Japan Leisure and Recreation

OUTLINE

Basic Language Skills – recognising letters, words and other symbols; interpreting meaning; translating from one form to another; creating, composing.

Personal Life – local community; I’m an individual; community celebrations; family life; something to wear; relationships.

OUTLINE

Leisure and Recreation – weekend fun; games we play; television, music, sports, holidays in Japan, hobbies.

The Built Environment – famous places; famous structures; home sweet home; inventions; big cities of the world; transport.

OUTLINE

The Natural World – seasons and the weather; the importance of water; disasters; animals at home; introduced animals; insects.

OUTLINE

The International World – “Home stay in Japan”. Food; meeting other cultures; travel and locations, trade with other countries; overseas visitors.

ASSESSMENT: Students are assessed against standards described in terms of:

• Comprehending Text

• Composing Text

• Knowledge & Understanding, Intercultural Competence, and Reflecting. Assessment techniques used by the school include short and/or extended responses, research assignments, orals and listening activities, and multimodal presentations such as PowerPoint.

OTHER INFORMATION: Students who do not achieve a pass in Year 8 English should not consider this subject as an option.


MATHEMATICS

Subject Overview

Learning mathematics creates opportunities for and enriches the lives of all Australians. Students develop essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. They develop the capabilities they will need in their personal, work and civic lives. The mathematics curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

Home Hill State High School Mathematics Teachers aim to ensure that students:

are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives

develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability

recognise connections between mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

Students will select and use tools and technologies, including information and communication technologies (ICTs). They will routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within mathematical contexts. Students will demonstrate evidence of their learning over time in relation to the following assessable elements:

• Understanding and fluency

• Thinking and reasoning

• Communicating

• Reflecting.

After studying a common course in Year 8, students will continue the common course throughout Year 9. In Semester 1 Year 9 students will undertake NAPLAN preparation and test. In Year 10 students will follow differentiated courses with allowances for student abilities and interests. 10A is an extension class focussing on advanced algebra and graphing. It is recommended that those wishing to continue on to Mathematics B in Years 11&12 achieve at least a B in this extension class. In Semester 4, Year 10 students will be given the option of preparation for senior studies with some students being able to enrol in Semester 1 of the Queensland Curriculum and Assessment Authority subject Pre-Vocational Mathematics. Other students will be provided with the opportunity to prepare for either Mathematics A or Mathematics B. In the latter course a concentrated algebra preparation will be offered. All material costs such as texts, reprographics and consumables will be covered through the contribution to the resource hire scheme in February. Students require their own Scientific Calculator for class and home use. The Casio fx-82 is recommended.


MATHEMATICS


Year 9 - Semester 1 Year 9 - Semester 2 Year 10 - Semester 1 Year 10 - Semester 2

9A,B,C

Number & Algebra + Measurement & Geometry: Rates, Direct Proportion, Analytical Geometry

Measurement & Geometry: Pythagoras, Surface Area, Volume

NAPLAN preparation

Number & Algebra + Measurement & Geometry: Similarity & Congruence, Solving Equations, Expanding Binomial Expressions

9A,B,C

Measurement & Geometry: Pythagoras and Trigonometry

Number & Algebra + Measurement & Geometry: Number & Algebra - Index Laws, Scientific Notation, Simple Interest

Statistics & Probability: Statistical Methods

Statistics & Probability: Chance and Data

Number & Algebra + Measurement & Geometry: Graphing Equations, Time

10B,C – The Standard Australian Curriculum Program

Number & Algebra + Measurement & Geometry: Pythagoras and Trigonometry

Statistics & Probability: Data

Statistics & Probability: Probability

Number & Algebra: Algebra & Linear Modelling, Simultaneous equations, Inequalities

10A – Mathematics B preparation

Number & Algebra: Algebra & Non-linear Modelling, Solving Quadratic equations

Number & Algebra: Algebra, Exponential Modelling and Finance

Measurement & Geometry: Geometric Proofs

Number & Algebra: Polynomials

10B - Mathematics A preparation

Earth Geometry & time zones

Measurement – Length, Area & Volume

Finance

Linear Algebra 10A – The above plus extension studies with a focus on advanced algebra and graphing in each topic 10C Begin the Senior Pre-vocational

Mathematics – Semester 1 Course

ASSESSMENT: In Year 9 assessment involves 4-5 tests and 3 written reports as well as NAPLAN tests. In Year 10 assessment involves 4-5 tests and 3-4 written reports.

OTHER INFORMATION: Students require a scientific calculator. A “Casio fx-82” is recommended.


SCIENCE

Subject Overview

Students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They understand that science is a body of knowledge, developed through human observations and inferences, which may reflect diverse values and beliefs.

Scientific knowledge is dynamic, and theories are reviewed in the light of new evidence. Science is a way of thinking and working, and students must apply their scientific knowledge to make responsible and informed decisions about real-world issues. They should also recognise that science has a rich history and has evolved into a large number of increasingly overlapping fields that provide career opportunities.

Students study courses developed in accordance with the Australian Curriculum. The strands include Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.

Science Understanding Science as a Human Endeavour Science Inquiry Skills

Biological sciences

Chemical sciences

Physical sciences

Earth & Space sciences

Nature and development of science

Use and influence of science

Use and influence of science

Planning & conducting

Processing & analysing data & information

Evaluating

Communicating

The Australian Curriculum: Science aims to ensure that students develop:

an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live

an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things

an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions

an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims

an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions

an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science

a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

By the end of Year 9, students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in results and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas.

Junior Science forms the foundation for Year 10 Science and Senior Science subjects such as Biology, Chemistry, Physics and Science in Practice.

http://www.australiancurriculum.edu.au/Glossary?a=S&t=material

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigations

http://www.australiancurriculum.edu.au/Glossary?a=S&t=analysing

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluating

http://www.australiancurriculum.edu.au/Glossary?a=S&t=evidence

http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions


http://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluate


http://www.australiancurriculum.edu.au/Glossary?a=S&t=contemporary+science

http://www.australiancurriculum.edu.au/Glossary?a=S&t=environment

http://www.australiancurriculum.edu.au/Glossary?a=S&t=scientists

http://www.australiancurriculum.edu.au/Glossary?a=S&t=variables

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=scientific+language


SCIENCE



Energy on the move

Making waves

It’s elementary

The changing Earth

My life in balance

Responding to change

Chemical patterns

Chemical patterns in the real world

Life blueprints

Life evolves

Chemistry isn’t magic

Chemical reactions matter

Moving along

Energy of motion

The Universe

Global systems

ASSESSMENT:

Assessment types include: supervised assessment – multiple choice, short and extended response questions, multimodal presentation, response to stimulus, extended experimental investigation and scientific report.

OTHER INFORMATION:

All material costs such as texts, reprographics and consumables will be covered through your contribution to the resource hire scheme. Sometimes, educational excursions or activities are conducted to enhance learning outcomes and these may involve a cost.


VISUAL ART

Subject Overview

Students who study Visual Art use their creativity, imagination and senses to express ideas across a range of social, cultural, historical, spiritual, political, technological and economic contexts. They enhance their aesthetic understandings of art while creating their own artworks and by presenting and responding to their own and others’ art works. Students recognise that the Arts provide career opportunities and develop skills that will help them to lead fulfilling recreational and working lives.

The subject of Junior Visual Art is one strand of the Arts KLA. The elements of this KLA are explored as students demonstrate a knowledge and understanding of arts practice through active engagement of arts elements, techniques, skills and processes. They create art works and present to a variety of audience types. Students respond to artworks and focus on how the arts reinforce and challenge their own experiences and those of other artists. They develop their ability to critically analyse and reflect on the creative process that has occurred within one or across many arts disciplines.

Students are able to:

• Make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works;

• Create and shape arts works by manipulating arts elements to express meaning in different contexts;

• Modify and refine genre-specific arts works, using interpretive and technical skills;

• Present arts works to particular audiences for a specific purpose, style and function, using genre specific arts techniques, skills, processes and cultural protocols;

• Identify risks and devise and apply safe practices;

• Respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and languages;

• Reflect on learning, apply new understandings and justify future applications.

Students select and use a range of tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and present arts works, and to communicate their own arts practice and that of others.

Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding;

• Creating;

• Presenting;

• Responding;

• Reflecting.


VISUAL ART

Recommended pre-requisites: Year 8 Visual Art


Looking In & Looking Out

Proportions of the face

Identity of self and others

Self-portrait artists & artworks

Self-portraits – tonal & multi media

Animalia

Animal artist & artworks

Pen & ink sketching of animals

Natural sculptural animals

Print of stylised animal

Cultures Around

Cultures & their use of symbol & pattern in artworks

Use of pattern & symbol in design

Batik & Ceramic terminology, techniques

Abstraction

Analysis of abstract artworks & artists

Collage and collograph prints terms & techniques

Edition of prints

Masks

Cultures, masks & meanings

Purposes & functions of masks

2D & 3D mask construction

Design elements and concepts

Pop Art

Elements & concepts of design

Pop artists & artworks

Tonal Dropout painting

Assemblage pop art sculpture

Object of Obsession

Conceptual verses literal meaning

Plaster carving & slip casting

Conceptual artists & artworks

Media experiments with object

Personal resolved artwork

Community Arts

Deconstruction & reconstruction

Elements & concepts of design

Resolved community artwork

Analysis of resolved artwork

Design & application for varying contexts

ASSESSMENT:

Assessment can include visual folios covering a range of media, worksheets, visual diaries, peer and self-assessment sheets and research assignments. Two practical folios per unit covering a range of media types. One written or oral task per unit.

OTHER INFORMATION:

Students will also be asked to contribute towards the cost of consumables used in practical areas during their course of study. This charge is for items retained by the students which include all students’ art work. A cost of approximately $25 applies to this subject in years 9 and 10. Please note at time of printing the cost of this levy in years 9 & 10 is under review and may change.


INSTRUMENTAL MUSIC

Subject Overview

Instrumental Music aims to provide the opportunity for musical development of students through instrumental instruction on a group basis. It also aims to provide ensemble experience for these students so they can develop ensemble performance skills as an integral part of their music education.

Instrumental music is a co-curricula subject. The students receive one lesson per week. This lesson is held during school time. The lessons rotate through 4 periods so the students do not miss the same class each week. If students let their teachers know in advance that they will be missing a class to go to music, the teachers are willing to help the students catch up on work missed.

Students can receive instruction on flute, bassoon, clarinet, saxophone, trumpet, french horn, trombone, baritone, tuba and percussion (drums and glockenspiel).

Students can access instruments by:

Borrowing one from the school

Hiring an instrument from a music store;

Purchasing either a new or second-hand instrument.

Students who have been using a school instrument for a year and are progressing well on their instrument are encouraged to then purchase their own instrument. The school instrument can then be loaned to another student who would like to learn an instrument.

Most assessment for Instrumental Music is informal. The students regularly perform solos in their lessons. There are up to four formal pieces of assessment each year (one in each term). At least two are practical assessments.

Parents can help students by:

Monitoring any problems the student may have in classes missed. Remember they must catch up on missed work.

Encouraging the student to practice regularly at home. It is recommended that students practice at least 3 days a week. The length of practice time should be at least 30 minutes per session.

Helping the student to find a suitable time and place for practising. A suitable place could be one where: there are no distractions for the student; there is plenty of ventilation and light; people won't walk in and distract the student. Please resist the temptation to make practice time a punishment. An established routine makes life easier for both the student and parent.

Attending performances where your child is performing.

Encouraging the student to play for you and other family members.

Discouraging people from interrupting the students' practice time.

The lessons are free, however there are costs involved in order to look after the instrument. Initially there are a number of items to purchase. Once these have been obtained costs will be minimal

2016 & 2017 Junior Handbook Subject Selection .docx - 1 - e q · 2016 & 2017 Junior Handbook...

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Transcript of 2016 & 2017 Junior Handbook Subject Selection .docx - 1 - e q · 2016 & 2017 Junior Handbook...