Dakabin State High School · The Future Lies Within Year 9 Handbook Learning, Discipline, Community...

The Future Lies Within

Dakabin State High School

Year 9 Handbook

Commencing 2020

Information within this handbook is subject to change


Year 9 Handbook

Learning, Discipline, Community Base


Junior Secondary Commencing 2017



Year 9 Handbook

Learning, Discipline, Community


At Dakabin State High School, our vision is to be a high performing school that develops a culture of learning that will

enable our students to be resilient, healthy and successful citizens in the 21st century.

Our Values – Junior Secondary

Learning at Dakabin State High School is based on harmonious teacher-student relationships. Our school has developed

strategies that build on the core philosophy of Learning, Discipline and Community which provides each student the

opportunities for the highest personal development.

Our Staff Community

We are an understanding and highly experienced organisation. We are committed to providing all students with quality

learning experiences and opportunities.

Our teachers build strong relationships with students and families that fosters success, improves performance and

enhances wellbeing.

Our wide range of programs offers every student experiences in academic and extra-curricular activities within the school

and wider community. In collaboration with our staff, a dedicated Parents and Citizens Association encourages and

supports students and families to reinforce a sense of community at Dakabin State High School.

We are committed to ensuring that every student’s time with us is both positive and valuable. Our goal is to provide students every opportunity to succeed. To achieve this, Dakabin State High School goes beyond just supporting academic development. We provide opportunities to expand networks and support personal development that enhances career prospects so that every student can graduate a well-rounded individual. Katrina Larsen Principal


Year 9 Handbook

Learning, Discipline, Community The mission, vision, values and goals of Dakabin State High School underpin all that happens across the school,

including Junior Secondary.

At Dakabin SHS Our Mission is to:

Provide a quality education to all students and be inclusive and supportive of diversity

Promote an understanding within the school community that education is the key to success in a student’s chosen

pathways after school

Utilise current research based pedagogy to provide quality educational practices for all students in a supportive

environment to improve learning outcomes

At Dakabin SHS Our Vision is:

To be a high performing school that develops a culture of learning that will enable our students to be resilient,

healthy and successful citizens in the 21st century

At Dakabin SHS Our Values are:

Learning: Am I ready to learn?

Discipline: Am I following routines?

Community: Am I treating people with respect?

The values of Learning, Discipline and Community are communicated to students in the form of those questions:


Year 9 Handbook


Are you ready to learn?

This relates to the preparedness of students for learning

Our Academic Achievers Program and Dakabin Diamonds

High expectations for all which includes catering for the needs of all students

Are you following our routines?

Celebration Assemblies occur once a term

Value of the week award for students who are displaying the school values

Recognising and celebrating success with effort, behaviour and academic achievement

Are you showing respect for our community?

Junior secondary leadership structure gives junior secondary students a voice within the school

Junior secondary leaders work with senior leaders for various initiatives within the school

Dakabin’s House structure develops pride for school events

Camps, lunch time activities, clubs and teams give junior secondary students the opportunity to develop confidence and self esteem

Junior secondary area is especially for junior secondary students

Pathways program has a focus on student welfare

Parent information sessions / programs are offered to our community

Our Student Welfare group ensure the school is a safe and supportive environment for all students

Communication with parents and carers is via eNewsletter, Qschools App, Facebook and the school website. We welcome the input from parents and carers into the school community and encourage membership on the school P&C


Year 9 Handbook

Learning, Discipline, Community Our mission, vision and values are reflected in the Junior Secondary context at Dakabin State High School.

For all elective subjects, students move to other specialist classrooms around the school. This approach has a clear

focus on relationships between the students, and between the students and the teachers. Teachers are able to

collaboratively plan to best meet the needs of their students, ensuring learning opportunities are maximised. It also

enables a common approach between the teachers in a POD, providing clear, consistent routines for the students and

the opportunity to work on the development of persistence, resilience and general social skills all while meeting the

needs of the learners.

Our staff have a clear understanding of the needs of the adolescent learner. This is reflected in the pedagogy they use

within their classes, aiming to engage the students by making learning relevant, interactive and collaborative. Teachers

set high expectations for their students and opportunities are provided to celebrate success.


Year 9 Handbook


Secondary Key Staff

Administration Team Principal

Deputy Principal Years 9-10

Year Level Co-ordinator Year 9

Student Support Team Guidance Officer

School Nurse

School Chaplain

Youth Support Worker

School Based Police Officer


Year 9 Handbook


Curriculum Overview Year 9

Mainstream Timetable

Year 9

Semester 1 Semester 2

English

Mathematics

Science

Humanities and Social Science

HPE

Year 9 Elective Year 9 Elective




Year 9 Handbook


Year 9

Year 9 somewhat changes focus, and provides students with the opportunity to begin to narrow their focus in preparation

for the transition into the Senior Phase of learning. This is achieved through the selection of elective subjects that are

studied for the entire year. The POD class structure is maintained, but the core subjects are taught by four different

teachers, rather than just the two as in year 7 and 8. This model allows for increased independence in readiness for

senior.

Year 9 Semester 1 Semester 2

Core

Subjects

English English

Science Science

Mathematics Mathematics

Pathways Pathways

Alternate Semesters History or Health and Physical

Education History or Health and Physical Education

Select any two Electives

Electives

Design or Digital

Technologies

Industrial Technology and Design

Digital Technologies

Graphics Hospitality

Business Studies Engineering

The Arts Dance Drama Film & Media

Music Visual Arts

LOTE Japanese

Programs Basketball Academy Agricultural Science Small Animal Studies


Year 9 Handbook


YEAR 9 CURRICULUM OVERVIEW

English

Subject Information

Participation in many aspects of Australian life depends on effective communication in Standard Australian English. In

addition, proficiency in English is invaluable globally. The study of English also helps students to engage imaginatively

and critically with literature from a range of cultures. In English, students will learn to listen to, read, view, speak, write,

create and reflect on a range of texts. They will appreciate, enjoy and use the English language to evoke feelings, convey

information, form ideas, entertain, persuade and argue. Furthermore, students will understand how Standard Australian

English works in its spoken and written forms to create meaning.

Assessment

Students will complete 8 pieces of assessment over the course of the year. Assessment will be drawn from a range of

informative, persuasive and imaginative categories. Students will be required to complete a combination of written,

spoken and multimodal assessment in open and supervised conditions.

Year 9

Term 1 True Blue:

Autobiographical texts

Term 2 Slam Poetry

Persuasive and poetry texts.

Term 3 Speculate:

Speculative fiction texts.

Term 4 A Novel Idea:

Extended fiction texts


Year 9 Handbook


English Pathways

Year 11/12

General English

(4 Semesters)

Year 11/12

Essential English

(4 Semesters)

Year 10

English

Year 9

English

Junior English

Year 8

English

Junior English

Year 7

English

Junior English


Year 9 Handbook


Health and Physical Education

Subject Information

In Health and Physical Education, students develop the skills, knowledge and understanding to strengthen their sense of self, to build and manage satisfying respectful relationships. They learn to build on personal and community strengths and assets to enhance safety and wellbeing. They learn to critique and challenge assumptions and stereotypes. Students learn to navigate a range of health-related sources, services and organisations.

At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of phy7sical activities - confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, students acquire an understanding of how the boy moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally. Movement is a powerful medium for learning, through which students can practice and refine personal, behavioural, social and cognitive skills.

Health and Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active.

Please note: In 2017 the HPE department will being rolling out the implementation of the National HPE Curriculum. Information will be updated and distributed as this occurs.

Year 9

Term A

THEORY

Theory: Lifestyle Diseases

Assessment: Multimodal presentation

PRACTICAL

Prac: Touch Football

Assessment:

Observation and integration

Term B

THEORY

Theory: Muscles, Bones, Joints

Assessment: Exam

PRACTICAL

Prac: Ball sports

Assessment:

Observation and integration

Assessment

Assessment within an outcomes framework is the purposeful, systematic and ongoing collection of information about

students’ demonstrations of learning outcomes through integrating the three key learning areas.


Year 9 Handbook


Basketball Academy

Subject Information

Students study elements of basketball both on and off the court. The Subject consists of two on court training sessions

per week and one theory lesson. Topics covered include, the history of basketball, Basketball nutrition, injury

prevention and Basketball management.

Students undergo a selection process consisting of a try out and training session as well as an interview. Students must

be demonstrating at least satisfactory for effort and behaviour in their subjects with nothing lower than a C academically.

The basketball program looks to improve overall student outcomes and health and fitness. Furthermore the Academy

will focus on the development of personal and social values such as commitment, and perseverance whilst learning to

compete. The Academy provides future pathways into a Certificate 3 Course in Sports and Recreation Coaching for

grade 11 and 12.

Students have access to external competitions and tournaments. These will incur extra cost. Individual training

sessions are also available before and after school for academy students at no extra charge.

Year 9

Term 1 Theory: Introduction to basketball, Prac: Basketball Fundamental

Term 2 Theory: Nutrition Prac: Basketball concepts

Term 3 Theory: Sports injuries and prevention

Term 4 Theory: Team management. Prac: Basketball offense/defence


Year 9 Handbook


Health and Physical Education Pathways

Year 11/12

Certificate III Sport

and Recreation –

Basketball

(4 Semesters)

8 QCE Points

Year 11/12

Senior Phase

Certificate III

Fitness

8 QCE Points

Year 11/12

Senior Phase

Physical Education

(4 Semesters)

OP

Year 11/12

Recreation

(4 Semesters)

8 QCE Points

Year 11/12

Senior Phase

Certificate III Sport

and Recreation –

Basketball

8 QCE Points

Year 10

HPE

Year 9

HPE

Year 10

Certificate II

Sport and Recreation

Year 8

HPE

HPE

Year 7

(1 Term)

Year 8

HPE

HPE / Basketball Focus

Year 7

HPE Basketball Focus

Year 9

Basketball Program

(In addition to Year 9 HPE)

Year 10

Basketball Program


Year 9 Handbook


Languages Other than English (LOTE)

Languages Other Than English (LOTE) is one of the prescribed learning areas that are studied in Years 7 and 8.

Japanese is the LOTE offered at Dakabin State High School.

Japanese

Subject Information

Our students of Japanese engage in a variety of learning experiences that incorporate developing their Comprehension

and Composing skills as they learn more about the language. They also participate in learning activities that further

develop a knowledge and understanding of Japan’s culture, history and geography.

Year 9

Term A International Travel

Term B In My Free Time

Term 3 Itadakimasu!

Term 4 Quiz Show

Assessment

There are four (4) assessment tasks to cover the communicative skills of LISTENING, READING, SPEAKING and

WRITING. The students usually complete two (2) tasks per term.

Assessment takes a variety of forms, and students will be asked to show knowledge of their LOTE through test and

assignment tasks that are based on the language that they have been learning in the class room.


Year 9 Handbook


LOTE Pathways

Knowledge of a second language is becoming more and more important in our world today. Many businesses look for

this skill in their employees, and the ever-expanding tourism and hospitality industries are constantly looking for staff

with the knowledge of another language.

Japanese

Year 12

Japanese

Year 10

Japanese

Year 8

Japanese

Year 11

Japanese

Year 9

Japanese

Year 7


Year 9 Handbook


Mathematics

Subject Information

The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in

Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities

that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical

specialties and professional applications of mathematics are built.

Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instill in students an

appreciation of the elegance and power of mathematical reasoning.

Year 9

Term 1

Measurement and Geometry:

Area, volume and surface area of shapes

Pythagoras’ Theorem and Trigonometry

Scale factor

Similar Triangles

Term 2

Number and Algebra:

Simple interest

Index laws and scientific notation

Expanding binomial expressions

Term 3

Statistics and Probability:

Data collection techniques

Data displays and the position of the mean and median

Probabilities of two-step experiments

Histograms and back-to-back stem plots

Term 4

Number and Algebra:

Rates and Ratios

Distance between two points, midpoints and gradients of a line

linear and non-linear graphs

Assessment

Each semester comprises of 3 mandatory assessment tasks. Two are short answer exams and one is a written

assignment in the form of a problem solving and modelling task. Supplementary evidence is collected via formative

tracking assessment and may be used to make final reporting decisions.


Year 9 Handbook


Mathematics Pathways

Essential

Maths

Year 7

Mathematics Support

Year 10

Mathematics

Year 8

Mathematics Support

Year 9

Mathematics Support

General

Maths

Math

Methods

Specialist

Maths

Year 10

Mathematics Extension

Year 9

Mathematics

Year 8

Mathematics

Year 7

Mathematics


Year 9 Handbook


Science

Subject Information

Science provides a way of answering interesting and important questions about the biological, physical and technological world. Science arises from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems.

Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity.

The Science 7 to 10 Australian Curriculum 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

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.

Year 9

Term 1 It’s elementary

The changing Earth

Term 2 Energy on the move

Making waves

Term 3 My life in balance

Responding to change

Term 4 Chemical patterns

Heat and Eat


Year 9 Handbook


Assessment

Assessment tasks (as directed by C2C) will fall into one of three categories – Experimental investigations, Response

tasks, Written tasks. Across the year each student should have the opportunity to complete at least one of each of these

tasks.

1. Experimental investigations require students to conduct an investigation over approximately one to two weeks

and communicate their findings in an appropriate genre such as scientific report, poster or oral.

2. Response tasks include assignments, non-written presentation, reports, response to stimulus and annotated

bibliographies.

3. Written tasks supervised exams, second hand data analysis, practical challenges that answer specific questions.


Year 9 Handbook


Science Pathways

Senior

Chemistry

Senior

Physics

Senior

Biology

Senior Earth

Science

Senior

Science in

Practice

Senior Pathways (SEM2)

(Science) with

specific focus

SCI101

Core Science

SCI07

Core Science

SCI08

Core Science

SCI091

Core Science


Year 9 Handbook


Humanities

Subject Information

History is a disciplined process of inquiry into the past that develops student’s curiosity and imagination. Historical

knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events,

movements and developments that have shaped humanity from the earliest time up to the present day. The study of

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

period of industrialisation and rapid change in the ways people lived, worked and thought.

Year 9

Unit 1 HISTORY

The Movement of People- the impact the Industrial Revolution (1750 -1901)

Unit 2 HISTORY

Making a Nation – The extension of settlement, Including Aboriginal and Torres Strait Islanders, non-Europeans. Laws, working & voting rights. (1750-1918)

Unit 3

HISTORY

World War 1 - the causes and the ramifications of WW1. The Australian experience of WW1

Assessment

• Knowledge Tests

• Response to Stimulus tests

• Research assignments

• Multi-modal presentations


Year 9 Handbook


Humanities Pathways

Senior

Ancient History

Senior

Modern History

Senior

Legal Studies

HIS101: Year 10

(Semesters 1 or 2)

World War II

Civil Rights and Freedoms

History’s influence on Popular Culture

SSC07: Year 7

History The Ancient World – Egypt; China

Geography Water in the World: Liveability

SSC01: Year 8

(Semester 1 or 2)

History Vikings: Shogun Japan: Spread of the Black Death Asia,

Europe & Africa:

Geography Changing Nations: Landscapes & Landforms

HIS01: Year 9

(Semester 1 or 2)

History: Industrial Revolution: World War 1 : Making a Nation

Senior

Social and

Community

Studies


Year 9 Handbook


Electives


Year 9 Handbook


Agriculture

Subject Information

Students can elect to study Agriculture for six months in Year’s 7 & 8 and a full year in Year 9. Students will be

studying animal and plant related topics and take part in practical activities on our working farm. This course contains

both theory and practical components.

Year 9 Agriculture

Term 1 Alternate Farming

(Worm Farming, Hydroponics )

Term 2 Keeping Poultry

Term 3 Disease Management

Term 4 Beekeeping

Assessment

Research Assignment, Written Exam, Skills Based Assessment, Bookwork, Journals


Year 9 Handbook


Small Animal Studies

Subject Information:

This course is skills based and is designed for students to become familiar in the processes of breeding and raising

small animals. Students will also plan, design and run an animal nursery day for local feeder schools.

Year 9

Term 1 Breeding and Raising Baby Animals

Term 2 Animal Nursery

Term 3 Companion Animals

Term 4 Wildlife Studies

Assessment:

Research Assignment, Written Exam, Skills Based Assessment, Bookwork, Journals


Year 9 Handbook


Agriculture Pathways

Senior Agriculture Science Cert 2 Rural Operations Cert 2 Animal Studies

VAA10: Year 10 Semester 1 & 2

Cert1 Animal Studies

Students will develop knowledge

and skills in beef cattle, poultry,

sheep & alternate animal industries

SAS90: Year 9 Small Animal Studies

Breeding and raising baby animals

Animal Nursery

(2 Semesters)

RUR10: Year 10 Semester 1 & 2

Cert 2 Rural Operations

Students will develop knowledge and

skills in farm safety, handling livestock

and maintaining farm fixtures

AGS09: Agriculture and Animal Studies

Alternate Farming, UQ Sunflower trial,

Poultry and Beekeeping

(2 Semesters)

AGS08: Year 8 Agriculture and Animal Studies

(1 Semester)

Term 1: Animal Productions

Term 2: Companion Animals

AGS07: Year 7 Agriculture and Animal Studies

(1 Term)

Introduction to Agriculture:

Farm Animals and Growing Plants


Year 9 Handbook


Digital Technologies

Subject Information

In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy,

the environment and society, that the benefits of information systems are exploited ethically. This requires deep

knowledge and understanding of digital systems (a component of an information system) and how to manage risks.

Ubiquitous digital systems such as mobile and desktop devices and networks are transforming learning, recreational

activities, home life and work. Digital systems support new ways of collaborating and communicating, and require new

skills such as computational and systems thinking. These technologies are an essential problem-solving toolset in our

knowledge-based society.

Digital Technologies provides students with practical opportunities to use design thinking and to be innovative

developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital

solutions, effective users of digital systems and critical consumers of information conveyed by digital systems.

Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence,

innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems

to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be

regional and global citizens capable of actively and ethically communicating and collaborating.

Year 9

Term 1 Programming

Term 2 Modelling and Simulation

Term 3 Digital Design

Term 4 Data Analysis and Visulisation

Assessment

Supervised Exam

Assignments and presentations

Projects and product development


Year 9 Handbook


Digital Technologies Pathways

Senior ICT

Digital Solutions

Algorithmic design, software design and

development, knowledge based systems,

querying information systems, information

systems design and development

Senior ICT

Information Communication and Technology

Digital video, Digital image, animation, robotics,

game development, website development, multi-

media authoring

Digital Technologies Year 10

Data compression, Encryption,

Computer Hardware,

Programming, Data Analysis and

visualisation, Robotics, Modelling

and Simulation

Digital Technologies Year 7/8

General purpose language, how

modelling works, project

management, understanding data

Digital Technologies Year 9

Computer Hardware, Technology

issues, Mobile devices and

wireless networks


Year 9 Handbook


Food Studies

Subject Information

Food studies focuses on the importance of a variety of foods, sound nutrition principles and food preparation skills

when making food decisions to help better prepare them for their future lives. Students will progressively develop

knowledge and understanding about the nature of food and food safety and how to make informed and appropriate

food preparation choices when experimenting with and preparing food in a sustainable manner.

This will include the investigation of food production topics such as safety and hygiene practices, basic cookery

principles, café menus, meal planning, food presentation and team work.

Year 9

Term 1 Fast Food

Term 2 Super Snacks

Term 3 Healthy Habits

Term 4 Dreaming of a Green Christmas

Assessment

Continuous Practical Cookery Tasks

Design challenges

Written Tests


Year 9 Handbook


Home Economics / Hospitality /Tourism Pathways

Home Economics

(Food Major)

Year 11/12

(4 Semesters)

OP)

Hospitality

Year 11/12

(4 Semesters)

Early Childhood

Studies

Year 11/12

(4 Semesters)

Tourism

Year 11/12

(4 Semesters)

Hospitality Studies

Year 11/12

(4 Semesters)

OP

Food Studies

Year 9

(2 Semesters)

Cert I in Hospitality

Year 10

(2 Semesters)

Food Studies

Year 7

(1 Term)

Food Studies

Year 8

(1 Term)


Year 9 Handbook


Industrial Technology and Design

Subject Information

Industrial Technology and Design provides an opportunity to gain knowledge and understanding about tools, equipment,

materials and the design process. The student is provided with instruction and demonstrations and then supervised

while they follow safe working guidelines in the manufacture of various projects. There is generally an opportunity to

apply the design process and incorporate their own ideas into their projects.

There is something quite unique and gratifying about the successful construction of a project and the experience of

working with tactile materials.

Year 9 Engineering

Semester 1

Pizza Cutter

Screw Driver Turning Project

3D printing

Mouse Trap Racer

Windmill

Semester 2

Assessment

1. The Project. The student is provided with the necessary materials, resources and access to the workshop

during practical lessons and supervised in a safe environment.

2. The Workbook. Students are provided with a work book for each project and an opportunity to complete and

evaluate their own practical task. Some workbooks include a homework task and may require the student to

research a relevant topic or process.

3. Technology Test. An assessment task is completed either towards the end or at the conclusion of each project.

The focus of these pieces of assessment is generally about tools, equipment, materials, technology notes, safety

and the design process.

Year 9 ITD

Semester 1

Timber Carry All

Design Childs toy

Co2 Storage Box

Co2 Design Car

Semester 2


Year 9 Handbook


Industrial Technology and Design Pathways

Year 11/12

Industrial Tech Studies

(4 Semesters)

Year 11/12

Cert II Engineering

Pathways

(4 Semesters)

11/12

Cert I in

Construction

(4 Semesters)

Year 7/8

Project Based Design

(4 Semesters)

Year 9

Industrial Technology

and Design

Engineering

Year 10

Junior ITD and

Engineering

(2 Semesters)


Year 9 Handbook


Business

Subject Information

Business activity affects the daily lives of everyone as they work, spend, save, invest, travel and play. It influences jobs,

incomes and opportunities for personal enterprise.

Business education is important for students in their secondary schooling as they gain a level of financial independence

and become active consumers. The course looks at aspects from both a personal and business perspective.

The skills and knowledge gained from studying business will give you an excellent foundation for everyday living as well

a generic skill set for senior courses and ultimately, a broad range of careers.

Year 9

Term 1 Business and government in the economy

Term 2 E-commerce

Term 3 ASX – Investing in the Stock Market

Term 4 Clubs

Assessment

Student achievement is judged using a variety of assessment techniques such as supervised exams, research

assignments and informal presentations. The assessment is based on five dimensions which are: Knowing and

understanding, Investigating and designing, Producing, Evaluating and Reflecting.


Year 9 Handbook


Business Pathways


Year 9 Handbook


The Arts

Subject Information for Year 9

The Arts is a learning area that draws together related but distinct art forms. While these art forms have close

relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical

and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past,

current and emerging arts practices in each art form across a range of cultures and places.

The Arts comprises of five subjects:

•Dance

•Drama

•Media Arts

•Music

•Visual Arts.

The courses in The Arts for a Year 9 student are run over the entire school year. These courses utilise two assessable

dimensions: Making and Responding.

In The Arts, students:

learn that over time there has been further development of different traditional and contemporary styles as they explore The Arts

explore The Arts and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region draw on The Arts from a range of cultures, times and locations as they experience The Arts learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies.


Year 9 Handbook


Dance

In Dance, students:

•build on their awareness of the body and how it is used in particular dance styles •extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions •extend the combinations of fundamental movement skills to include dance style-specific movement skills •extend technical skills, increasing their confidence, accuracy, clarity of movement and projection •learn about sustainability through the arts and sustainability of practices in the arts •explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance •evaluate dancers’ success in expressing the choreographers’ intentions and the use of expressive skills in dances they view and perform •understand that safe dance practices underlie all experiences in the study of dance •perform within their own body capabilities and work safely in groups.

Year 9

Semester

1

Dance Through the Ages

Semester

2

Theme-based artistic dance

Assessment:

During the year 9 course of study assessment is in the form of Making (Forming and Presenting) and Responding. Students perform and choreograph for peer audiences in small groups and are individually assessed. Responding tasks are completed predominantly in class time, based upon an analysis of professional artist’s works – choreography, intent and culture.


Year 9 Handbook


Drama

In Drama, students:

•refine and extend their understanding and use of role, character, relationships and situation •extend the use of voice and movement to sustain belief in character •maintain focus and manipulate space and time, language, ideas and dramatic action •experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences •explore meaning and interpretation, forms and elements, and social, cultural and historical influences of drama as they make and respond to drama •evaluate actors’ success in expressing the directors’ intentions and the use of expressive skills in drama they view and perform •maintain safety in drama and in interaction with other actors

Year 9

Semester

1

‘Off the Cuff’

Semester

2

Missing Voices

Assessment:

Assessments will be completed over the course of the year in the two assessable dimensions; Making (Forming and Presenting) and Responding. Students form and present for peer audiences in productions for assessment. Responding tasks are completed predominantly in class, based upon an analysis of professional productions – elements of drama, performance skills and meaning of the piece.


Year 9 Handbook


Media Arts In Media Arts, students:

•refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions •extend the use of time, space, sound, movement and lighting as they use technologies •analyse the way in which audiences make meaning and how audiences interact with and share media artworks •explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia and how these may influence their own artistic intentions in making media artworks •explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks •consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks •evaluate the social and ethical implications of media arts •maintain safety in use of technologies and in interaction with others, including the use of images and works of others •maintain ethical practices and consider regulatory issues when using technology.

Year 9

Semester

1

Animation Sensation – American and Japanese Animation

Semester

2

Game On – The impact of gaming on entertainment industries and audiences

Assessment:

Assessments will be completed over the course of the year in the two learned dimensions; Making (Design and Production) and Responding. Students create and present for peer audiences which are individually assessed. Responding tasks are completed predominantly in class time, based upon an analysis of media artworks.


Year 9 Handbook


Music

In Music, students:

•continue to develop their aural skills as they build on their understanding and use of the elements of music •extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and expression in different forms •extend their use of and identification of timbre to discriminate between different instruments and different voice types •build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using instrumental and vocal techniques •extend technical and expressive skills in performance from the previous band •reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music •explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they make and respond to music •evaluate performers’ success in expressing the composers’ intentions and expressive skills in music they listen to and perform •maintain safety, correct posture and technique in using instruments and technologies

Year 9

Semester

1

Rock School – Exploring popular and rock

music styles

Semester

2

The Modern Orchestra – Film music and

Programmatic music

Assessment: Assessments will be completed over the course of the year in the two learned dimensions; Making (Composition & Performance) and Responding. Students create and present for peer audiences which are individually assessed. Responding tasks are completed predominantly in class time, based upon an analysis of Music works.


Year 9 Handbook


Visual Arts In Visual Arts, students:

•build on their awareness of how and why artists and designers realise their ideas through different visual representations, practices, processes and viewpoints •refine their personal aesthetic through working and responding perceptively and conceptually as an artist, designer or audience •identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations of different viewpoints •research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes across a range of forms, styles, practices and viewpoints •adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-media or cross-form •identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts •use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make and respond to visual artworks •adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience •extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies

Year 9

Semester

1

Figurative History

Semester

2

Surrealism in Shapes

Assessment

Assessments will be completed over the course of the year in the two learned dimensions; Making (Creating & Presenting) and Responding. Responding tasks are completed predominantly in class time, based upon an analysis of Art works.


Year 9 Handbook


The Arts Pathways

Drama

(General)

4 Semesters

Dance *

Year 9

(2 Semesters)

Drama *

Year 10

(2 Semesters)

Years 7 & 8

PBL*

(Performing Arts)

(1 Semester per year)

Dance &

Cert I Dance *

Year 10

(2 Semesters)

(VET)

Music *

Year 9

(2 Semesters)

Music *

Year 10

(2 Semesters)

Drama *

Year 9

(2 Semesters)

Drama In Practice

(Applied)

4 Semesters

Dance

(General)

4 Semesters

Dance

In Practice

(Applied)

4 Semesters

Music

(General)

4 Semesters

Music

In Practice

(Applied)

4 Semesters


Year 9 Handbook


* Different combinations are possible including page above - upon meeting pre-requisites.

The Arts Pathways Cont.

Year 9

Media Arts*

(2 Semesters)

Year 9

Visual Arts*

(2 Semesters)

Visual Art

(General)

4 Semesters

Cert III Visual

Art

(VET)

4 Semesters

Film, Television

and New Media

(General)

4 Semesters

Visual Art*

Year 10

2 Semesters

Cert II

Visual Art

Year 10

(VET)

2 Semesters

Media Arts*

Year 10

(VET)

2 Semesters

Years 7 & 8

PBL*

(Performing Arts)

(1 Semester per year)

Dakabin State High School · The Future Lies Within Year 9 Handbook Learning, Discipline, Community...

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