SUBJECT SELECTION GUIDE 

YEAR 9 

2022 

Cavendish Road State High School 

E:admin@cavendishroadshs.eq.edu.au 

A: PO Box 156 Holland Park QLD 4121 

P: 3394 0707 

Dear Students and Parents, This handbook provides essential information for you to begin to shape your plan for academic success at Cavendish Road State High School. Learning to learn is a skill. Each year the subject and study demands increase requiring a conscientious attitude and application. These are skills you will need to succeed both at school and beyond. Cavroadians are expected to work to the best of their ability, both in class and at home AND take personal responsibility for their learning. Within the Year 9 Australian curriculum students have the first opportunity to study units of work associated with specialist subject areas. These specialist subjects are offered alongside a programme of study related to compulsory subjects that students have already studied in Years 7 and 8. Studies related to specialist subject areas also extend into Year 10. We offer a balanced curriculum. In Year 9, your choices of elective subject choices are designed to keep your future options open, however, subject selections in Year 9 are not a pre-requisite for whether you may or may not study electives in senior school. Nor will they affect your post-school career pathways. Seek and follow advice. The best advice in relation to choosing elective subjects is to consider subjects which interest you and those that you have been successful in. I encourage you to seek the advice of your parents, teachers, guidance officers and Heads of Department during the process of selecting your subjects Read through all sections of this handbook carefully and consider the options available to you. You will see that the various subjects offered cater for a range of abilities and interests. All subjects develop the general capabilities of our students as stipulated in the Australian Curriculum: literacy, numeracy, critical and creative thinking and technology skills. Further opportunities to expand your educational knowledge and experiences prior to embarking on your senior school studies will be offered to you in Year 10. I trust that this handbook will assist both students and parents to make informed decisions around subject selection and aid in ensuring that your child’s school experience is both interesting and fulfilling. Yours in education,

Richard Usher BA LLB Dip Teach EXECUTIVE PRINCIPAL

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CONTENTS

Principal’s Welcome Letter 3

Table of Contents 4

Administration and Guidance Officers 5

Heads of Department (HODS) 6-7

Year 9 Course 2022 8

CORE SUBJECTS

Mathematics 9-10

English 11

Science 12

History 13

Health and Physical Education 14

ONE SEMESTER ELECTIVE SUBJECTS

Academy of Ideas 15

Design and Technologies ( Graphical Design) 16

Material and Technologies (Practical) 17

Digital Technology 18

Drama 19

Economics and Business 20

Food and Fibre Production 21

Geography 22

Media Arts 23

Music 24

Visual Art 25

TWO SEMESTER ELECTIVE SUBJECTS

German 26

Japanese 27

Football Academy (invitation only) 28

Netball Academy (invitation only) 29

Touch Football Academy (invitation only) 30

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ADMINISTRATION

Mr Usher Mr Beebe Ms McCarthy Principal Head of School Head of School

Mr Cox Mr Hazzard Mr Thomson Ms van Genderen Deputy Principal Deputy Principal Deputy Principal Deputy Principal

 

GUIDANCE OFFICERS 2025_guidanceofficer@cavendishroadshs.edu.au

         

  

  

  

Ms Jane Larsen Mr Michael Lynch Mr Robert Stewart Ms Alycia Wilkinson

Guidance Officers have specific training, knowledge and skills in the area of Career Development. The Guidance Officers have designed the Career Education Program that students participate in from Years 7-12. These programs are based on current trends and research to assist in helping student’s identity their personal strengths and abilities and gaining an understanding of the world of work. Student will also learn about post schooling options at TAFE, university and apprenticeships that lead to the qualifications required for different and specific job opportunities. Students have access to a range of resources, in class, online, on parade, career lunchbox sessions, guest speakers and can also access career counselling, advice and support from the guidance officers.

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HEADS OF DEPARTMENT

Ms Nikki Bairstow Sport Director nbair4@eq.edu.au

Ms Maria Masselos International & Foreign Languages mmass2@eq.edu.au

Mr Anthony Caruso HPE and Sport Education and Sport acaru9@eq.edu.au

Ms Karen McFarlane Information and Technology Services kmcfa19@eq.edu.au.

Ms Joanna Cuba English jcuba1@eq.edu.au

Mr Terry Moran Mathematics tmora1@eq.edu.au

Ms Stephanie Davis Special Education sdavil35@eq.edu.au

Ms Amanda Nuell Science anuel1@eq.edu.au

Ms Belinda Grech Humanities and Business bgrec2@eq.edu.au

Mr Ben Reynolds Teaching and Learning Education Services breyn33@eq.edu.au

Mr Nick Faulkner Wellbeing nrfau0@eq.edu.au

Mr Schloss Technology, Hospitality and Engineering Workshop eschl3@eq.edu.au

Ms Helen Fisher Humanities & Business hfish2@eq.edu.au

Ms Morgan Stebbings Innovation and Practice msteb2@eq.edu.au

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Ms Gen Tippett Creative Art and Industries gtipp1@eq.edu.au

Ms Karyn Trapp Pathways and Performance Senior School ktrap1@eq.edu.au

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YEAR 9 COURSE 2022  YEAR 9 COURSE IN 2021 The Year 9 curriculum is designed to implement the mandated aspects of the Australian curriculum as well as to cater for the needs of Cavendish Road SHS students. It aims to provide a broad, general education and a foundation for further learning. CORE STUDIES: ALL students will study TWO semesters of ENGLISH, MATHS and SCIENCE. They will also study ONE semester of HISTORY and ONE semester of HEALTH AND PHYSICAL EDUCATION. Throughout the year, ALL students will also participate in the school’s PASTORAL CARE/PEER SUPPORT PROGRAM and Tuesday afternoon inter-school or recreational SPORT. ELECTIVE STUDIES: Students will choose electives, which will be studied for FOUR semesters. LANGUAGES: Students who wish to study a language (either Japanese or German) will study the language for TWO semesters. They will need to choose electives for the other two semesters. CORE ONE SEMESTER ELECTIVES TWO SEMESTER ELECTIVES English Academy of Ideas German Health & Physical Education Design and Technologies

(Graphical Design) Japanese

History Economics and Business Football Academy Mathematics Digital Technology Netball Academy Science Drama Touch Football Academy Food and Fibre Production Geography Material and Technologies

(practical)

Media Arts Music Visual Art SPORTS ACADEMY: Students who have been selected in a Sports Academy will study their chosen Academy program during Health and Physical Education core and as ONE elective choice. Elective offerings are determined by the number of students choosing to study the elective as well as the availability of staff and resources. The school reserves the right to cancel an elective should it not prove to be a viable elective, due to availability of specialised teachers, facilities or lack of student demand.

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INTRODUCTION: The Year 9 Mathematic curriculum aims to ensure that students are confident, creative users and communicators of mathematics. It develops an increasingly sophisticated understanding of mathematical concepts and fluency with process, and an ability to pose a solved problem and reason in Number and Algebra, Measurement and Geometry and Statistics and Probability.

CONTENT ASSESSMENT

TERM 1

Real Numbers Pythagoras Financial Mathematics

Exam

TERM 2

Patterns and Algebra Measurement Indices and Scientific notation

Problem Solving and Modelling Task

TERM 3

Geometric reasoning Linear Relationships

Exam

TERM 4

Statistics and Probability Non- Linear relationships

Exam

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Individual work from text book and worksheets HOMEWORK: On line tasks, work set from the text or worksheets, assignment work, Skill Sheet booklet EXCURSIONS: N/A EQUIPMENT: Laptop, 2 exercise books, pens, pencils, ruler and calculator (Casio fx82) PREREQUISITE: Year 8 Maths

 

 

MATHEMATICS

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INTRODUCTION: The Year 9 Accelerated Mathematics course covers elements of the 10 Australian Curriculum. Entry is by invitation only. Students currently in the Year 8 Accelerated program will be automatically enrolled into this course.

CONTENT ASSESSMENT

TERM 1

Linear and Non-Linear relationships, Area and Volume, Pythagoras and Trigonometry

Problem Solving and Modelling Task

TERM 2

Patterns and Algebra, Geometric Reasoning, Data

EXAM

TERM 3

Indices and Scientific notation Financial Mathematics Chance

EXAM

TERM 4

Trigonometry, Linear and Non-linear Relationships Patterns and Algebra

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Individual work from textbook and worksheets. Online tasks HOMEWORK: Work set from the text or from worksheets. Online tasks. Assignment work, Skill Sheet Booklet EXCURSIONS: N/A EQUIPMENT: Laptop, 2 exercise books, pens, pencils ruler and calculator (casio fx 82) PREREQUISITE: Students who have demonstrated a mathematical ability at the highest level will be invited into the course

 

 

ACCELERATED MATHEMATICS

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INTRODUCTION: In Year 9 students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environment. They experience learning in familiar and unfamiliar contexts, including local communities, vocational and global contexts. Students will engage with a variety of texts for enjoyment.

CONTENT ASSESSMENT

TERM 1

What’s Out There Short Stories

Narrative

TERM 2

True Blue Heroes

Persuasive Multimodal Presentation

TERM 3

Novel Study

Analytical Essay Exam Spoken Monologue

TERM 4

Poetry with Purpose

Analytical Essay

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: A variety of individual and collaborative activities involving close study of text, comprehension and discussion. HOMEWORK: Reading of texts, working on unit activities and working on assessment requirements EXCURSIONS: Guest speakers EQUIPMENT: Laptops, workbooks, pencil cases PREREQUISITE: Year 8 English

 

 

ENGLISH

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INTRODUCTION: The Year 9 science course aligns to the Australian Curriculum for Year 9. Student will explore ways in which the human body as a system responds to its external environment and interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons and ho this system can change through nuclear decay. They learn that matter can be arranged through chemical change and that these changes play an important role in many systems. They are introduced to the concepts of the conservation of matter and begin to develop a more sophisticated view of energy transfer. The begin to apply their understanding of energy and forces to global systems such as continental movement.

      CONTENT            ASSESSMENT 

TERM 1 

Physical sciences- Energy transfer through different mediums can be explained using waves and particle models.

Data Test

TERM 2 

Biological sciences- Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

Research Report

TERM 3 

Chemical sciences-All matter is made of atoms that are composed of protons, neutrons and electrons: natural radioactivity arises from the decay of nuclei in atoms Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed. Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer.

Student Experiment

TERM 4 

Biological sciences- Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems. Earth and space science- The theory of plate tectonics explains global patterns of geological activity and continental movement. Global systems, including the carbon cycle, relay on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere.

Semester Exam

 

ADDITIONAL INFORMATION:

LEARNING ACTIVITIES: A variety of individual and collaborative activities involving theoretical and practical

activities

HOMEWORK: Reading of texts, working on set activities, retrieval and spaced practice tasks

EXCURSIONS:

EQUIPMENT: Laptop, A4 notebook, calculator, pens and pencils, rubber, ruler, scissors, glue, compass,

protractor

PREREQUISITE:   

SCIENCE

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INTRODUCTION: The Year 9 curriculum provides a study of the history of the modern world from 1750 to 1918, an era of revolution, industrialisation and rapid change in the ways people lived, worked and thought. It was a period of nationalism and imperialism which culminated in World War I: 1914–1918, the ‘war to end all wars’. The content provides opportunities to develop historical understanding through key concepts, including evidence, the usefulness and reliability of sources, continuity and change, cause and effect, perspectives, empathy, significance and contestability. History in Year 9 builds on the skills taught in Year 7-8 and requires students to be critical about the information they receive.

CONTENT ASSESSMENT

TERM 1

The Industrial Revolution The causes, events and consequences of the Industrial revolution in Britain. A particular focus is on the lives of children in this era.

Response to stimulus exam.

TERM 2

Making of a nation and WW1 Why Australia became involved in WW1 and the significance of the campaigns, impacts on the home front and the commemoration of ANZAC day.

Students will compose a historical essay based on research in response to a contentious statement.

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Students will learn to analyse and evaluate primary and secondary sources from the different time periods as well as work collaboratively to develop problem solving and critical thinking skills. Research and presentation skills will also be a major focus of this unit. HOMEWORK: Diagnostic tests and homework will be set as appropriate. EXCURSIONS: EQUIPMENT: as per stationery requirements. PREREQUISITE:

HISTORY

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INTRODUCTION: The aim of the subject is to develop healthy and physically active young people that can advocate for their own and others health. Students are provided with opportunities to develop their knowledge and understanding of key health issues. Health and Physical Education focuses on the developing cooperation and leadership skills and well as physical and tactical skills in sport.

CONTENT ASSESSMENT

UNIT 1

Cultural Connections Gaelic Football

Response to stimulus: Blog Performance Based Assessment

UNIT 2

Relationships and Sexuality Futsal

Case Study: Short Response Performance Based Assessment

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Development of skills and strategy in team based sports, decision making around health, issues, developing confidence and communication skills to advocate for your own and others health. HOMEWORK: 30 minutes a week EXCURSIONS: Nil EQUIPMENT: A4 Exercise Book PREREQUISITE: Compulsory subject in year 9

 

HEALTH AND PHYSICAL EDUCATION

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INTRODUCTION: The Academy of Ideas is the first of its kind in Queensland schools. It is an invitation only subject designed to provide our top achieving students with opportunities to excel in areas not provided for in the Australian curriculum. The setting will project students’ minds into the future and will require them to identify and solve advanced, critical problems which they may face one day. Students will be explicitly taught skills of critical and creative thinking, problem solving and team success. Students will build their resilience and abilities to contend with ambiguity. During term 2, students will embark on a series of trails through Brisbane which will link students with industry leaders and professionals. These leaders will help guide students with their problem solving enabling them to develop a specific 21st Century trail. High performing students and students who are participating in Academic Explorers Program are encouraged to select this elective. As this subject is limited to two classes, selections will be confirmed by the end of Year 8.

       CONTENT                                         ASSESSMENT 

 TERM 3

Students will be guided through a six step decision making matrix enabling them to analyse and better conceptualise their chosen problems. They will complete some advanced future problems outlined by the accredited Future Problem Solvers Program. This section of the course develops the student’s skills utilising a variety of resources, setting them up for the trails they will be embarking on in term 4.

Semester long folio of work that identifies a future problem set to face Brisbane and an action plan to solve the problem. Commence Folio - weekly journal entries

 TERM 4

In this section of the program students will be completing active research within the local community, carrying out excursions which will lead them on ‘trails’ of discovery. The fields of interest for these trails cover a range of targeted skills including (but not limited to): communication in the real world, contending with ambiguity, how to be an effective team member, how to solve current or future problems and how to work under pressure. These trails will bring our students out into the community networking with professionals and in their areas of interest, working together to solve future problems facing Brisbane.

Complete Folio - weekly journal, research, info-graphic and pitch.

 

ADDITIONAL INFORMATION:

LEARNING ACTIVITIES: Students will work collaboratively to develop problem solving and critical thinking skills. HOMEWORK: Diagnostic tests and homework will be set as appropriate.

EXCURSIONS: There will be several excursions organised for this course.

EQUIPMENT:

PREREQUISITE:

ACADEMY OF IDEAS

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INTRODUCTION: Students will develop a range of graphical techniques to communicate with different audiences, generate and represent original ideas and production plans and produce a range of technical drawings including orthographics, exploded and sectional representations. They will also use software to produce rendered pictorials for the marketing of virtual products. Students work independently and collaboratively. Problem-solving activities provide students with opportunities to understand the complex interdependencies involved in the development of engineering technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking.

CONTENT ASSESSMENT

TERM 1

Theory of elements and principles of design to produce a design based upon a client’s needs and wants. The Design solution produced will be a laser cut clock.

Class based design project/exercises

TERM 1 & 2

Theory of design and engineering and architectural principles. Computer Aided Design (CAD) software to Design an Ultimate Bedroom as a solution.

Class based design project/exercises

TERM 2

Problem based design project that focusses on product design as a solution CO2 racers

Class based design projects/exercises

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Engineering and Design case studies, Adobe illustrator, Inventor and Revit (3D Computer Aided Drawing Software, Designing producing and evaluating) HOMEWORK: Theory exercises and project work EXCURSIONS: EQUIPMENT: Laptop for theory and assignment work, mouse, 64pg school scrapbook, pencils PREREQUISITE:

DESIGN AND TECHNOLOGIES (GRAPHICAL DESIGN)

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INTRODUCTION: Students use design and technologies knowledge and understanding, workshop processes and production skills and design thinking to produce quality designed solutions to identified needs or opportunities. Students work independently and collaboratively. Problem-solving activities provide opportunities to understand the complex technologies and machinery. Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.

CONTENT ASSESSMENT

TERM 1

Problem based design project that focusses on the use of wood technology as a solution

Group based design projects/exercises

TERM 2

Problem based design project that focusses on the use of metal technology as a solution

Group based design projects/exercises

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Practical wood and metal technology activities, hand and power tool training and use, theory and workplace health and safety. HOMEWORK: OnGuard safety modules and theory exercises EXCURSIONS: TBA EQUIPMENT: Laptop for OnGuard safety courses, theory and assignment work PREREQUISITE:

MATERIALS AND TECHNOLOGIES (PRACTICAL)

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INTRODUCTION: Digital technology has many roles in today’s society. This course will expose students in 3 areas: computer network system, data mining and computer programming. Students will first learn about computer hardware and software which then leads into understanding of how a network works. The second unit allows students to collect and compare data. They then turn the data collected into information. Finally students will learn about python programming to develop a basis text-based adventure game. All work covered in this subject aligns to the Australian Curriculum – Digital Technologies.

CONTENT ASSESSMENT

TERM 1

Computer systems and networks Data collection, analyse and presentation

Exam Project – Interactive infographic

TERM 2

Text-based programming - Python

Project

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: All work in this subject is done on a laptop. Resources and activities will be available on the Learning Place for students to access. They will do activities that involve: investigating existing solution, collecting data in different ways, analysing data, presenting information in a meaningful way and programming tasks. HOMEWORK: Assessment items as well as completing work that was not done in class. EXCURSIONS: N/A EQUIPMENT: Laptop and Notebook PREREQUISITE: A minimum of a “C” level in Year 8 English is highly recommended.

 

DIGITAL TECHNOLOGY

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INTRODUCTION: “Theatre for Young People”: Year 9 Drama explores social issues through contemporary plays and social media publications. The course will explore a minimum of three play texts for teenagers. Students will explore contemporary issues through dramatic forms such as; improvisation, role-play, process drama, directing and performance skills. Students will also write in role and view live theatre. Students will develop confidence in oral communication, problem solving and working in both small and large groups to develop scenes, video projects and character analysis. Drama students create, perform and reflect on life!

CONTENT ASSESSMENT

TERM 1

Theatre For Young People Reading 3 x contemporary scripts Social Analysis

Performance (small group/pairs) 40 min Exam response to live theatre

TERM 2

Documentary Drama Social issues/media articles Study 6 Dramatic genres

Project – script writing multimodal presentation Performance (group)

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Exploring relevant social issues and how they affect or relate to us as young people. Analysis, Exploration, Practical Activities, Improvisation and Role Play based activities. HOMEWORK: Review in class learning, collect social media resources, written activities EXCURSIONS: Viewing Live Theatre experience (in-school) EQUIPMENT: Exercise Book 24 pages [Prompt Book], Laptop, Pens PREREQUISITE:

 

DRAMA

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INTRODUCTION: This semester elective examines the ways businesses operate at many levels, and the ways they respond to opportunities and changing conditions. Economics and Business Studies will introduce students to the roles of consumers, business and the government in Australia and global society. Economics and Business Studies provides students with a broad understanding of the world in which we live and how people can participate as active and informed citizens.

CONTENT ASSESSMENT

TERM 1

Managing Financial Risks and Reward This unit will investigate income, types of savings, credit, loans as well as the associated interest rates and fees and charges. Students will also study factors influencing consumer decision making, the rights and responsibilities of consumers, as well as consumer protection and avoiding scams. Understanding the Economy Students will investigate participants in the Australian economy and the impact of global events on the economy. Students will explore the strategies businesses use to build or create a competitive advantage in the global market.

Written Exam Extended Research Assignment

TERM 2

The Changing Work Environment Students will study the rights and responsibilities of participants in the workplace. Students will explore the changing roles of work in Australia.

Written Exam

ADDITIONAL INFORMATION:

LEARNING ACTIVITIES: Work is both practical and theoretical. Computer work is embedded throughout the course.

HOMEWORK: Students are expected to spend approximately 20 minutes on homework each night in additional to study and assignment work.

EXCURSIONS: Guest speakers from relevant organisations may visit the school.

EQUIPMENT: Laptop and Notebook

PREREQUISTE: A minimum of a “C” level in Year 8 English is highly recommended.

 

 

ECONOMICS AND BUSINESS

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INTRODUCTION: Over one semester, students will participate in theoretical and practical activities in the areas of food and nutrition and textiles. For term one students will be studying healthy food choices and developing their skills through practical cookery lessons. For the second term, students will develop their skills with the sewing machine and make an ‘Eco-bag’ with embellishments and a sustainability message. Activities are based on the food specialisations and materials and technologies strands of the Design and Technologies curriculum.

CONTENT ASSESSMENT

TERM 1

Hygiene, safety, nutrition, design process, social, ethical & sustainable influences on food choices.

Project Folio Savoury Parcel fusing two cuisines (Including practical performance and written component)

TERM 2

Safety in the textiles room, equipment use, design process, sustainability and ethics in textiles.

Project Folio – Eco-bag (including practical performance and written component)

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Theoretical activities, teacher demonstrations, practical skills development. HOMEWORK: Regular evaluations of practical cookery, some assignment tasks EXCURSIONS: EQUIPMENT: Manilla wallet PREREQUISITE:

 

 

FOOD AND FIBRE PRODUCTION

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INTRODUCTION: A career in Geography opens up doors to many different exciting career paths such as Town Planning, Engineering, Business, Architecture and Law. It is a subject for the real world and is highly valued in the professional society. Students are involved in two units of study – Biomes and Food Security and Geographies of Interconnection – with a focus on Australian, Asian and international aspects of these studies. Biomes and Food Security focuses on investigating the role of the biotic environment and its role in food and fibre production. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and apply it to land use in Mount Tamborine. Geographies of Interconnection focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a variety of ways. Students focus on globalisations and how it affects Australia and the world, as well as technological advances which have led to the rise in globalisation.

CONTENT ASSESSMENT

UNIT 1

Environmental geography: Biomes and Food Security

Students investigate biomes in terms of what they produce and how humans can and should manage them more sustainably.

Field Report (Agricultural Practices – field trip to Mount Tamborine)

UNIT 2

Human geography: Geographies of Interconnections

Students explore concepts such as globalisation’s impact on Australia and the world in terms of consumables, transport and technology.

Combination Response Exam

COSTS:

ADDITIONAL INFORMATION:

LEARNING ACTIVITIES: Geography has a wide range of learning activities from using Geographic

Information Systems (GIS) to participating in real world investigations around the school and in our local

community.

HOMEWORK: Homework will be set as appropriate.

EXCURSIONS: Field Trip to Mount Tamborine, Gold Coast hinterland – cost approx. $60

EQUIPMENT: Laptop, Geography Book, Ruler, Eraser, Coloured Pencils, Sharpener

PREREQUISITE:

GEOGRAPHY

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INTRODUCTION: Media Arts enables students to analyse past technologies, and use existing and emerging technologies as they explore imagery, text and sound to create meaning. Students participate in, experiment with, and interpret cultures, media genres and styles, and different communication practices

CONTENT ASSESSMENT

TERM 1

“Binge Breakdown” This unit, Binge Breakdown, analyses and evaluates the technical and symbolic languages and representations used in ‘binge-worthy’ Australian and overseas television series’ and film franchises. Students will evaluate how and why audiences are kept engaged, entertained and glued to the screen. Time in this unit will also be spent developing and refining media production skills (images and sound) replicating and experimenting with the languages used in popular television genres.

Responding  Analytical multimodal presentation 

responding to an inquiry question.

TERM 2

“Culture Jamming” This unit examines how the physical, digital and virtual spaces of media culture (advertising, social media, news and documentary) are used and abused to subvert audiences’ beliefs and emotions. This unit will also examine how media culture fosters and controls social and political movements in Australia and overseas. Students will analyse and evaluate advertising, viral marketing campaigns, social media, news and documentary texts.

Making  Develop a script for a viral marketing campaign about a contemporary social movement or issue and produce a one‐ minute moving image media production.

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Students will be encouraged to build a show-reel over the duration of the course and participate in the ‘Cav Rd Film Crew.’ Students will work collaboratively with others to use production skills to produce in-school productions. E.g. Filming school assemblies and music evenings. Making: Production Students explore the use of digital technologies to create meaning Responding: Identify genre and media conventions Analyse media artworks which explore different viewpoints HOMEWORK: As required EXCURSIONS: EQUIPMENT: A4 notebook and general stationary. A mobile phone capable of filming video also recommended by not essential. PREREQUISITE: Interest in design and digital processes. C in English

 

MEDIA ARTS

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INTRODUCTION: Students will be studying music in a range of popular music styles through performing, composing and responding. Students will have the opportunity to perform individually and/or in small groups using a range of instruments. They will compose using music technology such as notation programs and/or Garageband which can record their own compositions.

CONTENT ASSESSMENT

TERM 1

Introduction to Music Fusion – cover songs

Performing Task

TERM 2

The Pioneers of Rock Music – Rock ‘n’ roll through to Rap music examples

Composing Task Responding Task

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: A range of activities including playing of various instruments, composing music using music technology and analysis of music in various popular music styles, both individually and working in groups. HOMEWORK: Set appropriate to course requirements EXCURSIONS: EQUIPMENT: Writing equipment, a music exercise book, headphones and a USB. PREREQUISITE: Previous study of music is not essential.

 

 

MUSIC

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INTRODUCTION: This elective provides students with the opportunity to develop and refine techniques and processes to represent ideas and subject matter in their art works. Exposure to painting, drawing, printmaking and some sculptural processes form the basis of this elective.

CONTENT ASSESSMENT

TERM 1

Exploration of art techniques/processes using a considered viewpoint ‘scape’ as a theme. Approaches will be chosen from (painting, sculpture, printmaking, digital imaging/video, drawing, installation).

Visual journal entries including experiments, artist studies.

Practical folios.

TERM 2

Deconstruct/reconstruct images to formulate viewpoints, concepts or meaning. (Artists: Whitely, Arkley, Smart, Robinson, Banksy, Brack, Indigenous Artist.)

Practical folio Personal Reflections Description/Analysis of an Artwork

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Practical art exploration of processes and art mediums. Artist Research HOMEWORK: As required EXCURSIONS: EQUIPMENT: Visual Journal. Fine tip black felt pen and 2B pencil. PREREQUISITE:

 

 

VISUAL ART

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INTRODUCTION: The Year 9 course involves speaking, listening, reading and writing in German in a range of forms and for a variety of purposes. Students build on their Year 8 knowledge to communicate information about their individual needs and choices. They will compose written texts, develop their ability to communicate and construct multi-media presentations. Students will also engage with a variety of texts in German such as letters, diary entries, games, puzzles as well as authentic German films and TV programs to improve all aspects of their understanding and comprehension of the language. With an emphasis on significant cultural days and excursions, students will develop an understanding of how language and culture affect their lives and acquire knowledge of the culture of the German people. A tour to Germany is planned for the near future. As Year 9/10 German is a prerequisite for year 11/12 German, it is important to note that students who achieve a C level or above in Year 12, may be eligible for 2 bonus ranks when applying for some universities admission.

CONTENT ASSESSMENT

TERM 1

House and Home Writing Task Reading Task

TERM 2

Healthy Lifestyle Listening Task Speaking Task

TERM 3

Shopping – buy, buy, buy Writing Task Reading Task

TERM 4

A scavenger hunt in Germany Listening Task Speaking Task Reflection

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: A variety of individual and collaborative activities involving close study of texts, comprehension and discussion. HOMEWORK: Regular grammar work, writing exercises and comprehension activities as well as working towards assignments. EXCURSIONS: German Lunch, Oktoberfest EQUIPMENT: workbook, stationery, notebook PREREQUISITE: Year 8 German or equivalent is preferable

Students undertaking GERMAN will study it for the full school Year - Two (2) semesters

GERMAN

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INTRODUCTION: Year 9 Japanese students will build on their language skills to engage with a variety of texts in Japanese such as comics, letters, diaries, travel itineraries and multi-media presentations. Students learn to communicate effectively: speaking, listening, reading and writing in a range of genres for a variety of purposes. Through participation in excursions and cultural events, students will enhance their understanding of Japanese language and culture and develop the skills necessary for inter-cultural understanding in a globalised society. Year 9 Japanese is a pre-requisite for continued study into Year 10 and Senior Japanese courses. Year 12 Japanese students who gain at least a C level pass in Japanese at exit continue to be eligible for bonus entry rank points at major universities.

CONTENT ASSESSMENT

TERM 1

Japanese Celebrations and Yearly Events -Study unique Japanese cultural events Teenage Life in Japan -Investigate the daily life of Japanese teenagers -Make arrangements and give invitations

Listening Assessment -Speeches about daily life in Japan Reading Assessment -Japanese teenager daily routines

TERM 2

Travel in Japan -Research major tourist attractions -Gain travel tips and information

Speaking Assessment -Organise a group outing with friends Reading/Writing Assessment -School life and diary entries

TERM 3

Japanese School Life and Australian School Life -Compare and contrast school life in each country and describe your school life here in Australia

Writing -Create a travel blog assessment using ICTs. Listening Assessment -News reports about Japan

TERM 4

Japanese Homes and Lifestyle -Research the features of a Japanese home -Learn etiquette related to homestays

Speaking Assessment -Conversation about lifestyle in Australia Reading/Writing Assessment -Describing homes in Japan and Australia

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: A variety of individual and collaborative activities involving close study of texts, comprehension and discussion. Using ICTs to create a range of texts.

HOMEWORK: Regular grammar work, writing exercises and comprehension activities as well as working towards assignments. Use of online resources for regular revision of class work.

EXCURSIONS: Japanese Film Festival, Cultural Events, Exchange opportunities with Japanese sister school

EQUIPMENT: Purchase Obento Supreme workbook – used for Year 9 & 10, Re-use Year 8 Japanese Obento Deluxe work book in Term 1, A4 Notebook

PREREQUISTE: Year 8 Japanese with at least a C+ pass. Year 8 Japanese or equivalent is preferable. It is also necessary to be able to demonstrate a solid ability to read and write hiragana script.

Students undertaking JAPANESE will study it for the full school year - two (2) semesters  

JAPANESE

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INTRODUCTION: The Football Academy, which is endorsed and supported by Football Queensland, is conducted as a school subject under the umbrella of Health and Physical Education. Through a football context this, subject aims to develop healthy and physically active young people who can advocate for their own and other’s health.

CONTENT ASSESSMENT

Term 1

Cultural Connections Football

Response to stimulus: Blog Performance Based Assessment

Term 2

Football Performance Based Assessment

Term 3

Relationships and Sexuality Football

Analytical essay (500 words) Performance Based Assessment

Term 4

Football Performance Based Assessment

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Development of skills and strategy in Football, decision making around health issues, developing confidence and communication skills to advocate for your own and others health. HOMEWORK: 30 minutes a week EXCURSIONS: Possible travel for competition matches, interstate and overseas Tours EQUIPMENT: A4 Exercise Book PREREQUISTE: Students must trial to be accepted into the Football Academy

Subject Fee for 2021: Subject Fees for 2022 are to be confirmed in Term 4. Current 2021 fees are $275 but cannot be guaranteed for 2022.  

 

FOOTBALL ACADEMY

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INTRODUCTION: The Netball Academy, supported by Queensland Netball, is conducted as a school subject under the umbrella of Health and Physical Education. Through a Netball context, this subject aims to develop healthy and physically active young people who can advocate for their own and others’ health.

CONTENT ASSESSMENT

Term 1

Netball Cultural Connections

Short Answer and Extended Response Performance Based Assessment

Term 2

Netball

Performance Based Assessment

Term 3

Netball Respectful Relationships

Performance Based Assessment Case Study Response- Exam

Term 4

Netball

Performance Based Assessment

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Development of skills and strategy in netball including teamwork and leadership development, decision making around health issues, developing confidence and communication skills to advocate for your own and others’ health HOMEWORK: 30 minutes a week EXCURSIONS: Netball tournaments, specialist coaching, fitness testing and physiotherapy screenings, leadership incursion, biennial International Netball Tour EQUIPMENT: A4 Exercise Book PREREQUISITE: Students must trial to be accepted into the Netball Academy

 

Subject Fee for 2022: Subject Fees for 2022 are to be confirmed in Term 4. Current 2021 fees are $240 but cannot be guaranteed for 2022.  

 

NETBALL ACADEMY

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INTRODUCTION: The Touch Football Academy, which is endorsed and supported by Queensland Touch, is conducted as a school subject under the umbrella of Health and Physical Education. Through a touch football context this subject aims to develop healthy and physically active young people who can advocate for their own and others health.

CONTENT ASSESSMENT

Term 1

Cultural Connections Touch Football

Response to stimulus: Blog Performance Based Assessment

Term 2

Touch Football

Performance Based Assessment

Term 3

Relationships and Sexuality Touch Football

Case Study Response - Exam Performance Based Assessment

Term 4

Touch Football

Performance Based Assessment

ADDITIONAL INFORMATION: LEARNING ACTIVITIES: Development of skills and strategy in Touch Football, decision making around health, issues, developing confidence and communication skills to advocate for your own and others health. HOMEWORK: 30 minutes a week EXCURSIONS: Nil EQUIPMENT: A4 Exercise Book PREREQUISITE: Students must trial to be accepted into the Touch Football Academy

Subject Fee for 2022: Subject Fees for 2022 are to be confirmed in Term 4. Current 2021 fees are $145 but cannot be guaranteed for 2022.

 

TOUCH FOOTBALL ACADEMY

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