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CURRICULUM HANDBOOK

Years 7 - 10

2020

Everton Park State High School

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Street Address: 668 Stafford Road

Everton Park QLD 4053

Phone: 07 3354 0222

Student Absence Line: 07 3354 0222 (option 1) Fax: 07 3354 0200

School email address: [email protected]

Website: www.evertonparkshs.eq.edu.au

Office hours: 8.15am – 3.30pm

Hours of instruction: 9.00am – 3.00pm

Disclaimer: The information in this handbook is subject to change without notice due to human physical resource allocations.

mailto:[email protected]

http://www.evertonparkshs.eq.edu.au/


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Table of Contents

Principal’s Introduction Page 4

Australian Curriculum Year 7-10 Page 5

Homework Page 6

Interschool Sport Page 7

Subject continuity at Everton Park State High School Page 8

Year 7 Information Page 9

Year 7 Curriculum Page 10

Year 7 Subject Information Page 11-20




Year 9 Information 4







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To Students, Parents and Carers

Welcome to Everton Park State High School. We aim to provide a curriculum and educational program designed to develop a love of learning and an interest across a range of subjects.

The Year 7-10 Curriculum Handbook outlines the quality curriculum offered through the Junior Secondary School. The guidelines for topics and assessment are consistent with the Australian Curriculum.

Our very committed and dedicated teachers provide all students with a supportive learning environment linked to high expectations to ensure all students achieve their very best.

We value the partnerships with parents and families as we educate our students. Please contact any member of the school staff to discuss the curriculum programs and the progress of your student.

Regards

Sue Wallace

Principal

Heads of Year

Maree Anderson Mel McKechnie Marieta Townsend Carolyn Cox Head of Year 7 Head of Year 8 Head of Year 9 Head of Year 10


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Australian Curriculum Year 7 - 10 Students in the Junior Secondary years of schooling achieve success when two key areas come

together: Quality Teaching Student Wellbeing

Junior Secondary Philosophy Junior Secondary at Everton Park State High School fosters the development of responsible, thoughtful and socially just young people for life in a technological and global society. Our dynamic, contemporary and futures oriented environment will challenge students to collaboratively and independently explore and create, to make decisions and to actively participate in and be accountable for their learning.

Distinct Identity Students are supported to develop their own group identity within the broader school community, and to have a strong sense of belonging through ownership of their school and their learning. Students achieve their individual potential, incorporating the school values of Being Responsible, Being Respectful and Being Your Best.

Quality Teaching The learning and achievement of Junior Secondary students is supported by highly skilled teachers with excellent knowledge and practice in quality teaching and a breadth of curriculum experiences appropriate for this age group.

Leadership Leadership opportunities for staff and students are delivered through strong school leadership and a focus on support for Junior Secondary students.

Student Wellbeing Student wellbeing builds a foundation of success by embedding social and personal competencies across all facets of school life; incorporating a healthy lifestyle of good nutrition and exercise. The Heads of Year are supported by Home Group teachers and members of Administration and will work with class teachers, Heads of Departments, parents and families to monitor students’ progress and wellbeing.

Connecting to our Community A strong partnership between the school and the community is built upon our core values. There are a range of opportunities for parents and community to work with the school to extend students learning.

Local Decision Making Local school communities through the P & C Association or School Council will influence the shape of the Junior Secondary experience.


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Homework

Students need to complete a minimum of one to two hours homework every night. It is best to have a regular routine of time.

Homework consists of:

Written homework set by the teacher

Learning work for tests etc.

Revision of work done in the day

Assignments etc.

Students should be studying actively by using pen and paper, not just reading over things. It is useful to check what they have learnt by getting someone to test them with some questions. If students are unable to understand a topic after they have studied it, they can seek the help of the teacher. Later learning may depend on the understanding of the topic.

There is never NO HOMEWORK. If there is no written homework then the time should be spent on learning and revision. A STUDY/RECREATION PLANNER like the one below can be useful in organising time.

Time Monday Tuesday Wednesday Thursday Friday

4.00pm

4.30pm

5.00pm

5.30pm

6.00pm

6.30pm

7.00pm

7.30pm

8.00pm

8.30pm

9.00pm


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Interschool Sport

Students participate in a structured Interschool sport program that provides them with the opportunity to play in competitions which are played between schools. The program is designed to enhance the physical activity component of the health and wellbeing curriculum program and reflects the school and local community's needs and opportunities.

For students that do not nominate to trial for an Interschool sport team, a recreational program is offered including sports such as Touch, Rugby League, Basketball, Netball, Table Tennis and other fitness activities.

Everton Park Sport Program

Everton Park SHS is an affiliate member of the North-West District Secondary School Sport (NWDSSS) and, as a result, all students have opportunities to gain selection in a range of Queensland School Sports through selection in Metropolitan North and then subsequent State and National pathways. Apart from individual opportunities, all students are encouraged to engage in physical activity through a range of pathways including personal exercise programs, school sports carnivals and regular Interschool Sport for Years 7-9 students.

Personal Fitness

Fitness is a priority at the school and all students studying Physical Education are fitness tested and encouraged to access gym facility to improve fitness. This focus is made due to the numerous benefits of engaging in regular physical activity. The benefits derived include those relating not only to students physical health but more importantly the social, intellectual and emotional benefits. At the end of the year students are retested to gauge personal improvements.

School Sport Carnival The three major carnivals at school include Swimming, Cross Country, and Athletics. All students are encouraged to compete and participate in a ‘personal best’ culture and an atmosphere where getting involved and belonging are promoted. For all carnivals the school uses a unique standards base point system where the points received by competitors, and subsequently the house, are based on the standard of the performance rather than the position they ranked in the event. This adjustment to scoring assists in creating a personal best mind set which facilitates in creating quality competition. All students are allocated to “houses” for school carnivals and intra-school activities. These houses include: RUSH House (Purple and Red) in honour of Geoffrey Rush, internationally acclaimed actor. MARTIN House (Green and Gold) in honour of Michelle and Rodney Martin, World Squash

Champions.

Achievements at school carnivals qualify students for selection in regional, state, and national

competition. Please be aware that the inclusion of a third house is being considered for introduction

in 2020.

Interschool Sport (Year 7-9) Everton Park SHS competes in Wednesday afternoon sport for Years 7 and 8 and Thursday afternoon sport for Year 9. There are numerous sporting opportunities available for students to compete against the other high schools in the NWDSSS. Students who are not selected for the interschool sporting teams are involved in an intra-school sport program at school.

Subject Continuity at Everton Park State High School SENIOR CURRICULUM

Learning Areas Year 7 Year 8 Year 9 Year 10 Year 11 & 12

English

English

English

English

English

General Subject (leading to ATAR)

Applied Subject / Vocational Subject

General English

Essential English

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics

General Mathematics

Mathematical Methods

Essential Mathematics

Science

Science

Science

Science

Science

Biology

Chemistry

Physics

Humanities and Social Sciences

History

Geography

Economics and Business Civics and Citizenship

History

Geography


History

Geography


History

Geography


Modern History

Geography

Certificate III in Active Volunteering

Business Studies

The Arts

Visual Art (Visual and Media) Music

Drama

Visual Art (Visual and Media) Music

Drama

Visual Art Music

Drama

Visual Art Music

Drama

Visual Art Music

Drama

Visual Arts in Practice Music in Practice

Drama in Practice

Health and Physical Education

Health & Physical Education

Health & Physical Education

Health & Physical Education Extension Health and Physical Education

Health & Physical Education Extension Health and Physical Education

Physical Education Health

Sport and Recreation

Languages

Spanish

Spanish

Spanish

Spanish

Technologies

Digital Technologies

Food and Fibre

STEM

Industrial Technology and Design


Food and Fibre

STEM



Food and Fibre

STEM



Food and Fibre

STEM


Hospitality Practices Furnishing Skills

Everton Park Leadership and Futures (ELF) Program

ELF

ELF

ELF

ELF

ELF

ELF


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Year 7


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Year 7 Curriculum

Learning Area Year 7 Subjects Subject allocation Time

English English 3 x 70 minute lessons per week

All year

Mathematics Mathematics 3 x 70 minute lessons per week

All year

Science Science 3 x 70 minute lessons per week

All year


History, Geography, Civics and Citizenship, Economics and Business

3 x 70 minute lessons per week

All year

ELF Assembly

Everton Park Leadership and Futures Program

1 x 35 minute lesson per week School Assembly – 35 minutes per week

All year


Health and Physical Education 2 x 70 minute lessons per week

All year

Languages Spanish 2 x 70 minute lessons per week

1 per term

The Arts Drama Music Visual Art (Visual and Media)


1 per term Technologies Food and Fibre

STEM Industrial Technology and Design Digital Technologies

Sport Interschool Sport or Intraschool Sport

1 x 70 minute lesson per week

All year

1 x 70 minute lesson a week

All year


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English BRIEF DESCRIPTION OF SUBJECT

English is central to the learning and development of all young Australians. The Australian Curriculum: English helps students engage imaginatively and critically with literature to expand the scope of their experience. At Everton Park State High School, students engage with a variety of texts from different cultures. Texts types studied include: media, digital texts, novels, poetry and song, and performance. Importantly, they learn how to engage with issues presented and express their thoughts about them.

AIMS

In Junior Secondary English, students are encouraged to become confident communicators, imaginative thinkers and informed citizens. They learn to analyse, understand, communicate with, and build relationships with others, and with the world around them. The subject helps young people develop the knowledge and skills needed for education, training, and the workplace.

Literary and non-literary texts build on the experiences of primary school by incorporating challenging and unpredictable sequences, themes, and issues. Text structures become more complex – including chapters, headings and subheadings, indexes, and glossaries. Language features include successive complex sentences, with embedded clauses and phrases; unfamiliar, technical vocabulary; figurative and rhetorical language; and information supported by in visuals.

COURSE OUTLINE In English, students undertake four key units in Year 7:

Life Writing Students explore a range of texts to understand the conventions of life writing. Throughout the unit, they identify narrative structures of texts and the language features used to imaginatively recreate a significant life event.

Persuasive Language Students examine how language is used to persuade from different historical, social and cultural contexts and understand how text structures and language features combine in media texts to influence audiences.

Australian Literature Students read, view and listen to a variety of texts that create representations of the different cultural, social, and historical groups in Australia.

Poetry & Song Students listen to and read a variety of poems and songs that put forward different perspectives on a variety of issues. Students read and interpret a variety of poems and analyse the text structure and language devices used in each poem to create meaning.

ASSESSMENT The three assessable elements in English:

Knowledge and Understanding

Comprehending Texts (Receptive)

Creating Texts (Productive)

Across Year 7, students will have opportunities in creating a range of imaginative, informative, and persuasive types of texts. These include narratives, speeches, performances, reports, discussions, literary analyses, transformations of texts, and reviews. They complete six summative pieces of assessment across the year – two writing, two speaking, and two reading.


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Mathematics BRIEF DESCRIPTION OF SUBJECT

Mathematics is a unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty. Mathematics helps people make meaning of their life experiences through the use of universally true abstractions and, at the same time, to apply these abstract concepts to interpret new situations in the real world.

Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality of our participation in a rapidly changing society. Mathematics pervades so many aspects of daily life that a sound knowledge is essential for informed citizenship. Through enhanced understanding of mathematics, people can become better informed economically, socially and politically in an increasingly mathematically oriented society.

AIMS

By the end of Year 7, students will develop mathematical skills in;

Understanding which includes describing patterns in uses of indices with whole numbers, recognising equivalences between fractions, decimals, percentages and ratios, plotting points on the Cartesian plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and expressions.

Fluency which includes calculating accurately with integers, representing fractions and decimals in various ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms.

Problem Solving which includes formulating and solving authentic problems using numbers and measurements, working with transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance experiments.

Reasoning which includes applying the number laws to calculations, applying known geometric facts to draw conclusions about shapes, applying an understanding of ratio and interpreting data displays

COURSE OUTLINE

Mathematics has three content strands: number and algebra, measurement and geometry, and statistics and probability. These content strands are taught across eight five week units.

Unit 1&2 Number Ratios, percentages, fractions, money Students will revise calculations with decimals, fractions and ratios. Additionally, students will enhance their understanding of financial mathematics, including discounts, profit and loss

Unit 3&4 Measurement and Geometry & Index notation Students will calculate measurements, which includes calculating the perimeter and area of common geometric shapes. Students will investigate the properties of perpendicular and parallel lines.

Unit 5&6 Probability & Statistics Chance, sample space, data displays, comparing data Students will investigate probability, determining sample space and experimental probability. Students will develop skills in displaying, investigating and comparing data.

Unit 7&8 Algebra Inverse operations, Cartesian plane, linear equations, symmetry, reflections and transformations Students investigate solving problems by inverse operations substitution and apply mathematic laws. They will learn how Cartesian planes can be used and how to plot linear functions.

ASSESSMENT

Students provide evidence of their learning and development through generally one assignment and two end of Term tests per semester.


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Science

BRIEF DESCRIPTION OF SUBJECT

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles.

Science at Everton Park State High 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. Our curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

AIM

This course aims to provide students with a solid foundation of scientific knowledge, understanding, skills and values. It fosters an interest in science and a curiosity and willingness to speculate about and explore the world.

COURSE OUTLINE

Each term will focus on a different aspect of Science: Biological, Chemical, Physical, and Earth and Space Science.

Biological sciences Students classify organisms based on their physical characteristics. They apply scientific conventions to construct and use dichotomous keys to assist and describe classification. Students will investigate how a range of environmental changes and human activities can impact food webs in different ecosystems.

Chemical sciences

Students will consider the importance of water and the water cycle. They distinguish between mixtures, including solutions, and pure substances. Students compare a range of separation techniques and assess which techniques can be used for specific purposes students will also consider the importance of sustainable, clean water in the community.

Earth sciences explore different types of rocks and the minerals of which they are composed. The students compare the different processes and timescales involved in their formation as part of the rock cycle. Students also learn how useful materials are sourced from minerals and rocks found in the Earth’s crust.

Physical sciences Students build on their knowledge of how forces affect motion. They develop understandings of balanced and unbalanced forces and apply these to predict and justify conclusions about changes in motion.

ASSESSMENT Students provide evidence of their learning and development through:

tests

investigations

written reports


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BRIEF DESCRIPTION OF SUBJECT The humanities and social sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. The humanities and social sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. In the Australian Curriculum, the Humanities and Social Sciences learning area includes a study of History, Geography, Civics and Citizenship and Economics and Business. The subject provides a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.

AIMS Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.

COURSE OUTLINE History: The content in the history sub-strand provides opportunities for students to develop

historical understanding through key concepts including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. Students are introduced to an expansive chronology since ancient times to understand broad patterns of historical change.

Geography: The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection, sustainability and change. The curriculum in Year 7 focuses on understandings about water as a natural resource and the livability of places.

Civics and Citizenship: The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity.

Business & Economics: The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of the relationship between consumers, producers and businesses. Students explore the world of work and income, and examine the relationship between entrepreneurial behaviour and successful business.

ASSESSMENT

Students are assessed on two interrelated criteria: knowledge and understanding, and inquiry and skills. Within these strands, students will complete assignments and exams requiring them to demonstrate skills of questioning, research, analysis, evaluation, reflection and communication.


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Technologies

BRIEF DESCRIPTION OF SUBJECT Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

AIMS At Everton Park State High School, the Year 7 Technology course aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

investigate, design, plan, manage, create and evaluate solutions

are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time

make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future

engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions

critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

COURSE OUTLINE Technologies describes two distinct but related subjects:

Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities

Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.

Students will have had the opportunity to create designed solutions at least once in the following four Technologies contexts: Food and Fibre, STEM, Industrial Technology and Design, and Digital Technologies.

UNITS OF STUDY 1. Feeding the Developing World

In this unit, students examine a range of topics including: What is food security? What are the main threats to food security? How can we provide food security? This issue could be the greatest single issue facing the world today.

2. Let Me Introduce You In this unit, students are introduced to Food Technology focusing on hygiene and safety, food preparation and knife skills. Students design a hygiene/safety poster for the kitchen.

3. Science of flight Students study the history of form, line & shape of aircraft and use their creativity to design an aeroplane that is unlike the conventional design styles. Students will construct the designs from various materials and demonstrate an understanding of the elements and principles of design.

4. Robotics EV3’s (Visual coding) Students use Lego Mindstorms to build and code a robot. Students will use the elements and principles of design in the ideation of their robots. Students will need to show creativity in the design and function of their robot.

ASSESSMENT Students provide evidence of their learning and development through design portfolios, projects and written reports.



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Health and Physical Education provides opportunities for students to adopt lifelong healthy, active living. The knowledge, understanding and skills taught through Health and Physical Education provide a foundation for students to enhance their own and others’ health and wellbeing in varied and changing contexts.

AIMS Students develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively engage in physical activity and enhance personal development. They recognise that capabilities in health, movement and personal development can provide career opportunities and improve quality of life.

COURSE OUTLINE Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities. Movement is a powerful medium for learning through which students can acquire and practise a range of personal, interpersonal, behavioural, social and cognitive skills. Students gain expertise in movement skills, physical activities and physical fitness concepts as a foundation for lifelong physical activity participation and an appreciation of the significance of physical activity and sport in Australian society and globally.

UNITS OF STUDY Personal, social and community health Movement and physical activity

1. Approaching adolescence

2. I can make good decisions 3. Generations

1. Fitness

2. Invasion games 3. Modified games

4. Track & Field

5. Striking Sports

6. Net and Court Sports

ASSESSMENT

Students provide evidence of their learning and development through:

Practical Demonstrations

Research Assessment – Reports, PowerPoints

Exams

NOTE: The school hat and full sports uniform is required for all HPE activities.


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The Arts

Drama BRIEF DESCRIPTION OF SUBJECT At Everton Park State high School, Drama has an important role to play in the personal and emotional development of students. The skills and qualities developed, such as teamwork, creativity, leadership and risk-taking are assets in all areas of life. Drama stimulates the imagination and allows students to explore issues and experiences in a safe and supportive environment. The development of social and communication skills are central to the learning process; the subject promotes self-esteem, builds confidence and provides all students with a sense of achievement.

AIMS In Year 7, Drama introduces students to two key skills central to any effective theatre performance; voice and movement. Students also develop:

knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning;

a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences;

knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.

COURSE OUTLINE The unit Ritual Theatre will explore how the human body, (through movement, voice and facial expression), can be used to represent emotion and tell a story. Students will be introduced to the dramatic elements of role, relationship, movement, mood, and tension.

ASSESSMENT The assessable elements are:

Making * Devising (e.g. creating scripts) * Performing (scripted and student-devised)

Responding (analysing theatre performances and texts) In year 7, students will transform a First Nations People picture book into a performance for a live audience. They will also analyse key dramatic elements and evaluate how these are used to create dramatic meaning.


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Music BRIEF DESCRIPTION OF SUBJECT Music is the art of sound. It is a universal language that allows people around the world to give voice to their creativity, expression, knowledge, beliefs and traditions. In Music, students listen to, compose and perform music from a diverse range of styles, traditions and contexts. They create, shape and share sounds in time and space and critically analyse and evaluate the manipulation of music elements in repertoire. In their exploration of composition, performance and musicology students examine the choices made by musicians and composers in the creation of musical works.

AIMS At Everton Park, classroom music provides opportunities for our learners to grow as a musicians, performers, composers, and producers. Students develop:

the confidence to be creative, innovative, thoughtful, skillful and informed musicians

aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions

an understanding of music as an aural art form as they acquire skills to become independent music learners.

COURSE OUTLINE Students engaging with the unit ‘Hit It’ will be introduced to the music elements duration, pitch, expressive devices, structure, texture, and timbre, and will examine the impact of these music elements when creating their own compositions and performances. They will learn basic technical and expressive skills on a range of musical instruments including drum kit, keyboard, guitar, turntables, and Novation Launchpads. Through solo and ensemble performance opportunities, students will explore performance techniques practiced by experienced musicians. Students can experiment with digital technologies, music sequencing software, and MIDI instruments to develop and record their own musical works.


Making * Devising (composing own work) * Performing

Responding (analysing) In year 7 Music, students will complete a Popular Music Collection of Work requiring them to compose, perform and analyse music repertoire. Assessing in these areas also allows a variety of experiences in music.

OTHER INFORMATION Instrumental Music: Students who wish to engage in additional musical studies are also invited to enroll in the Instrumental Music program. This extra-curricular program allows beginner to advanced-level music students the opportunity to learn a woodwind, brass, or percussion instrument and perform in a larger ensemble such as a concert band, or stage band.


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Visual Art (Visual and Media) BRIEF DESCRIPTION OF SUBJECT Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries. Similarly, with the other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking.

AIMS Through the study of Visual Art, students:

extend their thinking, understanding and use of perceptual and conceptual skills

continue to use and apply appropriate visual language and visual conventions with increasing complexity

consider society and ethics, and economic, environmental and social factors

exhibit their artworks individually or collaboratively, basing the selection on a concept or theme

develop an informed opinion about artworks based on their research of current and past artists

examine their own culture and develop a deeper understanding of their practices as an artist who holds individual views about the world and global issues

acknowledge that artists and audiences hold different views about selected artworks, given contexts of time and place, and established ideologies

COURSE OUTLINE VISUAL: In the unit Strange Things, students are introduced to the Elements of Art through exposure to a range of 2-dimensional art styles. When forming a body of work, they engage in the developmental process and produce a written analysis and reflection to support their artistic choices.

MEDIA: In the unit Gaming Industry: Development and Marketing, students are introduced to the Elements of Art and Principles of Design through exposure to a range of digital art styles. Students will engage in the design process of a videogame logo and produce a written justification and reflection to support their artistic choices for their folio of work.

ASSESSMENT In both courses, year 7 students produce a folio of work, comprising the artwork, concept work and research, and artist statement.

The assessable elements are:

Making

Responding (analysing)


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Languages

Spanish BRIEF DESCRIPTION OF SUBJECT Spanish is a global language spoken by approximately 500 million people across the world. The subject of Spanish focuses on developing students’ understanding of Spanish language and culture. The course is designed to provide students with opportunities to develop the skills needed to communicate in Spanish, build their vocabulary and understanding of grammatical structures, and to develop their repertoire of processing skills and strategies for acquiring and manipulating the verbal, non-verbal, and written features of the Spanish language.

AIMS Students will develop a number of different skills which will expand their understanding of their native language, culture, and identity through engagement with Spanish language and culture. Students will explore alternative ways of experiencing, acting in and viewing the world, and understanding the importance of bilingualism in contemporary society.

COURSE OUTLINE Unit 1: Bievenidos In this unit, students will explore the concept of self-identity and use language to communicate personal data in introductions. Unit 2: La Familia Students will explore the concept of family and how it is unique across cultures.

In year 7 students will:

Participate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating

Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting

Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view

Analyse and summarise key ideas and information from a variety of texts on a range of topics

Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture

Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity

ASSESSMENT Students experience a variety of assessment, including reading and listening comprehension exams as well as written and spoken structures.


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YEAR 8


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Year 8 Curriculum



All year


All year


All year


History, Geography, Civics and Citizenship, Economics and Business


All year

ELF



All year




1 Semester each

Languages Spanish


1 x 70 minute lesson a week

All year

Technologies Food and Fibre STEM Industrial Technology and Design Digital Technologies

2 x 70 minute lessons a week

1 per term

Elective Subjects

The Arts Drama Music Visual Art (Visual and Media)

2 x 70 minute lessons per week Students select ONE of The Arts

All year (recommended) 1 Semester (permitted)


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English BRIEF DESCRIPTION OF SUBJECT English is central to the learning and development of all young Australians. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. The study of English plays a key role in the development of reading and literacy skills which help young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light, it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

AIMS In Years 8, students are encouraged to become confident communicators, imaginative thinkers, and informed citizens. At Everton Park State High School, students engage with a variety of texts from a variety of cultures. Texts types studied include: media, digital texts, novels, poetry and song, and performance. Importantly, they learn how to engage with issues raised and express their thoughts about them.

COURSE OUTLINE Transformations

Students examine a contemporary in-class novel to explore significant teen issues in relation to the human experience. They interpret stated and implied meanings throughout the literary text, particularly the novel’s message through its many themes and characters that relate directly to issues relevant to teenagers.

W.W.W.W.W. (Who, What, Where, Why, When) In this unit, students are introduced to how the media sells a story. They study a range of print & audio-visual texts that focus on information. Students examine techniques authors use to inform through deliberate constructions of representations of people, groups, times, issues, events.

Ideas and Identities Students read, view and listen to a variety of texts that create representations of the different cultural, social, and historical groups in Australia. Across the unit, they analyse the text structures and language, audio and visual features that create these representations and position the audience in relation to the specific groups represented.

What a Conundrum! Have you ever had a moral dilemma? Have you ever felt like things couldn’t get any worse? In this unit, students will meet other characters who’ve been in the same situation, and see how they cope. They will examine a television drama series to understand how meaning is created. Students will also analyse the impact of modes and media on an audience, understand how tone is created in texts and examine how speech conventions influence the identities of communities.





Across Year 8, students will have opportunities in creating a range of imaginative, informative, and persuasive types of texts. These include narratives, speeches, discussions, comparative essays and literary analyses. They complete six summative pieces of assessment across the year – two writing, two speaking, and two reading.


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Mathematics



AIMS

By the end of Year 8, students will develop mathematical skills in; Understanding which includes describing patterns involving indices and recurring decimals, identifying commonalities between operations with algebra and arithmetic, connecting rules for linear relations their graphs, explaining the purpose of statistical measures, and explaining measurements of perimeter and area.

Fluency which includes calculating accurately with simple decimals, indices and integers, recognising equivalence of common decimals and fractions including recurring decimals, factorising and simplifying basic algebraic expressions, and evaluating perimeters, areas of common shapes and their volumes and three dimensional objects.

Problem Solving which includes formulating, and modelling practical situations involving ratios, profit and loss, areas and perimeters of common shapes, and using two-way tables and Venn diagrams to calculate probabilities.

Reasoning which includes justifying the result of a calculation or estimation as reasonable, deriving probability from its complement, using congruence to deduce properties of triangles, finding estimates of means and proportions of populations.

COURSE OUTLINE


Unit 1&2 Number Students will revise calculations with decimals, fractions and integers. Students develop an understanding of ratios. Additionally, students will enhance their understanding of financial mathematics, including discounts, profit and loss

Unit 3&4 Measurement and Geometry, Index notation Students will calculate measurements, which includes calculating the perimeter and area of common geometric shapes and volumes of three-dimensional objects. Students use congruence to deduce the properties of triangles. Further, students will investigate patterns when working with indices to establish index rules.

Unit 5&6 Probability & Statistics Students will investigate probability, determine complementary events and proportions of populations. Students also learn to model practical situations with two-way tables and Venn diagrams. Further students explain and determine statistical measures of central tendencies as well as range.

Unit 7&8 Algebra Students investigate solving problems by substitution and apply mathematic laws. They will learn the skill of factorising and learn how Cartesian planes can be used to graph linear functions.

ASSESSMENT

Students provide evidence of their learning and development through tests, projects and written reports.


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Science


Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles.

Science at Everton Park State High 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. Our curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

AIM


COURSE OUTLINE

Each term will focus on a different aspect of Science: Biological, Chemical, Physical, and Earth and Space Science.

Biological sciences Students classify organisms based on their physical characteristics. They apply scientific conventions to construct and use dichotomous keys to assist and describe classification. Students will investigate how a range of environmental changes and human activities can impact food webs in different ecosystems.

Chemical sciences

Students will consider the importance of water and the water cycle. They distinguish between mixtures, including solutions, and pure substances. Students compare a range of separation techniques and assess which techniques can be used for specific purposes students will also consider the importance of sustainable, clean water in the community.

Earth sciences explore different types of rocks and the minerals of which they are composed. The students compare the different processes and timescales involved in their formation as part of the rock cycle. Students also learn how useful materials are sourced from minerals and rocks found in the Earth’s crust.

Physical sciences Students build on their knowledge of how forces affect motion. They develop understandings of balanced and unbalanced forces and apply these to predict and justify conclusions about changes in motion.


tests

investigations

written reports


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The Arts (Visual and Media)

Visual Art BRIEF DESCRIPTION OF SUBJECT Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries.

AIMS Through the study of Visual Art, students develop:

conceptual and perceptual ideas and representations through design and inquiry processes

visual arts techniques, materials, processes and technologies

critical and creative thinking, using visual arts languages, theories and practices to apply aesthetic judgement

respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, craftspeople and designers

confidence, curiosity, imagination and enjoyment

a personal aesthetic through engagement with visual arts making and ways of representing and communicating.

COURSE OUTLINE (Visual)

Twisted Reality (Semester Unit)

Students are introduced to, or revisit, the elements and principles of design through undertaking a sequence of drawing and painting activities that require them to make representational and non-representation interpretations of the world around them.

Myth and Fantasy Artists and writers have created images of, and written about, mythical creatures to enrich the imaginations

of their audiences. Such works often convey messages about morality. One example are the gargoyeles surrounding gothic cathedrals that were constructed in Europe between 900 AD and 1500 AD. After researching gargoyles and other mythical creatures, students create a clay sculpture for the exhibition entitled “Myth and Fantasy”.

Art for Purpose A design brief is an outline of a project to be produced for a client. Commercial artists work with design briefs to produce artworks for a specific purpose and need, such as logos, public murals, book covers, posters and advertisements. In order to work with a brief successfully, artist are required to consult with the client and may need to make changes in accordance with the clients’ specific requests. Students create a work that suits a purpose for the school, and changes from year to year.

Object of Obsession Students are introduced to the field of object-based art by exploring different methods for creating three-dimensional artworks. This is designed to show students that three dimensional artworks can be developed not only through traditional sculptural methods but also through casting moulds, weaving and creating assemblages. They also analyse how artists have used rubbish to create artworks that comment upon the fragile state of the environment.


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COURSE OUTLINE (Media) Digital Future Students are introduced to, or revisit, the elements and principles of design through creating a series of digital images that represent what their surroundings could look like in the future. They also learn about how artists from Indigenous Australian and European backgrounds have used a ‘frame’ in digital works to analyse how identities are represented in the media.

Worldwide Web After having created a digital portfolio in the previous unit, students are given the opportunity to promote their work using a digital format through the creation of a personal website. This is designed to show students that artworks can be displayed within both a physical and digital context. Before creating their website, students must analyse websites by artists from a range of contexts, including Indigenous Australian artists. They also create a series of user-interface diagrams that illustrate the design their intended design.

Animation Students are introduced to time-based media through studying animation. They experiment with a range of animation processes including java script, clay, drawing and found objects. Students analyse a range of animations to explore how artists communicate meaning through both narrative and non-narrative based works. To create their resolved work, students are required to work collaboratively. This requirement allows students to look at how other artists have used collaboration within and outside of their own field.

Sound Art Students are introduced to the concept of art being sound. After researching artists who turn sound into art, they experiment with a range of digital forms to create their resolved piece.

ASSESSMENT Students are assessed in two areas: making and responding. Across both year 8 courses, students will complete research and comparative written assignments as well as a range of 2-dimensional, 3-dimensional, 4-dimensional, and digital artworks.

The assessable elements are:

Making



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Drama

BRIEF DESCRIPTION OF SUBJECT Drama has an important role to play in the personal development of students. The skills and qualities developed by students, such as teamwork, creativity, leadership and risk-taking are assets in all subjects and all areas of life. The subject stimulates the imagination and allows students to explore issues and experiences in a safe and supportive environment. Drama promotes self-esteem and provides all students with a sense of achievement regardless of academic ability. It is about social and communication skills and enjoying our learning.

AIMS Students are encouraged to express themselves through drama. They learn to manipulate the dramatic elements as they investigate ways to communicate contemporary themes and issues in creative and innovative ways. Students also develop:

knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning

a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences

knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.

COURSE OUTLINE Students in year 8 Drama, complete four units of study:

Heroes, Villains and Fair Maidens (Melodrama): Melodrama was once one of the most popular forms of theatrical entertainment and reached the peak of its popularity in the mid to late 19th century. Studying this style helps students to identify the influences of melodrama plots and characters in popular entertainment today, including action and adventure films and soap operas.

Verbatim Theatre: This unit is designed to provide students with an understanding of the role of community/verbatim theatre in reflecting a wide range of socially critical issues relevant to diverse community groups. Students will examine the devising process for verbatim theatre and explore the relationship between actor and audience in “heightened” story telling.

The Truth Hurts (Realism): At the heart of all drama is the need for acting to be believable. This unit equips students with the skills to present a realistic scenario to a live audience. Students study the play text The Terrible Fate of Humpty Dumpty and explore the characters, themes and plots within.

Cut & Paste (Collage Drama): In this unit, students will devise and perform a collage drama based on a current theme or issue. Students will be required to combine a range of collage drama styles and conventions and utilise linking devices such as music, poetry and freeze frames to connect their performance.

ASSESSMENT It is important to understand that assessment in Drama involves group work, and students need to make a commitment to regular attendance and involvement. Students are assessed in two key areas:

Making * Devising (e.g. scriptwriting, monologues) * Performing (scripted and student-devised)

Responding (analyzing theatre and texts)

Across year 8, students will complete a range of assessment items including scriptwriting, scripted performances and analytical responses.


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Music BRIEF DESCRIPTION OF SUBJECT In Music, students listen to, compose, and perform music from a diverse range of styles, traditions and contexts. They create, shape and share sounds in time and space and critically analyse music. Music practice is aurally based and focuses on acquiring and using knowledge, understanding and skills about music and musicians.

AIMS Students will learn about rock elements and styles including musical notation and chords. They will focus on the individual instruments of a drum kit; the parts of the electric guitar; recording techniques; the characteristics of contemporary rock styles; information on the equipment and software used in the production of electronic music and how to read, respond, perform and compose simple chord accompaniments on the guitar and keyboard.

COURSE OUTLINE In year 8 Music, students complete three units of study:

Old School Rock! (Semester Unit) ‘It’s time to put another dime in the jukebox, baby.’ Where did rock music start? Students will further their knowledge of the music elements through analysis and performance of rock ‘n’ roll repertoire from the 1950s to the 1980s. In this unit, students make and respond to rock and roll music by exploring the musical elements and their uses through a range of rock genres.

Telling Tales Throughout the history of music composers have used and manipulated music elements to tell stories. From theme songs to program music listeners respond to narrative cues in music. Students will evaluate a range of music that tells stories through timbre, texture, structure and melody.

New School Rock Since the 1980s modern rock has branched out into a range of exciting genres and sub-genres. From hip hop and grunge in the 1990s to the dubstep and EDM of the ‘noughties’ new school rock is a wide and varied representation of contemporary music. Students will look to their own generation of music to analyse and evaluate musical trends and characteristics.



Responding (analysing) In year 8 Music, students will complete a range of tasks requiring them to compose, perform and analyse music repertoire. Assessing in these areas allows a variety of experiences in music.


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Languages Spanish BRIEF DESCRIPTION OF SUBJECT At Everton Park State High School, this subject focuses on developing students understanding of Spanish language and culture. The course is designed to provide students with opportunities to develop the skills needed to communicate in Spanish, and to build their repertoire of process skills and strategies for acquiring and manipulating the verbal, non-verbal, and written features of the Spanish language.

AIMS By engaging with Spanish language and culture, students develop a number of different skills that expand their understanding of the English language and the Australian culture and identity. Students explore alternative ways of experiencing, acting in, and viewing the world. Furthermore, they come to appreciate the importance of bilingualism in contemporary society.

COURSE OUTLINE The course is progressive and supportive in nature. In Year 8, students build a foundation vocabulary, and are able to communicate about topics peculiar to them. By the end of Year 9, students experiment with more complex language structures, and communicate about topics relevant to themselves, as well as others. In year 8, students will:

Participate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating

Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting

Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view

Analyse and summarise key ideas and information from a variety of texts on a range of topics

Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture

Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity

ASSESSMENT

The course allows students to test their skills through a variety of assessment, including written, aural, oral, and spoken structures.


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Humanities and Social Sciences BRIEF DESCRIPTION OF SUBJECT The humanities and social sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. The humanities and social sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. In the Australian Curriculum, the Humanities and Social Sciences learning area includes a study of history, geography, civics and citizenship and economics and business. The subject provides a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.

AIMS Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.

COURSE OUTLINE History: The Ancient to the Modern World - Students will explore key questions including: How did

societies change from the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? What significant people, groups and ideas from this period have influenced the world today?

Geography: Landforms & Landscapes - Students will explore key questions including: How do environmental and human processes affect the characteristics of places and environments? How do the interconnections between places, people and environments affect the lives of people? What are the consequences of changes to places and environments and how can these changes be managed?

Civics and Citizenship: Australia as a Democracy – Students will explore key questions including: What are the freedoms and responsibilities of citizens in Australia’s democracy? How are laws made and applied in Australia? What different perspectives are there about national identity?

Business & Economics: Australian Businesses – Students will explore key questions including: Why is there a relationship between consumers and producers in the market? Why is personal, organisational and financial planning for the future important for both consumers and businesses? How does entrepreneurial behaviour contribute to a successful business? What types of work exist and in what other ways can people derive an income?

ASSESSMENT Students are assessed on two interrelated criteria: knowledge and understanding, and inquiry and skills. Within these strands, students will complete assignments and exams requiring them to demonstrate skills of questioning, research, analysis, evaluation, reflection and communication.


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Health and Physical Education provides opportunities for students to adopt lifelong healthy, active living. The knowledge, understanding and skills taught through Health and Physical Education provide a foundation for students to enhance their own and others’ health and wellbeing in varied and changing contexts.

AIM

Students develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively engage in physical activity and enhance personal development. They recognise that capabilities in health, movement and personal development can provide career opportunities and improve quality of life.

COURSE OUTLINE

Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities. Movement is a powerful medium for learning through which students can acquire and practise a range of personal, interpersonal, behavioural, social and cognitive skills. Students gain expertise in movement skills, physical activities and physical fitness concepts as a foundation for lifelong physical activity participation and an appreciation of the significance of physical activity and sport in Australian society and globally.

UNITS OF STUDY

Personal, social and community health Movement and physical activity

1. My adolescent relationships 2. Food for Life

1. Fitness

2. Modified games

3. Athletics

4. Net and court sports

5. Invasion games

ASSESSMENT



Research Assessment – Reports, PowerPoints

Exams



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Technologies BRIEF DESCRIPTION OF SUBJECT Technologies ensures that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills to respond creatively to current and future needs.

AIMS The Year 8 Technology course aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

investigate, design, plan, manage, create and evaluate solutions

are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time

make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future

engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions

critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

COURSE OUTLINE Technologies describes two distinct but related subjects:

Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities

Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.

Students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Food and Fibre, STEM, Industrial Technology and Design and Digital Technologies.

UNITS OF STUDY 1. Span the gap

In this unit, students study the engineering principles of bridge construction and will use their creativity to design a bridge to span a gap of 35cm using paddle pop sticks. Students will demonstrate an understanding of the elements and principles of design.

2. It’s a Wrap In this unit, students analyse food preparation techniques to explore and design solutions for healthy school lunch options for teenagers that incorporate safe storage. Student design and produce a lunch box menu that incorporates food technologies.

3. Lighten up In this unit, students use design thinking and technologies to design and produce an aesthetically pleasing lamp for their bedroom.

4. Get serious about games In this unit students will apply computational and systems thinking to evaluate educational information systems and create digital solutions using a general-purpose programming language.

ASSESSMENT

Students provide evidence of their learning and development through design portfolios, projects and written reports.


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Year 9


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Year 9 Curriculum



All year


All year


All year




1 Semester

Humanities

History

ELF



All year


1 x 70 minute lesson a week All year

Elective Subjects (only three electives are chosen)

The Arts Drama Music Visual Art

3 Electives each have 2 x 70 minute lessons per week

All year (advised) 1 Semester (permitted)

Technologies

Food and Fibre STEM Industrial Technology and Design Digital Technologies

All year


Extension Health and Physical Education

All year

Humanities Geography Economics and Business Civics and Citizenship

All year

Languages Spanish All year


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English BRIEF DESCRIPTION OF SUBJECT English is central to the learning and development of all young Australians. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. The study of English plays a key role in the development of reading and literacy skills which help young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light, it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

AIMS In Year 9, students are encouraged to become confident communicators, imaginative thinkers, and informed citizens. At Everton Park State High School, students engage with a variety of texts from a variety of cultures. Texts types studied include: media, digital texts, novels, poetry and song, and performance. Importantly, they learn how to engage with issues raised and express their thoughts about them.

COURSE OUTLINE What’s Our Focus?

Students study representations of Australia’s peoples, histories, and cultures with a specific focus on Asian

perspectives. They listen to, read, and view literary and non-literary texts to explore how events, situations

and people are represented.

Speculative Fiction

What if? Do you have what it takes to work through the challenges of today and create the impossible? In this unit, students will examine how authors of information texts use text structures, language and visual features to present information, opinions and perspectives about issues commonly represented in works of speculative fiction.

Language and Issues: It’s not a Drama! Plays are complex texts – with a few words, the playwright can create unforgettable tensions. In this unit,

students analyse a drama text to explore themes of human and cultural significance and interpersonal

relationships.

A Novel Idea

Students explore how language is manipulated to position a reader’s response to characters and historical,

social, moral, ethical, political, environmental, or First Nations issues and build on their knowledge of how an

author uses literary devices to position an audience to accept or reject certain points of view by constructing

and performing radio transcript of an interview with the author.





During year 9, students will have opportunities in creating a range of imaginative, informative, and persuasive types of texts. These include narratives, discussions, oral presentations, memoirs, literary analyses and performances. They complete six summative pieces of assessment each year – two writing, two speaking, and two reading.


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Mathematics BRIEF DESCRIPTION OF SUBJECT


AIMS

By the end of Year 9, students will develop mathematical skills in;

Understanding which includes describing the relationship between graphs and equations, simplifying a range of algebraic expressions, explaining the use of relative frequencies to estimate probabilities, and the use of the trigonometric ratios for right-angle triangles

Fluency which includes applying the index laws to expressions with integer indices, expressing numbers in scientific notation, listing outcomes for experiments and developing familiarity with calculations involving the Cartesian plane and calculating areas of shapes and surface areas of prisms

Problem Solving which includes formulating, and modelling practical situations involving surface areas and volumes of right prisms, applying ratio and scale factors to similar figures, solving problems involving right-angle trigonometry, and collecting data from secondary sources to investigate an issue

Reasoning which includes following mathematical arguments, evaluating media reports and using statistical knowledge to clarify situations, developing strategies in investigating similarity and sketching linear graphs

COURSE OUTLINE


Unit 1&2 Number & Algebra & Geometry Students will recall algebraic inverse operations and linear graphs and determine linear functions. They will graph nonlinear functions and find the midpoint of a line segment. Students further develop their knowledge of rates and ratio investigating rate of change. Students will investigate congruent and similar figures.

Unit 3&4 Measurement and Geometry, Index notation Students will calculate measurements, which includes calculating the perimeter and area of geometric shapes and volumes of three-dimensional objects. Students use trigonometry to deduce the properties of triangles.

Unit 5&6 Probability & Statistics Students will investigate collecting data, how to best display this data and how to analyse data with measures of central tendency. Students will investigate experimental and theoretical probability, determine complementary events and proportions of populations. Students also learn to model practical situations with two-way tables and Venn diagrams.

Unit 7&8 Algebra Students investigate solving algebraic word problems and develop new skills in simplifying and expanding algebraic expressions. They investigate linear equations with variables on both sides and advance skills in rearranging formulas. Students review index laws and investigate negative indices.

ASSESSMENT



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Science

BRIEF DESCRIPTION OF SUBJECT Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science at Everton Park State High 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. Our curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

AIM This course aims to provide students with a solid foundation of scientific knowledge, understanding, skills and values. It fosters an interest in science and developing a curiosity and willingness to speculate about and explore the world.

COURSE OUTLINE The four units of study in Year 8 Science are Biological sciences, Chemical sciences, Earth sciences and Physical sciences.

Biological sciences Students identify human body systems and the ways in which they work together in balance to support life. They outline how the functions of the systems are coordinated to provide the essential requirements for life. Students explore the concepts of change within an ecosystem. They understand that all life is connected through ecosystems.

Chemical sciences introduce Students explore the development of scientific ideas about atoms and their subatomic particles, protons, neutrons and electrons. Students engage in the exploration of chemical reactions and the application of these in living and non-living systems. They understand that chemical change involves the rearranging of atoms to form new substances.

Earth sciences Students explore the historical development of the theory of plate tectonics. They model and investigate geological processes involved in Earth movement. Students compare different types of tectonic-plate boundaries and the tectonic events which occur at these boundaries.

Physical sciences Students examine, inquire and explain ways in which energy can be transferred through different mediums using the particle model. Students build on their knowledge of energy transfer to include the wave-based models of energy transfer related to sound and light. Students investigate wave motion and how different mediums affect sound and light transfer.



Research Assessment – Reports, Multi-Modal Presentations

Exams


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The Arts

Visual Art

BRIEF DESCRIPTION OF SUBJECT Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. As with other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking.

AIMS In year 9 Art, students will begin to: research ideas to make artworks

experience displays and exhibitions

appraise their own and others’ artworks

understand and document developmental processes

know and apply visual art elements and art concepts research and evaluate artworks from a variety of historical and contemporary art styles

use research to construct visual responses for display

At Everton Park State High School, students learn how to express themselves by manipulating visual arts elements, concepts, processes, and forms (2D, 3D, and digital). They learn how to deliver specific messages to their intended audiences for intended purposes.

COURSE OUTLINE Personal Map: In this unit students will explore social, ethical, environmental and/or economic

themes and concepts in Visual Arts. They will focus on one theme as a class and develop a body of work in making and responding to explore the theme from a variety of conceptual viewpoints.

A Fractured Self: Students are introduced to or revisit the elements and principles of design through creating a Cubist self-portrait. They study how Cubist artists distorted reality to represent faces, figures and objects from a range of perspectives.

Metamorphosis: Students use the skills and concepts from the previous unit about Cubism to further

their understanding of how artists create distorted versions of reality. They do this through studying

a range of Surrealist artworks before creating a lino-print using the Surrealist technique of

metamorphosis. They are also required to analyse a range of seen and unseen artworks.

Appropriation: Students study the concept of appropriation in art to challenge their own ideas about

originality. They also analyse how artists use appropriation to reference other artists and styles

through their work. The teaching and learning activities centre around the production of a ceramic

vessel that incorporates aspects of a superhero’s costume with Ancient Greek or Egyptian design

elements.

ASSESSMENT Students are assessed in two areas: making and responding. Across the year 9 course, students will complete a range of written and practical assessments The assessable elements are:

Making



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Drama BRIEF DESCRIPTION OF SUBJECT Drama has an important role to play in the personal development of students. The skills and qualities developed by students, such as teamwork, creativity, leadership and risk-taking are assets in all subjects and all areas of life. The subject stimulates the imagination and allows students to explore issues and experiences in a safe and supportive environment. Drama promotes self-esteem and provides all students with a sense of achievement regardless of academic ability. It is about social and communication skills and enjoying our learning.

AIMS Students are encouraged to express themselves through drama. They learn to manipulate the dramatic elements as they investigate ways to communicate contemporary themes and issues in creative and innovative ways. Students also develop:

knowledge and understanding in controlling, applying and analysing the elements, skills, processes,

forms, styles and techniques of drama to engage audiences and create meaning

a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing

roles, and imagining situations, actions and ideas as drama makers and audiences

knowledge and understanding of traditional and contemporary drama as critical and active

participants and audiences.

COURSE OUTLINE In year 9 Drama, students complete three units of study:

Cinematic Theatre (Semester Unit) In this unit, students explore the use of modern technology practices through devising, performing and

responding to Cinematic Theatre. They will utilise the primary conventions of the style; cinematic scenes and

cinematic transitions.

Theatre for Young People

In this students will explore a range of performance styles targeted towards young people such as Pantomime,

Children’s Theatre and Youth Theatre.

Documentary Drama In this unit, students will develop scriptwriting skills by using a range of ‘documents’ as stimulus such as, plays, newspaper articles, stories, video and images. Students will devise a performance based on current social, political or global issues.

ASSESSMENT It is important to understand that assessment in Drama involves group work, and students need to make a commitment to regular attendance and involvement.

Students are assessed in two key areas:

Making * Devising (e.g. scriptwriting, monologues) * Performing (scripted and student-devised)

Responding (analysing theatre and texts)

Across year 9, students will complete a range of assessment items including scriptwriting, set and costume design, scripted performances and analytical responses.


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Music BRIEF DESCRIPTION OF SUBJECT In Music, students listen to, compose, and perform music from a diverse range of styles, traditions and contexts. They create, shape and share sounds in time and space and critically analyse music. Music practice is aurally based and focuses on acquiring and using knowledge, understanding and skills about music and musicians.

Students will learn about rock elements and styles including musical notation and chords. Students will focus on the individual instruments of a drum kit; the parts of the electric guitar; recording techniques; the characteristics of contemporary rock styles; information on the equipment and software used in the production of electronic music and how to read, respond, perform and compose simple chord accompaniments on the guitar and keyboard.

AIMS Through the study of Music, students develop:

the confidence to be creative, innovative, thoughtful, skillful and informed musicians

skills to compose, perform, improvise, respond and listen with intent and purpose

aesthetic knowledge and respect for music and music practices across global communities, cultures

and musical traditions

an understanding of music as an aural art form as they acquire skills to become independent music

learners.

COURSE OUTLINE Ipad Generation (Semester Unit)

Digital music is the way of the world now and IPODs have changed the way we consume music. Students

will further their studies of the musical elements and their uses through a range of analysis, performance

and composition activities created to explore the digital music era. Repertoire will be structured around the

theme of an IPOD playlist.

Music on TV

As television viewers we are exposed to music as theme songs, credits music and advertisement jingles. TV

music is short and to the point. This unit will examine how to create a musical message in a small amount of

time. Students will further their studies of the musical elements and their uses through a range of analysis,

performance and composition activities created to explore musical repertoire from TV shows and

advertisements.

Good v. Evil Music is the perfect platform to explore the contrasting themes of Good vs Evil. Whether it be soundtracks,

program music, TV themes, opera, musicals or dance music the concepts of Good vs Evil can be created

through the manipulation of the elements of music. Students will analyse and evaluate a range of music to

explore specific features and purposes of music.





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Languages

Spanish BRIEF DESCRIPTION OF SUBJECT At Everton Park State High School, this subject focuses on developing students understanding of Spanish language and culture. The course is designed to provide students with opportunities to develop the skills needed to communicate in Spanish, and to build their repertoire of process skills and strategies for acquiring and manipulating the verbal, non-verbal, and written features of the Spanish language.

AIMS By engaging with Spanish language and culture, students develop a number of different skills that expand their understanding of the English language and the Australian culture and identity. Students explore alternative ways of experiencing, acting in, and viewing the world. Furthermore, they come to appreciate the importance of bilingualism in contemporary society.

COURSE OUTLINE The course is progressive and supportive in nature. In Year 8, students build a foundation vocabulary, and are able to communicate about topics peculiar to them. By the end of Year 9, students experiment with more complex language structures, and communicate about topics relevant to themselves, as well as others. Across year 9 and 10, students will:

Discuss and compare young people’s interests, behaviours and values across cultural contexts

Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning

Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

Translate both Spanish and English texts, and discuss cultural and other dimensions of the process

Create bilingual texts that interpret aspects of Australian language and culture for Spanish speaking audiences

Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning making in spoken interactions

Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

ASSESSMENT The course allows students to test their skills through a variety of assessment, including written, aural and spoken structures.


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Humanities

Geography

BRIEF DESCRIPTION OF SUBJECT In a world of increasing global integration and international mobility, it is critical to the wellbeing and

sustainability of the environment and society that young Australians develop a holistic understanding of the

world. This requires deep knowledge and understanding of why the world is the way it is and the

interconnections between people, places and environments over place and time. The Australian Curriculum:

Geography empowers students to shape change for a socially just and sustainable future. Geography inspires

curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments.

AIMS

The study of Geography aims to ensure that students develop: a sense of wonder, curiosity and respect about places, people, cultures and environments

throughout the world

a deep geographical knowledge of their own locality, Australia, the Asia region and the world

the ability to think geographically, using geographical concepts

the capacity to be competent, critical and creative users of geographical inquiry methods and skills

as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.

COURSE OUTLINE Year 9 Units of Study

Biomes and food security investigates the biotic environment and its role in food and fibre production. The unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security, are investigated using studies drawn from Australia and across the world.

Geographies of interconnections examines how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services, and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.

ASSESSMENT

The two assessable elements in Geography are Geographical Knowledge and Understanding and Geographical Inquiry and Skills. Students will have opportunities in demonstrating their abilities in these strands through a variety of assessment techniques.


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History BRIEF DESCRIPTION OF SUBJECT 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. History 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.

AIMS Through the study of History, students develop:

interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity

and willingness to be informed and active citizens

knowledge, understanding and appreciation of the past and the forces that shape societies, including

Australian society

understanding and use of historical concepts such as evidence, continuity and change, cause and

effect, significance, perspectives, empathy and contestability

capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in

explanation and communication.

COURSE OUTLINE Units covered in Year 9 provide an important bridge for students’ chronological understanding of major world events in preparation for studies of the 20th century in Year 10.

The Industrial Revolution Students investigate how life changed in the period through an in-depth study which includes the causes and effects of the development, and the Australian experience.

Making a Nation Students investigate the history of Australia including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples, the experiences of non-Europeans in Australia prior to the 1900s and key people, events and ideas in the development of Australian self-government and democracy.

World War I Students investigate key aspects of World War I and the Australian experience of the war, including the

nature and significance of the war in world and Australian history.

ASSESSMENT The two assessable elements in History are Historical Knowledge and Understanding and Historical Inquiry and Skills. Students will have opportunities in demonstrating their abilities in these strands through a variety of assessment techniques.


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Civics and Citizenship BRIEF DESCRIPTION OF SUBJECT A deep understanding of Australia's federal system of government and the liberal democratic values that underpin it is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. The Australian Curriculum: Civics and Citizenship provides students with opportunities to investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society. Emphasis is placed on the 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.

AIMS The study of Civics and Citizenship allows students to develop:

a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in the context of Australia as a secular democratic nation with a dynamic, multicultural, multi-faith society and a Christian heritage

knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia’s system of democratic government and law, and the role of the citizen in Australian government and society

skills, including questioning and research; analysis, synthesis and interpretation; problem-solving and decision-making; communication and reflection, to investigate contemporary civics and citizenship issues and foster responsible participation in Australia’s democracy

the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level and as individuals in a globalised world.

COURSE OUTLINE In year 9, students will explore the key inquiry questions of:

What influences shape the operation of Australia’s political system?

How does Australia’s court system work in support of a democratic and just society?

How do citizens participate in an interconnected world?

Course content is categorised into three strands: Government & Democracy, Law & Citizens and Citizenship, Diversity & Identity. Students will cover a range of topics including:

The role of political parties and independent representatives in Australia’s system of government, including the formation of governments

How citizens’ political choices are shaped at election time, including the influence of the media

The process through which government policy is shaped and developed, including the role of Prime Minister

The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements

The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal

How and why individuals and groups, including religious groups, participate in and contribute to civic life

The influence of a range of media, including social media, in shaping identities and attitudes to diversity

ASSESSMENT Students are assessed across two strands: knowledge and understanding, and inquiry and skills. Students will have opportunities in demonstrating their abilities in these strands through a variety of assessment techniques.


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Economics and Business BRIEF DESCRIPTION OF SUBJECT As mass global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate in society and the economy as individuals and more broadly as global citizens. Young Australians will also face a number of social, economic and moral challenges in their lifetimes that will impact on their lives and choices. It is critical that students are equipped with the knowledge, understanding and skills that will empower them in the face of such challenges. The Australian Curriculum: Economics and Business empowers students to shape their social and economic futures and to contribute to the development of prosperous, sustainable and equitable Australian and global economies.

AIMS Study of Economics and Business allows students to develop:

enterprising behaviours and capabilities that can be transferable into life, work and business opportunities and will contribute to the development and prosperity of individuals and society

understanding of the ways society allocates limited resources to satisfy needs and wants, and how they participate in the economy as consumers, workers and producers

understanding of the work and business environments within the Australian economy and its interactions and relationships with the global economy, in particular the Asia region

reasoning and interpretation skills to apply economics and business concepts to make informed decisions

understanding of economics and business decision-making and its role in creating a prosperous, sustainable and equitable economy for all Australians

understandings that will enable them to actively and ethically participate in the local, national, regional and global economy as economically, financially and business-literate citizens.


How do participants in the global economy interact?

What strategies can be used to manage financial risks and rewards?

How does creating a competitive advantage benefit business?

What are the responsibilities of participants in the workplace and why are these important? A range of content areas will be explored including:

Australia as a trading nation and its place within the rising economies of Asia and broader global economy

Why and how participants in the global economy are dependent on each other

Why and how people manage financial risks and rewards in the current Australian and global financial landscape

The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market

The changing roles and responsibilities of participants in the Australian or global workplace



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Health and Physical Education provides opportunities for students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.

AIM


COURSE OUTLINE

In Years 9, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

UNITS OF STUDY


1. First Aid

2. Sexual Relationships

1. Fitness

2. Modified games

3. Net and court Sports

4. Athletics

5. Invasion games

ASSESSMENT



Research Assessment – Brochure

Exams



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Extension Health and Physical Education BRIEF DESCRIPTION OF SUBJECT

Extension Health and Physical Education provides further opportunities to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. Additionally, as it is an extension, a greater exploration of knowledge and skills required in senior pathways are developed.

AIM


COURSE OUTLINE

In Years 9, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

UNITS OF STUDY


1. My social responsibility 2. Sensationalised reporting 3. Looking after myself and others 4. Cultural connections

1. Fitness

2. Modified games


4. Athletics

5. Invasion games

ASSESSMENT




Exams



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Technologies

Food and Fibre BRIEF DESCRIPTION OF SUBJECT Food and Fibre is a course of study whereby students apply knowledge, skills and resources to create needs and wants of people and communities. Within the course, students use their food and fibre studies knowledge and skills to solve design challenges.

AIMS This subject revolves around the development of practical skills and has been designed to cater for the needs of those students who wish to concentrate their study in the area of food and fibre.

COURSE OUTLINE This unit enables students to acquire and further develop practical skill and experience that will serve as a foundation for further study associated with Hospitality. Students will:

Make quality products that meet detailed specification

Negotiate and refine production procedures

Generate design ideas and communicate these incorporating strategies for managing resources

Identify methods for evaluating commercial products and processes PLEASE NOTE. Workplace Health and Safety requires students to wear shoes with non-pervious uppers and behave in a safe and responsible manner at all times. Full participation in all activities is an essential requirement of the course.

UNITS OF STUDY

1. Snack Attack In this unit, students will investigate and make judgments on how the presentation and sensory perceptions that influence the creation of food solutions for teenage snack products. They critically analyse factors, including social, ethical and sustainability considerations. Students develop a specialised food product, for a challenging client.

2. Food and Fitness In this unit, students will investigate and make judgments on the preparation, presentation and sensory perceptions that influence the creation of food solutions for teenagers to maintain healthy eating habits to sustain fitness. Students select and use appropriate technologies skillfully and safely to produce a high-quality food product for a client.

3. Let’s Protect It Students will apply design thinking as they develop a specialised food product, service or environment for a challenging client, for example, a mountaineer, a homeless person, a person with food intolerances. Students develop a specialised food product, service or environment for a challenging client.

4. Spice It Up In this unit students will complete an in-depth study of a culture and its food and develop a multimodal presentation to inform others. As a team, students will design and produce a street food market incorporation food technologies.

ASSESSMENT Assessment tasks in Industrial Technology and Design include: Skills based activities

Design Folios

Particle outcomes

OTHER COMMENTS: While the school provides requirements for practical work, a levy to be paid by all students is required to subsidize ingredients and other consumables.


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Science, Technology, Engineering and Mathematics (STEM)


STEM is a course that provides an opportunity for students to draw upon skills and knowledge obtained from Science, Maths and Technology subjects to design and develop solutions in a project based environment.

AIM The aim of this subject is to develop students’ STEM literacy and capability through a problem-based or inquiry approach to create solutions. Typically, it benefits students by providing them with:

A deeper understanding of the STEM disciplines

Skills to be competitive in the workplace

21st century skills (e.g. collaboration, critical thinking, creativity and problem solving)

Knowledge and confidence to learn.

COURSE OUTLINE Students in this subject will get their first introduction to theoretical and practical engineering. They will explore a series of cross-curricular, theme-based activities while developing their skills in science, technology, engineering and mathematics, as well as language and technical literacy. Students will design an eco-friendly house incorporating a range of eco-technologies using graphical software and then draw upon knowledge and skills developed in maths and design technologies to produce a scale model of their design. Students will then automate an aspect of their model home (such as lighting) using electrical circuits and coding Arduino hardware. Finally students will have the opportunity to apply their design skills and knowledge of sustainable technologies to help identify and present a solution to a school related environmental problem of their choosing.

Elements of safe working practices are continually examined and reinforced.

PLEASE NOTE. Workplace Health and Safety requires students to wear shoes with non-pervious uppers and behave in a safe and responsible manner at all time. Full participation in all activities is an essential requirement of the course.

ASSESSMENT Assessment tasks in STEM include: • Minor projects • Major projects • Design folios • Skill-based activities.

OTHER COMMENTS This subject is beneficial for students who may be considering Year 11 and 12 studies in Mathematics and Physics.


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Industrial Technology and Design BRIEF DESCRIPTION OF SUBJECT Design Technology is a course of study that provides an opportunity for students to gain an understanding of design and technology across a range of contexts. Students will design and manufacture a variety of products / artifacts in response to design briefs.

AIM The aim of this subject is for students to develop design and production skills in working with natural and synthetic materials, tools, machines, equipment and related technologies.

COURSE OUTLINE Students engaged in Design Technology will develop their ability to design products and generate and organize ideas. Students investigate and document design aspects (e.g. function, possible construction methods, possible materials, ergonomics etc), generate multiple design solutions, select and justify their choice of a final design solution, and ultimately manufacture products / artifacts that satisfy the given design situation and brief. Students are also required to evaluate the effectiveness of their products / artifacts. Elements of safe working practices are continually examined and reinforced. PLEASE NOTE. Workplace Health and Safety requires students to wear shoes with non-pervious uppers and behave in a safe and responsible manner at all times. Full participation in all activities is an essential requirement of the course. UNITS OF STUDY

1. Lighten Up In this unit, students will follow the design process to create a personalised lamp. Students will develop a practical knowledge and understanding of electrical circuits.

2. CO2 Dragsters In this unit, you will learn how to design, build and race your own dragster. The vehicle will travel a distance of 20m in the fastest time possible using the power provided by a single standard CO2 cartridge.

3. Moving Weight In this unit, students study the engineering principles of pneumatics and hydraulics. A weight will need to be picked up and moved to a new location. Students will demonstrate an understanding of the elements and principles of design.

4. Print It In this unit, students will follow the design process to create a personalized USB cover using the schools 3d printers.

ASSESSMENT Assessment tasks in Industrial Technology and Design include:

Skills based activities

Design Folios

Particle outcomes

OTHER COMMENTS This subject is beneficial for students who may be considering Year 11 and 12 studies in Furnishing Skills and/or Design. Students who may be considering undertaking a School-Based Apprenticeship or Traineeship (SAT) in any trade-related area (e.g. carpentry, cabinet making, etc.) will also benefit from studies in this subject.


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Digital Technologies BRIEF DESCRIPTION OF SUBJECT

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as, precisely and accurately describing problems, and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. By the end of Year 9, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.

AIMS

At Everton Park State High School, the Year 9 Digital Technology course aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints.

collect, authenticate and interpret data from a range of sources

generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms

safely plan, design, test, modify and create a range of digital solutions

use various programming languages.

COURSE OUTLINE By the end of Year 9, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online. UNITS OF STUDY 1. Get serious about games In this unit students will apply computational and systems thinking to evaluate educational information systems and create digital solutions using a general purpose programming language. 2. D.A.T.A (Digital Analysis Troubleshooting Agency) In this unit students will transform data into information, and explore and analyse the properties and components of networked systems and data transmission. Students will 'join' a fictional agency to create a range of digital solutions.

ASSESSMENT

Students provide evidence of their learning and development through design portfolios, projects and written

reports


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Year 10


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Year 10 Curriculum



All year


All year


All year

History


1 Semester each



ELF


1 x 35 minute lesson per week School Assembly – 35 minutes per week 1 x 70 minute lesson per week

All year

Elective Subjects (only three electives are chosen)

The Arts Drama Music Visual Art

3 Electives each have 2 x 70 minute lessons per week

All year (advised) 1 Semester (permitted)

Technologies

Food and Fibre STEM Industrial Technology and Design Digital Technologies

All year

Humanities Geography Economics and Business Civics and Citizenship

All year

Languages Spanish All year


Extension Health and Physical Education

All year


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English BRIEF DESCRIPTION OF SUBJECT The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. The study of English plays a key role in the development of reading and literacy skills which help young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society.

AIMS

The Year 10 English course aims to ensure that students:

learn to listen to, read, view, speak, write, create, and reflect on increasingly complex and sophisticated spoken, written, and multimodal texts across a growing range of contexts with accuracy, fluency, and purpose;

appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade, and argue;

understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning develop interest and skills in inquiring into the aesthetic aspects of texts;

and develop an informed appreciation of literature.

COURSE OUTLINE

The curriculum is built around these three interrelated strands:

Language: knowing about the English language

Literature: understanding, appreciating, responding to, analysing, and creating literature

Literacy: expanding the repertoire of English usage. Together, these focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing, and creating. Learning, in English, builds on concepts, skills, and processes developed in earlier years, and teachers revisit and strengthen these as needed.

UNITS OF STUDY

1. Humour & Social Commentary

In this unit, students examine a range of comedic texts, such as songs, films, and political cartoons. Also, they explore poets’ comments about 20th-century wars.

2. Fan Fiction: Novel Study

Students undertake the close reading of a novel with a complex plot, either set in a different time period, or dealing with historical or socio-cultural concepts and events. They have opportunities in crafting a short story that transforms the studied text.

3. Shakespeare and the Human Condition

Here, students study a Shakespearian play, with a particular focus on themes and issues that remain relevant today. They respond to the text both critically and creatively.

4. Media Watch

The Media – a powerful medium – can shape our reality, if we let it. Throughout the unit, students arm themselves with the tools to combat the media’s growing influence.


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Across Year 10, students will have opportunities in creating a range of imaginative, informative, and persuasive types of texts. These include narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts, and reviews. They complete six summative pieces of assessment across the year – two writing, two speaking, and two reading.


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Mathematics



AIMS

By the end of Year 10, students develop mathematical;

Understanding which includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two and three step experiments.

Fluency which includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigating the shape of data sets.

Problem Solving which includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities, and investigating independence of events.

Reasoning which includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

COURSE OUTLINE


Unit 1&2 Number & Algebra & Geometry Students develop their knowledge of linear graphs and plot parallel and perpendicular line. Students develop skills in plotting nonlinear and investigate a range of methods for solving simultaneous equations.

Unit 3&4 Algebra, Measurement and Geometry, Number Students investigate trigonometry and observe how trigonometry can be used to calculate angles of depression and bearings. Students will calculate measurements, which includes calculating the perimeter and area of geometric shapes and volumes of three-dimensional compound objects. Students develop skills in algebra using simple and compound interest formula.

Unit 5&6 Probability & Statistics Students will investigate how to analyse data and use data analysis of box and whisker plots, measures of central tendency and bi-variate data. Students will investigate experimental and theoretical probability and use tree diagrams to represent sample space. Students will analyse independent and dependent events and determine conditional probability.

Unit 7&8 Algebra Students investigate solving algebraic multi-step problems and develop new skills in expanding and factorising. Simplifying and expanding algebraic expressions. They investigate mixed factorisation of algebraic problems and solve quadratic equations.

ASSESSMENT



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Science BRIEF DESCRIPTION OF SUBJECT

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science at Everton Park State High 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. Our curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

AIMS


COURSE OUTLINE

The four units of study in Year 10 Science are Biological sciences, Chemical sciences, Earth sciences and Physical sciences.

Biological sciences Students explore genetics and heredity. They examine the relationship between DNA, genes, alleles and heritable traits of an organism. Students will describe and compare the two main forms of cell division in eukaryotes and explain how genetic material is transferred from parent to offspring during cell division.

Chemical sciences introduce Students collect and analyse data to identify patterns in atomic structure and the properties of elements and how these relate to the organisation of the periodic table. They use scientific knowledge of an atom’s electron arrangement to predict the formation of ions.

Earth sciences Students explore how Earth is composed of four interacting and dynamic ‘spheres’, within which the global systems and cycles operate. These are the lithosphere, hydrosphere, atmosphere and biosphere. Students consider how matter cycles within and between these spheres, such as in the carbon cycle and the water cycle, and use scientific knowledge to evaluate how humans have influenced flow between these systems.

Physical sciences Students explore and apply Newton’s three laws of motion to predict, describe and calculate the effect of forces on the motion of objects. They develop questions and hypotheses, assess risks, and consider accuracy when using a range of methods, including the use of digital technologies, to collect reliable data.

ASSESSMENT


tests

investigations

written reports


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Humanities

History BRIEF DESCRIPTION OF SUBJECT 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. History 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.

AIMS

The Year 10 History course aims to ensure that students develop: interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity

and willingness to be informed and active citizens knowledge, understanding and appreciation of the past and the forces that shape societies, including

Australian society understanding and use of historical concepts, such as evidence, continuity and change, cause and

effect, perspectives, empathy, significance and contestability capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in

explanation and communication.

COURSE OUTLINE

The Year 10 course provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic, and political development. The transformation of the modern world during a time of political turmoil, global conflict, and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing. The key inquiry questions at this year level are:

How did the nature of global conflict change during the twentieth century?

What were the consequences of World War II? How did these consequences shape the modern world?

How was Australian society affected by other significant global events and changes in this period?

ASSESSMENT

The two assessable elements in History are Historical Knowledge and Understanding and Historical Inquiry and Skills. Students will have opportunities in demonstrating their abilities in these strands through a variety of assessment techniques, including – essays, inquiries, historical re-creations, explanations, presentations, source analyses, and short-response tests.


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Geography BRIEF DESCRIPTION OF SUBJECT In a world of increasing global integration and international mobility, it is critical to the wellbeing and

sustainability of the environment and society that young Australians develop a holistic understanding of the

world. This requires deep knowledge and understanding of why the world is the way it is and the

interconnections between people, places and environments over place and time. The Australian Curriculum:

Geography empowers students to shape change for a socially just and sustainable future. Geography inspires

curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments.

AIMS

The Year 10 Geography course aims to ensure that students develop: a sense of wonder, curiosity and respect about places, people, cultures and environments

throughout the world

a deep geographical knowledge of their own locality, Australia, the Asia region and the world

the ability to think geographically, using geographical concepts

the capacity to be competent, critical and creative users of geographical inquiry methods and skills

as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.

COURSE OUTLINE

In year 10 Geography, there are two units of study: Environmental change and management and Geographies of human wellbeing.

The former focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human-environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.

The latter focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.

ASSESSMENT

The two assessable elements in Geography are Geographical Knowledge and Understanding and Geographical Inquiry and Skills. Students will have opportunities in demonstrating their abilities in these strands through a variety of assessment techniques, such as reports, data responses, inquiries, practical exercises, presentations, and short-response tests.


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Civics and Citizenship BRIEF DESCRIPTION OF SUBJECT A deep understanding of Australia's federal system of government and the liberal democratic values that

underpin it is essential in enabling students to become active and informed citizens who participate in and

sustain Australia’s democracy. The Australian Curriculum: Civics and Citizenship provides students with

opportunities to investigate political and legal systems, and explore the nature of citizenship, diversity and

identity in contemporary society. Emphasis is placed on the 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.

AIMS The study of Civics and Citizenship allows students to develop:

a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in

the context of Australia as a secular democratic nation with a dynamic, multicultural, multi-faith

society and a Christian heritage

knowledge, understanding and appreciation of the values, principles, institutions and practices of

Australia’s system of democratic government and law, and the role of the citizen in Australian

government and society

skills, including questioning and research; analysis, synthesis and interpretation; problem-solving and

decision-making; communication and reflection, to investigate contemporary civics and citizenship

issues and foster responsible participation in Australia’s democracy

the capacities and dispositions to participate in the civic life of their nation at a local, regional and

global level and as individuals in a globalised world.


How is Australia’s democracy defined and shaped by the global context?

How are government policies shaped by Australia’s international legal obligations?

What are the features of a resilient democracy?

Course content is categorised into three strands: Government & Democracy, Law & Citizens and

Citizenship, Diversity & Identity. Students will cover a range of topics including:

The key features and values of Australia’s system of government compared with at least ONE other

system of government in the Asia region

The Australian Government’s role and responsibilities at a global level, for example provision of

foreign aid, peacekeeping, participation in international organisations and the United Nations

The role of the High Court, including in interpreting the Constitution

How Australia’s international legal obligations shape Australian law and government policies,

including in relation to Aboriginal and Torres Strait Islander Peoples

The challenges to and ways of sustaining a resilient democracy and cohesive society



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Economics and Business BRIEF DESCRIPTION OF SUBJECT As mass global flows of people, resources, finances and information produce social, economic, political and

environmental complexities and challenges, Australia needs enterprising individuals who can make informed

decisions and actively participate in society and the economy as individuals and more broadly as global

citizens. Young Australians will also face a number of social, economic and moral challenges in their lifetimes

that will impact on their lives and choices. It is critical that students are equipped with the knowledge,

understanding and skills that will empower them in the face of such challenges. The Australian Curriculum:

Economics and Business empowers students to shape their social and economic futures and to contribute to

the development of prosperous, sustainable and equitable Australian and global economies.

AIMS Study of Economics and Business allows students to develop:

enterprising behaviours and capabilities that can be transferable into life, work and business

opportunities and will contribute to the development and prosperity of individuals and society

understanding of the ways society allocates limited resources to satisfy needs and wants, and how

they participate in the economy as consumers, workers and producers

understanding of the work and business environments within the Australian economy and its

interactions and relationships with the global economy, in particular the Asia region

reasoning and interpretation skills to apply economics and business concepts to make informed

decisions

understanding of economics and business decision-making and its role in creating a prosperous,

sustainable and equitable economy for all Australians

understandings that will enable them to actively and ethically participate in the local, national,

regional and global economy as economically, financially and business-literate citizens.


How is the performance of an economy measured?

Why do variations in economic performance in different economies exist?

How do governments, businesses and individuals respond to changing eonomc conditions?

A range of content areas will be explored including:

Indicators of economic performance and how Australia’s economy is performing

The links between economic performance and living standards, and how and why variations exist

within and between economies

The ways that governments manage economic performance to improve living standards

Factors that influence major consumer and financial decisions and the shortand long-term

consequences of these decisions

The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management



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The Arts

Visual Arts BRIEF DESCRIPTION OF SUBJECT

Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual representations that communicate, challenge and express their own and others’ ideas as artist and audience. They learn about the role of the artist, craftsperson and designer, their contribution to society, and the significance of the creative industries. Similarly with the other art forms, the visual arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential by igniting informed, imaginative and innovative thinking.

AIMS The Year 10 Visual Art course is designed to build essential knowledge and skills related to the visual arts, while developing an appreciation of the art form and the manner in which artists communicate to audiences through visual mediums. Units are studied in more depth and diversity than junior units. Students begin to:

experience displays and exhibitions

appraise their own and others’ artworks

understand and document developmental processes

know and apply visual art elements and art concepts research and evaluate artworks from a variety of historical and contemporary art styles

COURSE OUTLINE

Bound Together Students are introduced to, or revise, the elements and principles of design. They use a range of art-making techniques, primarily printmaking, to create the content for their book. Students also have opportunities to reflect upon their own art making processes and research how other artists have used the medium of bookmaking. A strong emphasis is placed upon experimentation to provide students with exposure to range of materials and techniques.

I am This unit explores how artists persuade, communicate and express viewpoints and concepts in Visual Arts. Students produce a series of artworks that are conceptually linked and lead to the development of personal style and artistic intention. Making and responding explore conceptual viewpoints. Learning opportunities allow development of student-directed concepts with independent approaches and individualised representations of subject and viewpoint throughout the series of work.

Art as Politics Students explore how artists, activists and political groups have used art to comment on social and political issues. They also explore the ability of art to change public behaviour, awareness and attitudes toward particular issues. Students apply the knowledge they collected through their research phase to create an edition of prints that comment upon a social issue that is relevant to young people in Australia today.

Animation Students are introduced to time-based media through studying animation. They experiment with a range of animation processes including flip-books, clay, drawing and found objects. Students analyse a range of animations to explore how artists communicate meaning through both narrative and non-narrative based works. To create their resolved work, students are required to work collaboratively.


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ASSESSMENT

Students are assessed in two areas: making and responding. Across the year 9 course, students will complete a range of written and practical assessments The assessable elements are:

Making


OTHER COMMENTS While not a pre-requisite for taking Visual Art in years 11 and 12, it is highly recommended, as it will give you a head start with the practical & developmental aspects of the course.


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Drama BRIEF DESCRIPTION OF SUBJECT

Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential. Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate with others.

AIMS Through the study of Drama, students develop:

confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own creativity through drama

knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning

a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences

knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences

a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures

COURSE OUTLINE

Unit 1: Australian Fusions (Semester Unit) In this unit, students make and respond to drama by exploring contemporary Australian drama including Aboriginal dramatists and Torres Strait Islander dramatists and experimenting with linear and non-linear narrative structures and available theatre technologies.

Unit 2: Asian Theatre Styles

In this unit, students make and respond to drama by exploring a range of Asian Theatre Styles with an in-depth study of Kabuki (Japan) and Wayang Kulit Shadow Puppetry (Indonesia). Students have an opportunity to compare and contrast eastern and western theatre styles.

Unit 3: Greek Theatre

In this unit, students make and perform drama in the Greek tragedy style. Students explore the conventions of the style such as chorus, heightened voice and catharsis. The structure of Greek tragedy will be explored and manipulated: prologue, parados, dialogue, stasimon, and the exodus. Students will understand the purpose of a prologue and devise one to be included in their chosen play for assessment.

ASSESSMENT

It is important to understand that assessment in Drama involves group work, and students need to make a commitment to regular attendance and involvement. The assessable elements are:

Making * Devising (e.g. creating scriptwriting, monologues) * Performing (scripted and student-devised)

Responding (analysing theatre performances and texts)

OTHER COMMENTS: Year 10 Drama is not a pre-requisite for taking Drama in years 11 and 12, but it is highly recommended, as it will give you a head start with the practical aspect of the subject and a deeper understanding of the Elements of Drama, central to the senior course of study.


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Music BRIEF DESCRIPTION OF SUBJECT

Music is uniquely an aural art form. It encompasses existing sounds that are selected and shaped, new sounds

created by composers and performers, and the placement of sounds in time and space. Music exists

distinctively in every culture and is a basic expression of human experience. Students’ active participation in

Music fosters understanding of other times, places, cultures and contexts. It has the capacity to engage,

inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and

expressive potential. Skills and techniques developed through participation in music learning allow students

to manipulate, express and share sound as listeners, composers and performers.

AIM

This course of study is designed to enable students to:

experience music in its real-world context

become involved in music in a social setting, so that their intellectual and emotional needs are satisfied

develop skills through practice, leading to confident musical expression, and improved aural skills

develop skills through practical means, leading to confident musical expression, and improved aural skills

develop an awareness of sound as a means of artistic expression

develop skills in performance, composition and appreciation of repertoire

COURSE OUTLINE

Making Fusions In this unit, students make and respond to music by exploring music that involves fusing various styles, genres, musical sources, ideas, and other art forms. They make and respond to music by exploring the manipulation of musical elements to create musical fusions. Repertoire will be selected from a range of stage music genres the mashup, cover versions, remixes, and crossover styles.

All that Jazz In order to better understand contemporary music, students will explore the musical characteristics of a range of jazz styles from blues and ragtime through to jazz rock. In this unit, students make and respond to music by exploring the characteristics of different styles of jazz music. Repertoire will be selected from a range of styles including blues, ragtime, West End Jazz, New Orleans Jazz, Cool Jazz and Fusion Jazz.

Make your own In the modern world, artists use a range of digital technologies to compose, record, and produce music. This unit will allow students to create a musical work that demonstrates the development of their own musical ideas within a digital workspace. In this unit, students make and respond to music by refining their studies to an area that of digital music that interests them and producing a product or project that reflects the scope of their research. Students will investigate the use of digital workstations, software, hardware and associated styles.




OTHER COMMENTS

Year 10 Music is not a pre-requisite for taking Music in years 11 and 12, but it is highly recommended, as it will give you a head start with the practical aspect of the course.


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Languages

Spanish BRIEF DESCRIPTION OF SUBJECT

Spanish is a global language spoken by approximately 500 million people across the world. Spanish evolved from Latin on the Iberian Peninsula in around the ninth century, and travelled from Spain to the Caribbean and to North, Central, and South America as a result of the expeditions of the fifteenth and sixteenth centuries. The language has been enriched by many other languages, including Arabic, Basque, Greek, French, English, and the indigenous languages of the Americas.

COURSE OUTLINE

The nature of the learners

In Year 10, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including the possible role of Spanish in these.

Spanish language learning and use

Language exploration, vocabulary expansion and experimentation with different modes of communication (for example, digital media, collaborative performance and group discussions) are key foci for Year 10 learners. Students become more confident in communicating in a wider range of contexts through greater control of language structures and increased understanding of the variability of language use. They use Spanish to communicate and interact; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range of texts and experiences. They demonstrate understanding of language variation and change and of how intercultural experience, technology, media and globalisation influence communication.

Contexts of interaction

Learners interact with peers, teachers, and other Spanish speakers in immediate and local contexts, and with wider communities and cultural resources via virtual and online environments. They may access additional experience of the Spanish language and the cultures of the Spanish speaking world through interschool events, or community events such as film festivals or cultural performances.

Level of support

Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of language functions and communicative tasks, and explicit instruction and explanation of the grammatical system. Learners are provided with opportunities to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback combines with peer support and self-review to monitor and evaluate learning outcomes (for example, portfolios, peer review, digital journals).

ASSESSMENT

Students are assessed on their writing, speaking, and aural and written comprehension. They come to understand not only the mechanics of the language, but how to be socially and culturally appropriate, too.


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Technologies

Industrial Technology and Design BRIEF DESCRIPTION OF SUBJECT Industrial Technology and Design is a course of study that provides an opportunity for students to gain an understanding of design and technology across a range of contexts. Students will design and manufacture a variety of products / artifacts in response to design briefs.

AIM The aim of this subject is for students to develop design and production skills in working with natural and synthetic materials, tools, machines, equipment and related technologies.

COURSE OUTLINE Students engaged in Industrial Technology and Design will develop their ability to design products and generate and organize ideas. Students investigate and document design aspects (e.g. function, possible construction methods, possible materials, ergonomics etc), generate multiple design solutions, select and justify their choice of a final design solution, and ultimately manufacture products / artifacts that satisfy the given design situation and brief. Students are also required to evaluate the effectiveness of their products / artifacts. Elements of safe working practices are continually examined and reinforced. PLEASE NOTE. Workplace Health and Safety requires students to wear shoes with non-pervious uppers and behave in a safe and responsible manner at all times. Full participation in all activities is an essential requirement of the course.

UNITS OF STUDY 1. Coffee Table

In this unit, students will follow the design process to create a personalize coffee table. Students select and use appropriate technologies to skillfully and safely produce a high quality product.

2. Toddler Toy In this unit, students will investigate and make judgments on preparation, presentation and sensory perceptions in order to create solutions for a toy suitable for a toddler in a daycare center.

3. Phone Prototype In this unit, students will follow the design process to create a personalized product using the schools 3d printers or Laser cutter.

4. Valuables Container In this unit, students will follow the design process to create a personalize valuables container. Students select and use appropriate technologies to skillfully and safely produce a high quality product.

ASSESSMENT Assessment tasks in Industrial Technology and Design include:

Skills based activities

Design Folios

Particle outcomes

OTHER COMMENTS This subject is beneficial for students who may be considering Year 11 and 12 studies in Furnishing Skills and / or Design. Students who may be considering undertaking a School-Based Apprenticeship or Traineeship (SAT) in any trade-related area (e.g. carpentry, cabinet making, etc.) will also benefit from studies in this subject.


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Digital Technologies BRIEF DESCRIPTION OF SUBJECT

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as, precisely and accurately describing problems, and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. By the end of Year 10, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.

AIMS

At Everton Park State High School, the Year 10 Digital Technology course aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints.

collect, authenticate and interpret data from a range of sources

generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms

safely plan, design, test, modify and create a range of digital solutions

use various programming languages.

COURSE OUTLINE By the end of Year 10, students will be manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects. UNITS OF STUDY 1. There’s an app for that! In this unit students will use mark-up language and style sheets to design and create a prototype data-driven web app to solve an identified problem. For example, students may design an app to locate the best surfing spots in Queensland. 2. The morpheus project In this unit students will design and implement a security system to protect data transmissions within a social media information system.

ASSESSMENT

Students provide evidence of their learning and development through design portfolios, projects and written reports


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Food and Fibre BRIEF DESCRIPTION OF SUBJECT Food and Fibre is a course of study whereby students apply knowledge, skills and resources to create needs and wants of people and communities. Within the course, students use their food and fibre studies knowledge and skills to solve design challenges.

AIMS This subject revolves around the development of practical skills and has been designed to cater for the needs of those students who wish to concentrate their study in the area of food and fibre. COURSE OUTLINE This unit enables students to acquire and further develop practical skill and experience that will serve as a foundation for further study associated with Hospitality. Students will:

Make quality products that meet detailed specification

Negotiate and refine production procedures

Generate design ideas and communicate these incorporating strategies for managing resources

Identify methods for evaluating commercial products and processes PLEASE NOTE. Workplace Health and Safety requires students to wear shoes with non-pervious uppers and behave in a safe and responsible manner at all times. Full participation in all activities is an essential requirement of the course.

UNITS OF STUDY 1. The Art of Baking

In this unit, students will investigate and make judgments on how to bake successfully. They critically analyse baking factors and sustainability considerations. Students develop a specialised food product, for a challenging client.

2. Come Fly with Me In this unit, students will investigate and make judgments on preparation, presentation and sensory perceptions in order to create solutions for tasty airline food and its packaging. Students select and use appropriate technologies to skillfully and safely produce a high-quality food product for a client.

3. Making Smart Choices In this unit, students will design and produce food items for sale in a food truck. They will develop a plan to manage service and the food sale environment.

4. Junior MasterChef In this unit, students will investigate and make judgments on how presentation and sensory perceptions influence the creation of food to produce high quality food products.

ASSESSMENT Assessment tasks in Industrial Technology and Design include: Skills based activities

Design Folios

Particle outcomes

OTHER COMMENTS: While the school provides requirements for practical work, a levy to be paid by all students is required to subsidize ingredients and other consumables.


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Science, Technology, Engineering and Mathematics (STEM) BRIEF DESCRIPTION OF SUBJECT STEM is a course that provides an opportunity for students to draw upon skills and knowledge obtained from Science, Maths and Technology subjects to design and develop solutions in a project based environment.

AIM The aim of this subject is to extend students’ STEM literacy and capability through a problem-based or inquiry approach to create solutions. Typically, it benefits students by providing them with:

A deeper understanding of the STEM disciplines

Skills to be competitive in the workplace

21st century skills (e.g. collaboration, critical thinking, creativity and problem solving)

Knowledge and confidence to learn.

COURSE OUTLINE Students in this subject will further develop theoretical and practical engineering knowledge and capability through undertaking two major design projects. They will explore a series of cross-curricular, theme-based activities while developing their skills in science, technology, engineering and mathematics, as well as language and technical literacy. In the first semester students will investigate food security and technologies, and identify a way to improve an aspect of the schools sustainability garden. In the second semester students will develop their entrepreneurial skills by undertaking an open design brief in which they will identify a problem and a market, design a solution and produce a prototype of their product. They will then be required to present and pitch their product to a panel of ‘investors’.

Elements of safe working practices are continually examined and reinforced. PLEASE NOTE. Workplace Health and Safety requires students to wear shoes with non-pervious uppers and behave in a safe and responsible manner at all time. Full participation in all activities is an essential requirement of the course.

ASSESSMENT Assessment tasks in Science Technology Engineering & Mathematics include: • Minor projects • Major projects • Design folios • Skill-based activities.

OTHER COMMENTS This subject is beneficial for students who may be considering Year 11 and 12 studies in Mathematics and Physics.


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AIM


COURSE OUTLINE

In Year 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

UNITS OF STUDY


1. I can influence others

2. Excellence in health

1. Fitness

2. Modified games


4. Athletics

5. Invasion games

ASSESSMENT




Exams



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Extension Health and Physical Education BRIEF DESCRIPTION OF SUBJECT


AIM


COURSE OUTLINE

In Year 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

UNITS OF STUDY


1. Sports Psychology 2. Motor Learning 3. Training for Fitness 4. Coaching

1. Fitness

2. Modified games


4. Athletics

5. Invasion games

ASSESSMENT




Exams

Video footage, analysis of performance

PLEASE NOTE:

The school hat and full sports uniform is required for all HPE activities.

The study of Extension Health and Physical Education is highly recommended for students who are considering undertaking studies in Year 11 and 12 Physical Education or Sport and Recreation.