Narangba Valley

State High School

Year7 Curriculum Handbook

/

2021

CORE

CLASSES

ENGLISH ENG071

The year 7 English course at Narangba Valley State High School is challenging, interesting and designed to engender in students a love of the English language and literature as well as an understanding of the way language works. The programme focuses heavily on the building of improved comprehension skills in students so that they can perform well in other subjects offered at high school. Student engage with a range of resources to achieve this, including the digital and paper copies of their key textbook English Is… 7; the worksheets and digital game component of Knowledge Quest 1 and a range of novels that are read together in class throughout the year.

As well, there is an emphasis on the explicit teaching of English skills such as grammar, punctuation, spelling and vocabulary building exercises and homework tasks centre on practising these to mastery level. All students are required to buy the homework book, English Works! Student Book. Teachers will teach the grammar, punctuation and spelling rules from this book and students complete the exercises for homework. It is also encouraged that students read for at least 30 minutes every night.

The Year 7 English Work Programme is based around the integrating device of “VOICE” – the same focus for all English Programmes from Years 7 to 12.

The units studied by the students are as follows:

TERM 1 ‘MY PERSUASIVE VOICE’.

This term, the focus is on studying how to plan for and write persuasive expositions. In particular, students will examine how particular language devices can be used to convince an audience of their opinion. These written devices include modality, rhetorical questions, facts, opinions, repetition, emotive language, appealing to the senses, triplets and alliteration. Students will also formulate opinions about a range of complex contemporary issues facing their local community, country and world.

Towards the end of the term, students will combine their acquired knowledge of persuasive texts with an exploration of the features of songs and poems, examining how they can express a point of view about pertinent issues facing the modern world.

TERM 2 ‘MY STORY-TELLING VOICE’.

This term, the focus is on understanding that people from many cultures have used story telling throughout the ages to share their experiences with others. Literature is a powerful means of crossing cultural boundaries and a way for people to express their social and personal identities. Through reading literature, students can discover information about other peoples and times - the stories, beliefs and traditions on which they base their lives. In return, students can better understand their own culture.

TERM 3 ‘MY CONVINCING VOICE’.

The focus this term is on exploring persuasion in print and television advertising. Students will build on their learning from Term 1 to examine the verbal and written persuasive devices utilised in advertising and how particular language devices are used to create product desire in an audience. These written devices include modality, rhetorical questions, facts, opinions, repetition, emotive language, appealing to the senses, triplets and alliteration. The spoken devices students will examine and use include tone, volume, pause, pace, movement, gestures, facial expressions, eye contact and stance. They will explore how persuasive presentations are enhanced by the use of complementary features such as PowerPoint and product demonstrations.

TERM 4 ‘MY NARRATIVE VOICE’. Students will examine through narratives, how authors bring imagined worlds to life for different audiences and purposes. They will explore how writers craft their texts, using a range of narrative techniques to create appeal, sensation and mood. Some of these narrative techniques include plot, setting, character, conflict, theme, point of view, figurative language and dialogue. All of these devices help engage readers through the clear and creative representation of events, characters, place and time.

The last three weeks of the unit focus on how novels can be transformed into other text-types, such as play or movie scripts to appeal to a different or wider audience. Students will be exposed to structural and language features of play scripts and the complexity of condensing language from a novel to a play.

Assessment is test focused to allow the English teachers to identify weaknesses and put into place

individualised learning programmes designed to improve results for students.

MATHS MAT071

All Junior Maths students will study units based on the Australian Curriculum. This covers the core topics of Number and Algebra, Measurement and Geometry, and Statistics and Probability. Students engage in the program through a variety of learning activities involving textbooks, ICTs and faculty provided resources.

By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals and apply this to compare the cost of items to make financial decisions. Students will also start to represent numbers using variables looking into the connections between the laws and properties for numbers and algebra. They interpret simple linear representations and model authentic information. They represent transformations of objects in the Cartesian plane. Students describe different views of three-dimensional objects in both theoretical and real life applications. They solve simple numerical problems involving angles formed by a transversal crossing two parallel lines. Students identify issues involving the collection of continuous data and they describe the relationship between the median and mean in data displays.

Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing a parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.

In addition to the above Australian Curriculum-based program, students will spend time each week developing their numeracy knowledge and skills. Strategies such as Problem Solving Teaching and Reciprocal Maths Teaching will be employed in class to deepen student understanding of particular mathematical concepts. Additionally, students will have the opportunity in the first ten minutes of every lesson to improve their abilities in fluency and automaticity. Students will rotate through activities which are a mix of hands on ICT-based and also, pen and paper-based.

SCIENCE SCI071

In Year 7 Science, students complete a course of study based on the Australian Curriculum. Students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They will come to understand that science is a body of knowledge, developed through human observations and inferences that may reflect diverse values and beliefs. Students will be taught that scientific knowledge is dynamic, and that theories are reviewed in the light of new evidence. This should lead them to an understanding of science as a way of thinking and working, and that their scientific knowledge can be applied to make responsible and informed decisions about real-world issues.

Each week students use the essential skills of scientific enquiry to develop and demonstrate their understanding. They will be required to demonstrate this knowledge through a variety of assessment tasks, including: knowledge tests, research assignments and experimental investigations.

Year 7 students study science at Narangba Valley SHS with each class exposed to a combination of: theory lessons, where students orientate with and integrate new scientific information and knowledge; skills lessons, where students are challenged to apply literacy and numeracy fundamentals in a scientific context; and practical lessons, where students conduct experiments to demonstrate their learning from their theory and skills lessons. Students develop cognitive skills including describing and explaining, constructing representations, Analysing, predicting, drawing evidence based conclusions and communicating effectively.

Students are assessed against three criteria: understanding, skills, and science as a human endeavour. Throughout the year students are exposed to four set disciplines of science, with two units in each and contexts used to engage and orientate students.

Term Strand Context

1 Earth and Environmental

1. Heavenly bodies

2. Seasons

2 Physics

1. Exploring motion

2. Application of forces

3 Chemistry

1. Separating mixtures

2. Water, Water Everywhere

4 Biology

1. Classification

2. Ecosystems

HUNANITIES HUM071

Students will study one semester of History and one semester of Geography.

HISTORY:

History is a study of the past that develops students' curiosity and imagination. It develops understanding of cultural, social and political events, processes and issues that have shaped humanity from earliest times. It enriches our appreciation of how the world and its people have changed, and the significant continuities that exist into the present. In this way, the study of history enables students to contribute more effectively to creating the future.

History, as a discipline, has its own methods and procedures that make it different from other ways of

understanding human experience. Historical inquiry involves the retrieval, comprehension and interpretation of

sources, and judgment, guided by principles that are intrinsic to the discipline. It yields knowledge that is based on

the available evidence, but remains open to further debate and future reinterpretation. It is interpretative by nature,

promotes debate and encourages thinking about human values, including present and future challenges. It

develops transferable skills associated with the process of historical inquiry, including 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.

FOCUS FOR SEMESTER:

The Year 7 curriculum

Unit No Unit Title Assessment Unit Duration

1 Investigating the Ancient Past Source Analysis Exam 10 weeks

2 The Mediterranean World: Egypt, Greece or Rome

Research Investigation 10 weeks

In History, it is an expectation that the students are prepared and have the required equipment for each lesson.

Homework is set regularly and is critical to the success of the course of study. In addition, assessment tasks are completed both during and at the end of each unit. Each piece will be discussed and scaffolded in class time and have specific relationship to the work covered in class. Students will also be required to work on assessment tasks at home. It is a requirement that all written assessment pieces have drafts and that they are handed in on the required due date. In addition, in accordance with the assessment policy, which can be found in the school Learning Journal, draft and final copies of the assessment piece must be handed in on the required due date.

GEOGRAPHY:

Geography is the investigation and understanding of the earth and its features and the distribution of life on earth, including human life and its impacts. It is the study of the many different “places”, or environments, which make up our world and is described as “the why of where”. Places are specific areas of the Earth’s surface, and can range from a locality to a country to a major world region. Geography answers our questions about why places have their particular environmental and human characteristics; how and why these characteristics vary from place to place; how places are connected, and how and why they are changing. Geography examines these questions on all scales, from the local to the global, and over periods that range from a few years to thousands of years. It also looks forward to explore ways of influencing and managing the future of places including their environmental, economic and social sustainability.

Geography also nurtures students’ curiosity about places and the differences between them. It responds to their wonder about the world and its diversity, and teaches them how to explore this world directly through fieldwork and indirectly through other types of investigation. It develops a geographical imagination that enables students to relate to other places and people, and to appreciate the cultures and perspectives of others.

The geographical characteristics of places studied include, but are not limited to, people, climate, production, landforms, built environment, soils, vegetation, communities, water resources, cultures, mineral resources and landscape. Some characteristics are tangible, such as rivers and buildings. Others are intangible, such as scenic quality and socioeconomic status.

Teaching and learning in Geography are underpinned by inquiry, through which students investigate places in Australia and across the globe. When students think geographically, they observe, gather, organise, analyse and present data and information across a range of scales. Fieldwork is central to the study of Geography in the 21st century. It provides authentic opportunities for students to engage in real-world applications of geographical skills and thinking, including the collection and representation of data. Spatial technologies are also core components of contemporary geography. These technologies provide a real-world experience of Science, Technology, Engineering and Maths (STEM), allowing students to interact with particular geographic phenomena through dynamic, three-dimensional representations that take the familiar form of maps. The skills of spatial visualisation, representation and analysis are highly valued in an increasingly digital and globalised world.

FOCUS FOR THE SEMESTER:

The year 7 curriculum engages students on a course of study, which introduces them to the core concepts of physical and human geography. Students will study the concepts of these two forms of Geography in a unit focussed on Place and Liveability. They will be required to learn key terminology, skills and processes of Geography in addition to being required to evaluate proposals and make and justify decisions

Unit Unit Title Assessment Unit Duration

1 Water and the world Short Response to Stimulus Exam 9 weeks

2 Liveability in our local area Research Investigation 9 weeks

Homework is set regularly and is critical to the success of the course of study. In addition, assessment tasks are completed both during and at the end of each unit. Each piece will be discussed and scaffolded in class time and have specific relationship to the work covered in class. Students will also be required to work on assessment tasks at home. It is a requirement that all written assessment pieces have drafts and that they are handed in on the required due date. In addition, in accordance with the assessment policy, which can be found in the school Learning Journal, draft and final copies of the assessment piece must be handed in on the required due date.

HEALTH & PHYSICAL EDUCATION

HPE071 / HEA071

Health and Physical Education develops healthy and active citizens with critical inquiry skills to analyse and understand the influences on their own and others’ health, safety, wellbeing and physical activity participation.

In Year 7, students will study Health for one semester and Physical Education for one semester. They will complete two lessons each week for each subject.

Health and Physical Education provides students with the opportunity to develop knowledge, understanding and skills to take positive action to protect, enhance and advocate for regular movement-based activity, personal identity and respectful relationships.

In Physical Education, participation in physical activity is a significant aspect of the subject. Students acquire movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. Through movement students can acquire, practise and refine personal, behavioural, social and cognitive skills. Students will also complete one theory lesson per week which will integrate movement concepts with physical performance elements.

The Health Strand focuses on:

Health benefits of physical activity

Mental health and wellbeing

Relationships

Safety

The Movement Strand focuses on:

Challenge and adventure activities

Games and sports

Lifelong physical activities

Please note that students who are members of the AFL Academy or Netball Academy will not do this.

LANGUAGES

Languages are the medium through which we learn about the world and develop curiosity about new ideas, values, peoples and places. Since knowledge about social relations and cultural identity are dependent on language, the study of a language extends, diversifies and enriches our ways of thinking and stimulates an appreciation of our own language and culture. In Queensland, learning a language is compulsory in Year 7 and 8. At Narangba Valley State High School, students are able to study French, Japanese and Spanish. Studentsare encouraged to continue to study the same language from primary to secondary. However, all students canachieve success whether or not they have previously studied the language before or not.

Our Junior Secondary program is shaped by The Australian Curriculum: Languages, which is designed to enable all students to engage in learning a language in addition to English. The design of the Australian Curriculum: Languages recognises the features that languages share as well as the distinctiveness of specific languages.

JAPANESE: JAP071

TOPICS OF STUDY

The units studied in Japanese embed the Australian Curriculum standards and include common topics such as self-introductions, sports and leisure activities, travel and memorable places, folk stories and oral traditions. Topics aim to celebrate cultural identity and enhance students understanding of how language reflects ways of thinking and behaving.

LEARNING EXPERIENCES

Language classes are fundamentally interactive, therefore, as a broad principle of methodology; the focus of language learning experiences is on successful communication. Over the five-year language course, learning could include the following experiences: performing and viewing role plays; conducting / designing interviews; watching films and listening to radio broadcasts; reading digital newspaper and magazine articles, advertisements, books, anime and manga; making lists and writing reports, articles and letters; and recording events as diary entries and simple narratives. A broad range of digital technologies is incorporated during many of the learning experiences in languages to allow for direct participation and engagement in the target language and culture. Real world applications are then made available through various media, student exchanges, study tours and more.

ASSESSMENT

Students are assessed across the two dimensions of understanding and skills. Throughout the year, students undertake exams and assignments, which target the main macro-skills of communication and language learning: reading, writing, listening and speaking. The majority of these examinations and assignments require multi-modal responses that prepare them for not only the study of Japanese in Senior but also for real world application.

FRENCH: FRE071

TOPICS OF STUDY

The units studied in French embed the Australian Curriculum standards and are all derived from the Accelerated Integrated Method (AIM) program which combines the most frequently used words in the language with sign language-like gestures to support and promote understanding. These words and gestures are then presented to the students in a variety of classroom activities that culminate in the students being able to present a play. Each play and its subsequent activities are completed over the course of a semester. The two plays that students will study in Year 7 are “Les Trois Petits Cochons” and “Comment Y Aller”. Moving into grade 8, students will be exposed to high frequency vocabulary that is useful for travel and everyday life in France. They will learn about French cuisine and ordering in a restaurant as well as expanding their knowledge of leisure activities and how to express their likes and dislikes.

LEARNING EXPERIENCES

Language classes are fundamentally interactive, therefore, as a broad principle of methodology; the focus of language learning experiences is on successful communication. The language course includes learning experiences such as: performing and viewing role plays; conducting / designing interviews; watching films and listening to radio broadcasts; reading newspaper and magazine articles, advertisements, and simple books; making lists and writing reports, articles and letters; and recording events as diary entries and simple narratives. A range of digital technologies such as; BYOx and iPads; are incorporated during many of the learning experiences in languages to allow for direct participation and engagement in the target language and culture.

ASSESSMENT

Throughout the year, students are assessed across the two dimensions of understanding and skills. They will demonstrate this by developing each of the macro-skills: reading, writing, listening and speaking.

SPANISH: SPN071

TOPICS OF STUDY

The units studied in Spanish embed the Australian Curriculum standards and may reflect topics such as; memorable places, oral traditions, popular music, museum exhibits, school magazine, popular food and celebrating cultural identity.

LEARNING EXPERIENCES

In Year 7, Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, and some have proficiency in different home languages; these students bring existing language-learning strategies and intercultural awareness to the new experience of learning Spanish. Language classes are fundamentally interactive, therefore, as a broad principle of methodology; the focus of language learning experiences is on successful communication. The language course includes learning experiences such as: performing and viewing role plays; conducting / designing interviews; watching films and listening to radio broadcasts; reading newspaper and magazine articles, advertisements, and simple books; making lists and writing reports, articles and letters; and recording events as diary entries and simple narratives. A range of digital technologies such as; BYOx and iPads; are incorporated during many of the learning experiences in languages to allow for direct participation and engagement in the target language and culture.

ASSESSMENT

Throughout the year, students are assessed across the two dimensions of understanding and skills. They will demonstrate this by developing each of the macro-skills: reading, writing, listening and speaking.

SPECIALIST

ROTATIONS

THE ARTS TAR071

For the one semester subject of Performing Arts, students will complete a range of activities across the performing arts domain of Music.

MUSIC:

Introducing Music

This unit of work is designed to introduce students to the musical concepts with a focus on developing performance skills using duration and pitch as the primary musical elements. In addition, students will develop listening skills using traditional and contemporary repertoire and instruments, developing their knowledge of music literacy through practice. The music chosen for these activities will reflect diversity of style, performing media and timeline. It is suitable for beginners, or students with some music experience, building upon prior knowledge and skills, ensuring that making music is achieved through active engagement, whilst learning to be articulate in describing the what, how and why of their musical journey.

DANCE:

Introducing Dance

This unit will introduce students to the basic dance concepts through a study of the elements of dance. Students will learn a teacher/guest choreographed hip hop/commercial jazz performance piece where they will experience the practical elements of dance whilst building their performance skills. Students will then have the opportunity to create their own short dance sequence with a partner or small group in a dance style of their choice. This allows the students to explore some of their own movement vocabulary and demonstrate their understanding of the elements of dance through basic composition skills.

DRAMA:

Introducing Drama

This unit of work is designed to introduce and ease students into the dramatic languages through Radio Drama. This style of drama allows the students to explore the skills of improvisation and play building through short performance segments. Students will learn an introduction to the elements of drama, improvisation, movement and vocal skills. Although there are many practical activities throughout this unit, the performance assessment allows the students to remain unseen and demonstrate the performance skills through their voices only.

Students who demonstrate a high aptitude in the dramatic arts as well as exemplary behaviour have the opportunity to audition for entry into the year 8 Drama Excellence Program.

VISUAL ARTS MVA071

For the one semester of Visual Art, students will focus on Art Media and Visual Arts.

ART MEDIA:

Art Media in Year 7 gives students an introduction to the fundamentals of media, and the tools used by the media every day to communicate meaning to audiences. Students will learn to use the basic media terminology for shot types and camera angles, and will apply their understanding of these concepts as they explore photography and image manipulation. Students will use technologies such as ipads and apps to develop skills in media production and storyboards.

VISUAL ARTS:

Students in Year 7 will experience a number of 2D and 3D activities with a focus on the Elements of Art and storytelling. Students will explore the use of line, colour, tone, texture and shape/form in an artistic context. Students will investigate different cultures; Aboriginal, Torres Strait Islanders and Asia Pacific, including their own culture, identity and stories and use this to inform their own art making practice.

Students will make two and three dimensional images and objects

Students will develop artistic skills and understanding of the purpose and meaning of Art.

Students will analyse a visual text.

Students will explore and apply a variety of media to artworks

DESIGN AND TECHNOLOGY DAT071

For the one Semester subject of Design Technology, students will complete one term of Manual Arts and one term of Home Economics.

MANUAL ARTS:

Students in Year 7 Design and Technology (DAT) will gain a practical insight into the nature and focus of the Design Process, Laser Cutting and 3D Plastic printing within the Manual Arts domain. Students complete a practical project which incorporates Design Elements and 3D CAD then use a Laser Cutter or 3D printer to complete the final product. They learn safety procedures and develop knowledge of workshop procedures.

Students also undertake studies in Graphics which exposes students to sketching, rendering, technical and pictorial drawing techniques. Students also learn 3D CAD graphics in order to equip them with skills to undertake further studies in Graphics and Industrial Technology and Design.

HOME ECONOMICS:

The Home Economics Design Technologies subject is based on two learning areas of the Australian Curriculum; Health and Physical Education (Nutrition) and Technologies (Textiles). In Year 7, students learn a variety of construction skills (sewing) through the application of practical and theoretical textile knowledge in a Design and Technologies context.

Students develop the capacity to make decisions, solve problems and respond critically and creatively to Design Briefs, relating to the concerns of individuals, families and communities. The primary content drawn

from the Design and Technologies Curriculum is in relation to materials, tools, equipment, identity and

connecting to others in local and global contexts. Students learn how to apply knowledge of the characteristics and principles of fabrics and fibres, the correct use of textile equipment and using practical sewing techniques as a manufacturing process. This is done through the design, preparation and production of a machine sewn item. Creativity of design is included through the medium of tie dye.

Students are expected to bring fabric and basic sewing equipment from home. Equipment includes: thread, pins, needle and seam ripper.

DIGITAL TECHNOLOGY BIT071

For the one semester subject of Digital Technology, students will complete one term of Business and one term of ICT.

BUSINESS:

Students in Year 7 will be integrating ICT’s across the Business and Economic curriculum. Students will have the opportunity to develop their understanding of business and economics concepts by exploring what it means to be a successful entrepreneur and how entrepreneurial behaviour contributes to a business success. The emphasis in Year 7 is on personal, community, national or regional issues or events.

The content involves two strands: knowledge and skills. Working in the Business World requires a certain knowledge of business procedures, skills and the confidence to use computer technology.

Assessment will include projects and written documentation. Students may work in a PC or Mac environment.

ICT:

Students in Year 7 will learn foundation ICT skills that will enable them to design, develop and evaluate digital

products. These skills are valuable for students in this generation in order to be confident users of technology.

Students investigate how digital systems represent text, image and audio data. They will experience this by

learning coding fundamentals to create games and program small robots.

The content involves two strands: Knowledge and production skills. Students will be introduced to the Design, Develop

and Evaluation cycle.

ACADEMY

DEVELOPMENT

ACADEMY

EXCELLENCE

PROGRAMS

SCIENCE MATH ACADEMY SMA071

The Science and Maths Academy (SMA) is a program that students can only access via an application process that is held during term 3 of the previous year.

The SMA has been developed to create an environment of questioning and discovery. The aim is to inspire and engage students in science and mathematics through a real world context, and to foster curiosity and questioning, imagination and fun. Class tasks and assessment are designed to be problem based, are open ended and link to real world situations.

The SMA uses the IMPACT pedagogical model as the core of its instructional practice. The model provides a balance which allows students to Model and Practice core foundational content, then Apply, make Connections and Transform that knowledge in a range of situations. The model is flexible, and naturally lends itself to STEM education as it encourages students to move from a certainty based learning environment to contextual and collaborative tasks using higher order thinking skills.

In Year 7, students in the SMA will participate in their specialized lessons during the designated Maths and Science lessons. Some of the Year 7 SMA projects include:

Exploring the sustainable use of water and other resources and their dependence on the way they are formed and cyclethrough the Earth’s systems

Testing and modelling how forces can cause a change in an object’s motion

Examining the effect of human and environmental changes on interactions between organisms

Investigate aspects of integers and index notation within applications of linear relationships, presenting data, and predictingthrough probability.

Students who are selected into the SMA Academy will be committed to the course for a minimum of two years. These students will not participate in the Digital Technology and Design Technology rotation, and will instead, participate in STEM based rotations. This includes activities like: coding, product design, engineering and IT program application.

All years’ 7 to 9 SMA students will participate in the Wonder of Science competition as a part of their SMA science course.

SRS Elective Fee TBA

MUSIC ACADEMY MSX071

The Music Developmental Academy is an excellence program running from Year 7 - 10 that aims to cater for students who have had prior experience learning a musical instrument (including voice) and have a desire to continue this at secondary school. Students (of all skill levels) who have had lessons privately, or with school specialists, are eligible to audition for the program.

In Year 7, students will extend their musical skills through the following units:

Instruments of the Orchestra This unit investigates the instruments of the orchestra with particular emphasis on the production of Tone Colour (sound). It explores the role of the conductor and the four main instrument families of the symphony

orchestra. Students will listen and view specific repertoire to identify distinct characteristics within each instrument family and adopt a performance role as a member of the symphony orchestra.

Film Music

This unit investigates music used in a selection of films from the 20th century to present day. It explores the role of the composer and their ability, through music, to represent character, create mood and suggest a particular time and place. It offers students the opportunity to develop their compositional creativity (through hands on experience), via manipulation of visual and audio formats, operating specific software and computing hardware to create their own film music.

The Great Composers

This unit explores significant musical works from the Baroque, Classical, Romantic and 20th centuries. Students will recognise and perform some of the most famous themes in the history of Art Music. Whilst there is a focus on performance, the unit also provides an opportunity to develop and experiment with composing techniques thus creating their own musical material through analysis of selected themes.

Australian Music

This unit offers students with an overview of Australian Music, from traditional indigenous Aboriginal music to current contemporary trends, including Popular and Art music styles. It investigates the unique characteristics of indigenous music, its musical instruments, connection to storytelling, and recent developments of leading indigenous artists and their successes.

Students must complete an application form for the Music Academy Program and attend an audition.

Students can only participate in one of the Arts programs (music or dance). Students who are selected into an Arts Program will be committed to the course for a minimum of two years. These students will participate in the program, in place of Visual Arts and The Arts rotations.

AFL DEVELOPMENT ACADEMY

AFL Development Academy

The AFL Development Academy is for students with a strong level of ability and interest in Australian Rules football. The program allows young footballers the opportunity to develop their physical capabilities within the game in order to achieve their optimum level of sporting performance.

Students must complete an Application Form for the AFL Development Academy and attend an AFL

Trial Day. In Year 7, focus areas for learning include:

Skill performance feedback

Fitness testing

Tactical application

Biomechanical analysis of performance

Cultural factors influencing participation

Interpersonal skills, teamwork and leadership

Integrity and ethics

NETBALL DEVELOPMENT ACADEMY

Netball Development Academy

The Netball Development Academy is also a high performance Sport Development program. It allows young netballers the opportunity to focus their physical capability development within a single sporting endeavour in order to reach their maximum physical potential.

Students must complete an Application Form for the Netball Development Academy and attend a Netball Trial Day.

In Year 7, focus areas for learning include:

Skill performance feedback

Fitness testing

Tactical application

Biomechanical analysis of performance

Cultural factors influencing participation

Interpersonal skills, teamwork and leadership

Integrity and ethics

Students can only participate in one of the sporting academies (Netball or AFL). Students who are selected into the AFL or Netball

Academy will be committed to the course for a minimum of two years. These students will participate in the Academy in place of

HPE & Health lessons.

Cost and content of players kit – TBA

Cost and content of players kit – TBA

DANCE EXCELLECNCE DNE071

Dance Excellence is a subject designed to develop and extend excellence in dance skills. This subject caters for students who wish to pursue a career in the Arts and/or demonstrate a considerable level of potential in Dance.

In Year 7, students in the Dance Excellence Program will be immersed in the following units:

Contemporary Dance 1

This unit involves students studying the fundamentals of Contemporary Dance which will include a study of the pioneers of dance and the development of modern dance. Extensive technique training including floor work and travelling combinations, body alignment, strength and core conditioning and an extension on performance skills.

All that Jazz!

To finish off the semester, this unit will see students study traditional and commercial Jazz dance which will include the origins of jazz, terminology and technique training, storyboarding, analysis, group choreography and the introduction of dance in technology.

Composition 1

This unit introduces the building blocks of dance and choreography. Student will learn the elements of dance including Space, Time and Energy as well as manipulation of movement using choreographic devices, improvisation and using stimulus to create movement. As part of this unit, students will participate in multiple choreography workshops.

The Fundamentals of Ballet 1

This unit involves studying the fundamentals of Ballet which will include the progression of Ballet throughout history, terminology and technique (including barre and centrework). The students will study basic anatomy, safe dance practices, pilates and core conditioning and will focus on specifically on performance skills. As part of this unit students will participate in workshops with a professional dancer from QLD Ballet.

Students must complete an application form for the Dance Excellence Program and attend an audition.

Students can only participate in one of the Arts Programs (Music or Dance). Students who are selected into an Academy or Excellence Program will be committed to the course for a minimum of two years.

These students will participate in the Art Program, in place of the Visual Arts and Art rotations.

ance Excellence is a subject designed to develop and extend excellence in dance skills. This subject caters for students who wish to pursue a career in the Arts and/or demonstrate a considerable level of potential in Dance.

INSTRUMENTAL MUSIC

Instrumental Music is a co-curricular subject requiring one 35-minute lesson and one ensemble rehearsal per week. Students will study and perform a broad range of musical styles by taking part in any of the five school ensembles which perform at school and community functions and events, local and Brisbane shows, local primary schools, competitions and festivals, and on tour to destinations throughout Australia.

It is expected that students will have undertaken Instrumental Music studies in primary school, however new students who show ability, talent and dedication will be accepted.

It is recommended that students studying in the Music Academy take part in Instrumental Music for the additional performance experience.

Participation in an Instrumental Music Program in primary school is recommended.

Estimated Costs

SRS (Elective) Fees: $50 – resources $60 – Instrument Hire

Band Shirt: $42

Excursions and tours will be paid as per event.