pimpama state secondary college · solving, effective communication and 21st century learning...

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Junior School

Curriculum Handbook

2018

PIMPAMA State Secondary College

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Table of Contents

Welcome from the Principal ........................................................................................................... 3 Skills for the 21st Century Learner ............................................................................................................ 3 How we organise our Curriculum ............................................................................................................ 4

Year 7 Curriculum ........................................................................................................................... 5 The CANON Academy .............................................................................................................................. 5 English ................................................................................................................................................... 6 Maths ..................................................................................................................................................... 7

STEMd ..................................................................................................................................................... 8 Science ................................................................................................................................................... 9 Geography ............................................................................................................................................ 10 History .................................................................................................................................................. 11 Chinese ................................................................................................................................................. 12 Elite Athlete Development .................................................................................................................... 13 Health & Physical Education .................................................................................................................. 14 Sport .................................................................................................................................................... 15 Aspiring Performers Program Performance Arts .................................................................................................................................. 16 Aspiring Performers Program Dance ...................................................................................................... 16 Aspiring Performers Program Drama .................................................................................................... 17 Aspiring Performers Program Music ..................................................................................................... 18 Performance Arts ................................................................................................................................. 19 CODESIGN Academy .............................................................................................................................. 20 Designing Futures ................................................................................................................................. 21

Year 8 Curriculum ......................................................................................................................... 22 The CANON Academy ............................................................................................................................ 22 English ................................................................................................................................................. 23 Maths ................................................................................................................................................... 24

STEMd ................................................................................................................................................... 25 Science ................................................................................................................................................. 26 Geography ............................................................................................................................................ 27 History .................................................................................................................................................. 28 Chinese ................................................................................................................................................. 29 Elite Athlete Development .................................................................................................................... 30 Health & Physical Education .................................................................................................................. 31 Sport ................................................................................................................................................... 32 Aspiring Performers Program Performance Arts Aspiring Performers Program Dance ...................................................................................................... 33 Aspiring Performers Program Drama .................................................................................................... 34 Aspiring Performers Program Music ..................................................................................................... 35 Performance Arts ................................................................................................................................. 36 Business Enterprise .............................................................................................................................. 37 CODESIGN Academy .............................................................................................................................. 38 Designing Futures ................................................................................................................................. 39 Industrial Design & Technology ............................................................................................................. 40

Year 7 & 8 .................................................................................................................................... 41 ASDAN (Junior Secondary) .................................................................................................................... 41

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At Pimpama State Secondary College our mission is to develop learners who can identify opportunity

and manage risk, who can innovate and create, who can shape and define their future. The focus of

the junior phase of learning at Pimpama State Secondary College has been to build a strong

foundation of 21st century skills that will ensure our students experience success both in senior and

in their post- schooling pathways.

John Thornberry

Principal

Skills for the 21st Century The focus of our curriculum will be on the development of the 21st Century Learner Profile; Digitally Literate, Effective Communicator and 21st Century Learner. Digitally Literate: An understanding about how technology can be used to achieve a specific purpose or goal and the ability to find, access, evaluate and use information. Effective Communicator: The ability to communicate with both individuals and groups in a positive manner. 21st Century Learner: Creative Thinking encourages students to imagine,

question and take risks. It is the means of producing something new or original that is either personally or culturally significant.

Independent Inquiry encourages students to explore and evaluate a problem while remaining objective as they search for a conclusion.

A Reflective Learner is someone who sets challenges, plans and reviews, seeks feedback and shares their learning.

These skills will be prized in the 21st Century economy and a successful individual needs to develop and cultivate these essential life skills. Design Thinking will be the vehicle through which these skills are developed. Design thinking is a different way to solve problems that encourages collaboration and experimentation. It follows the process of discovery, interpretation, ideation, experimentation and evolution.

Welcome from the Principal

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How We Organise Our Curriculum Organised around the 8 Key Learning Areas. Australian Curriculum units in English, Mathematics, Science, History and Health & Physical

Education. Design thinking is the underpinning philosophy of the curriculum encouraging the acquisition of

knowledge through enquiry and problem-based styles of learning. Design will be a theme throughout the Junior Secondary curriculum with Designing Futures in Year 7

and Design in Year 8. Health Education is the other curriculum theme evident throughout the Junior Secondary curriculum.

Individual Health (physical, social & emotional) in Year 7, Peer Health (common health issues facing teenagers) and Community Health (promoting preventative health strategies within the curriculum).

Curriculum Time Allocations

Key Learning Area Year 7 Year 8

English (420 mins/week) (210 mins/week)

Mathematics (350 mins/week) (210 mins/week)

Science (140 mins/week) (210 mins/week)

SoSE History/Geography

(210 mins/week, 1 Semester)

History


Language Other

Than English (LOTE) - Chinese

(105 mins/week)

- Chinese


Health & Physical

Education

- Health Education

- Physical Education

(105 mins/week)

- Health Education

- Physical Education

(140 mins/week)

The Arts

- Performance Arts

(70 mins/week)

- Performance Arts


Technology

Designing Futures


- Designing Futures


- Business Enterprises

- Industrial Technology & Design


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Academy (Year 7) Faculty: ENGLISH Equipment /

Resources:

Laptop, Exercise book, Pens, Pencil, Ruler

Middle School Pathways:

CANON Academy, English, Geography, History

Subject Overview The Canon Academy will challenge and extend students who demonstrate aptitude and academic excellence in the English and Humanities disciplines. Students will engage with innovative and thought-provoking curriculum to question their understanding of the world and become highly articulate communicators. The content is designed to be challenging, engaging, historically relevant and requires students to connect content, personal reflections and knowledge meaningfully.

English Overview Humanities Overview Unit 1: Persuasive Writing Unit 1: Ancient History Unit 2: Creative Writing Unit 2: Modern History Unit 3: Biographies Unit 3: Geography Unit 4: Novel Study Unit 4: Civics Unit 5: Poetry

Assessment: In the CANON program students undertake a variety of assessment tasks which may include the following:

• Written assessment: exams, essay writing, narratives, poetry, research assignments. •Spoken assessment: speeches, multimodal presentations, monologues, performances.

Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.

Subject Levy: Nil

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Year 7 ENGLISH

Faculty: ENGLISH Equipment / Resources:



English

Subject Overview 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 with and build relationships with others and with the world around them. It helps them become ethical, thoughtful, informed and active members of society. English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future. Overview Unit 1: Advertising affects me Unit 2: Creative Writing Unit 3: Reading and creating life writing: biographies Unit 4: Reading and interpreting literature about Australia and Australians: Black Snack Unit 5: Exploring perspectives on Australian poetry and songs

Assessment: In English students undertake a variety of assessment tasks which may include the following: • Written assessment: exams, essay writing, narratives, poetry, research assignments. •Spoken assessment: speeches, multimodal presentations, monologues, performances. Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.

Subject Levy: Nil

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Year 7 MATHEMATICS

Faculty: MATHS Equipment / Resources:

Laptop, Grid exercise book, Scientific calculator, Geometry set with protractor and compass, Pens, Pencil, Ruler, Scissors, Glue


Mathematics

Subject Overview The study of mathematics develops the numeracy capabilities that all students need in their personal, work and community life. Students are given opportunities to engage in real life problem-solving learning experiences that are personalized to their needs. It provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. In mathematics students are taught to be critical and creative learners through a focus on real-life problem-solving, effective communication and 21st Century learning approaches. Junior Secondary will provide students with opportunities to engage in a variety of learning activities which may include mathematical investigations, excursions, collection of data through surveys, guest speakers digital technologies and online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback. Overview Unit 1: Data/ Chance and Geometric Reasoning Unit 2: Algebra and Geometric Reasoning Unit 3: Measurement/ Finance and Algebra Unit 4: Data and probability

Assessment: In Mathematics students undertake a variety of assessment tasks which may include the following:

Research Assignments

Supervised Exams

Group/Individual Projects

Modelling and Problem-Solving Task

Mathematical Investigation

Students are provided with opportunities to use digital capabilities in class and assessment tasks. All assessment tasks are available for students in digital form.

Subject Levy: Nil

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(Year 7) Faculty: SCIENCE / MATHS/ DESIGN Equipment /

Resources:

Laptop, Exercise book, Pens, Pencil, Ruler, Visual art journal


Maths, Science, Design, Industrial Design

Subject Overview The study of STEMd will help students develop the capabilities for successful and creative 21st century citizens and enable them to respond to unknown future challenges. Students in the STEMd Academy will work collaboratively, managing time and other resources to effectively create design solutions. Students will reflect on the STEMd Inquiry Process and consider how these skills may be improved in future problem solving cycles.

Overview The STEMd Inquiry Process will enable students to respond to Design Challenge across the STEM disciplines.

The process is divided into overlapping phases consisting of: - Socialise

- Design Challenge

- Inquiry

- Ideate

- Implement

- Evaluate

Assessment: Students in the STEMd Academy will complete individual and group challenges over the

two year course.

Subject Levy: Nil

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Year 7 SCIENCE

Faculty: SCIENCE Equipment / Resources:

Laptop, Exercise book, Scientific calculator, Pens, Coloured pencils Pencil, Ruler, Scissors, Glue


Science

Subject Overview Science provides opportunities for students to develop an understanding of science, carryout scientific inquiry, and explore the contribution of science to culture, society and its applications in our lives. Students experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. Science in Years 7 will provide students with opportunities to engage in a variety of learning activities which may include scientific demonstrations, experimental investigations, excursions, field trips, guest speakers and digital technologies/online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback. Overview Unit 1: In the Science Lab and Safety Unit 2: Separating Mixtures (Chemistry) Unit 3: Heavenly Bodies Unit 4: Murder in the Mangroves Unit 5: Moving Right Along Unit 6: Sensational Seasons

Assessment: In Science students undertake a variety of assessment tasks which may include the following: • Research Assignments • Supervised Exams • Group/Individual Projects • Experimental Investigation

Subject Ly: Nil

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Year 7 GEOGRAPHY

Faculty: HUMANITIES Equipment / Resources:



Geography

Subject Overview Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years. Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned.

Overview Unit 1: Places and Liveability Unit 2: Water

Assessment: Students will complete a range of assessment pieces including a research journal, a design solutions and portfolio.

Electronic copies of the assessment task sheets are located on the student drive.

Subject Levy: Nil

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Year 7 HISTORY




History

Subject Overview History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. History has its own methods and procedures which make it different from other ways of understanding human experience. 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. Overview Unit 1: The Ancient World Unit 2: Investigating the Ancient Past Unit 3: Mediterranean World: Rome

Assessment: Students will complete a range of assessment pieces including a knowledge exam, and a written assignment. Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.

Subject Levy: Nil

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Year 7 CHINESE

Faculty: LOTE Equipment / Resources:


Middle School Pathways: Chinese

Subject Overview

Learning additional languages widens horizons, broadens cognitive and cultural experience, develops communication and intercultural understandings and opens up new perspectives for students, not only in relation to other cultures and languages, but also to their own language and cultural practices.

Overview Unit 1: Chinese New Year and Introduction to Chinese Unit 2: Me and My Family Unit 3: My Hobbies Unit 4: The Zoo

Assessment: Students will complete assessment in the four macro skills of listening, speaking, reading and writing (Chinese typing).

Subject Levy: Nil

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Year 7 ELITE ATHLETE DEVELOPMENT

Faculty: HPE Equipment / Resources:


Middle School Pathways: EAD, HPE

Subject Overview The Pimpama Sport Academy ‘Elite Athlete Development’ program is designed to develop the aspiring athlete, enhance performance and maximize opportunity to reach elite level status in their chosen sport. Students will learn to implement their knowledge to their own specific needs through an Individual Performance Plan (IPP). Teachers work in partnership with G.M.G Sport Training Coaches to provide quality expert training throughout the course of the program. Students in the Sports Academy do ‘Elite Athlete Development’ program in place of regular HPE. The program is designed to still meet the Australian Curriculum content descriptors.

Athletes can apply as a technical or a general athlete. Both technical and general athletes complete the same athlete development program, however technical athletes receive sports specific technical coaching in place of fundamental movement technical skills.

Technical sports include: Football (soccer). General sports include, but is not limited to: Netball, Athletics, Swimming, Hockey, Touch Football, Oztag, Surf Lifesaving, Golf, Equestrian, Gymnastics, Cricket, Baseball, Rugby League, Rugby Union, AFL, and Tennis.

Overview Unit 1 Theory: Approaching Adolescents and Goal Setting Practical: Developing good training routines, acceleration and decelerations, prehab and rehab Unit 2 Theory: Fitness Components and Goal Setting Practical: Training methods and programs, functional movement patterns, prehab and rehab Unit 3 Theory: Super Snacks and Goal Setting Practical: Fitness components and training methods with a focus on coordination, prehab and rehab. Unit 4 Theory: Mental Health and Goal Setting Practical: Fitness principles and training methods with a focus on coordination, prehab and rehab.

Assessment: Students will undertake in a variety of assessment tasks to assess their understanding and skills in both the Health and Physical domains. Types of assessment may include: Research Assignments, Supervised Exams, Individual/Group Projects, Investigation Reports, Personal Health Plans/Reflections, Physical Performance Assessment, Fitness Profile

Levy: General applicant: $100Technical applicant (soccer) $ 180

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Year 7 HEALTH & PHYSICAL EDUCATION


Laptop, Exercise book, Pens, Pencil, Ruler, Scissors, Glue


HPE

Subject Overview In Health and Physical Education students develop knowledge, understanding and skills in both physical and health domains. These include building and maintaining resilience, a strong sense of self, satisfying relationships, making healthy decisions and participation in physical activity. Students will engage in an interconnected health and physical education curriculum, which will build the knowledge and skills to be healthy and active citizens into the future.

Overview

Unit 1: Theory: Approaching Adolescents Practical: AFL and Cross Country Unit 2: Theory: Fitness Components Practical: Training Program Design Unit 3: Theory: Super Snacks Practical: Soccer Unit 4: Theory: Mental Health Practical: Oztag

Assessment: Students will participate in a variety of assessment tasks to assess their understanding and skills in both the Health and Physical domains. Types of assessment may include:

Research assignments

Supervised exams

Individual/Group Projects

Investigation reports

Personal Health Plans/Reflections

Physical Performance Assessment

Fitness Profile

Subject Levy: Nil

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Year 7 SPORT


Sports Uniform


HPE

Subject Overview Sport is a compulsory part of the curriculum at Pimpama State Secondary College. The college competes in the Broadwater District Inter-School Sporting Competition. Students can choose from a range of sporting teams including Rugby League, Soccer (girls and boys), Netball, Touch (girls and boys), AFL, Tennis (girls and boys) and Basketball (girls and boys). Sporting competitions are held on Cluster Days that occur during Semester 1. In addition to the inter-school competition the school holds inter-house sporting carnivals in swimming, cross country and athletics. There are also inter-house and teacher vs. student sporting competitions throughout the year. Overview Semester 1 Semester 2 Inter-School Sport Cluster Days Inter-House Athletics Carnival Inter-House Swimming Carnival Friendly lunchtime competitions

Inter-House Cross Country Carnival

Subject Levy: Bus travel to venues for cluster days – approx. $60/year. Bus transport to district athletics and cross country trials – approx. $15 per event.

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Year 7 ASPIRING PERFORMERS PROGRAM DANCE

Faculty: Performing Arts Equipment / Resources:

Laptop, Exercise Book, Pens, Dance Wear (tights, dance top/jazz shoes), Ballet Wear (ballet tights, leotard, skirt, ballet shoes)


Year 7 APP (Year 8) Dance

Subject Overview

Dance fosters all the skills for a 21st Century thinker: discipline, imagination, collaboration,

inquisitiveness and persistence. The Junior Aspiring Performers Program (APP) dance strand is designed

to develop and extend the skills of passionate Dance students. The focus of the program is on each

student’s individual progression achieved through the teaching of correct alignment and core dance

techniques using methods outlined in the latest research into safe dance practice.

Students refine their dance technique by participating in practical dance classes in Jazz, Ballet (the

Australian Conservatoire of Ballet syllabus – A,C,B) and Contemporary. To extend an understanding of

technical skills, students study anatomy (including fascia and its importance in mobility, flexibility and the

correct activation of muscles). Strength and stamina are developed through cardio training sessions, yoga

inspired warm-ups and general conditioning classes. Expression skills are developed through live

performances for various audiences (eg. Eisteddfods, Dance’ED in the Spotlight).

Students also develop their understanding of theoretical dance concepts including the elements of

dance. Creativity and innovation are fostered through choreographic activities and tasks.

Overview Mindset of a Dancer – growth mindset, anatomy (fascia in focus), new and safer ways of looking at flexibility. Watch Me Shine – preparation of live performances, ACB syllabus exam preparation. I’ve Got the Music in Me – musicality in dance, interrelationships between dance and music. Media Dance – online dance tutorials and choreographic workshops.

Assessment:

Students will complete a range of assessment pieces including:

- An anatomy exam - Performance tasks: for a live audience, mock studio style exams - Choreography task: creating dances in various genres suitable for a dance

tutorial - Reflection on own practice

Subject Levy: $80

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Year 7 ASPIRING PERFORMERS PROGRAM DRAMA


Laptop, Exercise book, Pens, Pencil, Ruler, Theatre Blacks (Black T-shirt and long pants)


Year 8 APP Drama

Subject Overview Drama offers students the opportunity to express themselves and explore the world around them in a creative way. Through participation in this program, students develop the skills to actively demonstrate their understanding of the world around them. Through practical and theoretical activities, students develop the fundamentals of performance, acting, devising and design in theatrical settings. Students will work individually and in groups to create original artworks and interpret existing pieces, all while reflecting on themselves as a learner. Students will develop their works throughout the year for a variety of public audiences, both inside the school and in the wider community. Overview Unit 1: In-depth Study of the elements of drama and improvisation skills Unit 2: Performance skills related to voice and movement Unit 3: In-depth study of an existing play text

Unit 4: Student devised original theatre piece

Assessment:


- Practical improvisation tasks - Elements of Drama Exam - Presenting tasks (Learning and interpreting existing content) - Design Portfolio - Forming tasks including self-devised scripts and research tasks

Subject Levy: $80

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Year 7 ASPIRING PERFORMERS PROGRAM MUSIC


Laptop, Exercise book, Pens, Music book, Pencil, Ruler


Year 8 APP Music

Subject Overview

Music is significant in all cultures and societies serving social, cultural, celebratory, political and educational roles. It is a powerful educative tool, which contributes to holistic development of the individual. A study of music helps students to develop their practical and creative potential and to understand and heighten enjoyment of the arts. It develops their hand eye coordination, concentration, listening skills, discipline and teamwork, ability to synthesise, be creative problem solvers and risk-takers and understand the value of perseverance. Students refine their musical technique by participating in practical activities including percussion, keyboard and guitar skills. Expressive skills are developed through live performances for various audiences including school performances and eisteddfods. Students will also develop their understanding of theoretical music concepts including the elements of music through a range of learning activities. Overview Unit 1: The Elements of Music (a short introduction to the elements of music) Unit 2: Ladders (keyboard skills) Unit 3: Theme and variation (composition) Unit 4: Personal Performers Project

Assessment:


- Musicology exam - Aural skills exam - Performance tasks - Composition tasks

Subject Levy: $80

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Year 7 PERFORMANCE ARTS




Music, Dance, Drama

Subject Overview Performance Arts is a yearlong subject incorporating the three art forms within the Performing Arts Faculty. In this subject students are provided with a variety of practical and theoretical learning experiences where they can explore, express, understand and challenge their world. Through their study of Performance Arts students will be enabled to develop their confidence within the Performing Arts whilst developing skills that focus on group cohesion, self-appreciation, communication and improvisation. Overview Unit 1: The Very Beginning (Elements of Drama)

Unit 2: Painting with Sounds (Elements of Music)

Unit 3: Vocal Choreography (Elements of Dance)

Unit 4: Choose Your Own Adventure (Choice of Dance/Drama/Music)

Assessment: Students will complete a range of assessment pieces including manipulating, editing and creating live and electronic music, performing and choreographing short dance sequences, creating and performing short dramatic scenes and reflecting and responding to performances. Students will complete assessment using the three inter-related objectives:

1. Making and shaping their performance 2. Performance to a range of audience 3. Responding to performance

Electronic copies of the assessment task sheets are located on the Daymap.

Subject Levy: Nil

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(Year 7)

Faculty: Creative Industries Equipment / Resources:

Laptop, Visual Art Diary, Pens, Pencil, Ruler

Middle School Pathways: Design

Subject Overview The Code + Design Academy is a subject where creative students can merge advanced digital prototyping with drawing, in-depth research with play and re-learn lessons of history while re-thinking design for the 21st century. Students will be challenged, inspired and transformed by learning experiences connected to real-world problems. The study of Code +Design will help students develop the capabilities of successful and creative 21st century citizens and enable them to respond to unknown future challenges.

We believe that we serve our students best by connecting them to the wider creative community through designer residencies, excursions and curriculum partnerships with art and design professionals. The Code + Design Academy is proudly supported by the Asia Pacific Design Library (The State Library of Queensland).

Overview The Code + Design Academy is a selective entry immersion program offered in Years 7 and 8 for students to access specialised offerings drawn from the Designing Futures, Industrial Technology & Design, Digital Technologies & Visual Arts curriculum. Learning experiences will be tailored to suit individuals, small groups and the cohort each year of the course.

Assessment: The Design Thinking process helps students respond to Design Challenges. Students will complete individual and group Design Challenges over the two year course. The process is divided into overlapping phases consisting of Inquire,

Ideate, Implement and always Reflect.

Subject Levy: $60

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Year 7 DESIGNING FUTURES



Middle School Pathways: Design

Subject Overview

The study of Design will help students develop the capabilities of successful and creative 21st century citizens and enable them to respond to unknown future challenges. Students can expect to find themselves challenged, inspired and transformed by learning experiences connected to real-world problems. It’s a place where developing designers can merge advanced digital proto-typing with drawing, in-depth research with play and re-learn lessons of history while re-thinking design for the future.

Design Thinking and processes play a significant role in helping students discover their passion and helping them to develop the capacity to make a living from it. Students are introduced to the creative design process in its simplest form across three inter-related and non-linear phases: Inquire, Ideate and Implement.

We believe that we serve our students best by connecting them to the wider creative community through designer residencies, excursions and curriculum partnerships with art and design professionals. We enjoy sustained and productive relationships with Queensland College of Art - Griffith University, The Cube - Queensland University of Technology, The Asia Pacific Design Library (State Library of Queensland) and Arts Queensland.

Overview Unit 1: Eco-Cities Unit 2: Coding - Robotics

Assessment: In Designing Futures, students undertake a variety of assessment tasks which may include the following: Design Solution (multi-modal assessment): students collaboratively develop, design and present Design Solutions in response to open-ended Design problems. Students select, in consultation with their teacher, the best manner in which to present their solutions. Reverse Design (analytical report): students discover the underlying Design decisions of a device, object, or system based on thorough observation and analysis of its structure, function, and operation with little or no additional knowledge about the procedures involved in the original production. Teacher Consultation/Interview: students participate in informal and formal discussions at various stages of the Design process. Self and Peer Assessment: students reflect through self and peer assessments in order to provide more immediate feedback and self-regulate their learning.

Subject Levy: Nil

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Academy (Year 8)



Middle School Pathways: English

Subject Overview The Canon Academy will challenge and extend students who demonstrate aptitude and academic excellence in the English and Humanities disciplines. Students will engage with innovative and thought-provoking curriculum to question their understanding of the world and become highly articulate communicators. The content is designed to be challenging, engaging, historically relevant and requires students to connect content, personal reflections and knowledge meaningfully.

English Overview Humanities Overview Unit 1: Persuasive Writing Unit 1: Ancient History Unit 2: Creative Writing Unit 2: Modern History Unit 3: Biographies Unit 3: Geography Unit 4: Novel Study Unit 4: Civics Unit 5: Poetry

Assessment: In the CANON program students undertake a variety of assessment tasks which may include the following:

• Written assessment: exams, essay writing, narratives, poetry, researchassignments.

•Spoken assessment: speeches, multimodal presentations, monologues,performances.

Electronic copies of the assessment task sheets are located on Day Map or the class Ed Studio or Virtual classrooms.

Subject Levy: Nil

23

Year 8 ENGLISH



Middle School Pathways: English

Subject Overview 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 with and build relationships with others and with the world around them. It helps them become ethical, thoughtful, informed and active members of society. English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

Overview Unit 1: Exploring the ways teens are represented in news media texts Unit 2: Exploring the ways teen issues are represented in news media texts Unit 3: Reading and interpreting literary texts Unit 4: Creating imaginative responses to literary texts Unit 5: Reading and interpreting a play exploring a moral or ethical question Unit 6: Responding to the play (continuing from Unit 5) Unit 7: Reading and examining e-literature Unit 8: Creating e-literature

Assessment: In English students undertake a variety of assessment tasks which may include the following: • Written assessment: listening, reading and viewing comprehension questions

in response to a variety of texts; biographical excerpt; analytical report;discussion essay

• Spoken assessment: multi-modal autobiographical excerpt; imaginative multi- modal; persuasive multi-modal; persuasive speech

Electronic copies of the assessment task sheets are located on the Year 8 English Virtual Classroom and or One Notes.

Subject Levy: Nil

24

Year 8 MATHEMATICS

Faculty: MATHS Equipment / Resources:

Laptop, Grid exercise book, Scientific calculator, Geometry set with protractor and compass, Pens, Pencil, Ruler, Scissors, Glue

Middle School Pathways: Maths

Subject Overview The study of mathematics develops the numeracy capabilities that all students need in their personal, work and community life. Students are given opportunities to engage in real life problem-solving learning experiences that are personalized to their needs. It provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. In mathematics students are taught to be critical and creative learners through a focus on real-life problem-solving, effective communication and 21st Century Learning approaches.

Junior Secondary will provide students with opportunities to engage in a variety of learning activities which may include mathematical investigations, excursions, collection of data through surveys, guest speakers digital technologies and online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback.

Overview Semester 1 Semester 2 Unit 1: Financial Maths Unit 5: How well do we know Year 8 (Statistics) Unit 2: Probability (Chance) Unit 6: Geometry Unit 3: Cracking the Code (Number and Algebra) Unit 7: Statistics Unit 4: Real Life Measurement Problems Unit 8: Algebra

Assessment: In Mathematics students undertake a variety of assessment tasks which may include the following:


Supervised Exams


Modelling and Problem-Solving Task

Mathematical Investigation

Subject Levy: Nil

25

(Year 8)

Faculty: SCIENCE / MATHS/ DESIGN Equipment / Resources:

Laptop, Exercise book, Pens, Pencil, Ruler, Visual art Journal


Maths, Science, Design, Industrial Design

Subject Overview The study of STEMd will help students develop the capabilities for successful and creative 21st century citizens and enable them to respond to unknown future challenges. Students in the STEMd Academy will work collaboratively, managing time and other resources to effectively create design solutions. Students will reflect on the STEMd Inquiry Process and consider how these skills may be improved in future problem solving cycles.

Overview The STEMd Inquiry Process will enable students to respond to Design Challenge across the STEM disciplines. The process is divided into overlapping phases consisting of: - Socialise

- Design Challenge

- Inquiry

- Ideate

- Implement

- Evaluate

Assessment: Students in the STEMd Academy will complete individual and group challenges over the

two year course.

Subject Levy: Nil

26

Year 8 SCIENCE

Faculty: SCIENCE Equipment / Resources:

Laptop, Exercise book, Scientific calculator, Pens, Coloured pencils Pencil, Ruler, Scissors, Glue

Middle School Pathways: Science

Subject Overview Science provides opportunities for students to develop an understanding of science, carryout scientific inquiry, and explore the contribution of science to culture, society and its applications in our lives. Students experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods.

Science in Years 8 will provide students with opportunities to engage in a variety of learning activities which may include scientific demonstrations, experimental investigations, excursions, field trips, guest speakers and digital technologies/online learning. Student will develop scientific inquiry and higher-order thinking skills in a supportive learning environment underpinned by a philosophy of high expectation and quality feedback.

Overview Semester 1 Semester 2 Unit 1: Chemistry Unit 5: Rock my World (Mining) Unit 2: Scientific Method Unit 6: Cells Unit 3: Energy for my Lifestyle Unit 7: Reproduction Unit 4: Rocks Never Die Unit 8: Scientific Method

Assessment: In Science students undertake a variety of assessment tasks which may include the following:


Supervised Exams


Experimental Investigation

Subject Levy: Nil

27

Year 8 GEOGRAPHY



Middle School Pathways: Geography

Subject Overview Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years. Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned.

Overview Unit 1: Changing Nations Unit 2: Landscapes and Landforms

Assessment: Students will complete a range of assessment pieces including a short response exam and a research report. Electronic copies of the assessment task sheets are located on the student drive.

Subject Levy: Nil

28

Year 8 HISTORY



Middle School Pathways: History

Subject Overview History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. History has its own methods and procedures which make it different from other ways of understanding human experience. 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.

Overview Unit 1: Medieval Europe Unit 2: Spanish Conquests of Americas

Assessment: Students will complete a range of assessment pieces including a knowledge exam, a source portfolio and a response to stimulus exam.

Electronic copies of the assessment task sheets are located on the student drive.

Subject Levy: Nil

29

Year 8 CHINESE

Faculty: LOTE Equipment / Resources:



Chinese

Subject Overview Learning additional languages widens horizons, broadens cognitive and cultural experiences, develops communication and intercultural understandings and opens up new perspectives for students, not only in relation to other cultures and languages, but also to their own languages and cultural practices. Year 8 Chinese provides students with a continuing study of Chinese language and culture. Students develop communication skills by using language in a variety of everyday situations. Overview Unit 1: Meeting People Unit 2: Food and Eating Out Unit 3: Travel to China Unit 4: My School Life

Assessment: Students will complete assessment in the four macro skills of listening, speaking, reading and writing (Chinese typing).

Subject Levy: Nil

30

Year 8 ELITE ATHLETE DEVELOPMENT


Laptop, Exercise book, Pens, Pencil, Ruler , Coloured pencils, Scissors, Glue

Middle School Pathways: EAD, HPE

Subject Overview The Pimpama Sport Academy ‘Elite Athlete Development’ program is designed to develop the aspiring athlete, enhance performance and maximize opportunity to reach elite level status in their chosen sport. Students will learn to implement their knowledge to their own specific needs through an Individual Performance Plan (IPP). Teachers work in partnership with G.M.G Sport Training Coaches to provide quality expert training throughout the course of the program.

Students in the Sports Academy participate in the ‘Elite Athlete Development’ program in place of regular HPE. The program is designed to meet the Australian Curriculum content descriptors. Students can apply as a technical or a general athlete. Both technical and general athletes complete the same athlete development program, however technical athletes receive sports specific technical coaching in place of fundamental movement technical skills.

Technical sports include: Football (soccer), Netball, and Athletics. General sports include, but are not limited to: Swimming, Hockey, Touch, Oztag, Surf lifesaving, Golf, Equestrian, Gymnastics, Cricket, Baseball, Rugby League, Rugby Union, AFL, Tennis

Overview Unit 1: Theory: Food for Life and Goal Setting Practical: Developing good training routines, acceleration and deceleration, prehab and rehab

Unit 2: Theory My Life, My Decisions and Goal Setting Practical: Coordination, function, movement patterns, prehab and rehab

Unit 3: Theory: Supporting Others and Goal Setting Practical: Training methods and programs, functional movement patterns, prehab and rehab

Unit 4: Theory: Cultural Understandings and Goal Setting Practical: Functional movement patterns, strength development, prehab and rehab

Assessment: Students will undertake in a variety of assessment tasks to assess their understanding and skills in both the Health and Physical domains. Types of assessment may include: Research Assignments, Supervised Exams, Individual/Group Projects , Investigation Reports , Personal Health Plans/Reflections , Physical Performance Assessment , Fitness Profile

Subject Levy: General applicant: $100

Technical applicant (soccer) $ 180

31

Year 8 HEALTH & PHYSICAL EDUCATION



Middle School Pathways: HPE, EAD

Subject Overview In Health and Physical Education students develop knowledge, understanding and skills in both physical and health domains. These include building and maintaining resilience, a strong sense of self, satisfying relationships, making healthy decisions and participation in physical activity. Students will engage in an interconnected health and physical education curriculum, which will build the knowledge and skills to be healthy and active citizens into the future.

Overview Unit 1: Theory: Food for Life Practical: Cricket

Unit 2: Theory: My Life, My Decisions Practical: Touch Football

Unit 3: Theory: Supporting Others Practical: Athletics/ Team Handball

Unit 4: Theory: Cultural Understandings Practical: Net Games

Assessment: Students will undertake in a variety of assessment tasks to assess their understanding and skills in both the Health and Physical domains. Types of assessment may include:

Research assignments

Supervised exams

Individual/Group Projects

Investigation reports

Personal Health Plans/Reflections

Physical Performance Assessment

Fitness Profile

Subject Levy: Nil

32

Year 8 SPORT


Sports Uniform


HPE

Subject Overview Sport is a compulsory part of the curriculum at Pimpama State Secondary College. The college competes in the Broadwater District Inter-School Sporting Competition. Students can choose from a range of sporting teams including Rugby League, Soccer (girls and boys), Netball, Touch (girls and boys), AFL, Tennis (girls and boys) and Basketball (girls and boys). Sporting competitions are held on Cluster Days that occur during Semester 1. In addition to the inter-school competition the school holds inter-house sporting carnivals in swimming, cross country and athletics. There are also inter-house and teacher vs. student sporting competitions throughout the year. Overview Semester 1 Semester 2 Inter-School Sport Cluster Days Inter-House Athletics Carnival Inter-House Swimming Carnival Friendly lunchtime competitions

Inter-House Cross Country Carnival

Subject Levy: Bus travel to venues for cluster days – approx. $60/year. Bus transport to district athletics and cross country trials – approx. $15 per event.

33

Year 8 ASPIRING PERFORMERS PROGRAM DANCE


Laptop, Exercise Book, Pens, Dance Wear (tights, dance top/jazz shoes), Ballet Wear (ballet tights, leotard, skirt, ballet shoes)


Senior APP (Year 9) Dance

Subject Overview Dance fosters all of the skills for a 21st Century Thinker: discipline, imagination, collaboration, inquisitiveness and persistence.

The Junior Aspiring Performers Program (APP) dance strand is designed to develop and extend the skills of passionate Dance students. The focus of the program is on each student's individual progression achieved through the teaching of correct alignment and core dance techniques using methods outlined in the latest research into safe dance practice.

Students refine their dance technique by participating in practical dance classes in Jazz, Ballet (the Australian Conservatoire of Ballet syllabus - ACB), and Contemporary. To extend an understanding of technical skills, students study anatomy (including fascia and its importance in mobility, flexibility and the correct activation of muscles). Strength and stamina are developed through cardio training sessions, yoga inspired warm-ups and general conditioning classes. Expressive skills are developed through live performances for various audiences (e.g. eisteddfods, Dance'ED in the Spotlight).

Students also develop their understanding of theoretical dance concepts including the elements of dance. Creativity and innovation are fostered through choreographic activities and tasks.

Overview

Mindset of a Dancer 2: smart goals, anatomy, front splits fast program Take to the Stage: preparation for live performances, ACB syllabus exam preparation Impulse: improvisation in dance, innovation in own choreographic style Endeavors: project based tasks

Assessment:


- Creation of individual warm-up/fitness plan - Performance tasks: for a live audience, mock studio style exams (some

students will sit their ACB ballet exam) - Choreography tasks: creating dance based on improvisations

- Reflection on own practice

Subject Levy: $80

34

Year 8 ASPIRING PERFORMERS PROGRAM DRAMA




Year 9 Drama Year 9 Drama Extension Program

Subject Overview Drama offers students the opportunity to express themselves and explore the world around them in a creative way. Through participation in this program, students develop the skills to actively demonstrate their understanding of the world around them. Through practical and theoretical activities, students develop the fundamentals of performance, acting, devising and design in theatrical settings. Students will work individually and in groups to create original artworks and interpret existing pieces, all while reflecting on themselves as a learner. Students will develop their works throughout the year for a variety of public audiences, both inside the school and in the wider community. Overview Unit 1: In-depth Study of the elements of drama and improvisation skills Unit 2: Performance skills related to voice and movement Unit 3: In-depth study of an existing play text Unit 4: Student devised original theatre piece

Assessment:


- Practical improvisation tasks - Elements of Drama Exam - Presenting tasks (Learning and interpreting existing content) - Design Portfolio

- Forming tasks including self-devised scripts and research tasks

Subject Levy: $80

35

Year 8 ASPIRING PERFORMERS PROGRAM MUSIC


Laptop, Exercise book, Music book, Pens, Pencil, Ruler


Year 9 Music

Subject Overview

Music is significant in all cultures and societies serving social, cultural, celebratory, political and educational roles. It is a powerful educative tool, which contributes to holistic development of the individual. A study of music helps students to develop their practical and creative potential and to understand and heighten enjoyment of the arts. It develops their hand eye coordination, concentration, listening skills, discipline and teamwork, ability to synthesise, be creative problem solvers and risk-takers and understand the value of perseverance. Students refine their musical technique by participating in practical activities including percussion, keyboard and guitar skills. Expressive skills are developed through live performances for various audiences including school performances and eisteddfods. Students will also develop their understanding of theoretical music concepts including the elements of music through a range of learning activities. Overview Unit 1: Got Rhythm – beat/subdivision of the beat, score reading Unit 2: Ladders – keyboard and guitar skills Unit 3: Theme and Variation – composition Unit 4: Performance Personal Project Unit – Technology

Assessment:


- Musicology exam - Aural Skills exam - Performance tasks - Composition tasks

Subject Levy: $80

36

Year 8 PERFORMANCE ARTS




Music, Dance, Drama

Subject Overview Performance Arts in Year 8 is a semester long subject that expands on the skills students learnt about dance, drama and music in Year 7 Performance Arts. In this subject students are provided with a variety of practical and theoretical learning experiences where they can explore, express, understand and challenge their world. Through their study of Performance Arts students will learn and develop the habits of a successful 21st Century learner. Through the study of Performance Arts students will learn to be inquisitive, persistent, imaginative, collaborative and disciplined all the while building their cconfidence, their ability to communicate effectively and becoming life-long reflective learners. Overview Unit 1: Video Killed the Radio Star (Drama in Film & TV) Unit 2: Video Hits (Music Videos) Unit 3: Dance Trends (Dance on YouTube)

Assessment: Students will complete a range of assessment pieces including choreographing and performing short dance works, forming and presenting short dramatic pieces, manipulating, editing and creating electronic music, as well as reflecting and responding to professional arts works. Students will complete assessment using the three inter-related objectives of making and shaping their performance, performance to a range of audience, responding to performances. Electronic copies of the assessment task sheets are located on the Daymap.

Subject Levy: Nil

37

Year 8 BUSINESS ENTERPRISE

Faculty: Business Equipment / Resources:



Business Enterprise

Subject Overview The study of Business will help students develop effective decision-making skills to become informed 21st century citizens, consumers, workers and entrepreneurs. Business activities affect the daily lives of all Australians as they work, spend, save, invest, travel and play. It influences future employment, income capacity and opportunities for personal enterprise. Business plays an important part for students as they gain a degree of independence in accumulating and managing finances, making decisions about goods and services and acquiring legal rights and responsibilities as citizens. Overview Unit 1: Personal Finance Unit 2: The Share Market Game Unit 3: What is an Entrepreneur? Unit 4: Market Day

Assessment: In Business subjects, students undertake a variety of assessment tasks which

may include the following:

- Written assessment: an effective method of assessing student knowledge and understanding in response to a variety of questions including short response questions and responses to stimulus.

- Practical assessment: used to assess business records and procedures, either manually or electronically including (but not limited to) folios of work and computer generated documents.

- Project work: including a variety of techniques completed in teams or individually; findings are presented in written and/or non-written format, business plans and design briefs.

Subject Levy: Nil

38

(Year 8)


Laptop, Visual Art Diary, Pens, Pencil, Ruler


Design

The Code + Design Academy is a subject where creative students can merge advanced digital prototyping with drawing, in-depth research with play and re-learn lessons of history while re-thinking design for the 21st century. Students will be challenged, inspired and transformed by learning experiences connected to real-world problems. The study of Code +Design will help students develop the capabilities of successful and creative 21st century citizens and enable them to respond to unknown future challenges. We believe that we serve our students best by connecting them to the wider creative community through designer residencies, excursions and curriculum partnerships with art and design professionals. The Code + Design Academy is proudly supported by the Asia Pacific Design Library (The State Library of Queensland).

Overview The Code + Design Academy is a selective entry immersion program offered in Years 7 and 8 for students to access specialised offerings drawn from the Designing Futures, Industrial Technology & Design, Digital Technologies & Visual Arts curriculum. Learning experiences will be tailored to suit individuals, small groups and the cohort each year of the course.

Assessment: The Design Thinking process helps students respond to Design Challenges. Students will complete individual and group Design Challenges over the two year course. The process is divided into overlapping phases consisting of Inquire,

Ideate, Implement and always Reflect.

Subject Levy: $60

39

Year 8 DESIGNING FUTURES




Design

Subject Overview The study of Design will help students develop the capabilities of successful and creative 21st century citizens and enable them to respond to unknown future challenges. Students can expect to find themselves challenged, inspired and transformed by learning experiences connected to real-world problems. It’s a place where developing designers can merge advanced digital proto-typing with drawing, in-depth research with play and re-learn lessons of history while re-thinking design for the future. Design Thinking and processes play a significant role in helping students discover their passion and helping them to develop the capacity to make a living from it. Students are introduced to the creative design process in its simplest form across three inter-related and non-linear phases: Inquire, Ideate and Implement. We believe that we serve our students best by connecting them to the wider creative community through designer residencies, excursions and curriculum partnerships with art and design professionals. We enjoy sustained and productive relationships with Griffith University, The Cube, Queensland University of Technology, The Asia Pacific Design Library (State Library of Queensland) and Arts Queensland. Overview Unit 1: Community Solutions Unit 2: Transport Solutions Assessment: In Designing Futures, students undertake a variety of assessment tasks which

may include the following: Design Solution (multi-modal assessment): students collaboratively develop, design and present Design Solutions in response to open-ended Design problems. Students select, in consultation with their teacher, the best manner in which to present their solutions. Reverse Design (analytical report): students discover the underlying Design decisions of a device, object, or system based on thorough observation and analysis of its structure, function, and operation with little or no additional knowledge about the procedures involved in the original production. Teacher Consultation/Interview: students participate in informal and formal discussions at various stages of the Design process. Self and Peer Assessment: students reflect through self and peer assessments in order to provide more immediate feedback and self-regulate their learning.

Subject Levy: Nil

40

Year 8 INDUSTRIAL DESIGN & TECHNOLOGY


A5 Visual Art Journal, 2B,4B pencils, Eraser, USB


Industrial Design, Design

Subject Overview

The study of Industrial Technology & Design (ITD) will help students develop problem-solving and creative thinking skills in order to make informed conclusions and rationalise their design decisions for the 21st Century.

Students in ITD will develop solutions for design-based problems through the application of indsutrial technologies and resources (information, materials and systems). Students will also develop a foundational knowledge and understanding of ITD by exploring a range of theory and practical based learning opportunities Overview

ITD projects include:

- Design Thinking

- 3D Printing

- Laser CNC

- Hand and power tools

- Computer Aided Drawing (CAD)

- Concept sketching

Assessment: In ITD, students undertake a variety of assessment tasks that will include both practical making and theory appraising tasks each term:

introduction to the process of design-based thinking, through which students will acquire the judgment and practical processes to design products which are user-centred.

instil students with a strong working knowledge and understanding of safe workshop practices through hands-on skills-based competencies viewed as fundamental in working technology to produce artefacts.

The course of study will be delivered through a range of learning opportunities to diversify the learning experiences and provide students with a foundational knowledge of ITD principles that can be further developed and refined in future studies.

Subject Levy: Nil

41

ASDAN (Junior School)

Faculty: SEP Equipment / Resources:

A4 lever arch folder, Pens, Exercise books, USB


ASDAN Gold Certificate, ASDAN Short Courses

Subject Overview The ASDAN Awards offer flexible activity based programmes for all students, together with a framework for assessment, which facilitates the development and accreditation of personal and social skills within a variety of educational, training, employment and community contexts. The broad aim of the Award Programme is to enable young people to understand themselves and others better and to become prepared for making the transition into adult life. Personal and social competence is seen as a crucial factor in maximizing opportunities for life-long learning and in becoming an effective member of society. Such competencies can be developed through the negotiation and completion of Award challenges. Throughout ASDAN, the emphasis is on cooperation and collaboration, rewarding achievement and assisting progression of learning. During the course of the program students are encouraged to have an increased sense of ownership and control of their learning, which is vital in raising levels of motivation, achievement and self-esteem. Each award is divided into a number of modules containing a choice of challenges. Goals are set as part of the action planning process and student choice is exercised from within the context of the given challenges.

Overview Award Completed at students Pace

Bronze Information Handling

The community Sport and leisure

Home Management

The Environment

Number Handling

Silver Health and Survival

World of Work Technology The Wider World Expressive Arts

Beliefs and Values

Assessment:

Assessment is based on judgements about whether a student has produced suitable and sufficient evidence to say that they are meeting the requirements of the Key Skills Teacher Consultation/Interview: students participate in informal and formal discussions at various stages of the award process.

Self and Peer Assessment: students reflect through self and peer assessments in

order to provide more immediate feedback and self-regulate their learning

Subject Levy: Nil Payment of excursion fees required

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