year 9 studies handbook 2019 - murgonshs.eq.edu.au · wide bay and queensland representatives in...

1

Murgon State High School

Believe Challenge Strive

Year 9

Studies Handbook

2019

Murgon State High School 2 Dutton Street MURGON QLD 4605 Phone: (07) 4169 9222 Fax: (07) 4169 9200 Email: [email protected] Website : www.murgonshs.eq.edu.au

mailto:[email protected]

2

Welcome to

Murgon State High School

CONTENTS

CONTENTS ................................................................................................................................................................................ 2

CREATING PATHWAYS TO HEALTHY FUTURES .................................................................................................................. 3

POSITIVE BEHAVIOUR FOR LEARNING ............................................................................................................................... 3

MURGON STATE HIGH SCHOOL: JUNIOR CERTIFICATE OF EDUCATION (JCE) ............................................................. 4

HOW DO WE DECIDE ON CLASS STRUCTURES? ................................................................................................................ 5

HOW DO WE TEACH? EXPLICIT INSTRUCTION: BASED ON ANITA ARCHER AND CHARLES HUGHES ........................................ 5

LITERACY .................................................................................................................................................................................. 6

HOW DO WE HELP? WHERE DO WE GO TO? ..................................................................................................................... 7

DAY TO DAY ............................................................................................................................................................................. 8

CONNECTING WITH THE COMMUNITY .................................................................................................................................. 8

ATTENDANCE AND ABSENCES ................................................................................................................................................. 8

CANTEEN ...................................................................................................................................................................................... 8

UNIFORMS.................................................................................................................................................................................... 8

TEXT BOOKS AND RESOURCES ................................................................................................................................................ 8

ASSEMBLIES ................................................................................................................................................................................. 8

SPORT ............................................................................................................................................................................................ 8

LUNCHTIME ACTIVITIES ............................................................................................................................................................ 8

YEAR 9 CURRICULUM AT MURGON STATE HIGH SCHOOL .............................................................................................. 9

EXTRACURRICULAR PROGRAMS AT MURGON STATE HIGH SCHOOL ......................................................................... 10

ADDITIONAL PROGRAMS & SUPPORT .............................................................................................................................. 10

WHAT SUBJECTS WILL I CHOOSE IN YEAR 9 .............................................................................................................................. 11

SUBJECT OFFERINGS YEAR 9 ..................................................................................................................................................... 12

ENGLISH .......................................................................................................................................................................................... 12

MATHEMATICS.................................................................................................................................................................................. 13

SCIENCE ........................................................................................................................................................................................... 13

HISTORY AND GEOGRAPHY .................................................................................................................................................................. 14

HPE ............................................................................................................................................................................................... 14

ELECTIVE CANCELLATIONS ................................................................................................................................................................... 15

ELECTIVE – MUSIC ............................................................................................................................................................................. 15

ELECTIVE -- VISUAL ARTS .................................................................................................................................................................... 16

ELECTIVE – INDUSTRIAL TECHNOLOGY & DESIGN ..................................................................................................................................... 16

ELECTIVE -- AGRICULTURAL SCIENCE ..................................................................................................................................................... 17

ELECTIVE -- DESIGN TECHNOLOGIES (NUTRITION & TEXTILES) ................................................................................................................... 17

ELECTIVE – BUSINESS & CIVICS ............................................................................................................................................................ 19

ELECTIVE – MEDIA ARTS & DRAMA ...................................................................................................................................................... 20

3

CREATING PATHWAYS TO HEALTHY FUTURES

Murgon SHS is unique due to the diversity of students including indigenous and non-indigenous, rural and urban, varying family

structures, and students with a full range of preferred learning styles. Herein, lies the strength of the school and also the challenge.

Schools have been given the flexibility to respond to the range of abilities, interests and needs of students in their local and

wider communities, whilst meeting the requirements of various frameworks and imperatives. Murgon State High School has

developed its curriculum offerings in line with the Australian Curriculum and the P-10 Curriculum Framework.

Students in Years 7, 8 and 9 will undertake units in Mathematics, Science, English, History and Geography based on the

Australian Curriculum.

The range of options in this handbook has been informed by teachers, parents, community and students. The following

guidelines were used:

The curriculum is developed around key learning areas (KLAs)

Students’ individual strengths and talents are important

Students’ progress at different rates and different students need varying amounts of time to learn

A good coverage of a broad range of subjects is necessary

All students entering Year 9 will study a broad range of subjects from all KLAs. Digital Technologies are integrated across all KLAs.

POSITIVE BEHAVIOUR FOR LEARNING

Murgon SHS is a Positive Behaviour for Learning School (PBL) with our overarching expectations of:

PARTICIPATION

RESPECT AND RESPONSIBLE

SAFE

OUR PURPOSE IS TO PROVIDE A SUPPORTIVE, EQUITABLE AND CHALLENGING LEARNING CULTURE FOR ALL STUDENTS.

4

MURGON STATE HIGH SCHOOL: JUNIOR CERTIFICATE OF EDUCATION (JCE)

The school is developing a new initiative - The Murgon State High School Junior Certificate of Education (JCE). It is a school based junior schooling qualification awarded to eligible students for their junior phase of learning. The first round will be at Speech Night and the second round at a school parade at the end of the school year. Throughout the year academic achievement, effort/behaviour, attendance and school participation data will be collated for all Year 9 students.

To qualify for the JCE, Year 9 students will accrue points towards a JCE. Please read through the MSHS JCE placemat (below) which provides specific information about the process.

5

HOW DO WE DECIDE ON CLASS STRUCTURES?

We collect information about students that helps us to place them in the best learning space whilst at Murgon State High

School. The information that we use includes:

Academic progress – reports and levels of achievement from previous year

Feedback from teachers

Attendance, behaviour, leadership, awards and achievements

Past interactions eg Clontarf Academy, STEM Gala days.

Testing records such as NAPLAN, diagnostic tests such as the PAT tests, and PM Benchmarking.

This information assists us in giving our teaching and learning teams a more complete picture of the student.

HOW DO WE TEACH? Explicit Instruction: based on Anita Archer and Charles Hughes

Explicit instruction is a structured, systemic and effective methodology in the teaching of academic skills and knowledge to

enable successful student outcomes across a range of student abilities.

Effective and explicit instruction provides a series of instructional scaffolds. It is characterised by clear descriptions and

demonstrations of skills through supportive practice and feedback that is timely, targeted and specific.

To assist students to maximise academic success, we use Archer and Hughes’ model of explicit instruction to provide a

curriculum and pedagogy that is:

Systemic (focussing on critical content; logical sequence of skills, strategies and concepts; addressing both complex

skills and strategies that are broken into smaller instructional units)

Engaging (frequent student responses; affirmative and corrective feedback; brisk pace; monitored student

performance)

Relentless (practice that is initial, distributive, cumulative, teaching to mastery)

Successful (including success criteria that is specific, known and co-constructed (Sharratt)

This explicit instruction also incorporates the concept of gradual release, commonly known as the “I do it.” “We do it.” “You do

it” (collaborative and alone).

Warm-up I DO IT (Modelled)

WE DO IT (Shared Practice)

YOU DO IT (Independent Practice)

Plough Back

Lesson Goals

Modelled Teaching

Guided Instruction

Collaborative Learning

Independent Learning

Teacher explains

Lesson intent

Success criteria

Teacher leads

High levels teacher involvement

Teacher and students do together

Students work together. Teacher assists

Students do

Teacher watches

Questions, reflections, responses

6

LITERACY

Literacy is an important focus at Murgon State High School with particular emphasis on reading and writing in the

junior years of high school. As part of our literacy journey, teachers have undergone training in both the core writing

modules as well as strategies to teach and enhance reading. These strategies are based on research which

demonstrates high positive results.

The information that we use to determine the best approaches and strategies that we use include the information

that comes from the primary schools, along with NAPLAN data and testing using PM Benchmarks. Students are

grouped according to their needs.

7

HOW DO WE HELP? WHERE DO WE GO TO?

SOCIAL AND EMOTIONAL SUPPORT:

Supporting students with friendship issues, resilience programs, stress and coping skills, and other concerns

Guidance Officer

Youth Support Coordinator

School Chaplain

Year Level Coordinator

Community Education Counsellor

Clontarf Academy

STUDENT WELL-BEING: (Pastoral Care)

Daily contact in House groups that are vertically timetable (Yr7 – 12) so that a “family” unit develops across year levels - House teacher

Pastoral Care program promoting and supporting:

Social & emotional skills

Resilience

Positive Behaviour is reinforced to promote learning (PBL)

School Expectations – Participation, Respect & Responsible, Safe

LEARNING AND ENGAGEMENT

Head of Learning and Engagement

Learning support and intervention teacher

Behaviour support and intervention teacher

Pastoral care teacher

Attendance officer

SPECIAL EDUCATION SERVICES

Head of Special Education Services (HOSES)

Special Education Services teachers

Visiting advisory teachers and programs to support students

ACADEMIC SUPPORT: SCHOOL STAFF

Subject teachers – best place to start is with your class teacher

Subject Heads of Departments (HODs)

Learning and Engagement HOD

Year Level Coordinator

Deputy Principal – Middle School

CLONTARF ACADEMY

Director – Mick Rees

Officers – Dennis Sandow, Ryan Brown, Craig Kimberely

OUT OF HOME CARE STUDENTS

Engage with school staff, parent/carers and outside agencies to provide support

8

DAY TO DAY

CONNECTING WITH THE COMMUNITY

Parents are welcome at our school and are vital partners in education. There are a range of opportunities for parents and community members to keep up to date with events and activities and involved with our school through:

Parents and Citizens’ Association (P&C)

School canteen volunteer workers

Information evenings and interviews

School sport and cultural activities

Email, website updates, school Facebook

ATTENDANCE AND ABSENCES

Rolls are marked through ID Attend

SMS messages are sent daily to parents / carers of unexplained absent students

Process for late and early arrivals

Contact from our attendance officer

CANTEEN

This operates every day. Healthy options are available for purchase at reasonable prices. The menu changes throughout the year. Students can pre-order and pre-pay for their lunches, but this is not necessary.

UNIFORMS

We are a uniform school and expect all of our students to wear the P&C endorsed uniform. These can be purchased in town.

TEXT BOOKS AND RESOURCES

The school operates a student resource scheme. Some subjects use printed text books which are issued by their teachers as the students require them. Other resources are also used. This scheme reduces the costs to families.

ASSEMBLIES

Students have a weekly Year Level or House assembly. We also have a full school assembly on Wednesday mornings.

SPORT

The school participates in a number of inter-house and inter-school sporting events including the Bjelke-Peterson Shield, athletics and swimming. Students are able to trial in a variety of sports at South Burnett and Wide Bay level and can also become involved in school representative teams.

LUNCHTIME ACTIVITIES

Students are encouraged to engage in physical activity at lunch breaks and there are a number of facilities available to them. Handball is still a very popular activity. The library is open at lunchtimes as well.

9

YEAR 9 CURRICULUM AT MURGON STATE HIGH SCHOOL

Subject Terms Lessons/Week Minutes/Week Curriculum Source

English

210

Mathematics

210

Science

210

History

210

Geography

210

Health and Physical Education

140

Elective 1

140

Elective 2

140

Elective 3

140

Elective 4

140

Pastoral Care

65

Note in Semester 2 students have the opportunity to re-select their electives

10

EXTRACURRICULAR PROGRAMS AT MURGON STATE HIGH SCHOOL

Excellence in education: Excellent results in various Mathematics, Science and English Competitions A computer student ratio of 1:3 with technology embedded throughout the curriculum More than 90% of last year’s Year 12 students were placed in their first preference at tertiary institutions and/or have

attained employment The establishment and use of the Trade Training Centre (TTC) and associated curriculum programs Partnerships with TAFE and other training organisations

Excellence in Sport: Wide Bay and Queensland representatives in Athletics, Football, Rugby League, Cross Country, Swimming, Cricket,

Squash, Rugby Union Proud record of Australian representatives in Rugby League and Cricket High level of success in the Inter-school BP Shield Summer & Winter Competitions

Opportunities available to students: Curriculum excursions and field trips Clontarf Academy Agriculture / School Farm Farm Fest / Subject based excursions Hoof & Hook Cattle Team & agricultural shows NAIDOC Celebrations Public Speaking School Based Apprenticeships & Traineeships (SATs) School Magazine Interact University Visits Year Level Camps 42 hectare farm that specialises in beef cattle and a

variety of cropping

Gifted and talented programs ICAS Science Competition ICAS Maths Competition ICAS English Competition Science and Engineering Challenge Fraser Technology Challenge Women in Mathematics and Science STEM Gala Days

Excellence in the Arts: Instrumental Music Program that students can elect

to join. Please inquire at the office. Concert band Arts performances Gala Days

ADDITIONAL PROGRAMS & SUPPORT

STUDENTS with DISABILITIES and the SEP TEAM: Every Student Succeeding – State School Strategy – 2018 - 2022

Our commitment at Murgon SHS is to work collaboratively towards an Inclusive Education System at all year levels

and as part of everyday practice. This includes in educational setting and classrooms, ensuring ALL students succeed

and receive the support needed to belong to the school community, engage purposefully in learning and experiences

with academic success. This supports the shared vision and rights for ALL students who have diversity in social,

cultural, community and family backgrounds, and of all identities and abilities to receive a high quality education.

Our purpose is that students:

1. Attend their local state school and be welcomed

2. Access and Participation to high quality curriculum and fully engage with their peers

3. Learn in a safe, supportive environment free from bullying, discrimination or harassment

4. Achieve academically and socially with reasonable adjustments and support tailored to meet individual

learning needs.

Murgon SHS is committed to ensuring that all students, including students with disability, can access, participate and

succeed in education on the same basis as other students. Students who have specialised educational support needs

may be eligible for additional targeted resources if they are identified as meeting criteria for one of six Education

11

Adjustment Program (EAP) disability categories. The Head of Special Education Services (HOSES) coordinates and

manages the staff and resources of these specialised services. The SEP Team work closely with students and

collaborate with parents/carers and external advisory staff to identify and respond to the individual needs of

students. If you require a copy of the ‘Education for Children with a Disability – a Guide for Parents’ P-12, please see

the HOSES.

WHAT SUBJECTS WILL I CHOOSE IN YEAR 9

When making your elective selections, choose what you ENJOY.

You need to consider the following points when selecting your subjects.

Your interests and ability – It is known that students do well in subjects they enjoy & are good at.

Possible career directions.

You should avoid selecting subjects based on:

One person saying it’s no good – Everybody has different perceptions

Your friends are taking it so you think you should – It’s your future.

Whether you like or dislike the teacher – This is never fully determined until the start of the school year and your

opinions may change as you change.

Whether you think it is only for boys or girls – There has been endless publicity to demonstrate that girls do well in

areas such as Engineering and some top chefs in the world are men.

INSTRUMENTAL MUSIC A Specialist Instrumental Music teacher comes to the school each week. Students can elect to join the program if they have an interest in learning an instrument or joining a band. Currently there are vacancies for 2019. Students who are interested should ask at the office for more information.

12

SUBJECT OFFERINGS YEAR 9

English Unit 1 Examining representations of Australia’s people, histories and cultures.

Unit Description Students will:

listen to, read and view literary and non-literary texts featuring different perspectives of Australia’s peoples, histories and cultures

evaluate how text structures, language and visual features, including literary techniques, myths and symbols, are designed to appeal to audiences and create an Australian identity

Assessment Summative - Persuasive Oral presentation/Multimodal.

Unit 2 Exploring different perspectives.


listen to, read and view literary and non-literary texts, including those from and about Asia, to explore how events, situations and people are represented

use a range of comprehension strategies to evaluate how authors convey different perspectives of issues, events, situations, individuals or groups in personal memoirs

Assessment Summative – Written- Write an imaginative memoir

Unit 3 Interpreting texts and creating speculative fiction


listen to, read and view a variety of information texts to produce close readings of these texts

use an information text, such as an article from a science magazine, as a stimulus. In particular, students will develop an understanding of how experimenting with the features of a short story through the creation of a hybrid short story allows authors to create different levels of meaning in their writing

Assessment Summative - Exam (100 mins) – Comprehending information texts/ Written Hybrid speculative short story (500 – 600 words)

Unit 4 Exploring ethical issues and manipulating language for effect


read a drama text to comprehend ideas about human experiences in response to ethical dilemmas, such as justice, equity and prejudice

explore how the social, cultural and historical contexts of a text influence its construction, analysing and evaluating representations in a drama text

listen to, read and view a variety of literary and non-literary texts to understand the ways that text structures and language features are manipulated to construct meaning and position audiences to accept particular perspectives about social and ethical issues

Assessment Summative – Exam – Comprehending and editing for purpose and effect Summative – Written – Imaginative interview script

Unit 5 Evaluating characters in a novel


read extracts from a novel to understand how representations of characters and issues are constructed;

read, listen and view texts that build their understanding of the ways text structures and language features construct representations in novels

Assessment Summative – Written – Analytical Essay

Unit 6 Examining perspectives on issues


listen to, read and view literary texts to examine how authors present different perspectives on issues

examine persuasive text structures and language features that influence an audience to accept a particular perspective

Assessment Summative – Oral – Persuasive Speech

13

Mathematics Term 1 Unit Description Geometric reasoning

Pythagoras and trigonometry Using units of measurement

Objectives Solve problems using ratio and scale factors in similar figures

Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar

Apply trigonometry to solve right-angled triangle problems

Investigate Pythagoras Theorem and its application to solving simple problems involving right angled triangles

Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles

Calculate the areas of composite shapes

Calculate the surface area and volume of cylinders and solve related problems

Solve problems involving the surface area and volume of right prisms

Term 2 Unit Description Measurement & Geometry Linear Algebra

Objectives Plotting points (using pictures activities and a Cartesian plane)

Plotting Linear graphs

Plotting Linear graphs from Given Data

Finding the Distance Between Two Points

Finding the Midpoint of a Line Between Two Points

Plotting Non-Linear Equations (Quadratics)

Solving Linear Equations

Term 3 Unit Description Data

Objectives Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread

Construct back-to-back stem-and-leaf plots and histograms

Describe data, using terms including skewed symmetric and bi modal

Identify everyday questions and issues involving at least one numerical and at least one categorical variable

Collect data directly from secondary sources

Term 4 Unit Description Chance

Objectives Determine outcomes of two-step chance experiments using tree diagrams and arrays

Assign probabilities to outcomes

Calculate relative frequencies

Determine probabilities of events (including those involving 'and' and 'or' criteria)

Organise data and determine relative frequencies in Venn diagrams and two-way tables

Science Unit 1 Energy on the go Unit Description Students inquire into ways in which energy can be transferred through different materials. Unit 2 Riding the energy wave Unit Description Students build on their knowledge of energy transfer to include the wave-based transfer of energy

including sound and light.

Unit 3 Atomic Structure

Unit Description Students explore the historical development of understandings of atomic structure.

Unit 4 Earth Science

Unit Description Students will study tectonic plate movement, and explore the impact on humans of events such as earthquakes, tsunamis and volcanoes related to geological activity.

Unit 5 My Life in Balance

Unit Description Students identify human body systems and the ways in which they work together in balance to support life

Unit 6 Responding to Change

Unit Description Students engage in the exploration of concepts of change and sustainability within an ecosystem.

Unit 7 Chemical Patterns

Unit Description Students will explore and represent a variety of chemical reactions and their applications in daily life.

Unit 8 Heat and Eat

Unit Description Students will investigate chemical reactions for use as an energy source in a Heat-and-Eat meal container. They will also explore and explain chemical reactions in a range of every day contexts.

14

History and Geography Unit Title History - The Making of the Modern World Year Level Focus The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918.

Students will complete an overview of the period, followed by three depth studies. Overview Overview for the making of the modern world includes the following:

The nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia.

The nature and extent of the movement of peoples in the period (slaves, convicts and settlers).

The extent of European imperial expansion and different responses, including in the Asian Region. The emergence and nature of significant economic, social and political ideas in the period, including nationalism.

Depth Studies Students will be given the opportunity to complete three in-depth studies from the following selection: (A choice of one from each depth study will be made.)

1. Making a better world? a) The Industrial Revolution b) Progressive ideas and movements c) Movement of peoples

2. Australia and Asia a) Asia and the world b) Making a nation

3. World War 1

Possible Assessment Short Answer Test

Research Assignment

Oral Presentation

Multimodal Presentation

Unit 1 Biomes and food security


draw on studies at the national and global scales, including the geographical context of Australia, to investigate the role of the biotic environment and its role in food and fibre production

select and record relevant geographical information from a range of appropriate primary and secondary sources to examine the biomes of the word (now and in the future), and alteration and significance as a source of food and fibre

represent the spatial distribution of biomes by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate

evaluate multi-variable data and other geographical information using qualitative and quantitative methods to make generalisations and inferences, propose explanations for patterns, trends and relationships and predict outcomes

apply geographical concepts to synthesise information from various sources to determine environmental challenges

Assessment Exam

Unit 2 Geographies of interconnections


draw on studies to investigate how people, through their choices and actions are connected to places throughout the world in a wide variety of ways

collect, select, record and organise relevant geographical data and information from a range of appropriate primary and secondary sources to identify the connections between people, places and environments

represent the spatial distribution of interconnections between people and places and the products they buy by constructing special purpose maps that conform to cartographic conventions

draw conclusions based on the analysis of data and information on the ways transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally

present information using geographical terminology in appropriate forms, selected for their effectiveness and suitability for audience and purpose

Assessment Research assignment

HPE Term 1 Respectful relationships: Students identify what respectful relationships are and how empathy and

ethical decision making contribute.

Space invaders + Netball: Students develop their teamwork skills and their capacity to apply and transfer concepts and strategies in invasion games and Netball.

Term 2 Moving More Matters: In this unit, students explore how the role of physical activity in daily life has changed over time. They will plan, perform and evaluate an intervention/fitness workout that

15

can be performed in a confined space and improve fitness and physical activity levels in their community.

Strike out: Students will evaluate their own and others’ performance of movement skills and sequences that are used in a game that fits the striking/fielding category.

Term 3 My social responsibility: Students investigate social norms, behaviours and stereotypes with regard to alcohol/drugs and identify the way adolescents think about risk taking behaviours.

Games we play: Students will participate in a range of activities which play a part in the lives of Australians. They will investigate how participation in these activities has changed over time and determine intervention strategies to improve or maintain fitness levels. The activities may include the indigenous game: Marn Grook and its development in to the current AFL game.

Term 4 Touch Football: In this unit, students develop their teamwork skills and their capacity to apply and transfer concepts and strategies in invasion games. This unit will extend upon the skills developed and demonstrated in the Term 1: Space Invaders unit and applied in an alternate context.

Health: Active Aussies? In this unit, students examine health information and its appropriateness. Students examine external influences to their ability to make healthy and safe choices and their responses to these. They critique behaviours and contextual factors that influence the health and wellbeing of their communities.

Elective Cancellations

All elective subjects are dependent on sufficient numbers of students selecting the subject. If an elective subject does not attract the minimum number of students required, the subject will not be offered. In this case, the student will be notified as soon as possible and will be asked to choose another elective subject. This is standard practice in all schools.

Elective – Music Unit 1 Music of the 20th Century Unit Description Students will:

Understand music from 1950-1999 including Country, Reggae, Electric, Dance, Disco, Pop, Rap, and Rhythm & Blues.

Develop their instrumental skills through practicing and performing 20th Century Music Create 20th Century Music using modern recording technology.

Assessment Summative - Composition

Unit 2 The Musical


Understand how musicals were created and what purpose they share with modern music.

Watch a musical to understand how the musical elements are manipulated.

Analyse and evaluate how Musicals use the musical elements to tell a story and develop characters.

Develop their instrumental skills through practicing and performing pieces from Musicals.

Assessment Summative – Musicology Written Analysis Summative – Performance

Unit 3 Jazz/Rap Fusion (TBC)


Understand the roots of Jazz and Rap with an emphasis on political and social comment.

Understand key compositional factors such as complex rhythms and harmony.

Compose a modern fusion song of rap and jazz.

Develop their instrumental skills through practicing and performing jazz and rap music.

Unit 4 World Music


Explore music from different countries such as New Zealand, Africa, Japan, the Caribbean, Ireland, and South American.

Develop their instrumental skills through practicing and performing songs from different countries.

Analyse and evaluate how different countries use the musical elements and traditional instruments to create music.

Assessment Summative – Listening Exam (60 mins) Summative – Performance

16

Elective -- Visual Arts Unit 1 deSIGN it! Unit Description Adobe illustrator course. Students will familiarise themselves with the use of Adobe Illustrator and the

principles of design. They will design simple logos and work towards complex vector art designs.

Assessment Making Task: Digital Portfolio of artworks. Unit 2 Scribbles Unit Description Students investigate monochromatic drawing and sketching many different scenes including buildings,

vehicles, portraits and still life. They research famous artists that use pens or pencils as their medium and create a final artwork on a subject of their choice. They adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when producing a series of artworks that are conceptually linked, and present their series to an audience

Assessment Making Task: Produce a portfolio of sketch artworks that include experimentation and a series of resolved artworks. Responding task: Students write an artist’s statement communicating their artistic intentions. They analyse connections between visual conventions, practices and viewpoints that represent their ideas. They identify influences of other artists on their own artworks.

Unit 3 Making Marks

Unit Description The unit focuses on the exploration of print making techniques to produce a folio of works based on a particular theme. Students will develop knowledge and understanding of various art-making techniques, within the print making medium, and demonstrate appropriate display and curatorial skills for each.

Assessment Making Task: Design and create a print series. Responding task: Students analyse and evaluate historical print making throughout Asia.

Unit 4 Imaginary Worlds

Unit Description This unit combines media from units studied across years 7- 9. Students combine photography of the local area with imagined aspects physically made (painted/sketched) or made with digital technologies. Students learn about photography and photo editing, including overlays.

Assessment Making task & Responding task: Plan, develop and resolve an artwork that combines media to create an “Imaginary World”. Provide annotated notes that explain your processes and decisions made, analyse and evaluate your use of media and visual conventions.

Elective – Industrial Technology & Design In ITD students are given the opportunity to work with metals, wood and plastics. Each semester students

will work with all three materials. By studying this course, students will prepare themselves for the Senior School subjects of Manufacturing, Engineering and Furnishing. While the focus is generally practical, the students will have the opportunity to design projects to suit a design brief. Students may also be involved in units of work that involve:

Lathe introduction

Timber

Plastic thermoforming

Unit Title Introduction to safe work practices in the workshop

Unit Title Design Process - design a holder for a tea light

Unit Title Metal work

Unit Title Passive phone stand

Assessment The students will be assessed continuously during the semester with particular emphasis on:

General safety in the workshop

Research of materials and processes

Peer and self-evaluation of projects

Originality of ideas

Organization of ideas and materials

Completion of project

Safety Practices Students must wear leather shoes as outlined in the Murgon SHS School Uniform Policy. Failure to do so will lead to students being unable to enter the workshop.

17

Elective -- Agricultural Science Unit Title Agricultural Production Unit Description Topics to be covered;

types of Products and Production methods

basic Anatomy of Plants

External Anatomy and Breed Identification of Animals

Plant Physiology

Animal care and Handling

Growing Plants and Propagation methods

Assessment Crop production report

Theory test

Ethical Livestock farming assignment

Unit Title Nutrition and Disease

Unit Description Topics to be covered;

Plant nutrition

Animal nutrition

Digestion of livestock

Pets and Diseases of crops

Pests and Diseases of livestock

Assessment Designing a ration

Theory tests

Pests and disease assignment

Elective -- Design Technologies (Nutrition & Textiles) Unit Title “Prevention is better than a cure” Unit Description

Students will: Explore the dietary related illnesses such as heart disease & diabetes. They say that “prevention is better than a cure” so developing an understanding of good nutrition and how it relates to individual choices can ensure that a healthy diet can be attained by those at risk of a dietary related illness. They will demonstrate skills in the area of food preparation for a given scenario. Students will:

Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre.

Critically analyse factors, including social, ethical and sustainability considerations, that impact on design solutions for global preferred futures

Apply design thinking as they develop a proposal for an innovative managed environment that enhances food or production in a specific content

Assessment Assignment – Research task on one of the dietary related illness with a practical component – dish suitable for a teenager to prevent that illness.

Unit Title What to wear to bed?

Unit description

Students will: Look at natural fibres, sustainability and the environmental impact of producing clothing. Students develop skills in the area of design and production of a pair of boxer shorts. Students will:

Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre.

Critically analyse factors, including social, ethical and sustainability considerations, that impact on design solutions for global preferred futures

Apply design thinking as they develop a proposal for an innovative managed environment that enhances food or production in a specific content

Assessment Assignment/Project – Investigation into the use of natural fibre to produce a garment Practical Component - Construct a pair of boxer short

Unit Title Culture Cuisine

Unit Description

Students will: This unit explores how Asian food has become a popular food trend across Australia. This has occurred because of immigration and travel experiences. Adolescents enjoy this popular food trend but need to make smart food choices about how it is prepared. Students will:

Investigate and make judgements on how the principles of food safety, preservation, preparation and sensory perceptions influence the creation of food solutions for healthy eating

Analyse factors that impact on design solutions for global preferred futures, including social, ethical and sustainability considerations.

Assessment Summative – Project – Make a smart food choice with practical component cooking Asian food.

18

Unit Title Make smart food choices

Unit Description

This unit will explore food allergies and the effect that it has on an individual health and wellbeing. With more people developing food allergies and sensitivities to additives, preservatives as well as the food items themselves it is important to be aware of these things. Students will:

Investigate and make judgements on how the principles of food safety, preservation, preparation and sensory perceptions influence the creation of food solutions for healthy eating

Analyse factors that impact on design solutions for global preferred futures, including social, ethical and sustainability considerations.

Assessment Summative - Project – Addressing a scenario about food intolerances/allergies with a practical component of preparing a dish for this group.

In choosing Design & Technology, students need to be aware that the subject consists of both a practical and theory component. It is a compulsory requirement that students participate in all aspects of the course.

Practical work forms a large section of the course. In the nutrition unit, students are required to cook individually each week, except where indicated by teacher. In the textile unit, are required to produce a sewn article. A basic outline of what is required is listed below:

Textiles Units – purchasing of fabric, pins, cotton and a quick unpick for sewing (1 item per unit)

Nutrition Units – purchasing of ingredients for each cooking lesson (8 lesson per term)

As the subject is an elective, the school does not provide the requirements need for cooking/sewing. The school is aware of this extra cost

and makes every effort to ensure that the chosen recipes are budget friendly and affordable for the family. Students are encouraged to take

home their cooking for the family. Due to allergies and food intolerances, it is a policy of the school not to allow students to share cooking

ingredients and consuming the finished product. A list of the requirements will be available at the start of each term, which allows time to

purchase items required.

For repeated failure to supply the requirements for cooking/sewing, the student will be required to do theory work during the practical

lesson. Therefore, not participating in all aspects of the course will adversely affect your student’s result.

It is understandable that families can experience difficult times. If at any time, the student is unable to bring the required items for the lesson,

they will require a letter from the parents informing the school.

For further information, please contact the school on 41699222 and one of the Home Economics staff will return your call.

19

Elective – Business & Civics Unit Title Building A Competitive Edge Unit Description Students will:

Gain a comprehensive insight into Electronic– presentation software. Using the application, students will be able to use their creativity to produce a highly effective documentary complete with photos, edited images, narrations, sound effects, transitions, text etc. Students will devise and market a product with the help of their teacher. Students should be able to operate in both electronic and face-to-face business world. They should use technology to complete practical procedures and tasks common to small business organisations.

Assessment Marketing Plan & Design Assignment Unit Title Could I Live Smaller? Unit Description Students will:

This unit is designed to give students an insight into how young people are using money and making consumer choices in their everyday lives. The impact of a fast-paced consumer society and the increasing use of online shopping and financial transactions in a global context have created challenges for all. Students will investigate and research the influences and impact of a consumer society on teenager’s choices and decision-making, while reflecting on their own behaviours and personal consumer choices. Students are invited to consider the idea of living smaller as they explore concepts of personal consumer choices related to needs and wants and online shopping.

Assessment Multimodal Assignment Unit Title Change in Australia’s political and legal systems

Unit Description Students will: Be exploring how Australia's political system enables change. They will examine the ways political parties, interest groups, media and individuals influence government, and therefore the decision-making processes. Students in this unit will be investigating the features and principles of Australia's court system, including its role in applying and interpreting Australian law. By the end of the unit, students will have evaluated the key features of Australia’s political system. They will have identified and analysed influences on people’s beliefs and their political choices. Students will be able to explain the key principles of Australia’s system of justice and they will have analysed the role of Australia’s court system. An emphasis will be placed on personal, national and regional issues within our community.

Assessment Students will: Be assessed through collection of work and research task Criteria assessed: Knowledge & Understanding, Questioning and researching, Analysing and interpreting, Communicating Students will be explaining how Australian democracy enables active participation within the context of different types of law. Students will create a plan of action, this plan will take into account multiple perspectives, identify issues and draw evidence-based conclusions on the democratic process. They must also take into consideration what contributes to people's sense of belonging, and differences in national identity.

Unit Title Australian citizenship; your rights and responsibilities in the democratic and legal systems

Unit Description Students will: Study the responsibilities and freedoms of citizen, looking particularly at their rights within the justice system. They will reflect on their role as citizens in Australia’s democracy by exploring Australia’s diverse and multicultural society, and looking at factors that shape and contribute to our cohesive multicultural nation. Students will consider how laws are created and used within Australia’s legal system, understanding their rights as Australian citizens. By the end of the unit, students will have knowledge of their rights and responsibilities within Australian society, and their place as a citizen in this nation. They will have analysed the role of Australia’s court system and will be able to explain the key principles of Australia’s system of justice, knowing their rights and responsibilities within the system. Students through this unit will be able to reflect on their role as an active citizen in Australia’s democracy. An emphasis will be placed on personal, national and regional issues within our community.

Assessment Students will: Be assessed through collection of work and a short response exam Criteria assessed: Knowledge & Understanding, Questioning and researching, Analysing and interpreting, Communicating Students will be explaining how Australian democracy enables active participation in both the democratic and legal process. Students will be able to explain and make judgements about the legal process, looking at rights and freedoms of the citizens.

20

Elective – Media Arts & Drama Unit Title Media Arts – Representations and Institutions Unit Description Students will:

Understand structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks.

Understand use of time, space, sound, movement, lighting and technologies.

Analyse the ways in which audiences make meaning and how different audiences engage and share media artworks.

Explore the media arts and influences of Aboriginal and Torres Strait Islander peoples and of the Asia region.

Explore meaning and interpretation, forms and elements including structure, intent, character, setting, points of view, genre and media conventions as students make and respond to media artworks.

Evaluate how established behaviours or conventions influence media artworks students engage with and make.

Develop ethical practices and consider regulatory issues when using technology.

Assessment Collection of work:

3 column script: 2 minutes

Storyboard: 4-15 shots

Video: 2-3 minutes

Written reflection: 200 words

Unit Title What’s the Drama


Understand the elements of drama and their importance in performance

Explore basic stage positions and theatre types

Explore scriptwriting and the features of a script

Create a short script

Examine the historical timeline of drama including Australian Drama

View a live theatre performance

Evaluate and interpret live and/or recorded performances

Develop acting skills

Appreciate drama as a means of communication

Maintain safety in performance and the interaction of others

Create a collage drama performance for either class or Arts night or similar

Assessment Reflective Journal including a collection of work demonstrating an understanding of dramatic principles and practices. This will include:

Analysis of theatre performance

Reflective Diary entries of participation in weekly lessons

Script

Performance as an ensemble

Unit Title Epic Personalities Unit Description Students will:

Understand how meaning can change in performance depending upon space and style

Develop acting skills for live theatre and film

Discover the differences between live and film acting

Create a performance for Arts Night or similar

Explore other styles of drama ie our Asian neighbours and non-traditional forms of drama ie physical theatre, epic theatre and develop sills in a selected style

View a live theatre performance

Evaluate and interpret live and/or recorded performances

Appreciate drama as a means of communication

Explore and maintain safety in performance ie vocal and physical

Perform in Arts Night or a similar event

Assessment Reflective Journal including a collection of work demonstrating an understanding of dramatic principles and practices. This will include:

Analysis of theatre performance

Reflective Diary entries of participation in weekly lessons

Rehearsal schedule and commitment register

Performance

year 9 studies handbook 2019 - murgonshs.eq.edu.au · wide bay and queensland representatives in...

Documents