JUNIOR SECONDARY CURRICULUM HANDBOOK 2021 · Health and Physical Education 16 History 16 Italian 17 Mathematics 17 Religious Education 18 Science 18 Year 8 Elective Subjects Business,

community challenge choice

JUNIOR SECONDARY CURRICULUM HANDBOOK 2021 Years 7 to 9

Welcome to St Michael’s College

Dear Parents and Students,

The St Michael’s College community is comprised of a diverse range of cultural,social and religious backgrounds, all aspiring to a common purpose – for youngpeople to fl ourish and be the best they can be.

Our staff , students and families work together to create an inclusive and respectfulcommunity where each individual is known, valued and cared for. This relationalenvironment enables each person to feel confi dent to explore their curiosities, likesand interests, to fl ourish and to fully realise their potential. St Michael’s Collegeencourages growth through engagement, opportunity and recognition in a positivelearning environment that is authentic, challenging and supportive, no matter whoyou are, where you come from or what you aspire to. There are many and variedpathways available for each individual, and I would encourage students to carefullyconsider how these can be personalised to best eff ect through the subject selectionprocess.

Essentially, through a quality Lasallian education, inspired by the Gospel and agenuine concern for social justice, St Michael’s students will be empowered tobetter choose who they become as people, learners and leaders in the world, bothnow and into the future.

Mr John FoleyPrincipal

3 St Michael’s College JUNIOR SECONDARY CURRICULUM HANDBOOK 2021 Years 7-9

Welcome to St Michael’s College

Dear Parents, Caregivers, and Students,Welcome to Junior Secondary education at St Michael’s College.

This Curriculum Handbook has been prepared by College staff to provide information all Year 7, Year 8 and Year 9 courses offered.The Junior Secondary Curriculum and Timetable at St Michael’s College has been planned very carefully to provide challenge and choice and to ensure students are exposed to the full gamut of subjects on offer.In the junior secondary years students will undertake a curriculum that is contemporary, engaging and challenging within a supportive environment. Year 7, 8 and 9 are years of discovery and exploration in which students build on their prior learning and experiences, and prepare for the rigours of the senior secondary years.

YEAR 7 CURRICULUMAs Year 7 students transition from a Primary to a Secondary setting, and gender-based classes at St Michael’s College, we are committed to providing a safe environment where each individual is known, valued, and cared for. As such, each Year 7 class stays together for all subjects; the Pastoral Care Teacher takes the class for a minimum of three subjects. Specialist teachers will take the class for all other subjects either in the classroom assigned to each Year 7 class or in a specialist area such as the Art Studio, Music Suite, Design and Technologies Workshops, Drama Space, Science Laboratory etc.In Year 7, students will have the opportunity to experience STEM (Science, Technologies, Engineering, and Mathematics), Health and Physical Education, Humanities, Languages, Religious Education, and The Arts as outlined in the Australian Curriculum Framework.During the course of the year, all students will experience core subjects as well as those specialist subjects that generally become “elective subjects” in subsequent years. Some of these will be undertaken for a full-year, others for a semester, or for a term:

Art Health and Physical Education Dance History Design and Technologies (Woodwork, Metals) Italian

Computer Aided Design-CAD, Electronics, Engineering, Plastics etc) Mathematics

Digital Technologies Music Drama Religious Education

English Science Geography STEM

As students progress through the Junior Secondary years, they will gain more confidence, increased independence as learners, and more choice of subjects to explore their curiosities and specialise in those areas in which they are interested and in which they excel academically.

YEARS 7 and 8 SUBJECT SELECTION

During the coming months, current Year 7 and 8 students and parents/caregivers will be engaged in the process of subject selection; that is, choosing elective subjects for their course of study for the upcoming year. It is vital that information provided in this Handbook is read carefully. Students are advised to choose those subjects that will keep their options open going forward and for which they have shown an aptitude and interest.

Please note that entry into subjects is not automatic and may depend of class size, availability of resources, and the student’s academic performance.

Ms Teresa CimminoDeputy Principal Learning and Teaching Excellence

4

Dear Parents, Caregivers, and Students,Welcome to Junior Secondary education at St Michael’s College.

This Curriculum Handbook has been prepared by College staff to provide information all Year 7, Year 8 and Year 9 courses offered.The Junior Secondary Curriculum and Timetable at St Michael’s College has been planned very carefully to provide challenge and choice and to ensure students are exposed to the full gamut of subjects on offer.In the junior secondary years students will undertake a curriculum that is contemporary, engaging and challenging within a supportive environment. Year 7, 8 and 9 are years of discovery and exploration in which students build on their prior learning and experiences, and prepare for the rigours of the senior secondary years.

YEAR 7 CURRICULUMAs Year 7 students transition from a Primary to a Secondary setting, and gender-based classes at St Michael’s College, we are committed to providing a safe environment where each individual is known, valued, and cared for. As such, each Year 7 class stays together for all subjects; the Pastoral Care Teacher takes the class for a minimum of three subjects. Specialist teachers will take the class for all other subjects either in the classroom assigned to each Year 7 class or in a specialist area such as the Art Studio, Music Suite, Design and Technologies Workshops, Drama Space, Science Laboratory etc.In Year 7, students will have the opportunity to experience STEM (Science, Technologies, Engineering, and Mathematics), Health and Physical Education, Humanities, Languages, Religious Education, and The Arts as outlined in the Australian Curriculum Framework.During the course of the year, all students will experience core subjects as well as those specialist subjects that generally become “elective subjects” in subsequent years. Some of these will be undertaken for a full-year, others for a semester, or for a term:

Art Health and Physical Education Dance History Design and Technologies (Woodwork, Metals) Italian

Computer Aided Design-CAD, Electronics, Engineering, Plastics etc) Mathematics

Digital Technologies Music Drama Religious Education

English Science Geography STEM

As students progress through the Junior Secondary years, they will gain more confidence, increased independence as learners, and more choice of subjects to explore their curiosities and specialise in those areas in which they are interested and in which they excel academically.

YEARS 7 and 8 SUBJECT SELECTION

During the coming months, current Year 7 and 8 students and parents/caregivers will be engaged in the process of subject selection; that is, choosing elective subjects for their course of study for the upcoming year. It is vital that information provided in this Handbook is read carefully. Students are advised to choose those subjects that will keep their options open going forward and for which they have shown an aptitude and interest.

Please note that entry into subjects is not automatic and may depend of class size, availability of resources, and the student’s academic performance.

Ms Teresa CimminoDeputy Principal Learning and Teaching Excellence

At St Michael’s we pride ourselves on our subject selection procedures using our successful Year 12 results as a gauge of the rigour of the process. To ensure the best possible approach, students are provided with information in regards to the elective subjects on offer.

We stress to students to choose their elective subjects wisely because once the line structures and number of classes are determined based on original student preference, it may not be possible to change to another subject.

St Michael’s College will always endeavour to enrol students into the most appropriate course. However, there are practical matters that must be taken into consideration. Changes in the Junior School are often problematic and not necessarily in the best interests of the student. More often, we are finding that students in the Junior School seek changes that, unfortunately, are not made for sound educational reasons, such as wanting to be with their friends in a particular class or preferring one teacher to another.

We also understand that mistakes can be made and preferences shift for a wide range of reasons. Thus, in some cases, we allow students the opportunity in the first two weeks of the semester to review and make changes where possible. This does cause a significant degree of disruption to our teachers’ learning programs and also disadvan-tages students as they enter a new subject having already missed a substantial amount of work.

Thus, generally, unless there has been an administrative error, Year 8 and 9 students are expected to remain in the subjects of their original choice for the duration of the term or semester. As Year 7 is a set curriculum, no changes are necessary.

This will allow teachers to begin each semester with a minimum of disruption which is necessary to ensure a quality learning environment and ultimately a successful outcome for all students. At times, Subject Teachers may use their professional judgment as to whether a particular student is able to cope with the demands of their course and recommend an alternative option.

Our senior cohort, namely Year 10, 11 and 12 students undertaking the SACE, will still be able to make modifi-cations at the beginning of the school year, and also mid-year for Year 10 and 11’s, if they are concerned as to whether they will be successful in a particular subject. A number of factors impact on the selection of appropriate subjects for senior students including: the timing of Subject Selection, exam results, a change to career pathway and subject requirements of interstate and international scholarship opportunities.

To conclude, I would like to reiterate the importance of careful planning to ensure the most appropriate subjects are chosen in the first instance.

Bron KempDirector of Curriculum and Assessment

Subject Changes


Table of Contents

Year 7

Introduction 6

English 7

Health and Physical Education 7

Italian 8

Mathematics 8

Religious Education 9

Science 9

History 10

Geography 10

Design and Technologies 11

Digital Technologies and STEM 11

Dance 12

Drama 12

Music 13

Visual Arts - Art 13

Year 8

Introduction 14

English 15

Geography 15


History 16

Italian 17

Mathematics 17


Science 18

Year 8 Elective Subjects

Business, Finance and the Law 19

Dance 19


Digital Technologies 20

Drama 21

Music Advanced A and Music Advanced B 21

Music Experience 22

Music Technology 22

Visual Arts - Art 23

Year 9

Introduction 24

English 25


History 26

Mathematics 26


Science 27

Year 9 Elective Subjects

Business, Finance and the Law 28

Dance 28


Digital Technologies 29

Drama 30

Food Technology 30

Geography 31

Health 31

Italian A and Italian B 32

Music Advanced A and Music Advanced B 32

Music Experience 33

Music Technology 33

Visual Arts - Art/Design 34

6

In Year 7 students will follow an experiential curriculum that is contemporary, engaging, and challenging within a supportive environment. Years 7, 8 and 9 are years of discovery and exploration in which students build on the experiences and learning of their junior years and prepare for the rigours of the senior years. That is why our junior secondary curriculum follows a distinct pattern beginning with Year 7 where student are exposed to all aspects of the curriculum.

A relevant curriculum is paramount in engaging students in Years 7, 8 and 9. Our approach ensures that STEM (Science Technology, Engineering & Mathematics), Humanities and The Arts, are experienced by all Year 7 students. The Australian Curriculum framework has been developed to ensure consistent high standards for what all young Australians should learn as they progress through schooling.

Below is a diagram that summarises the subjects to be studied each semester.

Year 7 Introduction

Semester Semester Length

Extended PC 1 Extended PC 1

Compulsory Whole Year

English 5 English 5

Mathematics 5 Mathematics 5

Religious Education 3 Religious Education 3

Science 5 Science 5

Health and Physical Education 4 Health and Physical Education 4

Italian 4 Italian 4

History 5 Geography 5

Compulsory One Semester

Design and Technologies 4 Digital Technologies and STEM 4

Art 2 Music 2

Compulsory One TermDrama 2 Dance 2


Year 7 Full Year Subjects

EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy.

Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

ContentStudents engage with a variety of texts.

They interpret, create and evaluate a wide range of literary and everyday texts. These include various types of media texts, film and digital texts, fiction, non-fiction, poetry, dramatic performance and multimodal texts.

Texts studied often address themes and issues, higher order thinking and intertextual references. Students develop critical understanding of ways texts are created to appeal to their target audiences and achieve a variety of purposes.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports and discussions.

AssessmentAssessment is based on responding to texts and creating texts, including written, oral and multimodal tasks.

Health and Physical EducationAcross this course, students will undertake 8 practical units consisting of individual and team sorts, and recreational activities. Students will be challenged to develop their understanding of movement concepts and apply their understanding to successfully transfer movement skills and concepts to a variety of physical activities.

They will explore the role that physical activity plays in shaping cultures and identities and the impact this has on lifelong physical activity participation. Emphasis will also be placed on refining and reflecting on personal and social skills for improved physical literacy.

ContentThe areas of learning in the movment and physical activity strand to be addressed include, but is not liited to:

Challenge and adventure activities

Games and sports

Lifelong physical activities

Rhythmic and expressive movement activities

AssessmentAssessment is based on Australian Curriculum Achievement Standards and will include both practical and theoretical assessment.

Per term students will be assessed on:

Major practical unit

Minor practical unit

1 theory task

8

MathematicsYear 7 Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability.

It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialities and professional applications of mathematics are built.

Students are assessed according to the proficiency strands – fluency, understanding, reasoning and problem-solving. They describe how content is developed and becomes increasingly sophisticated over the years of schooling.

Content Operations with Integers

Decimals, Fractions and Percentages

Index Notation

Best Buys

Coordinates on the Cartesian Plane

Single Step Probability Experiments

Area and Volume of Simple Shapes

Translations, Reflections and Rotations

Solve simple linear equations

Angles on Parallel Lines

Classify Triangle

Represent data – Stem Plots, Dot Plots

Mean, Median, Mode and Range

AssessmentEach Semester

3 Tests @ 25% each = 75%

1 Directed Investigation @ 25% = 25%


ItalianItalian is one of Australia’s most spoken languages.

In Year 7, students learn to communicate in Italian for specific purposes. By comparing Italian and English language systems, students also develop their overall literacy.

They reflect on what it means to operate between and across cultures, developing intercultural skills through an understanding of the role of language and culture in communication.

Italian is used in classroom routines, structured discussions, and to communicate about students’ immediate world. English is used to compare language and cultural systems, offer opinions, and reflect on learning.

ContentStudents listen to, view and respond to a variety of authentic texts. They interpret information, interact with others, and create simple texts to describe people, places, events, conditions, likes, dislikes and preferences, make plans, narrate events and talk about their personal world. They begin to identify practices, values, and beliefs, and compare them with their own views.

Topics include:

Self and others

Family

Celebrations

Event coordination

Sport

Italian companies

The Animal Kingdom

Assessment Communication tasks: Listening, speaking, reading and writing

Understanding language: grammar and vocabulary tasks

Reflecting tasks (in English)

Return to index



ScienceIn Year 7 Science, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems.

Students consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-Sun-Moon system and use models to predict and explain events. They make accurate measurements and control variables to analyse relationships between system components.

They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.

ContentBiology:

Food Webs and Ecosystem Dynamics

Chemistry:

Mixtures, Solutions, and Separating Techniques

Physics:

Introduction to Motion and Forces

Earth Sciences:

Interactions of the Sun, Earth and Moon

Earth’s renewable and non-renewable resources

Assessment Topic tests

Research assignments

Creating models

Science Investigations

Religious EducationThe purpose of Religious Education at St Michael’s College is to deepen students’ understanding of the Catholic Tradition, to develop an appreciation of its significance in their lives, so that they may participate in the life of the Church, our Lasallian heritage and wider society.

Catholic schools in South Australia utilise a Religious Education Framework entitled Crossways. Other aspects, contained within the Religious Education curriculum include the Catholic Education SA, Made In the Image of God (MITIOG) Program.

As members of the school community, learners have opportunities to dialogue with the Catholic Tradition, fostering new understandings of its beliefs, morals, ethics and values, and understanding of themselves.

Content Schools and Church Communities

What Would De La Salle Think?

Holy Week-Easter

Prayer

Relationships

A Closer Look at Sin, Conscience and Values

Being Connected and Being Moral

Caring for Creation

The Way we Live: Do Unto Others

Advent-Christmas

AssessmentSemester One

Assessment Task 1 (20%)




Course work and Participation Grade (20%)

Semester Two






10

History The Ancient world:

The Year 7 Australian Curriculum for History provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies.

The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.

ContentThe content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

Students undertake an overview and three Depth Studies which include:

Investigating the ancient past

The Mediterranean world: Ancient Egypt

The Asian world: India

AssessmentThis may include the following:

Sources Analysis

Multi-modal and/or displays

Extended writing (e.g. developing essay skills, reports and note-taking).

Year 7 Subjects (1 Semester)

GeographyGeography helps students understand the wellbeing and sustainability of the environment and our society.

Year 7 Geography provides students with an understanding of water as an example of a renewable resource and factors that influence the liveability of places.

ContentStudents will complete work from two themes; ‘Water in the World’ and ‘Places and Liveability.’

Water in the World:

Students examine the many uses of water, how it is valued and its availability. They will study how water connects and affects places.

Places and Liveability:

Students examine what influences the decisions people make about where to live. They will study the influences of factors such as accessibility to services, environmental quality and community identity on the liveability of places.


Fieldwork Report:

This is based on an excursion

Assignments and quizzes:

1 Inquiry Research

Portfolio of class work

Return to index


Digital Technologies and STEMDigital Technology allows students to develop an understanding in basic computer systems/networks. Students learn to enter and analyse data through the construction of spreadsheets and develop skills in programming.

STEM (Science Technology Engineering and Maths) is a problem based methodology that allows students to solve problems through designing and inventing, using skills learned from within those subject areas. Most of the work throughout this course is student centered and allows much creativity and individuality. STEM implements a number of different 21st century learning styles such as:

Working collaboratively in teams

Inquiry based learning

Kinaesthetic learning

Problem solving

Creativity

ContentStudents learn how to create and collaborate using a variety of online tools, including Spreadsheets, OneNote and OneDrive, code using HTML and Scratch and learn how computer networks work to transmit data.

Students are introduced to robotics using technology such as Sphero, Mindstorms or drones and how to code them to achieve outcomes. Students design gaming controllers to interact and work with their programmes that they coded in Scratch (or similar) in the Digital Technology unit.

The final part of the course involves a major project which is completed individually and allows students of all levels to design a solution to a problem.

AssessmentStudents will be assessed upon a variety of hands on practical tasks with some written work including an introduction to creating a design brief. Students complete a major project towards the end of the course where they use their knowledge, understanding and skills of each subject area within STEM.

Design and TechnologiesDesign and Technologies is a course that develops a student’s ability to be innovative and creative.

Students will study a variety of areas within the Technology field which may include Metalwork, Woodwork, Computer Aided Design, 3D printing, Laser cutting, Plastics, Electronics and Structures.

Students will focus on the development of skills, design, knowledge and understanding and safety in the production of practical projects in a workshop environment.

ContentStudents will develop skills and knowledge during the production of projects, They will study three of the following areas:

Woodwork: Gum ball machine and chopping board

CAD: Developing a personalised sticker for their laptop and T-Shirt printing

Metalwork: Sheet metal developments eg: dustpans or clocks

Plastics: Key tag, desk tidy, toys

Electronics: Simple circuits, soldering, basic programming, light circuit, electric model car.

Structures: Bridge building and model houses.

AssessmentPractical projects:

Processes and production Skills: 60%

Design Work: 20%

Knowledge and Understanding 20%

Year 7 Subjects (1 Semester)

12

Year 7 Subjects (1 Term)

DanceDance in Year 7 is an introduction to the artform of Dance. Students will be introduced to Dance starting from every day movement, Martial Arts, Capoeira and Mime.

Students will then be taught how to develop simple movements into their own short dance works. Students will be required to work collaboratively and creatively with others, having opportunities to view their peers and professional performances and respond in written and or oral forms.

ContentStudents are guided to perform with confidence and clarity, and with technical and expressive skills appropriate to the dance style.

AssessmentSmall group Dance Compositions performed to an audience.

Responding to a Dance Performance live or recorded.

Drama Students will build confidence in working with others whilst they develop creative projects. They will experiment with creating characters, as well as explore their voice, their movement and the elements of performance. This is a practically orientated course in which the emphasis is on growing in confidence, having fun and gaining dramatic knowledge, understanding and skills.

Students will view a professional theatre performance and will reflect upon the various storytelling devices, the actor’s performances and the design elements. This experience will also inspire students in their own creative work and will develop their understanding of how the elements of Drama are used most effectively.

Content Teamwork and working with others

Elements of Drama

Using voice

Developing a character

Viewing a professional performance

Creating a group performance

Technical theatre focus: multimedia and projection

AssessmentMay include the following:

Reflective response to live theatre

Creative group presentations

Soundscape

Circus skills

Return to index


MusicMusic in Year 7 is an experiential process. Students will learn to develop their knowledge of what music encompasses as well as experiment with a wide range of harmonic (guitar, ukelele & piano) and percussive (drums, congas & shakers) instruments. Students will experiment with music making technology where they will take simple concepts and transform them into original music compositions while immersing themselves in a world of spontaneity and creativity.

ContentStudents will:

experiment with and transcribe pitch contour, beat patterns and rhythm sequences

manipulate sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments

experiment with texture by layering sound in different ways in composition, for example, by using looping software

experiment with music making technology where they will take simple concepts and transform them into original music compositions

use features and performance practice to interpret a specific musical style

control tone and volume to create a balanced sound in ensemble performance

identify elements of music aurally and then discuss how these elements, composition techniques and devices are used and manipulated to create a style

follow scores while listening to musical works and use these as tools for interpreting music

identify personal preference in the music they listen to and the reasons they appreciate them

AssessmentAssessment will take on many forms including ensemble participation and performances as well as music based quizzes focusing on each students ability to listen, interact, create and evaluate music based elements.

Year 7 Subjects (1 Term)

Visual Arts - ArtThis course is designed to cater for students of all artistic abilities, with an emphasis on exposing them to a broad range of achievable, creative experiences. Our aim is to give students the confidence to express their ideas in a visual manner and to teach them the skills to do so.

Students will create, make, present and respond to artworks by exploring a variety of artistic styles, methods and media.

This wide exposure to different ways of making art will afford students the opportunity to make a meaningful connection with one or more of the disciplines.

ContentStudents can expect to be exposed to a range of learning opportunities which could include:

Painting

Observational Drawing

3D Studies

Graphic Design

Printmaking

AssessmentMethods and Materials exercises:

Folio

Research

Idea generation

Experiments

Written Responses

Resolved Major/Minor works of Art/Design

14

The following pages contain information regarding core (compulsory) subjects along with elective subjects for Year 8, 2021.

Students will select one technology subject and one arts subject as their core electives for one semester.

Students will then select 2 subjects from the electives in order of preference along with 2 reserve subjects.

Note: Students must not select a technology or art subject already chosen in previous selection.

*Students wishing to select a full year of Music must select Music Advanced A along with Music Advanced B

Year 8 Introduction

Semester Number of Lessons


Requirement Length

Extended PC 1 Extended PC


English 6 English

Mathematics 6 Mathematics

Religious Education 3 Religious Education

Science 5 Science

Health & Physical Education 3 Health & Physical

Education

Italian 4 Italian

History 4 Geography

Technology Subject Arts Subject Core Elective 1 Semester

Elective 1 Elective 2 Electives 1 Semester

Learning Area Elective Subjects Length

Technology Design and Technologies 1 Semester

Digital Technologies 1 Semester

Arts Visual Arts - Art 1 Semester

Drama 1 Semester

Dance 1 Semester

*Music Advanced A* 1 Semester

Electives Art 1 Semester

Drama 1 Semester

Business, Finance and the Law 1 Semester

*Music Advanced B 1 Semester

Dance 1 Semester

Music Experience 1 Semester

Music Technology 1 Semester

Design and Technologies 1 Semester


Return to index


Year 8 Subjects (Core)

EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy.

Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

ContentStudents engage with a variety of texts.

They interpret, create and evaluate a wide range of literary and everyday texts. These include various types of media texts, film and digital texts, fiction, non-fiction, poetry, dramatic performance and multimodal texts.

Texts studied often address themes and issues, higher order thinking and intertextual references. Students develop critical understanding of ways texts are created to appeal to their target audiences and achieve a variety of purposes.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports and discussions.

AssessmentAssessment is based on responding to texts and creating texts, including written, oral and multi-modal tasks.

GeographyYear 8 Geography provides students with an understanding of the processes that shape landforms and landscapes and why places are important to people.

Students will consider why the Adelaide Metropolitan coastline is changing. They investigate how populations around the world are changing as a result of migration and urbanistation and why our suburbs are changing.

The students will also complete the Honest Learning program which considers issues such as plagiarism and the importance of referencing. This course consists of 6 lessons per week for one semester.

ContentRestless Earth

Students gain an understanding of landscapes and landforms and why they are important to people. They study the significance of the Adelaide region for the Kuarna peoples. They complete units of work exploring the way deserts and coastal environments are shaped by processes of erosion, deposition and weathering.

Restless People

Students gain an understanding of urbanisation and migration and how they shape our cities. They complete units of work exploring the impact of these processes on Australia, the United States of America and China.

AssessmentThis includes:

Fieldwork Report based on an excursion to Seacliff and Brighton

Group task

Inquiry research task

Portfolio of classwork

16


HistoryThe Ancient to the Modern World:

The Year 8 Australian Curriculum for History provides a study of History from the end of the ancient period to the beginning of the modern period, c.650-1750 AD (CE). This was when major civilisations around the world came into contact with each other.

Social, economic, religious and political beliefs were often challenged and significantly changed.

It was the period when the modern world began to take shape

ContentThe content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. Students undertake an overview and three Depth Studies which include:

Medieval Europe (c.590-c.1500)

Expanding Contacts - The Black Death in Asia, Europe and Africa.

The Asia-Pacific World - Japan under the Shoguns (c 794-1867)


Sources Analysis


Extended writing (eg: developing essay skills, reports and note-taking)

Health and Physical EducationAcross this course, students will undertake 8 practical units consisting of individual and team sorts, and recreational activities. Students will be challenged to develop their understanding of movement concepts and apply their understanding to successfully transfer movement skills and concepts to a variety of physical activities.

They will explore the role that physical activity plays in shaping cultures and identities and the impact this has on lifelong physical activity participation. Emphasis will also be placed on refining and reflecting on personal and social skills for improved physical literacy.

ContentThe areas of learning in the movment and physical activity strand to be addressed include, but is not limited to:


Games and sports



AssessmentAssessment is based on Australian Curriculum Achievement Standards and will include both practical and theoretical assessment




1 theory task

Return to index


ItalianThrough the study of Italian, students enhance their literacy, while developing communication skills in both Italian and English. Students reflect on their first language, themselves and others, developing intercultural understanding, a valuable and sought-after 21st century capability for effective communication.

Students engage in analytical, critical, creative and reflective thinking to help them to become effective and organised communicators.

Italian is used in classroom routines, structured discussions and to communicate about both the students’ immediate world and the Italian-speaking communities. English is mostly used to compare language and cultural systems, offer opinions and reflect on learning.

ContentStudents listen to, view, read and respond to a variety of authentic texts. They interpret information, interact with others and create more detailed descriptions of people, places, events, conditions, likes, dislikes and preferences, narrate events and talk about their personal world. They learn to compare and contrast information about themselves and the world around them, including practics, values, and beliefs.

Topics include:

Self and others

Stereotypes & identity

Home & Family

Cultural celebrations

History & Leisure

Entertainment

School & Comparing education systems

Italy’s contributions to the Modern World

Assessment Communicating tasks: Listening, Speaking, Reading, Writing

Understanding Language: Grammar and vocabulary tests

Reflecting tasks (in English)


MathematicsYear 8 Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability.

It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Students are assessed according to the proficiency strands - fluency, understanding, reasoning and problem-solving. These describe how the content is developed and becomes increasingly sophisticated over the years of schooling.

In year 8, students are placed according to their ability, into Level A, B and C classes.

Students are able to move between the levels in consultation with their subject teacher and the Head of Department.

Content Index Laws

Perimeter, Circumference, Area & Volume

Percentages, Profit & Loss

Simplifying Algebraic Expressions

Graphing & Solving Linear Equations

Congruent Shapes

Rates & Ratios

Representing Probability Events

Representing Data, Outliers

AssessmentEach semester:

3 tests @ 25% ea = 75%


18

Religious EducationThe purpose of Religious Education at St Michael’s College is to deepen students’ understanding of the Catholic Tradition, to develop an appreciation of its significance in their lives, so that they may participate in the life of the Church, our Lasallian heritage and wider society.

Catholic Schools in South Australia utilise a Religious Education Framework entitled Crossways. Other aspects connected with, contained within the Religious Education curriculum, include the Catholic Education SA, Made In the Image of God (MITIOG) Program. As members of the school community, learners have opportunities to dialogue with the Catholic Tradition, fostering new understandings of its beliefs, morals, ethics and values and understandings of themselves.

Content St John Baptist de La Salle, our Lasallian Tradition and St Michael’s

College (Meaning of FSC and Signum Fidei, Story of St Michael, SMC Crest and Lasallian Saints / Blessed / Venerables and Martyrs)

Introduction to the Mass, the Eucharist and the Liturgical Cycle

Our Wellbeing and Relationship with God in Prayer

Exploring the Bible and Old Testament

Getting to Know Jesus and the New Testament

AssessmentFIRST TERM


De La Salle


The Mass and the Eucharist


SECOND TERM


Old Testament


New Testament and Jesus



ScienceIn Year 8 Science students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flow of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change.

They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.

ContentBiological Sciences

Cells and multi-cellular organisms

Chemical Sciences

Matter, The Particle Theory and Chemical Changes

Physical Sciences

Electricial Circuits and Renewable Energy

Earth Science

The Rock Cycle and Earth’s Minerals

Assessment Topic Tests

Research Assignments

Creating Models

Practical Investigations

Investigative Designs

Investigative Report Writing

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Year 8 Elective Subjects (One Semester)

Business Finance and the LawThis course allows students to explain the rights and responsibilities of consumers. It also explores how governments and individuals create budgets. They describe influences on the way people work and factors that may affect work in the future. Students analyse features of the Constitution and explain features of Australia’s democracy that enable active participation. They identify the diverse belief systems in Australia and analyse issues about national identity and the factors that contribute to people’s sense of belonging.

ContentRights and Responsibilities:

Students are to study what rights we have as Australian Citizens and what responsibilities go with those rights. They then branch out into International Human Rights and explore examples of situations where people are denied these rights.

Budgets:

Students will be shown the process of creating a budget and the importance of them.

Australian Values:

Students will study the concepts of Freedom, Equality, Compassion, Inclusion and Responsibility. These concepts are then brought together to explain the secular nation that we currently live in.

The Changing Work Environment:

Students are to explore the notions of why people work and the changing nature of work in Australia.

Changing the Constitution:

Student will discover what the constitution is and how can it be changed via a Referendum.

Assessment Case Study outlining a particular Human right that has been

violated.

Create a budget for an overseas holiday.

Cost/Benefit Analysis of living in Australia’s contemporary multicultural society.

Interview an adult who has changed their job in the past with the focus on why they made the change.

DanceThis course develops students’ skills in using the body as a medium for expression and communication and increases their abilities to work, create and perform individually and in a group.

This subject gives students the opportunity to explore and experience a variety of dance styles and to understand dance as an art form within a traditional and contemporary context.

ContentStudents will learn specialised dance terminology and use this to analyse and respond to dance works.

Students will develop and apply understanding of the processes of dance composition for choreography using a range of dance elements, genres, styles, techniques, conventions and practices. This course is predominantly practical in nature and students will be expected to actively participate.

Dance:

Focuses on technique, composition and performance

Will allow students to develop an understanding of the components of dance composition

AssessmentThe assessment in this subject is continuous and incorporates:

Skill development

Performances

Reflective and analytical skills through written responses

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Design and TechnologyDesign and Technology is an elective course that develops a student’s ability to be innovative and creative through the planning and development of design projects. Safety and safe working methods and procedures are integral to learning in Design and Technology.

Students will study a variety of areas within the Technology field which may include Metalwork, Woodwork, Computer Aided Design, Laser Cutting Photography, Jewellery, Electronics, 3D Printing, Plastics and Structures. Students will focus on the development of skills, design, STEM knowledge and understanding and safety in the production of practical projects in a workshop environment.

ContentStudents will develop skills and knowledge during the production of projects, they will study four of the following areas:

Woodwork

Sliding lid box or Dragcar and chopping boards

CAD

Developing a personalised sticker for their laptop.

Laser Cutting

Engineering drawings of their designs - glass etching

Metalwork

Sheet metal developments eg: pencil tins, dustpans

Plastics

Keytag, desk tidy, toys

Electronics

Simple circuits, soldering, basic programing, light circuit

Jewellery

Necklace beads, custom casting of pendants.

Assessment Process & Production Skills: 60%

Knowledge and Understanding: 20%

Planning and Evaluating: 20%

Digital TechnologiesIn this course students will distinguish between different types of networks and their defined purposes.

They will develop an understanding of how text, image and audio data can be represented, secured and presented in digital systems.

Students will further their knowledge in programming through the use of online learning and robotics. They will apply these programming skills to the development of digital solutions.

ContentStudents will plan and manage digital projects to create interactive information. They will define and deconstruct problems in terms of functional requirements and constraints. Students will design user experiences and algorithms, and test, modify and implement digital solutions.

Students will evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability.

Students will analyse and evaluate data from a range of sources to model and create solutions. They will use appropriate protocols when communicating and collaborating online.

AssessmentPractical Components:

File management

Formatting text-based documents

Image editing

Sound editing

Computational Thinking: Logical and creative problem solving

Basic programming concepts

Object Orientated Programming

Theory Components:

Networks

Computer Systems

Binary

Issues Analysis: Social Media

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DramaThis is a practically orientated course which emphasises student’s developing confidence, having fun and gaining dramatic knowledge and skills. Students will have the oppurtunity to explore topics such as mime, comedy, filmmaking and characterisation. Students will present their creative work for an audience as negotiated with their teacher.

Students will view a professional theatre performance and will reflect upon the various theatrical elements, the actor’s performances and the themes and ideas within the text. This experience will also inspire students in their own creative work and will develop their understanding of how the elements of Drama are used most effectively.

Content Teamwork and ensemble skills

Using the body and voice

Developing a character

Viewing a professional performance

Creating a group performance for an audience

Technical theatre focus: filmmaking

Assessment Reflective response to live theatre


Mime skills

Melodrama

Silent Film creation and reflection


Music Advanced A and Music Advanced B (full year course)This is a full year course designed for students who have already been active participants in music for a number of years, are learning to play a musical instrument, have a particular love of Music, and a desire to further increase their musical skills, in an environment of similarly minded students.

ContentEnsemble: the majority of the class are given the opportunity to learn a brass or woodwind instrument as a second instrument. Repertoire learnt is from various styles of music including Rock, Pop, Jazz, Latin, Folk and more.

Practical: playing music in a class band; solo performance.

Aural and the Elements of Music: Theory, Aural, Music Technology.

Music in Culture, Styles and History: Learning about Music through history, Classical, Jazz, Rock and World Music genres

AssessmentEnsemble Performance:

Students are assessed on participation in ensemble, private practice, and commitment to an instrument. Performance of a solo piece at the end of each term on the student’s main instrument.

Aural and the elements of Music:

Short tests.

Music in Culture, Styles and History:

Research and presentation on a mutually agreed topic.

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Music ExperienceThis is a semester course for students who may or may not have a background in Music and wish to have an experience of Music in Year 8.

There is no prerequisite for this course. However, some musical background or knowledge would be an advantage.

ContentEnsemble: students are given the opportunity to explore and manipulate the elements of music through the use of voice, body percussion, ukulele, front line and rhythm sections. Repertoire learnt is from various styles of Music including Rock, Pop, Jazz, Latin, Folk and more.

Practical: playing music in a class band, solo performance.

Aural and the Elements of Music: Theory, Aural, Music Technology.

Music in Culture, Styles and History: Learning about Music through history, Classical, Jazz, Rock and World Music genres

AssessmentEnsemble Performance:

Students are assessed on participation in ensemble and application to study.

Aural and the elements of Music:

Short tests.

Music in Culture, Styles and History:

An introductory research project on an artist of the student’s own choice.


Music TechnologyThis course is a one semester course aimed at students with some musical theory skills as well as a keen interest in working with computers.

Students will be predominantly working with the music software program Mixcraft 7 where they will be taught how to record, edit and manipulate audio files in a recording studio environment.

ContentTopics covered include:

Introduction to DAWs

Introduction to Mixcraft 7

Navigating the Edit window

Navigating the Track pane

What are loops?

What are Song Kits?

What are virtual instruments?

Piano skills 101

How to use effects

How to use automation

Creating layered arrangements

Manipulating and editing audio files

Operating live audio equipment

AssessmentAssessment will be based on the successful completion of formative and summative exercises using Music Recording Software programmes as well as practical exercises based around the recording studio.

Return to index



Visual Arts - ArtThis course has been specifically designed for students who wish to extend their skills by exploring a variety of artistic styles, methods and media.

Exposure to new ways of making art is an important step in the journey of all young artists as it opens up opportunities of discovery and self-expression.

Like all art forms, this course has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential.

ContentStudents can expect to be exposed to a range of learning activities which could include:

Painting

Observational drawing

Printmaking

Sculpture

Collage

Design and illustration techniques

Computer graphics

Assessment Methods and Materials Exercises.

Folio

Research/Idea generation/experiments/ written responses

Resolved Major Works

Samples of Year 12 work

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The following pages contain information regarding core (compulsory) subjects along with elective subjects for Year 9, 2021.

Students will select one technology subject and one arts subject as their core electives for one semester.

Students will then select 5 subjects from the electives in order of preference along with 2 reserve subjects.

Note: Students must not select a Technology or Visual Arts subject already chosen in previous selection.

*Students wishing to select full year of Music must select Music Advanced A along with Music Advanced B.

Year 9 Introduction



Requirement Length

Extended PC 1 Extended PC 1


English 6 English 6

Mathematics 6 Mathematics 6

Religious Education 3 Religious Education 3

Science 5 Science 5

Health & Physical Education

3 Health & Physical Education

3

History 4 4 Core 1 Semester

Technology Subject 4 Visual Arts Subject 4 Core Elective 1 Semester

Elective 1 4 Elective 2 4

Electives 1 SemesterElective 3 4 Elective 4 4

Elective 5 4

Learning Area Elective Subjects Length

Technology Design and Technologies 1 Semester


Arts Dance 1 Semester

Drama 1 Semester

*Music Advanced A 1 Semester

Visual Arts: Art/Design 1 Semester

Electives Business, Finance and the Law 1 Semester

Dance 1 Semester

Design and Technologies 1 Semester


Drama 1 Semester

Food Technology 1 Semester

Geography 1 Semester

Health Education 1 Semester

Italian A and Italian B 1 Semester

*Music Advanced A and B 1 Semester

Music Experience 1 Semester

Music Technology 1 Semester

Visual Arts: Art/Design 1 Semester

Return to index


EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

Students engage with a variety of texts. They interpret, create and evaluate a wide range of literary and everyday texts. These include various types of media texts, film and digital texts, fiction, non-fiction, poetry, dramatic performance and multimodal texts.

ContentStudents create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports and discussions. Texts studied often address themes and issues, higher order thinking and intertextual references.

Students develop critical understanding of ways texts are created to appeal to their target audiences and achieve a variety of purposes.

AssessmentAssessment is based on responding to texts and creating texts, including written, oral and multi-modal tasks,

Health and Physical EducationAcross the course, students will undertake 8 practical units consisting of individual and team sports, and recreational activities. Students will be provided with opportunities to evaluate the effectiveness of their own and others’ movement performances.

They will explore movements skills and strategies to create solutions to increase performance outcomes. Within this, students will also be challenged to reflect on aspects of fair play and ethical behaviour that can influence the outcome of movement activities.

ContentThe areas of learning in the movement and physical activity strand to be addressed include, but is not limited to:


Games and sports



AssessmentAssessment is based on Australian Curriculum Achievement Standards and will include both practical and theoretical assessment




1 theory task


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HistoryThe Year 9 History curriculum provides a study of the history of the making of the modern world from 1750 to 1918.

It was a period of industrialisation and rapid change in the ways people lived, worked and thought.

It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power.

The period culminated in World War I, 1914–1918, the ‘war to end all wars’.

ContentThe content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

Students undertake an overview and three Depth Studies which include:

Making a Better World? - The Industrial Revolution (1750-1918)

Australia, Asia and the World - China (1750-1918)

World War I (1914-1918).


Sources Analysis

Empathy task


Extended writing

MathematicsYear 9 Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics and probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Students are assessed according to the proficiency strands - fluency, understanding, reasoning and problem-solving. These describe how the content is developed and becomes increasingly sophisticated over the years of schooling if required.

In Year 9 students are placed according to their ability, into Level A, B or C classes.

Students are able to move between the Levels in consultation with subject teacher and Head of Department.

Content Further Index laws

Scientific Notation

Pythagoras’ Theorem

Expanding & Factorizing Algebraic Expressions

Solving Linear Equations

Surface Area & Volume of composite shapes

Percentages, Earning Money, Tax, Simple Interest

Congruency & Similarity

Interpreting & Describing Data

Coordinate Geometry

Trigonometry

Sketching Parabolas

Probability Events

AssessmentEach semester:

3 tests @ 25% ea = 75%



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Religious EducationThe purpose of Religious Education at St Michael’s College is to deepen students’ understanding of the Catholic Tradition, to develop an appreciation of its significance in their lives, so that they may participate in the life of the Church, our Lasallian heritage and wider society. Catholic Schools in South Australia Utilise a Religious Education Framework entitled Crossways.

Other aspects connected with, contained within the Religious Education curriculum include the Catholic Education South Australia, Made In the Image of God (MITIOG) Program.

ContentSemester Course Units

What Do Catholics Believe? (Catholics Teaching, beliefs, Trinity, Creeds, Seven Sacraments, Mary)

Judaism, Christianity, Islam and Peace

Conscience and Decision Making

Right Relationships, Sexuality and the Human Person (MITIOG and CPC)

Vocation: The Calling of God in My Life (Lasallian Vocations, Catholics Making a Difference and Saints)

AssessmentFIRST TERM

Assessment Task 1: 20%

What Do Catholics Believe?


Judaism, Christianity, Islam and Peace

Course Work and Participation 10%

SECOND TERM


Right Relationships


Vocations

ScienceYear 9 Science students explore ways in which the human body, and life in general, responds to its environment. They are introduced to atomic theory, subatomic particles and nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems.

Students begin to develop their understanding of the conservation of energy and matter in chemical reactions and eventually apply their understanding to global systems such as continental movement.

ContentBiological Sciences

Body systems and Ecosystems

Chemical Sciences

Atomic theory and Chemical Reactions

Physical Sciences

Heat, Light and Sound (energy) including the Law of Conservation of Energy

Earth Science

Plate Tectonics and geological activity

Assessment Topic Tests

Research Assignments

Practical Investigations

Investigative Designs

Investigative Report Writing

Group Projects and Presentations


28

Business, Finance and the LawThe aim of this course is to introduce students to many new and interesting topics relating to the financial world.

There will be a focus on Financial Literacy and Wealth Creation.

ContentStock Market:

Students investigate how the Stock Market works and how investors can make significant amounts of money.

Young People and the Law:

Students will also learn about their legal rights. They investigate particular points of law that may impact on them in coming years.

Political Parties:

Students investigate the wide variety of political parties. Students learn how these parties are formed and what their ideologies may be.

Buying a House:

The emphasis of this topic is to investigate why housing prices vary so much.

Marketing:

This topic will explore brand recognition and the power of branding.

AssessmentFolio of Houses:

Students are to find and present a number of different houses that are currently on the market. They need to explain why there are differences in the prices.

PowerPoint Presentation:

Students will choose an obscure political party and present to the class what that party stands for.

Oral Presentation:

Students, in pairs, present a particular law of interest to them.


DanceThis course develops students’ skills in using the body as a medium for expression and communication and increases their abilities to work, create and perform individually and in a group.

It gives students the opportunity to explore and experience a variety of dance styles and to understand dance as an art form within a traditional and contemporary context.

ContentStudents will learn specialised dance terminology and use this to analyse and respond to dance works.

Students will develop and apply understanding of the processes of dance composition for choreography using a range of dance elements, genres, styles, techniques, conventions and practices.

This course is predominantly practical in nature and students will be expected to actively participate.

Dance:

Focuses on technique, composition and performance

Will allow students to develop an understanding of the components of dance composition

AssessmentThe assessment in this subject is continuous and incorporates:

Skill development

Performances

Reflective and analytical skills through written responses

Possible Pathways for Dance

Year 9Certificate II(up to 50 SACE credits points)

Students identified for program Parent meeting and audtions held Offline class beings Term 4

Year 10Certificate II continued

Semester 1 Certificate II class runs within normal Dance classes

Students attend 1 after school extended session

Year 11Certificate III(up to 70 SACE Credit points)

Certificate III over 2 semesters run in normal Dance class time

Students attend 1 after school extended session

Year 12Certificate III or Stage 2 SACE Dance

Certificate III over 2 semesters run in normal Dance class time

Students must be involved in Dance outside of school hours

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Design and TechnologyStudents will study a variety of areas within the technology field which may including woodwork, plastics, metalwork, photography, jewellery, electronics, 3D printing, computer aided design and manufacturing.

They will focus on the development of skills, design, STEM and safety in the production of practical projects.

ContentStudents will study 3 of the following areas of study:

Woodwork

Wooden footstool or guitar

CAD

Custom made logos on t-shirts, glass etching, 3D printing student’s designs, CNC

Metal work

Metal art animal creations, welded items, sheet metal developments

Photography

Photo restoration, post cards, photo collages

Plastics

Photo frames, toys

Electronics

Arduino programing robots, electronic listening bugs or games

Jewellery

Rings,pendants,cuttlefishcastingbeltbucklesandbrooches

AssessmentPractical projects: 60%

Processes and Production Skills: 20%

Design work: 20%


Digital TechnologiesStudents will develop their programming knowledge with a focus on Game Development.

Through the study of Digital Technologies students will develop a global perspective as a developer of a digital product (a computer game). Students will devise their digital solution with focus on the developer and user interconnection and develop an understanding of how this can contribute to more successful digital outcomes.

ContentStudents will develop an understanding of the link between technologies development, values, beliefs and the environment, while using a STEM based approach to achieve a successful digital solution.

Through undertaking STEM based processes in a digital technologies setting, students develop design, computational and systems thinking; and organisational and project management skills.

AssessmentPractical Components:

File management

Data processing and data management using Microsoft Excel

Computational Thinking; development of logic, problem solving and creativity, presented through a range of scenarios including documentation reports and multimodal presentations

Object orientated programming (Game Maker)

Theory Components:

Computer Systems

Digital Issues Analysis

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DramaDrama develops skills in teamwork, creativity and problem solving. Students will explore performance skills in improvisation, play building and learn how to devise issue-based scenes. Students may explore the role, skills and techniques of a theatre designer in their creative presentations. Students will present their group performance to an audience as negotiated with their teacher.

Students will view a professional theatre performance to reflect upon, developing their skills of evaluation and analysis. This experience will inspire students in their own creative work and will develop their understanding of how the elements of drama are used most effectively.

Content Teamwork and problem solving

Improvisation and play building

Viewing performance

Creating a group performance for an audience

Technical theatre focus: costume

Assessment Reflective response to live theatre


Building multimodal presentation skills

Social justice advocacy

Issues-based group performance and reflection


Food TechnologyFood Technology is an elective course that develops students’ cookery skills and knowledge in kitchen operations. It is taught through theory, cooking demonstrations and weekly practical classes. By understanding the importance of home cooking as well as the connection food has to personal and community health the Food Technology course contributes to lifelong learning in these important aspects and to a holistic understanding of life. It provides opportunities to grow, cook and share food together, instilling life skills and a love for fresh seasonal produce.

ContentThrough undertaking this subject, students will learn:

Personal Hygiene and Safety in the Kitchen

Food Hygiene and Safety

Weighing and Measuring

Reading and Interpreting Recipes

Cooking Techniques and Methods

Nutrition and Sustainability

Native Australian Flavours

Impact of Migration on the Australian Cuisine

AssessmentPractical: 50%

Weekly Cooking Practicals

Theoretical Knowledge and Understanding: 50%

Safety, Hygiene, Weighing and Measuring Test

Fast Food Home Cooked Project

Native Australian Flavours Project

History of Australian Cuisine Project

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GeographyYear 9 Geography provides students an understanding of the role of our environment in producing the food and fibre we need and to consider the significance of the environmental challenges of increasing demand for these resources.

Students also investigate how we are connected to places through our choices of transport, information and communication technologies, activities and shopping. This course consists of 6 lessons per week for one semester.

ContentBiomes

Discover the characteristics of biomes and how they are changed by humans.

Tourism

Investigate how our holidays connect us to places and affect the environment.

What’s the Catch?

Investigate how sustainable our food production is.

Connected Worlds

Explore our connections to other places.

Mapping

Develop your mapping skills and how to present information.

AssessmentThis includes:

Fieldwork Report based on an excursion to Adelaide CBD

Group Presentation

Inquiry research task

Portfolio of classwork


Health EducationThis course focuses on supporting students to make decisions about their own health, safety and well-being.

It enables and empowers them to access and understand health information and to make health enhancing decisions.

ContentTopics could include:

Food and Nutrition

Mental Health and Well-being


Assessment Understanding and knowledge of practical and theoretical

components

Research assignments

Behaviour, application and participation levels

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Italian A and Italian B Students further develop communication skills in both Italian and English, enhancing their overall literacy. They improve their reflection skills and develop intercultural understanding by examining the role of language, culture and perspective in communication in a globalised world.

Students engage in analytical, critical, creative, and reflective thinking to help them to become effective and organised communicators and researchers.

Italian is used in classroom routines, written tasks and structured discussions. A combination of Italian and English is used to compare language and cultural systems, offer opinions, and reflect on learning.

ContentStudents listen to, view, read, and respond to a variety of texts. They use Italian to share experiences, describe events and justify opinions through correspondence, reflections, poems, and recounts. They compare and contrast views, synthesize information, connect ideas and explore different life experiences. They identify practices, values and beliefs and compare them with their own.

Topics include:

Self, others and national identity

Cultural celebrations

Italy’s impact on Adelaide’s Architecture & Cuisine

European & Australian Geography

Political History

Travel

Weather

Clothing & Fashion

Roman History

Medieval Italian sporting events

Assessment Communicating tasks: Listening, speaking, reading, writing

Understanding Language: grammar and vocabulary tests

Reflecting tasks (in English/Italian)

Year 9 Elective Subjects (Full Year)

Music Advanced A and Music Advanced BThis is a full year course for students who have had previous immersion in music, are learning to play a musical instrument and who have studied Music in Year 8 and are looking to further their Music studies in Year 10. Students involved in this course are strongly encouraged to be involved in the Music co-curricular program.

Content Pitch

Duration

Dynamics

Timbre

Tone

Expressive techniques

Music in culture/history (50s & 60s)

Arranging

Composition

Performance

Ensemble

Assessment Ensemble

Musicianship

Theory

Aural

Solo performance

Music history presentations

Return to index


Music ExperienceThis course is a semester course for students who may or may not have background in Music and wish to have an experience of Music in Year 9.

The course consists of ensemble experiences, theory and aural, Music Technology and historical content.

Students will explore the elements of music and creativity in the manipulation of all these elements.

Content Pitch

Duration

Dynamics

Timbre

Tone

Expressive techniques

Music in culture/history (50s & 60s)

Arranging

Composition

Performance

Ensemble

Assessment Ensemble

Musicianship

Theory

Aural

Solo performance (in consultation with the class teacher)

Music history presentations


Music TechnologyThis course is a one semester course aimed at students with some musical theory skills as well as a keen interest in working with computers.

Students will be predominantly working with the music software program Mixcraft 7 where they will be taught how to record, edit and manipulate audio files in a recording studio environment.

ContentSome content options may include:

Intro to Live Sound/The Studio setup

Microphones/The DAW

Equalisation/Basic editing skills

Operating live audio equipment 1 / Sound FX

Operating live audio equipment 2 / Sound FX, loops & samples

EQ, balance and depth

Sound design

Mixing music for vision

Music inspiration and creation

The ear and listening

Production analysis

Intro to Mixcraft and/or Protools

How sound works

Audio signal

Remixing

Using FX and Automation

Microphones

Mixing consoles

Basic recording demo

Mixing

PA systems

AssessmentAssessment will be based on the successful completion of formative and summative exercises using Music Recording Software programmes as well as practical exercises based around the recording studio environment.

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Visual Arts - Art/DesignThe Year 9 Art/Design elective has been created for students who have a particular interest in both Art and Design and wish to broaden their skills and appreciation of the role of the visual artist in society.

There is a strong emphasis on exposing students to a variety of arts practice and the processes associated with creating art and design works. Students will also be taught the use of appropriate visual language in the expression and analysis of their works and the work of others.

Students will be studying One Term of Art and One Term of Design.

ContentArt:

Methods and Materials

Painting

Drawing,

Printmaking

Collage

Sculpture

Mixed Media

Design:

Methods and Materials: rendering, stippling, watercolour illustration

Product Design: Packaging

Computer Graphics: corporate logo/branding/poster design

Environmental Design: Perspective/isometric drawings/design of a futuristic building

Fashion Design and Textile design

AssessmentMaking:

Methods and Materials exercises

Folio

Research

Idea generation

Experiments

Resolved Major Works

Responding:

Annotations/analysis

Evaluations/research

Return to index

Samples of Year 12 work

Documents

JUNIOR SECONDARY CURRICULUM HANDBOOK 2021 · Health and Physical Education 16 History 16 Italian 17 Mathematics 17 Religious Education 18 Science 18 Year 8 Elective Subjects Business,