ROCKHAMPTON STATE HIGH SCHOOL Junio… · Web viewStudents will be able to conduct investigations into separating mixtures using a variety of techniques and consider the importance

ROCKHAMPTON STATE HIGH SCHOOL

Respect Opportunity Challenge Knowledge Success

JuniorCurriculum

Guide

2020TRADITIONAL VALUES, FUTURE SUCCESS | INSPIRING THROUGH OPPORTUNITY | DEVELOPING

LEADERS

Rockhampton State High School – Junior Curriculum Handbook Page 2

Contents

INTRODUCTION...................................................................................4

Instructions to Guide You When Designing A Course of Study...............5

AGRICULTUAL SCIENCE DEPARTMENT..................................................5

BUSINESS & COMPUTING....................................................................8

BUSINESS & COMPUTING...................................................................10

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

HOME ECONOMICS SUBJECT OFFERINGS.............................................14

HEALTH AND PHYSICAL EDUCATION...................................................16

HUMANITIES.....................................................................................18

JAPANESE........................................................................................20

MANUAL ARTS SUBJECT OFFERINGS...................................................22

JUNIOR MATHEMATICS......................................................................24

SCIENCE...........................................................................................26

THE ARTS - Visual Art........................................................................28

PERFORMING ARTS – Drama & Dance.................................................30

PERFORMING ARTS – Music..................................................................................32


INTRODUCTIONAt Rockhampton State High School we aim to:

Provide a curriculum that is focussed on the identified needs, interests and concerns of students

Understand our students very well and employ teaching practices that challenge and extend students within a supportive environment

Ensure that our curriculum is responsive to local needs and circumstances by creatively using time, space and resources

Ensure that justice, care, respect and concern for the needs of others are reflected in the every-day practice of students, teachers and administrators

Promote and encourage parents/caregivers and community representatives to be productively involved in the school

Provide experienced teachers and support staff who are supported by high quality facilities, technology and equipment

Meet the requirements of the Australian Curriculum

Designing Your Course of Study

Students at Rockhampton State High School undertake a course of study using the Australian Curriculum.

Subjects for Year 9 and 10 include:

EnglishMathsHistoryGeographyScienceHealth and Physical EducationCreative SportsSpecialist SportJapaneseArtMusicDramaComputer EducationBusiness StudiesLegal StudiesHome EconomicsGraphicsManual ArtsAgricultural Science

Some additional considerations…

It is important to be aware of the recommendations and prerequisites for senior subjects. Following the instructions (as set out on the following pages) will assist.

When making selections, students are encouraged to choose subjects they ENJOY and DO WELL in. Keep in mind:

school requirements possible career needs level of ability and readiness the level of difficulty of the unit unit recommendations

All units are offered subject to the availability of staff, resources and student interest.


Instructions to Guide You When Designing A Course of Study

There are several instructions that must be followed when doing this course selection to ensure that each student undertakes the expected “balanced” and “broad” curriculum across each of the eight KLAs.

Students must carefully read the instructions on the subject selection form and return it signed by a parent/guardian by the due date.

In Year 9 students will study English, Maths and Science all year. They will study HPE in Semester 1 and History in Semester 2. They will choose two (2) electives to study for the WHOLE year

In Year 10 students will study English, Maths and Science all year. They will study History in Semester 1 and HPE in Semester 2. They will choose two (2) electives to study for the WHOLE year.

Students must follow the recommended pathways outlined in this subject selection book. It is important to think about Senior School subjects.

It is important that students select subjects according to their INTERESTS, ABILITIES and CAREER NEEDS

Do not select or avoid units simply because:

one person says that they are bad or good your friends are not taking the unit you think that it may be easy or difficult you think you know the teacher that will be taking it and you dislike them

.


AGRICULTUAL SCIENCE DEPARTMENT

SUBJECT OFFERINGSThese courses provide subject offerings for the student to achieve a range of science and technology outcomes through an agricultural perspective, whilst allowing them to be part of a dynamic living farm environment. Students will participate in the growing and raising of livestock and crops, using scientific & technical principles. Agriculture suited to the student who wishes to be involved in research through practical activities. The following unit outlines give a brief description of each topic.

AGS07 Introduction to AgricultureA general study of the environment including plants and animals used in Agriculture, more specifically, hydroponics, chicken and cattle and using sustainable practices in small-scale farming. Students will complete an assessment item on sustainable practices in the farming industry.

AGS09 Year 9 Semester 1: Plant Anatomy and Physiology; Anatomy and Physiology of Beef Cattle

Semester 2: Dairy Cattle; Sheep and Goats; Plant Markets

AGS10 Year 10 Semester 1: Pastures and Soils; Technology and Sustainability

Semester 2: Pigs; Poultry and Horses; Agribusiness

Assessment: Practical work, assignments, written & oral tests

Course Materials: Exercise book, biros, normal stationary

Special Requirements: Hat, closed in shoes, up to date immunizations (Q fever/tetanus).


Agricultural Pathways


Senior Cert 2 Bio Scien

Year 10 Semesters 1 & 2

AGS10

Year 9 Semester 1

AGS901

Year 7 AGS08

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BUSINESS & COMPUTINGKLA: Technology – Digital Technologies - Computing

CEDO7 Serious Games

Compulsory: In this fabulous subject, students have fun whilst learning about programming through the development of educational games. It highlights the importance and purpose of Digital Technologies. Students work beyond Scratch and apply Python as their main language.

CED08 Robotics

Compulsory: Students will focus on robotics. They will investigate applications and create programming to solve problems. Within an interesting context of an imaginary IT business called D.A.T.A. - Digital Analysis Troubleshooting Agency, students will develop knowledge and skills to create innovative digital solutions with drones and robots.

CED09 There’s an App for That!

Students design and create an app to use with digital devices eg weather app or game with Python. Excellent subject for all students including those doing STEM. Projects based on a selection from:o augmented and virtual reality (VT)o data driven innovation & solving problems with programmingo animation of objects and cartoons including photo editing, advertisements.o Aust’n Standard: develop 30+ wpm for efficiency.o MSITA (Microsoft Imagine Academy) international accreditation for a module.o multi-media – webpages, presentations, word processing, spreadsheets, databases, links.

CED10 Introduction to Morpheus Project

Manage and secure a digital system (eg messaging app) with encryption and decryption; evaluate user experiences, algorithms and potential for innovation & enterprise. A selection of projects from:o Robotics & STEM activitieso social media o movie making/animation: TV ads, short stories, quizzes, storyboarding, Flash. o digital communication: Microsoft Office & keyboarding 40+ wpm for the workplace.o MSITA (Microsoft Imagine Academy) - international accreditation for a module. o Leads into Senior Business and ICJ.

COP10 Programming and Digital Solutions

Programming concepts, coding & debugging and an introduction to Senior Digital Solutions (DIS). Variety of programming languages e.g. HTML/CSS, Python, VisualBasic. iPads to program drones and robots. “Design, make & appraise” process is used to create programs. Investigate careers and complementary specialty areas eg Systems Analyst

(programming and Accounting or Engineering or Science.


Computer (DiT & IT) Pathway


Year 10 – Sem 1 & 2

Year 9 − Sem 1 & 2

Senior Subjects

Year 8 − 1 Term

CED08Digital

Technologies


BUSINESS & COMPUTINGKLA: Technology – Business & Economics, Legal

ECB07 (Economics and Business) Individuals and business success in the marketo consumers and producers in the marketo financial planning

o entrepreneurial behaviour o types of work and other income

CIC07 (Civics and Citizenship) Australia's legal and political systems in a diverse societyo Australia's democratic government o the Constitution

o justice & individual's rights to justiceo Australia’s diverse & cohesive society

ECB08 (Economic and Business) Business opportunities in the Australian marketo markets & governmento rights and responsibilities

o the future ways people may worko opportunities in the market

CIC08 (Civics & Citizenship) Influences that shape citizenship within Australia's democracyo responsibilities & freedoms o how laws are made

o national identityo active and informed citizenship

BST09 Business Studies

Learn to manage financial responsibilities, risks and rewards: buying and selling, earning, budgeting, transactions (eg mobile phones), rights, social media, clubs, not-for-profit. Shark Tank pitch (business idea) and conduct a business or shop.o Real-life success stories of teenagers. Case studies and investigations.

Our participation in the global economy. Anyone can participate – even you.o creating a competitive advantage o enterprising behaviour and innovation

o anyone can participate - possibilities o exports benefit the local community

BST10 Business Studies

Major consumer decisions and business productivityo enterprising behaviours and capabilities, major decisions and their consequences.o Real-world problems eg the rise of Asia; the ageing population and demand for health & social

services; rapidly advancing technology; shift to a clean energy economy. Economic performance and our standard of livingo different economies; solve a business problem.

Small business: records, computer packages (MYOB, Reckon), reconciliation, profits.Business Expo/Fair and Shark Tank pitch: analyse business concepts & skills.o online activities and analysis of real-world cases. Leads to Senior Accounting, Business and/or Certificate 11 in Business and provides opportunities to develop skills that directly lead to employment / job.

LST10 Legal Eagles

Explore our legal system including various types of law, how our law courts work, careers in the legal system and how disputes are resolved when conflict arises between citizens. o Analyse case studies & recent news events to understand how the law applies to

everyday scenarios. o Guest speakers and an excursion to the Court House.o This subject not only gives students useful legal knowledge and skills but is an excellent

introduction to Senior Legal Studies.


Business Education Pathway

ENGLISHYears 7 & 8

Year 10 – Sem 1 & 2

Year 9 − Sem 1 & 2

Senior Subjects

Accounting, BUSINESS,

Year 7/8

Economics & Business

and


In Years 7 and 8, students communicate with peers, teachers and other individuals. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.

Receptive modes (listening, reading and viewing)By the end of Year 7 - students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Receptive modes (listening, reading and viewing)By the end of Year 8 - students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.

Productive modes (speaking, writing and creating)Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Years 9 & 10In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media, and the differences between media texts. Students create a range of imaginative, informative and persuasive types of texts including narratives, performances, reports, discussions, literary analyses and reviews.

Receptive modes (listening, reading and viewing)By the end of Year 9 - students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.


Productive modes (speaking, writing and creating)Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Receptive modes (listening, reading and viewing)By the end of Year 10 - students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.

Productive modes (speaking, writing and creating)Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

English Pathway

HOME ECONOMICS SUBJECT OFFERINGSThese courses provide a Technology subject offering for the student to achieve a range of technology outcomes through a Home Economics perspective. Students will learn to transfer theoretical knowledge to practical activities across a range of projects.


Year 9 –

Year 8 –

Year 7 –

Year 10 –

Year 11 & 12

Year 11 & 12


Students will participate in the planning & preparation of food dishes as well as learn the theoretical ideas behind food and culture, the role of advertising and marketing and sustainable food production practices. Health and safety are key issues addressed in the food preparation arena, as well as healthy lifestyles.

The following unit outlines give a brief synopsis of the course of study for each year level.

HEC08 HOME ECONOMICS – Year 8 Ten week unitINTRODUCTION TO HOME ECONOMICSDuring the ten week unit students gain experience in food technology; food & personal hygiene, food safety, nutritional requirements based on the ‘Australian Guide to Healthy Eating’ & basic cooking skills. Students cook/prepare a variety of food each week including: Fruit Salad, Fruit Crumble, Macaroni Bake, Pizza, Tex Mex Casserole, Muesli Slice, Chocolate Slice and Chocolate chip biscuits.

Assessment: Practical work (cooking), project & written report, written exam.

No levy associated with Year 8 ten-week course of study

HEC09 HOME ECONOMICS – Year 9 Semester 1 & 2Semester 1: Unit 1 - ‘Snacking for life’ & Unit 2 – ‘Meals for life’We eat every day and in Australia we have a wide range of food available to us, yet due to changes in the family unit and the stresses of limited time available, many families rely on ‘fast foods’. In these units, students explore the relationship between their food choices and the impact it has on their health. Students demonstrate their knowledge and understanding of food and personal hygiene, food safety, nutritional requirements based on the ‘Australian Guide to Healthy Eating’ and basic cooking skills in a variety of learning experiences.

Meals prepared this term include: microwave meals and healthy quick snacks.

$25 semester levy paid at the start of semester 1 to cover consumable costs

Semester 2: Unit 3 – ‘Nutrients’ & Unit 4 ‘Diet-related illnesses’During this semester students learn about the importance of nutrients and develop an understanding of how nutrition and lifestyle choices can impact their health. They examine diet related illnesses/diseases including diabetes, heart disease, cancer, bulimia/anorexia and obesity. Students demonstrate their knowledge and understanding of food and personal hygiene, food safety, nutritional requirements based on the ‘Australian Guide to Healthy Eating’ and basic cooking skills in a variety of learning experiences.Meals prepared this term include: low fat, low salt, high calcium, low gluten, gluten free, low sugar & low fat recipes.


Year 9 Assessment techniques: Practical work (cooking), written (research) and multimodal assessment & written exams.

HEC10 HOME ECONOMICS Year 10 Semester 1 & 2Semester 1: Unit 1 – ‘Food & celebrations’ & Unit 2 – ‘Food wrapped up’Unit one explores the history of Australian food trends – eating habits and patterns and the factors affecting food choices. Students will examine historical and current food trends and explore factors that influence their appeal and acceptability. Multiculturalism influences many people’s food habits and patterns in today’s society. Unit two explores a variety of cultures and the food and food preparation techniques that are now used in our society. Students will plan, prepare and present safe, appealing food that reflects contemporary food trends.


Semester 2: Unit 3 – ‘Taste the world’ & Unit 4 – ‘Food futures’Unit three develops students’ awareness of the diversity of food from around the globe. They learn about the characteristics and properties of foods within studied cultures and can explain how food choices are limited by resources, culture and geography. Unit four aims to better equip students to


think critically about the appropriateness of their own decisions and actions and to value a sense of responsibility, care and compassion for self and others, respect and integrity of decision making. Students explore the environmental costs and benefits of a range of practices related to food production, packaging, distribution and preparation. Students will plan and prepare safe food, demonstrating appropriate food handling and presentation skills in term three.


Year 10 Assessment techniques: Practical work (cooking), written (research) and multimodal assessment and written exams.

JUNIOR SCHOOL REQUIREMENTS FOR EACH SUBJECT:

Course Materials: ‘Normal’ stationery, subject-specific exercise book, A4 display folder.

Special Requirements: Black closed-in footwear (vinyl/leather), hair must be tied back or short style & container for food.

Home Economics Pathway


HEC09 Semesters 1 &

HEC10 Year 10 Semesters 1 & 2

HEC08 Ten week unit

HPJ: Year 11 & 12

ECJ: Year 11 & 12

HPJ, Cert II

VHP: Year 11 & 12


HEALTH AND PHYSICAL EDUCATIONStudents who study Health and Physical Education are provided opportunities to develop as active and informed citizens who are aware of health priorities, are capable of planning and managing their own health and patterns of physical activity and who can communicate and interact with others to achieve positive health outcomes for themselves and others.

HPE 08 - Health and PE This mandated unit provides students’ opportunities to develop as active participants to move towards managing their own health and physical activity patterns. Students will be involved in learning activities, which develop knowledge, processes, skills and attitudes necessary for making informed decisions about:

Promoting their own health and that of others Developing concepts and skills required for participation in a range of physical

activities Enhancing personal development Developing knowledge, understanding and skills to manage their own physical fitness

and physical activity priorities

HPE 09 - Health and PE This mandated unit investigates the development of personal health and the health of young people in general and then on specific issues, causes and solutions–it particularly focuses on positive behaviours as a means of promoting health and wellness. The concept of active participation in a wide range of recreational activities and how to build this into personal lifestyle is a major focus in this unit.

CSP 091 – Creative SportThe main emphasis of this elective unit is for the learner to gain experience in a variety of Creative and Performance Sports. Concepts such as the underlying characteristics of physical activities and the effects of training and practice will be applied to personal and team performance across a variety of sporting categories. Success in Yr. 8 Health and Physical Education (A/B grade) is required if choosing this unit.

HPE 10 –Health and PE This mandated unit explores the importance of physical activity in a healthy lifestyle. Recent National campaigns have highlighted the need for regular planned physical activity and this unit provides students with the opportunity to take responsibility for their own physical activity patterns and choices. Students will participate in a wide range of physical activity to provide a context from which these plans can be applied and strategies evaluated.

SSP 10 – Specialist Sport and Performance This year long elective unit explores Physical Education concepts in more depth. It links with and introduces students to the Senior School subject offerings in this subject area. It asks students to take on different roles; the role of performer, advisor and investigator to improve personal performance through the use of skill acquisition, sports psychology, sociology and exercise science concepts. Students will be invited to study this subject based on previous success in the subject. It is designed for those students who may wish to continue through the senior school in this subject area.


Health & Physical Education Pathway

HUMANITIES


Year 10 – Sem 1 & 2

SSP 10 Specialist Sport &

Year 9 – Sem 1 & 2

HPE 09 Health and PE

Senior Subjects – 2 year course

Senior Health

Year 8 – Sem 1 or 2


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History, Geography, Economics and business, and Civics and citizenship are mandatory Humanities subjects in the Australian Curriculum for year 7 and 8 students. The commonality shared across these stands of humanities is the process of inquiry into the past, present and future to develop students’ curiosity and imagination. The aim of these subjects is to increase students’ understanding of themselves and others, including their capacity and willingness to be informed and active citizens. Assessment in the Social Science subjects will include a mix of portfolio tasks, response to stimulus exams, research assignments and oral presentations.

YEAR 7Economics and business Students develop an understanding of how the market system operates in Australia and why people work and derive and income.

Civics and Citizenship Students develop knowledge and understanding of Australia’s political and legal systems.

History -The Ancient World The Year 7 curriculum 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). 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 and Egypt.

Geography- Water, Place and liveability Water is investigated as an example of a renewable environmental resource. The unit explores the many uses of water and the way it connects places as it moves through the environment. Place and liveability examines the factors that places provide us, such as services and facilities. Students should gain the ability to evaluate the liveability of their own place.

YEAR 8History-The Ancient to the Modern World The Year 8 curriculum 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. Students study the development of Medieval Europe and Shogunate Japan in these units.

Geography Landforms, landscapes and changing nations Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. Changing nations investigates the changing human geography of countries, as revealed by shifts in population distribution. The unit explores the process of urbanisation and draws on a study of a megacity. Economics and business Students continue to develop an understanding of how the market system operates in Australia and why people work and derive and income. They will also focus on financial literacy and the business environment.

Civics and Citizenship Students continue to develop knowledge and understanding of Australia’s political and legal systems with a focus on democracy and diversity.

YEAR 9 History Semester 2 (Mandated) - The Making of the Modern World The Year 9 History unit provides a study of the history of the making of the modern world from 1750 to 1918. Students’ will study the changes and continuities in the Industrial Revolution to understand a variety of perspectives and develop empathy for the experiences of those in the past. In studying World War One, students will focus on understand the cause and effects of World War one to discuss the significance of events.

Geography Semester 1 Elective (when offered)- Biomes and food security, and Geographies of interconnections Biomes and food security focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges of and constraints on expanding food production in the future. Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them.

YEAR 10 History Semester 1 (Mandated) - The Modern World and Australia The year 10 course of study provides a study of the history of the modern world and Australia from 1918 to the present with an emphasis on Australia in its global context. This study explore Australia’s experience of World War Two and the fight for Rights and Freedoms by marginalised people in Australia.

Geography All year Elective (when offered) - Environmental change and management, and Geographies of human wellbeing Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human–environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change. Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing.


Humanities Pathway [Prerequisite for studying Senior Ancient History – Passing result in Junior History]

JAPANESE


Year 8 Mandated-All year

Whole Yea

Year 9 Semester 1

COASTAL LANDSCAPE

HISTORY

[History –

GEOGRAPHY[Geography –

SENIOR ANCIENT

SEME

Year 7 Mandated-All year

HISTORY [History –


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The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages. In the Languages learning area the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts. This process involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning experiences. It is not a ‘one plus one’ relationship between two languages and cultures, where each language and culture stay separate and self-contained. Comparison and referencing between (at least) two languages and cultures build understanding of how languages ‘work’, how they relate to each other and how language and culture shape and reflect experience; that is, the experience of language using and language learning. The experience of being in two worlds at once involves noticing, questioning and developing awareness of how language and culture shape identity.

Senior school recommendations

The senior suite of subjects at Rockhampton State High School offers students an opportunity to continue their studies in Japanese as a General Subject. To allow student success in this subject, students must have studied Japanese in the junior school for at least years 9 and 10 to develop their understanding of basic Kanji that is foundational to studying senior Japanese.

Year 9 Japanese Semester 1JAP091 – In this unit, Students use language to communicate ideas relating to immigration, as well as exploring the ways in which people communicate about youth-related social issues in Japan and Australia. Students will be assessed in listening, reading, writing and speaking in this unit. Success in Year 8 is required.

Year 9 Japanese Semester 2JAP092 – In this unit, students explore the concept of generation and generational difference in Japan and Australia, as well as exploring their connections with the wider global community including links with Japanese culture. Students will be assessed in speaking, analysing and reflecting.

Year 10 Semester 1JAP101 – In this unit, students use language to communicate within the context of advertising, as well developing an understanding of how language and culture influence their hopes, dreams and aspirations in the context of teenage life. Students will be assessed in reading, writing and speaking. Success in Year 9 is required.

Year 10 Semester 2JAP102 – In this unit, students explore language and cultural values relating to animal conservation in Japan and Australia, as well as exploring the concept of representation within the context of youth cultures. Students will be assessed in Speaking throughout this unit.

Course Materials: Grid exercise book, lined exercise book, writing equipment and ruler.


JAPANESE PATHWAY


Year 10 – Semester 1

Year 9 – Semester 1

Senior Japanese

Year 7 & 8 Japanese


MANUAL ARTS SUBJECT OFFERINGSThe subjects offered provide a course for students to design and develop a range of plastic, timber and metal products using a range of workshop tools. Students learn workplace health & safety procedures, perform fundamental measurement, estimation and calculation skills, as well as apply technology and combine physical and sensory skills to use tools and workshop machinery. It is highly recommended that students wishing to do Senior Graphics follow a Graphics pathway all the way through Years 9 &10.

ALL STUDENTS REQUIRE CLOSED IN SHOES & SAFETY GLASSES . YEAR 10 STUDENTS REQUIRE STEEL CAPPED BOOTS & SUITABLE WORK STYLE CLOTHING/OVERALLS FOR THE ENGINEERING COURSE

Assessment: Practical work, assignments, written & oral testsCourse Materials: HB Pencil MAN08: Year 8 Introduction to Manual ArtsA basic introduction to woodwork and plastics introducing the ideas of design, planning, graphics, construction and evaluation with students producing a ball bearing game that combines graphics, 3D printing, acrylic and wood work. MAN09: Manual Arts Students produce a range of jobs focusing on home entertaining eg Sandwich Tray (WW), Cake Spatula (PL), CO2 Powered Racing Car with carry box. Other jobs include Cake Slice (PL), Barbie-mate (MW) MAN10: MANUAL ARTS ($20/semester levy)Students will produce a range of jobs focusing on items such as camping Stool, Cutting Board, Aluminium Tool Box, along with Engineering, learning to weld with Arc, Mig and Oxy-acetylene as well as engineering with lathes, guillotine and pan brake. STUDENTS ALSO REQUIRE STEEL CAP BOOTS, EAR MUFFS/PLUGS & OVERALLS OR LONG COTTON DRILL SHIRT AND TROUSERS.

Graphics

This course develops skills in interpreting, generating and creating graphical communication. Students experience a journey from planning to production in simulated real-world contexts. Students study Contextual Units in Production Graphics and Business Graphics and Built Environment.Production Graphics refers to the graphical representation of products (manufactured 3D objects). In this context students plan and prepare sketches, 2D working drawings, produce 3D models and high quality 3D renders and animations that communicate details of products to professional, trade and consumer audiences. With the Business Graphics unit, students experience the variety of graphic communication used within business, such as corporate image, logos, packaging, stationery, advertising, concept mapping, ideation sketches and other specialist drawings. Built environment refers to the indoor and outdoor space that has been structurally changed by human action. Through this context, students experience the range of graphical communication used within the built environment industry, such as internal, external, sectioned 3D views, bubble diagrams, preliminary sketches, concept diagrams, sketch plans, working drawings, detailed sections, engineering and other specialist drawings.

It is highly desired that students intending to study Graphics plan for a sequential 4 semester study plan of GRAPHICS subjects. It is a difficult subject to be picked up mid-way throughout year 9 or 10.

GRA091: Introductory GraphicsA basic Introduction to Graphics and AutoCAD. Students work primarily in the Production Graphics context. Students undertake basic 2D drawings, 3D Modelling and High-quality 3D rendering of real-life products. Review and analyse existing products, design products and produce folios of drawings related to these GRA092: GraphicsStudents work primarily in Production Graphics and Business Graphics contexts. Using AutoCAD, students produce 2D drawings, 3D Models, 3D Renders and animations related to Production Graphics. Students review and analyse logos, corporate imagery and packaging, and produce folios of drawings related to these.GRA101: Graphics Students work in 3 all contextual units: Production Graphics, Business Graphics and Built Environment. Continue AutoCAD work in Production Graphics. Introduction to REVIT software used in production of


architectural drawings. Production of folio of drawings related to Built Environment. Continuation of studies in Business Graphics unit.

Assessment: Class work folios, assignments, tests.

Course Materials: Stationary (ruler, pencils etc.), A4 display folder, USB thumb drive

Special Requirements: it is strongly recommended that students have access to a home computer or school laptop with AutoCAD/REVIT capability for homework purposes.

Manual Arts Pathways


IndustSenior Cert. 2

GRA09

MAN10*: Year 10 Semesters

1 & 2

MAN09Year 9

GRA101

Semes

MAN08*Introducto


JUNIOR MATHEMATICSRockhampton State High School uses the Australian Curriculum to consolidate and develop the mathematics knowledge and skills of our students. The Australian Curriculum provides students with essential skills and knowledge in Number and Algebra, Measurement and Geometry and Statistics and Probability. Each year of high school builds on the concepts previously mastered and develops increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. Students will be able to respond to familiar and unfamiliar situations by recognising the mathematical concepts in a situation and applying mathematical strategies to make informed decisions and solve problems efficiently. The following information is taken from the Achievement Standard of the Australian Curriculum and outlines the skills that students need to perform at a satisfactory standard for that year level.

Year 7 Maths

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

Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots. (Queensland Government, 2017)

Year 8 Maths

By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They recognise index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data.Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine complementary events and calculate the sum of probabilities. (Queensland Government, 2017)Year 9 Maths

By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data in primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots. (Queensland Government, 2017)Year 10 Maths


By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports.

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges. (Queensland Government, 2017)10A (Extension maths)Students in 10A cover the content of year 10 maths (as outlined above) and also perform operations with surds, apply Pythagoras’ theorem & trigonometry to three dimensional problems, establish & apply the sine & cosine rules & solve related problems, define & graph trigonometric functions & solve simple trigonometric equations. They evaluate media statements and statistical reports. They expand and factorise non-monic quadratics, solve quadratic equations and connect functions and their transformations. Students compare data sets using standard deviation and make predictions using a line of best fit. Measurement calculations will be extended to include pyramids, cones and spheres. Students will make connections between logarithmic and exponential expressions and apply logarithmic laws to simplify expressions and solve financial problems. (Queensland Government, 2017)

Requirements2 x 96 page notebooksScientific calculator (TI-30XB recommended)

Junior Mathematics Pathway


Year 10 –

Year 9 – Sem

Year 8 - Sem

Year 7 – Sem 1

Senior Mathematics


SCIENCEStudents who study Science will become scientifically literate citizens who have an understanding of their own physiology and development, the world around them, issues that affect them and the impact of human activity on the environment. By applying scientific concepts they will be able to explain why things happen in the biological and physical world. Throughout the course students will develop problem-solving and decision-making strategies and the ability to think and work scientifically to conduct scientific investigations.

The Junior Science program is based on the Australian Science Curriculum and focuses on Biological, Chemical, Earth and Space, and, Physical Sciences, Science as a Human Endeavour and Science Inquiry Skills.

YEAR 7 SCIENCE (SCI071 & SCI072)

Students will be able to conduct investigations into separating mixtures using a variety of techniques and consider the importance of water and the water cycle. They will consider the impact of humans on natural water processes, conduct a home water audit to calculate their water footprint and examine the use of filtration systems in water treatment and recycling processes. Develop an understanding of forces, friction and the motion of moving objects and simple machines. They will investigate the Sun, Earth and moon and other phenomena such as tides, moon phases and the seasons. The impact of seasons on animals, plants and human endeavours will be investigated and data about weather and climate will be examined. They will construct and use dichotomous keys to identify and classify organisms, explore food chains and webs and the impact of humans on marine ecosystems.

YEAR 8 SCIENCE (SCI081 & SCI082)

Students will be able to describe the structure and functions of cells, use classification systems to classify materials, organisms and rocks. Describe the role of energy and matter in ecosystems, interrelationships between organisms and explain the influence of people on ecosystems over time. Explain the relationships between energy, forces and movement and use models to explain the physical and chemical properties of everyday materials. Describe the formation of rocks and how it can be used as evidence of changes to the earth and environment. They will formulate scientific questions to be investigated, make predictions based on their knowledge and conduct investigations using some specialist equipment. They will also identify a range of science related careers involved in the study and use of Earths’ physical and biological resources.

YEAR 9 SCIENCE (SCI091 & SCI 092) Students will be able to formulate scientific questions, independently plan investigations, collect data, reach meaningful conclusions and communicate their findings and ideas clearly, using scientific evidence and language. Describe the structure of atoms, compare a range of energy sources and explain how the properties of energy (chemical, electrical, heat and light) are related to their use. Explain the regulation and interactions of body systems and describe the effects of disease. Appreciate the interdependence between the Earth’s natural systems (e.g. carbon and nitrogen cycles) and predict how natural events and human activity can affect them. They will also appreciate the impact of science and technology (e.g. medical treatment, energy resources and environmental rehabilitation) and careers related to these applications.

YEAR 10 SCIENCE (SCI101 and SCI102)

Students will be able to formulate valid hypotheses, design and conduct investigations and analyse data to form conclusions consistent with scientific theories. Communicate ideas using scientific language and develop arguments about science-related issues. Use scientific theories and models to explain evolution and the properties of elements including the function of DNA, enzymes, elements at a molecular and atomic level. Describe the central role of energy and energy transfer in a range of situations (the Universe, geological activity, chemical reactions) and relationships between forces and motion. They will evaluate how advances in science and technology have impacted on society and the environment and use scientific knowledge to critique contemporary issues (e.g. genetic engineering, biodiversity and sustainability).

Assessment. Exams, presentations, research projects, excursions, practical reports and practical exams

Course Materials. Exercise book, writing equipment, scientific calculator, ruler


Science Pathway


Year 10 – Sem 1 & 2

Year 9 – Sem 1 & 2

Year 8 - Sem 1 & 2

Year 7 – Sem 1 & 2

Senior Subjects Biology, Chemistry, Physics, Science in


THE ARTS - Visual Art

Year 8 ART: The Visual Elements

Visual Art involves manipulating visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering specific audiences and specific purposes, through images and objects.

Through this unit, ‘The Visual Elements’ students will study the seven elements of art: line, colour, texture, shape, form, space and tone, as well as some principles of art. Students will also study various interesting artists and art styles/periods. Students will investigate various art materials and learn new techniques gaining application skills through Making tasks. In addition students will acquire the ability to describe, analyse, interpret and judge artworks in completing Appraising assessment. Students should use this subject to ascertain their interest and skill level to continue studying art through their junior schooling. Students will complete one Making and one Responding task as part of this unit

ART 091: Art of the 20th and 21st CenturiesStudents will gain an understanding of modern art movements, styles, media and practices. Artists will be chosen to expose students to a variety of media areas and students will be inspired by the styles and techniques of these artists in their Making work. Students will complete two Making and one Responding task as part of this unit.

ART 092: Australian Art

Students will engage in the study of a variety of historic and/or contemporary Australian art styles, periods, artists and artworks, including Indigenous Australian art. Pottery, papier mache, drawing and painting are just a few of the mediums used to produce artwork to complete Making tasks within this unit. Students will complete two Making and one Responding task as part of this unit.

ART 101: The Art of The Illusory

In this unit, students study the work of the surrealists and the more contemporary art of the illusory. Students will use a variety of two-dimensional media such as drawing, painting, collage and digital imaging. Students will complete two Making and two Responding tasks over the course of this unit.

ART 102: The Art of The EverydayIn this unit students will focus on the art that surrounds us every day - illustration and ceramics. Artists who illustrate stories from the past and the present will be studied, along with sculptors and potters. Students will complete two Making and two Responding tasks as part of this unit.

AssessmentIn all art classes, assessment of outcomes will occur throughout the unit, and include Making and Responding tasks.

Pre-requisitesStudents must complete a full year of study in art in either Year 9 or Year 10 (or both) and have achieved at least a SOUND in ART in order to participate in the senior Visual Art course of study. Students should also have achieved at least a SOUND in English and have a keen interest in Visual art.


Visual Arts Pathway


Year 10 Art

ART101 & ART102

Year 9 Art

ART091 & ART092

VISUAL ART

(General

8 ART

VISUAL ARTS IN PRACTI


THE ARTS- Drama DRA 071: ‘THIS IS AUSTRALIA’ Compulsory term unit of study

In this unit, students will make, perform and respond to drama by exploring Australian realism, comedy and indigenous theatre texts through a range of dramatic conventions, elements, performances and spaces. Students will have the opportunity to not only perform on stage, but to explore all facets of technical theatre and all that goes into making a staged production such as: scenery, lighting, props, costuming and sound.

DRA 091: ‘LET’S GET PHYSICAL’

In this unit, students will be introduced to the world of drama by studying various styles such as comedy, clowning, street theatre, physical theatre and Australian drama. Students will have the opportunity to make and respond in a variety of styles as well as present their work at various community events.

DRA 092: ‘THE DARK SIDE OF AUSTRALIAN THEATRE’

In this unit, students will be introduced to the dark side of Australian Theatre. They will have the opportunity to study various styles of theatre such as Australian gothic and magical realism. Students will have the opportunity to devise, view and respond to various live performances as well direct their own project-led performance. This unit culminates in a student-devised performance.

DRA 101: ‘THEATRE IS EPIC’

It is highly recommended that students select this year of study if pursuing thus subject into senior.The unit involves students making and responding to drama by exploring contemporary Australian drama as well as indigenous, epic, political and documentary theatre forms. Students will experiment with reshaping and recreating performances whilst utilising technical theatre technologies. Students will also develop and take on different roles, such as actor, director, playwright, technical theatre practitioner, ensemble member and characters for given circumstances and performances. The unit will culminate with a scripted performance to be presented in front of a live audience.

DRA 102: ‘WORLD THEATRE; FROM PAGE TO STAGE’

In this unit, students make and respond to drama as part of Queensland Theatre’s Scene Project. Students will perform devised and scripted drama in different forms, styles and performance spaces, collaborating with various theatre companies and industry professionals to plan, direct, produce and refine performances. This unit will culminate in a student devised performance to be presented at a professional theatre and showcased in front of a live audience.

PRE- REQUISITES

It is recommended that students study AT LEAST one year of drama before Senior Drama study. Students should also have achieved at least a SOUND in English or have a keen interest in Performing Arts.


Drama Pathway


DRAMA (General)

Year 10 DRAMA

DRA101 &

Year 9 DRAMA

DRA091 &

YEAR 7 DRAMA

‘Sweet

DANCE IN PRACTICE

(Applied)


THE ARTS – Music Year 8 Music: ‘BACH TO BASICS’ COMPULSORY UNIT OF STUDY

By the end of Year 8, students will identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They will evaluate musical choices they and others have from different cultures, times and places make to communicate meaning as performers and composers.Students will manipulate the elements of music and stylistic conventions to compose music. They will interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They will use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.

MUS091: ‘WORLD MUSIC’It is highly recommended that students select this unit of study if pursuing this subject into senior.

Through this unit students will draw on music from a range of cultures, times and locations. They will explore the music and influences of Aboriginal and Torres Strait Islander peoples, and those of the Asia region. Students learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies. As they explore music forms, students learn that over time there has been further development of different traditional and contemporary styles. Students will reflect on the development of traditional and contemporary styles of music and how musicians can be identified through the style of their music through performing, composing and musicology tasks.

MUS092: ‘FOCUS ON FILM’

Through this unit, ‘FOCUS ON FILM’, students will explore the elements of music such as Form, Texture, Harmony, Metre, Tempo, Melody and Rhythm, and discover how these elements are used to create music for film. Through the course of study, students will create and present musical works for a variety of film scenes. The unit will culminate in students reflecting and responding to the purposes of music in film through composing, performing and analysing tasks.

MUS101: ‘MUSICAL MAESTROS’It is highly recommended that students select this year of study if pursuing this subject into senior. Through this unit ‘Musical Maestros’, students will take an in depth look at the great musicians and composers who have greatly influenced and helped to shape the development of Western Music. This unit studies music from medieval to 20th century music following a timeline of music. Students will acquire an appreciation of a wide range of instrumental and vocal music in a variety of styles and genres, experiencing the techniques of performing and composing, and developing aural and analysis skills.

MUS102: ‘ANOTHER OPENING, ANOTHER SHOW’Through this unit students will explore the elements of music and how Jazz has influenced and manipulated these elements of music to create its own genre. Students will create and present their own musical works. The unit will culminate in students reflecting and responding to various types of Jazz while comparing and contrasting these styles. Students will create and present musical works in a variety of musical theatre styles. The unit will culminate in students reflecting and responding to traditional and contemporary styles of musical theatre through composing, performing and musicology tasks.

PRE - REQUISITESIt is recommended that students study AT LEAST one year of music before Senior Music study. Students should also have achieved at least a SOUND in English and be competent on a musical instrument (the voice is an instrument). Students should also have a keen interest of music in a variety of styles and genres.


Music Pathway


MUSIC(General)

8 MUSIC

“Bach to

Year 9 MUSIC

MUS091 &

Year 10 MUSIC

MUS091 &


Documents

ROCKHAMPTON STATE HIGH SCHOOL Junio… · Web viewStudents will be able to conduct investigations into separating mixtures using a variety of techniques and consider the importance