Toodyay DHS School Curriculum - Year 8&9

TOODYAY DISTRICT HIGH SCHOOL Curriculum Handbook

Year 8 and 9 2012

Welcome from

the principal The Year 8 and 9 curriculum at Toodyay District High School is very important for our students because blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah………

Principal

Contents

Welcome from the Principal 1

Curriculum Framework 2

Overarching Learning Outcomes 2

Curriculum Information 2

Curriculum Structure 2

Cultural Projects 3

Assessment 3

Reporting 3

The Arts 4

English 5 - 6

Health And Physical Education 7 - 8

Mathematics 9 - 10

Science 11 - 12

Society And Environment 13 - 14

Technology And Enterprise 15 - 16

TOODYAY DISTRICT HIGH SCHOOL

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9. Students interact with people and cultures

other than their own and are equipped to contribute to the global community.

10. Students participate in creative activity of

their own and understand and engage with

the artistic, cultural and intellectual work of others.

11. Students value and implement practices that

promote personal growth and well being.

12. Students are self-motivated and confident in

their approach to learning and are able to

work individually and collaboratively.

13. Students recognise that everyone has the right to feel valued and be safe, and, in this regard, they will be taught to understand their rights and obligations and behave responsibly.

CURRICULUM INFORMATION

The Curriculum provides for:

High standards of achievement

Range and depth of study

Specialisation in areas of interest and ability The School's Teaching and Learning programs are

based on the Principles of the Curriculum Framework, which sets out what students should

know, understand, value and be able to do as a result of the learning program in which they participate.

CURRICULUM STRUCTURE This booklet is designed to provide information

about the courses available at Toodyay District High School in Year 8 and 9. The school curriculum is

made up of seven Learning Areas and students

participate in learning programs from each of these;

The Arts

English

Health & Physical Education

Mathematics

Science

Society and the Environment

Technology and Enterprise

CURRICULUM FRAMEWORK

The Curriculum Framework for Kindergarten to Year 12 Education in Western Australia aims to improve the learning outcomes of all students and to enable schools to develop learning and teaching programs which meet the needs of their students and which respond to changes in society.

OVERARCHING LEARNING OUTCOMES

These statements describe the outcomes that all students need to attain to become lifelong learners, achieve their potential in their personal and working lives and play an active part in civil and economic life. They apply across all learning areas and are the responsibility of all teachers.

1. Students are taught to use language to

understand, develop and communicate ideas and information and interact with others.

2. Students will learn to select, integrate and

apply numerical and spatial concepts and techniques.

3. Students learn to recognise when and what

information is needed, locate and obtain it

from a range of sources and evaluate, use and share it with others.

4. Students select, use and adapt technologies.

5. Students learn to describe and reason about

patterns, structures and relationships in

order to understand, interpret, justify and make predictions.

6. Students will visualise consequences, think

laterally, recognise both opportunity and

potential and are prepared to test options.

7. Students understand and appreciate the

physical, biological and technological world and have the knowledge and skills to make decisions in relation to it.

8. Students understand their cultural,

geographic and historical contexts and have

the knowledge, skills and values necessary for active participation in life in Australia.

YEAR 8 AND 9 CURRICULUM HANDBOOK

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CULTURAL PROJECTS In compliment to the learning areas, students will also select from a variety of activities including cadets, computing, catering, music, art and home workshop. The specific activities, in which students will be involved, will provide them with learning opportunities that integrate knowledge, skills and values across learning area boundaries. This session will provide students with experiences in building patterns of interconnectedness which help them make sense of their own lives and of the world. The school endeavours to offer a range of learning experiences best suited to meet the special needs, aspirations and interests of individual students. Teachers focus on selecting and developing appropriate programs of study best suited to meet these needs and abilities.

ASSESSMENT At the commencement of a program of study,

students are provided information about the

course, assessment requirements and homework requirements. Teachers will monitor student

progress and make judgements about student

achievement in relation to the grades in the year level exemplars. Teachers will use a range of

strategies to assess student achievement including standardized tests (NAPLAN), teacher judgements,

common assessment tasks and work samples.

PROGRAM INFORMATION For each program of learning a written statement is

provided which outlines the area of work, the students responsibilities for that work, homework and assessment requirements.

REPORTING Formal written reports are distributed to Parents at the end of Semester 1 and Semester 2. An Interim report is distributed to parents at a Parent/Teacher interview, late in Term One. We encourage parents to maintain contact with their child's teachers.

Interviews may be requested at any time, and appointments can be made by telephoning the school.

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YEAR 8 AND 9 CURRICULUM – THE ARTS

In The Arts learning area students develop creative skills, critical appreciation, the design process and knowledge of artistic techniques and technologies in drama, music, visual art and combinations of arts forms. The Arts develop students' sense of personal and cultural identity and equips them for lifelong involvement in and the appreciation of the arts.

Students generate art works that communicate ideas.

Students use the skills, techniques, processes, conventions and technologies of the arts.

Students use their aesthetic understanding to respond to reflection and evaluate the arts.

Students understand the role of arts in society. At Toodyay District High School, Year 8 and 9 students study the following Arts programs:

THE ARTS – YEAR 8

VISUAL ARTS This program invites students into the past and present world of art: the painter, sculptor, print maker and textile design. It will increase students' understanding of the tools, materials, techniques and processes used by artists, through a range of art experiences.

DESIGN STUDIES This course of study introduces students to the design process. This will involve completing "Design Challenges" using sketches, mock-ups and constructed models. Students will also discover the rewards of designing, making and appraising their own models.

PRACTICAL ARTS – CREATIVE TEXTILES Students will be researching and applying the elements of design within the context of fibres, fabrics and textile studies. Safety in the workplace, care and use of equipment and developing creativity will form the basis of Year 8 Practical Arts. Students will learn about care and use of the sewing machine as well as basic clothing construction techniques to create textile models.

THE ARTS – YEAR 9

In The Arts learning area students develop creative skills, critical appreciation, the design process and knowledge of artistic techniques and technologies in dance, drama, media, music, visual arts and combinations of arts forms. The Arts develop students' sense of personal and cultural identity and equips them for lifelong involvement in, and the appreciation of the arts. Toodyay DHS has a range of contexts in which Year 9 students can achieve the outcomes for The Arts, allowing students to pursue individual areas of interest. The contexts available for selection will depend upon the availability of teaching staff.

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In the English learning area, students learn

about the English

language, how it works and how

to use it effectively. They

develop an understanding of the ways in

which language operates as a social process

and how to use language in a

variety of forms and situations. They learn to speak, listen,

view, read and write effectively.


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YEAR 8 AND 9 CURRICULUM – ENGLISH

ENGLISH In the English learning area, students learn about the English language: how it works and how to use it effectively. They develop an understanding of the ways in which language operates as a social process and how to use language in a variety of forms and situations. They learn to speak, listen, view, read and write effectively.

YEAR 8 AND 9 In Year 8 English, and continuing through Year 9 English, students will be focusing on four strands of study: Listening and Speaking; Viewing; Reading; and Writing. Equal emphasis will be placed on all four strands during the course of the year. All text types, that is, Fiction; Non Fiction; Print and Non Print (film and television) will receive equal attention. Within the English learning area outcomes are interrelated, i.e. progress towards one outcome is often dependent on progress towards others. Some outcomes relate to understandings and skills, which apply to language in general, while other outcomes relate to the specific language modes of:

LISTENING Students listen with purpose, understanding and critical awareness in a wide range of situations.

SPEAKING Students speak with purpose and effect in a wide range of contexts.

VIEWING Students view a wide range of visual texts with purpose, understanding and critical awareness.

WRITING Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context.

READING Students read a wide range of texts with purpose, understanding and critical awareness. Student progress in the above five aspects of English will be measured against the Achievement Targets as well as the benchmark (being the minimum acceptable standards that students must have in order to successfully make progress with their learning) criteria outlined in the English Outcomes and Standards Framework.

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Health and Physical

Education provides

opportunities for students to

develop lifelong understandings of health issues

and the skills needed for confident

participation in sport and

recreational activities. This

enables students to make

responsible decisions about

health and physical activity and to promote their own and others’ health

and well-being.


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YEAR 8 AND 9 CURRICULUM – HEALTH AND PHYS ED.

HEALTH AND PHYSICAL EDUCATION Health and Physical Education provides students with the opportunity to develop healthy, active lifestyles. Programs are designed to allow students to learn and achieve the essential knowledge, attitudes and values and skills needed to make responsible decisions about health and physical activity and to promote their own and others' health and well-being. This will be accomplished through the following 5 outcomes:

Knowledge and Understandings

Attitudes and Values

Skills needed for physical activity

Self management skills

Interpersonal skills

KNOWLEDGE AND UNDERSTANDINGS Students know and understand health and physical activity concepts that enable informed decisions for a healthy active lifestyle.

ATTITUDES AND VALUES Students exhibit attitudes and values that promote personal, family and community health, and participation in physical activity.

SKILLS FOR PHYSICAL ACTIVITY Students demonstrate the movement skills and strategies for confident participation in physical activity.

SELF-MANAGEMENT SKILLS Students demonstrate self-management skills that enable them to make informed decisions for healthy, active lifestyles.

INTER-PERSONAL SKILLS Students demonstrate the interpersonal skills necessary for effective relationships and healthy, active lifestyles.

Teaching Health and Physical Education also provides students with opportunities to:

Enhance lifelong attitudes to health and fitness

Enjoy physical activity and develop relevant skills

Identify values and attitudes and their effects on themselves and others

Recognise health issues for themselves and others in the community and adopt appropriate change

Enhance personal development

Identify cultural differences and their impact

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YEAR 8 AND 9 CURRICULUM - MATHEMATICS

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Mathematics involves

observing, representing and

investigating patterns and

relationships in social and physical

phenomena and between

mathematical objects

themselves. In the Mathematics

learning area, teachers teach

about Mathematics, what it is and

how it is used in making decisions

and solving problems.


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MATHEMATICS Mathematics involves observing, representing and investigating patterns and relationships in social and physical phenomena and between mathematical objects themselves. In the Mathematics learning area, teachers teach about Mathematics, what it is and how it is used in making decisions and solving problems. At Toodyay District High School, students learn to use ideas about number, space, measurement, algebra, chance & data and mathematical ways of representing patterns and relationships and to describe, interpret and reason. Mathematics plays a key role in the development of students' numeracy and assists learning across the curriculum.

APPRECIATING MATHEMATICS Students appreciate the role mathematics has had, and continues to have, in their own and other communities.

WORKING MATHEMATICALLY Students use mathematical thinking processes, strategies and skills in interpreting and dealing with mathematical and non-mathematical situations.

NUMBER Students use numbers and operations and the relationships between them efficiently and flexibly.

MEASUREMENT Students use direct and indirect measurement and estimation skills to describe, compare, evaluate, plan and construct.

CHANCE AND DATA Students use their knowledge of chance and data handling processes in dealing with data and with situations in which uncertainty is involved.

SPACE Students describe and analyse mathematically the spatial features of objects, environments and movements.

ALGEBRA Students use algebraic symbols, diagrams and graphs to understand, to describe and to reason

YEAR 8 AND 9 CURRICULUM

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Humans have always wondered about the world in which we live and

attempted to understand it.

Science education aims to stimulate this curiosity and give students the

skills and knowledge to

answer many of the questions they

ask. Developing scientific literacy

is important because it provides

opportunities for students to grow into well rounded

citizens and enables them to

develop values and make decisions

about important societal issues.


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YEAR 8 AND 9 CURRICULUM - SCIENCE

SCIENCE

Science is the study of the natural and made world, and the systems and processes that support life on the planet and beyond. It encourages questions and values evidence based conclusions. Scientific knowledge is an important basis for decision-making in today’s technologically advanced world and in enabling citizens to make informed and responsible decisions about how their society should develop. In the Science learning area students learn to investigate, understand and communicate about the physical, biological and technological world, and to value the processes that support life on our planet. Science helps students to become critical thinkers by encouraging them to use evidence to evaluate the use of science in society and the application of science in daily life. The Science learning area program is organised into two parts. The "Working Scientifically" outcomes address the skills of scientific inquiry and the ways people use scientific information. The "Understanding Concepts" outcomes encompass distinctive scientific understandings, theories, ideas and knowledge, and draw from the traditional scientific disciplines.

WORKING SCIENTIFICALLY

Students of science will examine the skills of scientific inquiry and the ways people use scientific information by:-

Investigating to answer questions about the natural and technological world.

Communicating scientific understanding to different audiences for a range of purposes.

Understanding that science is a human activity which influences all people as part of their everyday lives.

Making decisions that include ethical consideration of the impact of the processes and likely products of science on people and the environment.

Applying and evaluating scientific knowledge skills and understandings across a range of concepts.

UNDERSTANDING CONCEPTS

Earth and Beyond Students understand how the physical environment on Earth and its position in the universe impact on the way we live.

Energy and Change Students understand the scientific concept of energy and explain that energy is vital to our existence and to our quality of life.

Life and Living Students understand their own biology and that of other living things, and recognise the interdependence of life.

Natural and Processed Materials Students understand that the structure of materials determines their properties and that the processing of raw materials results in new materials with different properties and uses.

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The Society and

Environment learning area

develops students’ understanding of how individuals and groups live

together and interact with their

physical and cultural

environment. Students develop a

respect for cultural heritage

and a commitment to social justice, the democratic

process and sustainability. These inform

decision making that contributes to

community cohesion and a positive future.


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SOCIETY AND ENVIRONMENT The program of learning in Society and Environment is aimed at developing students' understandings of how individuals and groups live together, and interact with their environment. The learning activities and programs of work develop a variety of skills, values and knowledge by examining issues and themes at a local, national and global level. The work approach places responsibility on students to become involved in investigating, thinking, decision making and communicating. These skills are essential for students to develop as informed, active citizens in our community. They are also the foundation for students to achieve well in the following broad areas or outcomes of learning, identified in the Curriculum Framework Documents:

PLACE AND SPACE The Place and Space outcome focuses on developing student understandings about the natural and built environment, the processes and activities that have shaped them over time, the relationship or interdependence between people and places, and the importance of caring for landscapes.

RESOURCES The Resources outcome focuses on developing student understanding about different kinds of resources, how we use them to meet people's needs and wants, and how management and enterprise practices and workplace organisation improve the efficiency of their use.

CULTURE The Culture outcome focuses on developing student understandings about the values and beliefs of human groups, the influence of codes, customs and norms on people and on the identity, cohesion and diversity of groups, and the degree to which communities change and develop over time.

TIME, CONTINUITY AND CHANGE The Time, Continuity and Change outcome focuses on people and events of the past, and through them on the relationship between continuity and change, causes and consequences of change, the differing values placed on aspects of the past at different times, and how our ideas about the past may change.

NATURAL AND SOCIAL SYSTEMS The Natural and Social Systems outcome focuses on developing student understandings about natural and social relationships occurring in the world. These systems are examined through the elements that make them up, variations in terms of their function and scale, the influences of people on them and how systems adapt to changing circumstances.

ACTIVE CITIZENSHIP The Active Citizenship outcome in the Society and Environment Learning Area Statement focuses on the behaviours and practices displayed by students that reflect their commitment to the values and principles associated with democratic process, social justice and ecological sustainability, and that form a basis for them to critically review social and environmental action. For each program of learning a written program is provided which outlines the area of work, student responsibilities, homework and assessment requirements.

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Technology uses resources, including

materials, tools and machines,

knowledge, skills and experiences,

as well as investment of

time, energy and money. It involves

systems for collecting,

transporting and transforming materials, for

storing and processing

information and resources, and for

communicating and marketing the

outcomes.


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YEAR 8 AND 9 CURRICULUM – TECHNOLOGY & ENTERPRISE

TECHNOLOGY AND ENTERPRISE In the Technology arid Enterprise learning area, students apply knowledge, skills, experience and resources to the development of technological solutions that are designed to meet the changing needs of individuals, societies and environments. Students become innovative, adaptable and reflective as they select and use appropriate materials, information, systems and processes to create solutions that consider the short-and long-term impact on society's environments.

TECHNOLOGY & ENTERPRISE - YEAR 8 A selection from possible contexts listed below will be made depending upon availability of teaching staff.

FOOD STUDIES Through practical work, students gain basic knowledge of nutrition and explore easy ways of preparing foods. Preparing and eating nutritious and delicious simple meals and snacks is the basis of this practically orientated program. Students also develop their skills in the basic principles of cookery as well as sound safety and hygiene practices.

DESIGN TECHNOLOGY This is an introductory program reinforcing the design process. Students use both hand and machine processes. Students work with wood, metal and plastics both separately and in integrated projects. They learn the operation and use of a range of tools and equipment to create innovative and interesting products.

INFORMATION TECHNOLOGY Students choose from a variety of electronic sources to gather information in different forms. Through use of available computer software programs, students identify methods of recording then presenting the gathered information using sound, images and text.

TECHNOLOGY AND ENTERPRISE - YEAR 9 The Technology and Enterprise course in Year 9 provides students with the opportunity to develop skills in problem solving, research, design development, production and self-evaluation, in the area of their interest. Students are presented with a challenge and then choose which design brief, on which they will work. This year Toodyay District High School has a range of contexts in which year 9 students can achieve the outcomes for Technology and Enterprise, allowing students greater flexibility to pursue individual areas of interest. The contexts available for selection will depend upon the availability of teaching staff.

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Drummond Street East, PO Box 75, Toodyay, WA 6566 Main Switchboard: (08) 9574 2296 Fax: (08) 9574 2364

Email: [email protected]