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MIDDLE YEARS CURRICULUM

2015

For students entering Years 7-9 in 2015

2 St Francis College – Middle Years Curriculum 2015 St Francis College – Middle Years Curriculum 2015 3

CONTENTS Page

Welcome to the Middle Years ........................................................................................... 3

Learning and Teaching Framework................................................................................... 4

Year 7 Core Subjects .......................................................................................................... 7



Learning Support .................................................................................................................... 10

Homework Club ..................................................................................................................... 10

English As a Second Language or Dialect (EALD) ................................................................ 10

Choosing what to Study ...................................................................................................... 11

Careers related to subjects .............................................................................................. 12

ELECTIVE SUBJECTS

Elective Subject Overview ................................................................................................ 15

Elective Subjects: Overview of Topics ........................................................................... 16

Business, Marketing and Events ........................................................................................ 17

Dance ..................................................................................................................................... 18

Drama .................................................................................................................................................. 19

Graphics .......................................................................................................................................... 20

Home Economics ................................................................................................................... 21

Industrial Technology and Design .................................................................................... 22

Italian .............................................................................................................................................. 23

Media Arts ............................................................................................................................. 24

Music ....................................................................................................................................... 25

Visual Art ............................................................................................................................... 26


Welcome to the Middle Years Phase of Learning!

At St. Francis College, we believe the Middle Years is an important and significant period of learning and development for students. We recognize and believe that as young adolescents, Middle Years students have their own unique characteristics and needs. Aligned with our College Mission and Vision statements, our Middle Years Phase of Learning aims to provide an environment that supports and challenges the students’ learning and development within an atmosphere of respect, inclusivity and belonging.

The Middle Years teachers work collaboratively to plan and create learning experiences in which students are encouraged to engage with their learning by:

Working both independently and cooperatively on activities Participating in a variety of strategies to develop thinking skills Taking time to reflect on their learning and individual learning goals Responding to challenges with a positive attitude Contributing to discussions and class activities in a responsible way Making use of resources and technology to assist them in their learning

The Middle Years Curriculum is made up of Core and Elective Subjects. The Core Subjects include:

Religious Education English Mathematics Science History Geography Physical Education

In Year 7, all Core Subjects will be covered by one teacher, the students’ PC teacher.

In Year 8, Core Subjects will be in two main areas – English/ Religion/History/Geography and Maths/Science.

Elective Subjects provide students with the opportunity to experience a range of curriculum areas which can help in subject decision making in following years.

An outline of these Curriculum areas and focus outlines is provided on the following pages. Focus statements for Middle Years:

Year 7 – Growing in Responsibility Year 8 – Respecting Ourselves and Others Year 9 – Serving Our Community

Sr Lee Veriga Assistant Principal – Curriculum P-9


LEARNING AND TEACHING FRAMEWORK

St Francis College is part of the Brisbane Archdiocesan System of Catholic Schools, and as such, plans and develops curriculum in response to the following overarching goal: As a Catholic Christian community, we educate for all to live the gospel of Jesus Christ as successful, creative and confident, active and informed learners empowered to shape and enrich our world. The vision informs the St Francis College Learning and Teaching Framework and Vision for Learning.

Together, we value individuals, build relationships and empower learning. Our Learning and Teaching Framework, consists of four (4) phases and our goals are to:

1. Initiate – to establish meaningful, positive relationships that acknowledge and respect individuals’ stories and reflects our Franciscan ethos. Purposefully create a teaching/learning environment that is inclusive and differentiated, data informed, centred on inquiry based learning and Positive Behaviour for Learning (PB4L) and that actively engages all learners and moves them towards success.

2. Develop – to collaboratively plan, develop and implement a teaching-learning programme with clear and visible learning intentions and success criteria that is student centred, uses a common language and provides equity, academic rigour, measurable outcomes and differentiated support.

3. Empower – to enable and promote the development of self-directed, resilient, confident, independent and creative learners who seek to contribute responsibly and positively in shaping and enriching our world.

4. Reflect – to provide structured and guided opportunities that promote and enable the development of reflective, self-evaluating individuals. Embed a process of informed, regular, personal and collaborative review and evaluation of current programmes, strategies and practices that incorporates a celebration of achievements.



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YEAR 7 CORE SUBJECTS : Growing in Responsibility Core Subjects Term 1 Term 2 Term 3 Term 4

Religious Education ? Where it all began Fertile Question: Who was St Francis and who are we? Classroom covenants and an introduction to St Francis

The Power of Words Fertile Question: How can something written so long ago matter today? The nature of truth and the Creeds

Doing good Fertile question: What’s so good about being good? A study of the Decalogue and what guides us to be good

Sacraments and Sacramentality Fertile Question: How do we celebrate our most significant moments? The Sacraments and meditative prayer

English Can you Persuade me? Analysing and using persuasive techniques in advertising and written texts

Novel Study Exploring ideas and perspectives in the novel Holes by Louis Sachar and transforming to different text types

Representations in Film Analysing filmmaking techniques in the film Matilda and creating independent short films

Looking at Australian literature Examining representations of Australia and Australians in literature

History/Geography History What is history?

History The Mediterranean World: Ancient Rome

History The Asian World: China

Geography Why do people live where they do?

Geography What are environmental resources?

Maths Number Skills Students review the use of the four operations including decimals, including the use of use of the distributive, associative and commutative laws. They learn how to represent numbers using integers, index notation and square roots.

Fractions and Percentages Students develop their skills in using fractions and learn how to use percentages. They use these skills to represent probabilities. Students finish the term using percentages, rates and ratios to investigate financial concepts such as best buys,

Data and Algebra Students learn how to represent data using tables and various plotting methods, and analyse the data using means, median, mode and range. They then learn how to pose and solve problems using equations and algebra.

Measurement and Geometry Students learn how to calculate areas and volumes of simple shapes. They investigate methods for drawing 3-D shapes on a 2-D page. They learn geometrical rules for angles, triangles and quadrilaterals and use these rules to solve geometrical problems.

Science Chemistry Students begin by learning how to name and safely use various pieces of laboratory equipment. They then go on to learn about pure substances and mixtures, and various techniques for separating mixtures.

Physics Students learn about how gravity pulls things to the centre of the Earth, and how unbalanced forces can change an object’s motion. They create a project such as a kite or a projectile.

Earth Science Students investigate the Earth and its relationship to other bodies in the universe, developing an understanding of the seasons, tides and eclipses.

Biology Students learn how to classify and name living things. Students will then investigate the web of life and the importance of managing our resources responsibly.

Health & Physical Education

Sun Safety Students will understand the impact of the sun on their health and the importance of sun safety in everyday life.

Bad Body Substances Students will identify the substances that are bad for their body and understand the consequences that these substances have on their health.

Eat well, Play well Students will understand the important link between good nutrition and maximum performance in the sporting field.

Personal Identity and Values Students will be taught the importance of values and developing a positive identity to benefit their health.


YEAR 8 CORE SUBJECTS: Respecting Ourselves and Others

Core Subjects

Term 1 Term 2 Term 3 Term 4

Religious Education

Mission Matters Fertile Question: Jesus’ mission today…mission possible? What is mission? How believers and communities continue Jesus’ mission

Movers and shakers Fertile Question: How does faith inspire action? Reformers in a time of great challenge and change. Contemplative prayer

Unity and diversity Fertile Question: How are new members welcomed into their community? Birth and initiation rituals in Christianity, Judaism and Islam, Acts of the Apostles

Covenant Fertile Question: Why should we do what we say we’ll do? Covenant, God’s covenant with God’s people,

English The impact of media Analysing representations of family in film, television and new media texts

Comparing literary texts Exploring relationships and social issues in the novel A Bridge to Wiseman’s Cove by James Moloney

Media Texts Students study and create a range of media texts including newspapers, magazines and digital texts

Literature that influences Interpreting poems and short stories from a range of cultures

History/ Geography

History Changes in society from ancient times to the modern age

History The Western World: Vicious Vikings

History Polynesian expansion across the Pacific

History The Black Death in Asia, Europe & Africa

Geography Personal and community geographies

Geography Landscapes

Maths Number Skills Students develop number skills useful in real life problems, involving percentages, integers, time, rates and ratios. These are applied to conceptssuch as discounts, mark-up,sales, profit and loss, GST,speed, wages, reading maps,working with 24 hour time andadjusting recipes.

Algebraic Techniques Students extend their ability to work with algebra. They start by graphing linear equations and solving equations using these graphs. They then extend their knowledge of solving equations, using the technique of balance, inverse operations and substitution.

Data and Probability Students critically analyse data, looking at differences between means and medians to represent central tendency, different sampling techniques, determining whether data is biased and identifying outliers. They develop their skills in working with probabilities.

Measurement and Geometry Students calculate perimeters, areas and volumes simple shapes, solving real life problems. They investigate the meaning of π and solve problems using circles. They also use angle rules, transformations and properties of congruent shapes to solve problems.

Science Physics Students learn about different types of energy and how it can be transferred or converted from one form to another. They will use their skills to create a project such as a working model of a medieval siege weapon or a toy car.

Parts of the Body Students learn about different parts of the body, from cells to tissues to organs to systems. They learn the basic parts of cells and how they work, and which organs belong to which major body system. The digestive system is investigated in detail.

Let’s Get Moving Students learn about different types of forces and energy and how they can be converted from one form to another. They learn how to use Newton’s Laws to predict and calculate changes in motion due to an applied force.

Hard Rock to Heavy Metal Students investigate how and when the Earth was made, to give them an idea of geological timescales. They learn about the formation and properties of igneous, sedimentary and metamorphic rocks, and how these are used as resources.


Harm Minimisation As a teenager you will be exposed to many different forms of harm, whether it’s from the sports you play or even from the different foods that you eat. To keep safe there are many different things that we can do, and Harm Minimisation is one of these that we can do.

Human Movement Every movement you make consists of four basic factors: space, time, force and flow. How you manipulate these factors will determine the sort of movement you produce.

Surf Safety The ocean is a force of nature so it pays to play safe and abide by some surf and beach safety tips. Understanding the ocean is very important - the more you know about how waves, wind and tides affect conditions in the water, the better able you are to keep yourself safe, or even rescue others, from danger.

Human Relationships Throughout adolescence you will experience many relationships, including those that are work related, friendships, family and romantic. It is important for teenagers to be aware of the various rights and responsibilities involved in having a successful relationship.


YEAR 9 CORE SUBJECTS: Serving our Community

Core Subjects

Term 1 Term 2 Term 3 Term 4

Religious Education

Restoring the Balance: Fertile Question: Why should I care? Students explore the imbalance between the rich and the poor in the world and ponder reasons why people should and do care about this.

Let There Be Light Fertile Question: To err is human, to forgive divine? Students explore the imperfections of the created world and the place of human beings in that world.

Making Sense of Jesus Fertile Question: Where in the world do the words of Jesus take us? Students are introduced to two forms of Biblical criticism through Miracle and Parable Stories; they explore the three foundational beliefs of Christianity- Incarnation, Resurrection and Ascension of Jesus; prayer – Maranatha.

Learning from the Past Fertile Question: What can be learnt by examining the past? The monotheistic faith traditions; War, invasion and its effects; major themes in the Old Testament Pentateuch.

English Australian Identity Students will read the Australian text, ‘Invisible Hero’ by Elizabeth Fensham and investigate how novels reflect and challenge stereotypes of the Australian identity.

Technical and Scientific Language Students will investigate the language choices used in scientific and informative articles. They will use these to inform writing short science fiction narratives.

Global Texts and Issues Students select, read and view literary and non-literary texts including those from and about Asia to compare and contrast human experience in response to major ethical and global issues.

Language Online Students will examine technology’s influence on the English language and how we communicate key issues in the modern world. Students will compose and shape texts which reflect the online world of written texts.

Maths Ratio and Rate Index Laws Financial Maths

Linear and Non-linear Relationships

Perimeter, Area, Surface Area and Volume

Geometry Pythagoras and

Trigonometry

Statistic and Probability

Science All Body Systems Go Investigation of the body systems and how they work together. How the body copes when microorganisms attack.

Our Chemical World Exploration of the Periodic Table and atomic structure. Investigation of chemical reactions in particular acid/base reactions.

Fast and Furious Investigation of wave and particle model theory. Energy transformations particularly electricity, light, heat and sound and the impact of technology on modern lifestyles.

The Dynamic Earth Exploration of the theory of PlateTectonics and the impact of volcanoes and earthquakes. Relationships of organisms in their environment and how populations are affected by flooding, bushfires and habitat destruction.

All students will study one semester of History and HPE

History World War I (1914-1918) Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history. Making a Better World? An investigation of how life changed in the period in depth through the study of the Industrial Revolution (1750-1918)


Drugs: Decisions & Dilemmas Students investigate attitudes towards drugs, their role in the lives of Australians and the associated harmful effects and risks. Practical: OzTag & Volleyball Challenging Media Messages Students will consider the media techniques that influence people’s choice of food products and determine the extent to which personal behaviours are influenced. Practical: Ultimate Disc and Athletics


LEARNING SUPPORT

Rationale Learning support is available to provide support for students with diverse learning needs to access the curriculum and to meet learning outcomes. The function of Learning Support is to match programs to students’ needs and to provide resources to help students develop academically, emotionally and socially.

How does it work? Learning support is provided in a number of ways including:

Planning, implementing and evaluating individual education programs (IEPs) for

students with special needs. Collaboration with subject teachers to adjust teaching programs to facilitate access

to the curriculum for students with diverse learning needs. Providing support staff to assist in regular classrooms as well as deliver individual and

small group tutorial instruction.

Assessment and Reporting Adjustments to assessment tasks may be made to provide students with opportunities to demonstrate achievement. Adjustments which do not change the standards and criteria do not affect reporting. Adjustments which significantly vary from the programmed assessment will be reflected in the student’s report.

Homework CLUB – Tuesday and Thursday in LIBRARY Homework Club is available for all students. It is not just for students who struggle with homework or assignments it is also there for students who wish to achieve higher grades or want to produce polished assignments. Teachers and Support Staff are there to assist students and give them tips and ideas on how to improve their assignments and study skills.

ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT (EALD)

Who is an EALD student?

EAL/D students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English.

EAL/D students come from diverse multilingual backgrounds and may include: overseas- or Australian-born students whose first language is a language other than English Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including

traditional languages, creoles and related varieties, or Aboriginal English. Additional support is provided in the following ways:

To build students’ English language learning and their curriculum content knowledge. Individual and/or classroom support is provided for area specific language

structures and vocabulary. To support students socially, emotionally and culturally as their social and

cultural expectation may vary.


CHOOSING WHAT TO STUDY

It is suggested that you choose subjects or units: you enjoy in which you have already had some success which will help you achieve your chosen career goals, or at least keep your career

options open which will develop skills, knowledge and attitudes useful throughout life.

If you follow the guidelines below and ask for help when you need it, you should come up with a course of study that is appropriate for you and that you enjoy.

Career Research The following sources of information on careers is also highly recommended:

the Queensland Curriculum and Assessment Authority (QCCA) www.qcaa.qld.edu.au

QCAAStudent Connect - this website provides comprehensive career information online at https://studentconnect.qcaa.qld.edu.au

Myfuture (www.myfuture.edu.au) – this website is Australia’s national career information service

IMPORTANT NOTE: The offerings outlined in this Curriculum Handbook are made subject to the availability of teachers and resources. The Principal reserves the right to withdraw any units or subjects where resource limitations or insufficient student numbers make it impractical to pursue the offering.

It is possible that the subject selections of a small number of students may not be able to be timetabled. In such situations, students will be advised to re-select subjects.


CAREERS RELATED TO SUBJECTS

You can use the tables below to investigate careers by relating your interest in school subjects to possible occupations. You may wish to use these steps:

1. identify the subjects you enjoy and do best at; 2. use this list to find the names of occupations that may be related to these subjects 3. gather information about these occupations by reading the Job Guide (or visit

www.jobguide.thegoodguides.com.au), accessing information from the Myfuture website (www.myfuture.edu.au) and talking to people in the jobs.

4. Talk to your Careers Advisor.

HISTORY GEOGRAPHY STUDIES OF SOCIETY AND ENVIRONMENT/STUDIES OF

RELIGION

ENGLISH

Anthropologist Archaeologist Archivist Barrister Community worker Criminologist Foreign affairs and trade officer Geologist HistorianJournalist Lawyer Librarian Museum curator Public relations officer Religious leader Sociologist Stage manager Teacher Writer

Agricultural scientist Biological scientist Cartographer Environmental scientist Forest technical officer Geographer Geologist Hydrographer Landscape architect Marine scientist Meteorologist Ocean hydrographer Park ranger Surveyor Teacher Tour guide Town planner Travel consultant Water services officer

Anthropologist Archivist Child care worker Community worker Counsellor Environmental scientist Geographer Library technician Police officer Probation and parole officer Public relations officer Recreation officer Religious leader Social worker Sociologist Teacher Town planner Trade union official Youth worker

Actor Archivist Author Book editor Broadcaster Copywriter Foreign affairs and trade officer Human resources officer Interpreter Journalist Lawyer Librarian Management consultant Printing machinist Publisher Receptionist Speech pathologist Teacher’s aide Travel consultant Writer

MATHEMATICS SCIENCE HEALTH AND PHYSICAL EDUCATION

INFORMATION TECHNOLOGY

Accountant Actuary Bank officer Bookkeeper Credit officer Economist Electrical fitter Engineer Geologist Mathematician Motor mechanic Pattern maker Physicist Programmer (information technology) Quantity surveyor Statistician Stockbroker Surveyor Taxation agent Teacher

Automotive electrician Chemist Computer programmer Electrical fitter Engineer Electronics service person Environmental scientist Forensic scientist Laboratory worker Medical practitioner Meteorologist Nurse Pharmacist Photographer Refrigeration and air- conditioning mechanic Sports scientist Sugarcane analyst Teacher Telecommunication technician Veterinarian Winemaker

Acupuncturist Ambulance officer Beauty therapist Chiropractor Fitness instructor Hospital food service manager Jockey Massage therapist Nurse Occupational health and safety officer Occupational therapist Physiotherapist Podiatrist Psychologist - sport Radiation therapist Recreation officer Sports scientist Sports coach Stunt performer Teacher

Analyst (Information technology) Architectural drafter Business systems analyst Computer systems engineer Computer hardware service technician Computer systems officer Data processing operator Database administrator Desktop publisher Help desk operator Information technology educator Information technology manager Multimedia developer Programmer Software designer Software engineer Systems designer Teacher Training officer Telecommunications engineer Website administrator


MUSIC DRAMA/DANCE VISUAL ART Announcer Arts administrator Composer Conductor Film and TV producer Multimedia developer Music critic Music therapist Musical instrument maker Musician Piano technician Recreation officer Singer/vocalist Sound technician Stage manager Teacher – early childhood Teacher – music Teacher – primary Teacher – secondary

Actor Announcer Arts administrator Choreographer Dancer Film and TV lighting operator Film and TV producer Make-up artist Model Public relations officer Receptionist Recreation officer Set designer Speech pathologist Stage manager Teacher – dance Teacher – speech & drama Tour guide Writer

Architect Artist Craftsperson Diversional therapist Dressmaker Engraver Fashion designer Florist Graphic designer Hairdresser Interior decorator Industrial designer Jeweller Landscape architect Landscape gardener Make-up artist Multimedia developer Photographer Screen printer Set designer Signwriter Teacher Wood turner

DESIGN TECHNOLOGIES

HOME ECONOMICS BUSINESS EDUCATION

Architect Architectural drafter Assembler Automotive electrician Boilermaker Builder Cabinetmaker Carpenter/joiner Cartographer Drafter Engineering associate (mechanical) Fitter Graphic designer Industrial designer Landscape architect Leadlight worker Metal fabricator Metal trades assistant Panel beater Picture framer Sheetmetal worker Teacher Wood machinist

Butcher Catering manager Clothing patternmaker Cook/chef Craftsperson Dietitian/nutritionist Dressmaker Dry cleaner Events manager Fashion designer Food technologist Home care worker Home economist Hospital food service manager Hotel/motel manager Interior decorator Nanny Nurse Pattern maker Retail buyer Tailor Teacher

Accountant Bank officer Bookkeeper Bookmaker Car rental officer Cashier Court and Hansard reporter Court officer Credit officer Croupier Economist Farm manager Hotel/motel manager Office administrator Paralegal worker Real estate salesperson Receptionist Secretary Stock and station agent Teacher Travel consultant

RELIGIOUS EDUCATION

For more information on careers and career planning, visit https://studentconnect.qcaa.qld.edu.au.

Education Journalism Law Event planning, Government Peace work Museums and the Arts Non-Profit or non- governmental organisations Counselling Social Work Religious Professions


ELECTIVE SUBJECTS


ELECTIVE SUBJECTS

ELECTIVE SUBJECTS OVERVIEW

Two subjects will be allocated per student per semester in Years 7 and 8. A total of eight (8) electives will be studied over 2 years. Offerings may be subject to change from year to year based on staffing.

Year 7 and 8 Electives

Business Marketing and Events Dance Drama Home Economics Industrial Design & Technology Italian Media Arts Music Visual Art

In Year 9, students will be able to choose their electives for each semester. Students will select two electives per semester from the following list: Year 9 Electives

Business Marketing and Events Dance Drama Graphics Home Economics Industrial Design & Technology Italian Media Arts Music Visual Art


ELECTIVE SUBJECTS: OVERVIEW OF TOPICS

SUBJECT AREA Year 7 Year 8 Year 9 Business Marketing and

Can you Afford to do this?

From a millionaire to 50cent!

The Apprentice Dragon’s Den

Dance 5,6,7,8!

Dance & Culture Hip-Hop

Drama Act Up! Call to ACTion

Thalia: Drama and Comedy Melpomene: Drama and Tragedy

Graphics Introduction to Graphics Lolly gobble Home away from home Beneath the game

Home Economics The Kitchen Rules! Food, Glorious Food! The Brave Little Tailor

What’s in the Box? Colour My World Denim Never Dyes Let the Celebrations Begin

Industrial Technology & Design

Booked up Wind Catchers

Personal Service Light Up

Together Forever Construction Project Dragging Get Loud Cutting Up

Italian La Famiglia Buon Appetito Buon Viaggio! La Città e la Campagna

Media Arts

Broadcasting My News

Flashing Superheroes

Me & My World Fact or Fantasy

Music What’s with the dots?

Take the Dots for a Ride

Elements of Music The World of Music

Visual Art Mapping the Place Who Am I? Creepy Creatures Pop World


BUSINESS, MARKETING AND EVENTS

Aims of this course Business runs the world! Business and Technology gives students an opportunity to learn about and understand what it means to be an entrepreneur and run a business. Students develop a range of skills that underpin the success of an entrepreneur and a successful business. The course aims to develop students’ knowledge, abilities and practical skills in a number of topics so they become active, informed citizens who can make educated decisions in a business environment. Year Level Unit Title Unit Description

Year 7 Can you Afford to do this?

This unit has a focus on financial literacy with students being shown how to balance their wants and needs; and whether they can afford their wants. Students will look at the cost of going to the Ekka and whether they can afford to go and the cost of show bags. They also look at dressing like 'stars' on a budget with the aim of still impressing!

Year 8 From a millionaire to 50 Cent

Financial literacy is knowing how to manage personal finances and make decisions based on a sound knowledge of financial concepts. This will include budgeting, saving, spending and investing. Students study concepts that will give them a grounding in managing their money for financial security and stability.

Year 9 Semester 1

The Apprentice This unit is based on the hit television show where teams must overcome challenges faced by business. Students will be able to produce a marketing campaign for X company/product; pitch it or design a recruitment brief to be submitted to an agency; or design a modern office; review a company's old business plan and make recommended changes/strategies for today's climate. Each student is assigned a business development manager where they will undertake a case study for X company and their current position in terms of their product portfolio, financial accounts, objectives and marketing plan.

Year 9 Semester 2

Dragon’s Den Dragon’s Den is based on the reality television programmes featuring entrepreneurs pitching their business ideas in order to secure investment finance from a panel of venture capitalists. Students will be required to develop a concept/product/service and then make their ‘pitch’ to the panel for financing. They will develop business skills such as financial planning, arguing and persuasive techniques in ‘pitching’ their business.

Assessment Students will be required to complete a range of assessment items such as folio of work, oral presentations, and hands on tasks.


DANCE Aims of the course Dance aims to develop students’ technical and expressive skills and body awareness to communicate through movement, confidently, creatively and intelligently. It also develops their knowledge, understanding and skills in choreographing, performing and appreciating their own and others' dances.

Year Level Unit Title Unit Description

Year 7/8 5,6,7,8! Students will learn the elements of dance, how to choreograph their own pieces and how to perform for others. Students will learn about different styles of dance including hip hop, ballet and lyrical-contemporary. Students will work in small groups to select music and choose appropriate dance moves with reference to beat, tempo and style.

Year 9 Semester 2

Dance & Culture This unit will explore different dances from the Asian, A f r i c a n , a n d Pacific regions. Students will recreate a dance from a particular culture focussing on the aesthetics of cultural dance. Students will then engage with more modern cultural dance forms, particularly Bollywood dance, and how dance can be used to celebrate life and find joy in artistic expression.

Year 9 Semester 1

Hip-Hop This unit will focus on the different styles of hip-hop and the history of urban dance. Students will learn how to polish a piece for performance and competition and how dance is judged. Students will choreograph dances in a selected hip- hop sub-genres in small groups. Workshops with outside dance troupes and going to view dance works as part of the Responding criteria.

Assessment Students choreograph dance movement using the elements of dance, choreographic devices and expressive qualities that communicate ideas. Students respond to their own, their peers’ and others’ dance works. Students perform dance works developing technical skills and performance quality. They analyse content and meaning in dances they perform and view from differing social and cultural contexts.


DRAMA

Aims of the course The Arts provide opportunities for students to develop their creative talents and to communicate meaning through a range of forms and styles. Through study in the Arts, students build understandings and skills which equip them to make responses to significant issues and themes in their own lives and in the world. The Arts invites students to take creative risks, build confidence, work in groups to problem solve, to think both critically and imaginatively and to work in ways that require them to use their senses. Year Level Unit Title Unit Description

Year 7 Act Up! In this unit, students will learn the basic skills of drama including stage craft and how to perform in front of others. Students will learn to work in small ensembles to build confidence and have fun working with scripts and characters. Students will use technology to create short films and look at acting for the camera.

Year 8 Call to ACTion! This unit will focus on stock character development through the genre of British Pantomime. Students will gain confidence in performing for others and continue to build their skills in working with small groups. Students will also deconstruct drama by looking at how we communicate our values and beliefs through live theatre.

Year 9 Semester 1

Thalia : Drama and Comedy

Students will study comedy and comic timing and how this is an important skill in the world of Improvisation. Students will continue to look at Theatre sports and long form Improvisation as a way of actors improving particular performance skills. Students will look at the theory of the form of Improvisation and how this can be used across a range of dramatic contexts. The unit will then provide students with a depth study of Commedia De’ll Arte, an Italian clowning form that satirised power and authority figures.

Year 9 Semester 2

Melpomene: Drama and Tragedy

Students will look at a published play-text and explore how to: structure dramatic tension, develop characters, deconstruct and develop plot ideas, and how to employ gaps and silences. Students will perform script extracts and write their own short scenes, using the studied text as a platform for further exploration and script development. Students will look particularly at Greek Theatre and Physical Theatre, by looking at how dramatic tension can be created by words and through the body language.

Assessment In Drama, students are assessed in:

1. Forming – how we make and build drama using the elements of drama. This can be both written and practical

2. Presenting – how we perform drama 3. Responding – how we critically reflect and evaluate our own and others’ work.


GRAPHICS

Aims of the course Graphics involves the design and production of 3D and 2D, architectural engineering and business graphics products.

Year Level Unit Title Unit Description Year 9 Semester 1

Introduction to Graphics

Students investigate the relationships between Built environment and environment. They investigate the use of the elements and principles of design and how they are communicated.

Lolly Gobble Students’ knowledge of everyday products and the relationships between their parts is challenged through the reverse engineer of a lolly machine with their own design features.

Year 9 Semester 2

Home Away from Home

Students investigate architectural design and how it impacts their environment through the design and 3D modelling of their own granny flat.

Beneath the Game Students dive into the complex and competitive world of advertising and media through the design of a corporate identity of a new gaming company and game.

Assessment Students use software such as Autodesk, Inventor, Rivet and AutoCAD to create, design and develop their projects. Students will be assessed using a variety of assessment instruments such as short-response tests, extended graphical response tasks, context-based folios and response to stimulus.


HOME ECONOMICS

Aims of the course The central focus of Home Economics is the well-being of people within their personal, family, community and work roles. Home Economics is an interdisciplinary study which encourages personal independence, living effectively within the wider society and promoting preferred futures for self and others. This course draws on the fields of nutrition, textiles and fashion, the built environment, human development, relationships and behaviour.

Assessment Various forms of assessment throughout the year which include: practical cookery; sewing skills; design folios; assignments; presentations and theory tests.

Year Level Unit Title Unit DescriptionYear 7 The Kitchen

Rules! Students explore basic cookery skills in order to successfully prepare and cook nutritious food from simple recipes. There is an emphasis on the Australian Guide to Healthy Eating and the preparation and production styles that are required to create healthy foods and balanced meals. Students also study Occupational Health and Safety and Food Hygiene.

Year 8 Semester 1 Semester 2

Food, Glorious Food!

Students are introduced to a variety of common cookery skills to produce a range of different food items. In practical cookery classes, students will be encouraged to experiment with a selection of ingredients to develop skills that can be used for family home cooking. Students will develop an understanding of nutrition and making healthy food choices.

The Brave Little Tailor

Students are introduced to the basics of textiles including: textiles terminology, safe use of equipment, hand sewing techniques, embellishment techniques, fabric selection for intended purpose, care of textiles, creating a basic pattern and producing a product. Students design and produce a variety of textile products using techniques they have experimented with and complete a visual diary reflecting their knowledge and understanding.

Year 9 Semester 1

What’s in the Box?

Students will be encouraged to expand the boundaries of their food knowledge by developing an understanding about nutrition, investigating global food trends and issues, meal planning, packaging and labelling, food miles, and analysing ethical and sustainable practices in the food industry. Students’ cooking skills will be challenged and enhanced as they design and produce a variety of light meals and snacks that are suitable for school lunches based on healthy food choices.

Colour My World

Students will investigate how textile designers use different methods of colouration and decoration to add aesthetic appeal to their work. Students experiment with various techniques such as fabric printing and dyeing to apply methods of colouration for a range of textile items. Students will also learn the basics of design through the study of the elements of design and complete a visual diary reflecting their knowledge and understanding.

Year 9 Semester 2

Denim Never Dyes

Sustainable practices in the textile industry will be investigated and analysed including recycling and up-cycling. Students will experiment with fabric manipulation, textile dyeing and embellishment, and learn how to use a sewing machine. Students design and produce a textile product using techniques they have experimented with throughout the unit. The design process will be documented in a visual diary.

Let the Celebrations Begin

In many cultures, food is an important component of acknowledging special occasions. Students explore a range of celebrations including social, cultural, family, religious and historical. Students will develop a variety of skills such as food presentation and styling, baking, preparing finger foods, menu planning and preparing for special occasions. Emphasis will be placed on baking techniques, food presentation and decoration.


INDUSTRIAL TECHNOLOGY AND DESIGN

Aims of the course This subject provides an introduction to processes and materials involved in the design, manufacture and assembly of a range of products. Students learn the importance of Workplace Health and Safety, and identification of risk with tools and machinery in industry. Students will design and manufacture products, involving drawing programs (CAD), design ideas, using the materials, tools and finish required. Year Level Unit Title Unit Description Year 7

Booked Up Students are introduced to the design process through the manufacturing a pair of bookends. Students use basic hand and power tools to construct a pair of bookends of their own design.

Wind Catchers Students are introduced to Computer Aided Design (CAD) and Computer Aided Manufacture (CAM), using our state of the art laser cutter to design and make a wind chime.

Year 8

Personal Service In this unit, students engage in new timber shaping and joining techniques while being introduced to ergonomics. Students design and manufacture a serving tray.

Light Up Students continue to expand their knowledge of CAD CAM and their knowledge of the laser cutter. Students are introduced to basic electronics and circuit boards through the design and manufacture of a USB light

Year 9 Semester 1

Together Forever Construction Project

This unit provides an introduction to wood technology processes and materials involved in the design and manufacture of small timber products. Students learn the importance of workshop safety and identification of risk with tools and machinery in a timber workshop environment.

Dragging Students investigate the relationship between speed, aerodynamics, friction and symmetry as they design and race their own CO2 Dragster.

Year 9 Semester 2

Get Loud Student knowledge of the laser cutter, CAD CAM and electronics will be further developed and tested through the design and manufacture of portable speakers.

Cutting Up In this unit, students bring together their manufacturing and designing skills, to manufacture a breadboard for a chosen person. Students engage in design and manufacturing for a target audience while considering sustainability and the 6R’s.

Assessment Students will complete a range of assessment items such as design folios, written knowledge tests and creating a final product.


ITALIAN

Aims of the course Learning a language helps you to live and learn as part of our global community. It gives you insights into other cultures, as well as the language and communication skills to interact with members of local and international communities.

The ability to speak an additional language can be essential in areas such as tourism and hospitality, business, international relations and diplomacy, education and communications. This ability also opens up opportunities to study abroad, and to travel and live in parts of the world that would not have been possible without the local language.

Year Level Unit Title Unit Description Year 7 La Famiglia In this elective, students learn to talk about themselves

and their family. They will be introduced to the beautiful Italian language and culture and study a variety of topics including self and school.

Year 8 Buon Appetito In this elective, you will take a gastronomical tour of Italy. You will explore aspects of language and culture through the study of Italian cuisine. You will further develop basic communication skills to understand, read, write and speak Italian. By the end of the semester, you will be able to confidently order food from an Italian restaurant and host your own Italian dinner party.

Year 9 Semester 1

Buon Viaggio! Italy has a rich cultural history. Its lifestyle, art, food, wine, fashion, sporting events, architecture and scenic beauty attract some 40 million tourists each year. In this elective, you will explore Italy as a tourist destination through the study of geographical, cultural and historical landmarks in its regions. You will also develop your language skills to communicate on your journey through Italy.

Year 9 Semester 2

La Città e la Campania

Students of Italian have many opportunities to use the language in everyday life. This elective is a continuation from “BUON VIAGGIO” and will investigate aspects of daily Italian life. Written, aural and oral activities will assist to develop comprehension and language skills, in preparation for Senior Italian.

PLEASE NOTE: students who wish to continue to study Italian in the Senior Years must complete both semesters of Year 9 electives.

Assessment Students will be assessed in a range of short speaking, listening, reading and writing tests.


MEDIA ARTS

Aims of the course Media involves constructing meaning, considering specific audiences and specific purposes, by manipulating media languages and technologies to shape representations.

Year Level Unit Title Unit Description Year 7 Broadcasting My

News In this elective students will create and analyse a television news story suitable for a young audience which challenges stereotypes and looks at positive representations. Students will use technology such as video cameras and laptops, as well as various software programs.

Year 8 Flashing Superheroes

In this unit students will develop an animation about a super hero of their choice. The story must be aimed at primary school children, and must have a positive message at the end.

Year 9 Semester 1

Me & My World Using various software and digital technologies students will explore the ‘self’ in this unit.

Year 9 Semester 2

Fact or Fantasy? This unit explores the digital environment and its use in creating fantasy worlds and social media.

Assessment Students will complete a range of assessment items including practical and written tasks.


MUSIC

Aims of the course Music involves singing, playing instruments, listening, moving, improvising and composing by manipulating the music elements to express ideas, considering specific audiences and specific purposes, through sound. In Year 9 students are encouraged to complete one semester in order to study music in Year 10.

Year Level Unit Title Unit Description Year 7 What’s with the

Dots? This is a foundation unit introducing students to the wonders of music. Exploring, discovering, investigating and understanding what music is about, using exciting, interesting and rhythmic songs. They will develop an appreciation of music while learning to read and understand the different symbols. Students will develop skills through aural and rhythmic dictation. They will listen to a variety of music genres discovering the diverse instruments and their individual timbres. Each student will learn the basic skills to play a keyboard.

Year 8 Take the Dots for a Ride!

Students continue to explore, discover, investigate and understand what music is about through singing, playing and participating in making music. Students will be introduced to a more extensive understanding of the treble clef, bass clef and their relationship to the Grand Staff. Skills used to play instruments such as the guitar and piano will be taught with practical opportunities to further cultivate their love of music. The various instrumental sections of the orchestra will be introduced, along with both aural and visual illustrations.

Year 9 Semester 1

Elements of Music

This unit aims to establish a solid foundation in the elements of music to assist in future analysis and listening of all varieties and genres. Students take a journey back in time as various historical and present composers are investigated and explored. They discover how these different composers manipulate the elements of music to produce unique sounds that have survived the test of time. Students learn to play both the piano and keyboard.

Year 9 Semester 2

The World of Music

Music has many faces and in this unit students will take a deeper look into various cultures from around the world such as; Aboriginal, African, Andean, Caribbean, Indonesian, Irish, Japanese and Polynesian. Students will investigate cultural and musical differences, historical significance and the diverse instruments used; exploring how specific cultures have influenced and shaped the music they listen to today. Students will continue to develop their skills on the keyboard and guitar.

Assessment In Music, students are assessed in:

1. Identifying and responding to music 2. Singing and playing 3. Reading and writing music.


VISUAL ART

Aims of the course 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.

Year Level Unit Title Unit Description Year 7 Mapping the

Place In this elective students will look at how symbols have been used to represent places and the environment. They will make and display a three-dimensional sculpture and learn the basics of design through the study of the elements and principles of art.

Year 8 Who Am I? In this elective students will look at colour theory and ways of creating depth in a two-dimensional artwork. They will create a major drawing that incorporates mixed media, using a variety of media such as acrylic paints, ink, pencil, graphite, charcoal, watercolour paints, pastels and found objects. They will also explore the use of the elements and principles of design.

Year 9 Semester 1

Creepy Creatures

This unit explores both fantasy and realistic art. Students investigate dragons from a variety of cultural and historical contexts and design their own 2D and 3D dragons. In the second term, students will study still life and landscape art and use the natural environment as art-making stimulus. They will explore a variety of ways to develop art works such as drawing, found objects, frottage and collage, which they will use to create major artworks. Students will develop skills in draw ing , C l aymat ion , painting, and appraising artworks.

Year 9 Semester 2

Pop World This unit explores both realistic and cartoon art. In the first part of the unit, students will explore popular culture in art and society. They will research the development of modern art, through examining artists and art works. In the second part of the unit, students will research stencils and design. They will explore various types of stencils and printmaking techniques. Students will develop skills in drawing, stencilling, printmaking and appraising artworks.

Assessment Students will complete a range of assessment items including practical and written tasks.


NOTES

St Francis College – Middle Years Curriculum 2015 28

64 Julie Street, CRESTMEAD, 4132Phone: (07) 3489 4800 Fax: (07) 3803 4507

Email: [email protected] Web: www.sfcc.qld.edu.au

Documents

2015 Middle Years Curriculum Handbook.pdf - Crestmead Middle Years... · elcome to te Middle Years ase o Learning ... with clear and visible learning intentions an d success criteria