Year 7/8 Curriculum Information 2016

                             

 

Year 7/8  

     

Curriculum  

     

Information  

     

2016

 

 

TABLE OF CONTENTS      

 

INTRODUCTION....................................................................................................................................... 1 MIDDLE SCHOOLING.............................................................................................................................. 2 HELPFUL HINTS FOR SUCCESS IN THE SECONDARY SCHOOL…............................................... 3 HOMEWORK & STUDY TECHNIQUES..................................................................................................................... 4 AGRICULTURAL SCIENCE AGS ........................................................................................................7 ART ART ................................................................................................................................................8 ARTS EXPERIENCE AEX ...................................................................................................................9 ELECTRONICS, ROBOTICS & ASSOCIATED TECHNOLOGIES ERT.........................................10 ENGLISH ENG………………………………………………………………………….…………………………..........11 HEALTH & PHYSICAL EDUCATION HPE ........................................................................................12 HOME ECONOMICS HEC..................................................................................................................13 INDUSTRIAL TECHNOLOGY & DESIGN ITD ..................................................................................14 INFORMATION COMMUNICATION TECHNOLOGY (ICT) .............................................................15 LANGUAGES: CHINESE (Mandarin) CHI .............................................................................................................. 16 GERMAN GER ............................................................................................................................... 17 MATHEMATICS MAT ..........................................................................................................................18 MUSIC MUS .........................................................................................................................................19 MUSIC SPECIALISATION CLASS

MSP .........................................................................................20

SCIENCE SCI ......................................................................................................................................21 SOCIAL SCIENCE (Year 7) SSE .......................................................................................................22 SOCIAL SCIENCE (Year 8) SSE .......................................................................................................23 SPECIAL EDUCATION PROGRAM SEP ..........................................................................................24

         

 

Introduction

 

   

Dear Parent/Carer For Year 7 students in 2016 this is the introductory and exploratory year of high school, during which ALL students study a broad common core of subjects. These are based on the eight key learning areas with which you will be familiar from your primary school, including English, Mathematics, Science, Studies of Society and Environment, Health and Physical Education, Languages, the Arts, Technology. We have made a concerted effort, through linking with our partner primary schools, to ensure that what we are teaching builds on your child’s learning throughout the primary years. Similarly we have spent time ensuring we understand how children of this age best learn. We have also mapped the topics studied in all subjects and aligned them as far as possible so students are confidently able to make meaning of their learning. Each Year 7 class will have fewer teachers so that the transition from the primary years, where one or two teachers knew your child well, is smooth. This gives our teachers a greater chance to know your child as a person and as a learner. We very much look forward to 2016 with your child as a student at Centenary Heights State High School.

Maryanne Walsh Principal

 

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Excellence in Junior Secondary at Centenary Heights State High School      In line with all Queensland schools, Centenary Heights State High School formally introduced  Junior Secondary Schooling in 2013 and in 2015 we welcomed our third year level – Year 7.  Our Junior Secondary Program strives to support students in their move from primary to  secondary schooling, providing an environment that supports their social, academic and  emotional well‐being.      At Centenary Heights State High School our Junior Secondary phase of learning has been  implemented using three (3) key principles:   

1. Distinct Identity: A clear focus on students gaining a sense of belonging and connectedness  to their school and to feeling safe and confident in a high school environment. It is for this  reason we include programs and processes such as: students having their own home rooms  and teachers; purpose‐built facilities; a comprehensive Transition Program from primary to  high school; a different uniform to our Senior School; class captains and Student Council  representatives in each year level; identified staff keen to teach in the Junior Secondary  environment; and Junior Secondary events identified in our school calendar.      2. Quality Teaching: This principle informs the practices and strategies that Centenary Heights  State High School uses to develop a common repertoire of practices that successfully engages  and challenges Junior Secondary students. Specifically our school identifies key staff to teach  in our Year 7 and 8 Transition Program. Our program has a clear focus on developing strong  teacher/student relationships pivotal to quality learning in the classroom.  Students study all  of the core subjects in Year 7 and 8 including Mathematics, English, History, Geography,  Science, Health and Physical Education and a Foreign Language (German and Chinese). An  important addition to these is the variety of ‘elective’ subjects involving the Arts and  Technology students study each term.     3. Student Wellbeing: We have designated Heads of Year and Pastoral Care teachers who  work with the students on a ‘day to day’ basis; well‐developed peer mentor programs linking  our Senior students with our young students; a Pastoral Care Program targeting the needs of  Junior Secondary students; strong links with primary schools as a part of our successful  Transition Program; an established supportive, caring and inclusive school community that  fosters school connectedness (safety, respect and learning underpins all that we do); and  targeted activities designed to motivate our students including school camps and excursions.   

Reporting for Year 7 & 8   

Report cards will be posted Week 8 Term 1 (a progress report for Year 7) and at the end of  each following term through to Year 12. At the conclusion of each Term student timetables  will change as a result of the movement to new elective subjects.     The education of a child is a critical partnership between the student, the school and the  parents/carers. To foster this we host events such as the Year 7 Meet and Greet evenings;  email and post report cards each term; and have ready contact with PCG teachers and/or  Heads of Year. We look forward to working with you as your child progresses through the  Junior Secondary Phase of Learning – an exciting, rewarding and often challenging stage of the  journey to adulthood.   

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HELPFUL HINTS FOR SUCCESS IN THE SECONDARY SCHOOL

Study is planned learning that can enrich your life and can help you achieve whatever goals you have set. Simply, the more you know, the more you can do in life.

Success at school and achieving your goals will depend upon EFFECTIVE STUDY TECHNIQUES, CONSISTENT HOMEWORK PATTERNS and APPROPRIATE CLASSROOM BEHAVIOUR.

Each individual student will have a different learning style and will consequently develop his/her own personal study routines. However, the following suggestions provide a set of guidelines, general principles and study techniques which have been found to be effective for all students. In general, study time needs to range from between one to one and one half hours each evening. Because each student will have different interests and abilities, it is vitally important to set aside time for the amount of study you need in order to keep pace with everyday school work and revision. Some students may require more overall time for study than others. It is also likely that some subjects studied will require more study time than others. Finally, it will almost always be necessary to increase the amount of study time just prior to examination periods or when catching up on work missed due to being absent from class for any reason.

 

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HOMEWORK  

a) Homework is assigned by most teachers in most subject areas on a regular basis b) You are expected to complete all tasks within the given period of time. c) Neglect of home tasks or refusal to do them may attract a consequence from the teachers concerned. d) Your Homework & Study Planner should be taken to all lessons and homework entered in it as given by the teacher. e) A guide to the amount of time to spend on homework is as follows: Year 7 45 minutes, including reading Year 8 1 hour Year 9 1 hour Year 10 2½ hours Year 11 and 12 3 hours f)

for 4 nights of the week, and where needed, an hour on the weekend

There are three types of homework: i.

SET HOMEWORK: This is work set by the class teacher and should be completed for the day and period for which it is set. ii. STUDY HOMEWORK: This is revision work and is your responsibility. Some time should be devoted each night to going over work which has been learnt previously to ensure that knowledge and understanding are retained. iii. ASSIGNMENTS: Plan ahead the time to spend on assignments, so that you do not leave it to the last minute and run the risk of being late in handing it in. Ideally, you complete your assignments over a period of time, not in one night.  

…..so there is never a time when you can say ‘I don’t have any homework!’

Remember, around 80% of new learning is lost in the first 24 hours Research shows that the following revision program is generally effective

After 1 hour learning session 10 minutes later 1 day later 1 week later 1 month later 6 months later

-

revise for 10 minutes revise for 5 minutes revise for 2-3 minutes revise for 2-3 minutes revise for 2-3 minutes

[[

Studying requires the student to:  Organise thoughts, time, work and materials  Make a positive commitment to achieving goals  Develop a variety of skills and techniques  Actively participate in the learning process  

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WHEN YOU PARTICIPATE IN CLASS, ORGANISE HOMEWORK AND STUDY ACTIVELY, YOU ARE WELL ON THE WAY TO SUCCESS  

   

   

   

 

 

 

   

   

          *I

revise my notes each night * I am able to pick out the main points from books or notes * I learn from my mistakes * I make useful summaries and study them before exams * I follow my study timetable in preparation for exams * I am active in my study methods * I do things to help me remember * I use a variety of ways to learn * The time I spend studying is effective               STUDY TECHNIQUES

* I write down the homework I am given in class * I take home the books I need to do my homework * I have a regular time and place for doing my homework * I use a study / homework timetable * With large assignments I plan how I will complete them on time * I work away from distractions such as TV and radio * My homework is finished on time * I correct the mistakes I make in my homework

HOME WORK PATTERNS * I arrive on time for each class * I ask questions when I don’t understand * I don’t talk to other students when I shouldn’t * I take notes regularly * I have books and materials I need for each class * I concentrate on what the teacher is saying * I concentrate on the work I am given * I answer questions I am asked by my teachers CLASSROOM BEHAVIOUR

THE TRIANGLE TO SUCCESS  

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In order to become organised you will need to consider:    

WHERE you study WHEN you study WHAT you study HOW you study

STUDY TIMETABLE Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

TERM ASSIGNMENT PLANNER Assignment

Subject

Teacher

First Copy Due

Final Acceptance

For help with study techniques contact your teacher or Guidance Officer  

     

 

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AGRICULTURAL SCIENCE – JUNIOR (AGS) AIMS: The Year 7 Agricultural Science course is designed to provide a basic understanding of the relationships between plants, animals, man and the environment. It will be of value to both urban and rural students, because it seeks to develop an awareness of the importance of agriculture in all facets of everyday life. Skills acquired through the study of Agricultural Science will be of value in many and varied life roles. The course places considerable emphasis on practical work, which is conducted at the Centenary Heights campus over one semester (20 weeks). CONTENT: The major units of study include:       

cells and organs animal structure plant structure plant and animal products soils energy (machinery) chemicals and chemical safety

The practical work in which the student will be involved includes:      

safely using garden implements vegetable growing plant propagation carrying out field and project work recording and presenting observations accurately observing animal and plant systems

PREREQUISITES: Nil ASSESSMENT: These may include written tests, assignments and projects, as well as completion of practical tasks. COSTS: (In addition to the Student Resource Scheme) One compulsory field trip to Wilsonton Agricultural Field Studies Centre approximate cost $5. CAREERS: Agricultural Science may lead to careers in agricultural research (scientist), animal industries, seed and grain industries, pastoral companies, veterinary science, teaching, government departments (eg. Primary Industries, Natural & Resource Management, Environmental Protection Agency), banks & financial sectors, and horticultural industries. SPECIAL SUBJECT REQUIREMENTS: Work will involve theory and practical work conducted at the Centenary Heights Campus. Students are required to wear a hat during these sessions. Shoes with impervious uppers are required for safety reasons.

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ART (ART) AIMS: Students will:  Experiment with awesome art materials like acrylic paint, clay, watercolour, pastels, inks etc.  Develop terrific technical skills by making artworks  Represent ideas, thoughts, feelings and observations of the world in visual ways  Study the key ingredients of art commonly known as the elements of design CONTENT: Students study art disciplines such as drawing, painting and ceramics (clay). Preliminary activities lead into the production of a major piece of work in each discipline. Topics covered include self portraits, still life, scapes and monsters.

ASSESSMENT:     

A major painting or A major drawing or A major ceramic item Preliminary activities and tasks A visual journal of notes and handouts

COSTS: (In addition to Student Resource Scheme) Nil

CAREERS:

Advertising, architect, critic, agent, fashion, ceramicist, illustrator, film and television production, design, florist, costume designer, jeweller, landscape, interior design, photo journalist, plastic surgeon, sculptor, set design, lecturer, print maker, urban planner, weaver, woodcarver, stylist, stonemason, sign painter, curator.

SPECIAL SUBJECT REQUIREMENTS: Students should expect to devote some time outside class time to the completion of practical tasks. Art rooms are opened to students during lunch times for this purpose. All students are required to have a basic kit of art equipment which includes:  2 x 2B pencils  1 x soft white eraser  4 x flat bristle style paintbrushes (sizes 2, 4, 6 and 8 – available from the Textbook Office)  1 x imitation sable or taklon paintbrush (size 1 or 2)  A basic set of coloured pencils  A basic set of felt pens  A old shirt/protective clothing (optional)  Paintbrushes are available at the textbook office Art materials are for use in class and are necessary for finishing art tasks or completing homework. This basic kit of equipment is in use in art across all year levels. 8

ARTS EXPERIENCE (AEX) AIMS: ‘Arts Experience’ is designed to provide students with experiences which will help to develop their skills in creativity, teamwork and negotiation as well as developing selfconfidence and empathy. This will be achieved through activities which have a Drama focus. CONTENT:  Improvisation  Role, character  Voice, movement  Focus  Play building  Performance

PREREQUISITES: A willingness to participate in group activities

ASSESSMENT: Tasks will be in the two key areas of Making and Responding: 

In MAKING activities, students will develop roles and characters and devise, interpret and perform drama that communicates meaning.



In RESPONDING activities, students will identify and analyse how Elements of Drama are used, combined and manipulated.

CAREERS: As a result of undertaking further studies in the performing arts, students may be interested in pursuing a career in theatre or drama. Studies of Film, Television and New Media, Media Studies and Drama which are offered in later years are also an appropriate preparation for such tertiary courses as journalism, teaching, law and communications and for careers in the advertising and public relations field. SPECIAL SUBJECT REQUIREMENTS: Teamwork is an essential part of this subject, thus the ability to work co-operatively in groups is an important attribute of students who undertake Arts Experience. 9

ELECTRONICS, ROBOTICS & ASSOCIATED TECHNOLOGIES (ERT) AIMS:   

Introduce Year 7 students to emerging technologies, robotics and association technologies Introduce students to beginning and advanced programming languages Introduce students to prototype designing

CONTENT: Topics/Areas  Accessing and constructing information  Digital communication and publishing  Interfacing with machines  Project planning and design  Prototype design and construction  Communication  Low level programming languages  Robotics design and construction  Robotics programming  Flow charts  Design processes  Encryption  Computer generated modelling ASSESSMENT: May include tests, assignments, portfolio of work, group work and class participation. CAREERS: Electrical fitter, electrical engineer, computer programmer, automotive electrician, electronics service person, software engineer, computer technician. Leads into programming and incorporated into Information Processing & Technology (IPT) in Years 11/12, and Engineering Technology.

SPECIAL SUBJECT REQUIREMENTS: Display folder for handout pages – this becomes the student’s manual. A 9GB USB is required specifically for this subject. Students are expected to bring safety glasses. 10

ENGLISH (ENG) AIMS: At Centenary Heights State High School, we regard English as Exciting, Essential and for Everyone. English is aimed at developing students’ proficiency in five language modes – writing, speaking, reading, listening and viewing. English develops a student’s knowledge of how individuals and groups create texts for different purposes. Students study a range of print, visual, digital and media texts to consider how they have been influenced as readers and listeners. Students then apply their knowledge of how language can be used to influence others when constructing their own texts. CONTENT: In Years 7 and 8, students will study the following units: Year 7 - Semester One 



Year 8 - Semester One 

Persuasive Texts: Students will examine a range of persuasive texts, including advertisements, newspaper and magazine articles, and multimodal texts, and evaluate the techniques used in persuasive writing. The Stories of Our Lives: Students will study how stories are told in a range of texts, including picture books, multimodal texts, biographies and autobiographies.



Teens in the World: Students study a class novel that focuses on teen lives in a contemporary world setting. Representation of an Issue in Media Texts: Students will study an issue and how it is represented in a range of media and everyday texts, including newspapers, magazines, television news and current affairs programs.

Year 7 - Semester Two  

Year 8 - Semester Two 

The Stories of Our Lives: Students will study how stories or narratives are told through short stories and film. Heroes: Students will study a historical novel exploring the representation of a hero.



Indigenous Perspectives: Students will examine a range of texts about and from Aboriginal and Torres Strait Islander perspectives. Literary Texts: Students will study a range of literary texts, including short stories and drama scripts.

ASSESSMENT: Students’ folios will contain a minimum of four written pieces and two oral pieces. Assessment is to be negotiated with the Head of Department, teachers and students. COSTS: (In addition to Student Resource Scheme) Nil CAREERS: Entry to most university courses requires a Sound Achievement in English. 11

HEALTH AND PHYSICAL EDUCATION (HPE) AIMS: In line with the National Curriculum, Year 7 & 8 Health and Physical Education teaches students how to enhance their own and other’s health, safety, wellbeing and physical activity participation in varied and changing contexts. The subject offers students opportunities to develop knowledge, processes, skills and attitudes necessary for making informed decisions about leading healthy lifestyles throughout the entire course of their lives. It introduces students to practical and theoretical areas covered in Years 9 and 10 and thus assists them to make decisions regarding the choice of this subject at the completion of Year 8.

CONTENT: YEAR 7 Theory: Sun safety, hydration, heat injury Practical: Softball, hockey, athletics, touch, netball, Australian Rules football, European Handball, minor games/dance

CONTENT: YEAR 8 Theory: Sports nutrition, fitness for life with a focus on fitness for games and sports. Practical: Aquatics – water polo, soccer, cricket, fitness unit, basketball, ½ court tennis, minor games/dance. PREREQUISITES: A positive attitude towards physical exercise is essential. participate to the best of their ability in all practical areas.

Students are required to

ASSESSMENT: Practical work constitutes the major part of assessment in the Health and Physical Education course. Subjective assessment using checklists and diagnostic tests will be used in prac. End of semester exams/ assignments and book work complete the assessment items. COSTS: (In addition to the Student Resource Scheme) Nil SPECIAL SUBJECT REQUIREMENTS: Hat and sunscreen are required for outdoor activities. Students are required to wear the complete sports uniform to practical lessons. A folder to store theory handouts is also required. A suitable swimming costume will be needed. Swimming goggles are recommended as wearing them helps students improve their swimming technique. 12

HOME ECONOMICS (HEC) AIMS: Studies in this subject aim to provide a general introduction to the study of Foods & Textiles and has as its focus the adolescent learning to live effectively in his or her immediate environment. These units are designed to provide students with introductory knowledge and skills necessary to achieve success in the Home Economics Units related to Foods and Textiles Study in the Middle School. CONTENT: TEXTILE TECHNOLOGY 

FOOD TECHNOLOGY 

Creating a Textile Product



In the Textiles unit, students will be involved in basic techniques in textile production, that is, use of the sewing machine and related skills in article construction.

Let’s Cook Target on Healthy Eating

The Food and Nutrition unit explores a variety of cooking skills and safe, hygienic work practices through hands-on learning experiences as well as basic nutrition requirements, with a focus on adolescent needs.

ASSESSMENT:  Practical work  Test  Bookwork COSTS: (In addition to Student Resource Scheme)

Nil

SPECIAL SUBJECT REQUIREMENTS: An individual booklet will be issued to each student containing valuable theory aspects and recipes that will be cooked over the duration of the course. Basic sewing equipment i.e. pins, sewing needles, etc. will be required for the Textiles unit. The apron students produce in the Textiles unit will be worn during practical cookery lessons. 13

INDUSTRIAL TECHNOLOGY AND DESIGN (ITD) AIMS: In line with the National Curriculum, Year 8 ITD will involve students undertaking two strands of the Technologies – Design and Technology stream; Knowledge and Understanding; and Processes and Production Skills. Students will be exposed to emerging technologies that shape the world in which we live. The subject offers students opportunities to learn about the use, development and impact of technologies in people’s lives, and to see how technology and design changes across a range of areas (wood, metal and plastic compositions). Students will create designed solutions by their involvement in: investigating, generating, producing, evaluating, collaborating and managing projects. ITD introduces students to practical and theoretical areas covered in Years 9 and 10 and thus assists them to make decisions regarding the choice of this subject at the completion of Year 8.

CONTENT: CONTENT: YEAR 8 (3 x 70 minutes lessons for one term only) Projects will involve some of the following:  Desk tidy  Tray  Lidded box  Bin tidy

PREREQUISITES: Nil ASSESSMENT: Assignments/project work forms assessment requirements with one assessment piece per term which will incorporate theoretical and practical software applications. Students will be required to prepare projects and responses. COSTS: (In addition to Student Resource Scheme) Nil SPECIAL SUBJECT REQUIREMENTS: Students are required to:  Wear shoes with leather uppers (formal shoes)  Safety glasses and  Ear plugs, as required to workplace safety  2 x 2H pencils or pacer pencil  Eraser Aprons are available if required. The Textbook Office sells safety glasses and earplugs ($11.00 in total), if not already purchased with the school stationery pack. 14

INFORMATION COMMUNICATION TECHNOLOGY (ICT) AIMS: In line with the National Curriculum, Year 7 ICT will involve students learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live, providing digital challenges that provide new ways of thinking to create design solutions. In addition, student will develop knowledge, understanding and skills that will enable them to actively and ethically participate within Australian business and also to be a financially literate citizen. The subject offers students opportunities to use up-to-date software and experience exposure to programming languages, as well as to use emerging technology where possible. Students will also develop knowledge and understanding of the nature of business decision-making and its role in creating sustainable business environments, as well as the development of enterprising behaviours and capabilities that can be transferable into life, work and business opportunities. ICT introduces students to practical and theoretical areas covered in Year 9 and 10 and thus assists them to make decisions regarding the choice of Business and ICT subjects at the completion of Year 8. CONTENT: Year 7 (2 x 70 minute weekly lessons for one semester only)  Marketing and promotion – consumer branding, advertising, marketing techniques, competitive edge in marketplaces, business cards/brochures/posters, commercials (TV/radio)  Game programming – target groups, game design process, game production software (Gamemaker/Scratch)

PREREQUISITES: Nil ASSESSMENT: Assignments/project work form assessment requirements, with one assessment piece per term which will incorporate theoretical and practical software applications. Students will be required to prepare projects and responses using computers and various software packages (eg Word Processor, Publisher, Gamemaker, Powerpoint etc) COSTS: (In addition to Student Resource Scheme) Nil

SPECIAL SUBJECT REQUIREMENTS: Students are required to own:  Own headphones-earplugs  Minimum of 8 GB USB  Display folder with plastic pockets

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LANGUAGE - CHINESE (CHI) (Mandarin) ‘Chinese is recognised as an important language for young Australians….as Australia progresses towards a future of increased trade and engagement with Asia’ ACARA AIMS: The world is an exciting and ever changing place. Learning another language not only provides you with a key to the global community and all its opportunities, but also enables you to better understand and connect with people of other cultures. More specifically:  studying a language enhances career opportunities  studying a language will improve your literacy skills and abilities, helping you across all subject areas  you will gain practical language skills both in the classroom and using computers for communication  your teacher will ensure that both beginning and continuing students of the language will be catered for  you will come to recognise the worth of all languages and cultures and so develop a respect for and understanding of other people.

CONTENT: YEAR 7 & 8 (One semester in Year 7 or Year 8  Students learn how to engage in everyday conversations with Chinese people – whether visitors to Australia, students from Chinese-speaking countries or long-term residents  Students learn how to introduce family, greetings, hobbies and daily routines, and cultural differences  Everyday conversations  Use of exciting computer programs, laptops with wireless internet access and interactive whiteboards  Students engage in a basic study of the history of China  Students develop writing skills through the study of Chinese characters  Sustain oral interactions, discuss ideas and opinions  Apply grammar and sentence structure to enhance communication  Use digital resources and text-creation methods to communicate with others  Extend their depth of knowledge and repertoire for communication in and understanding of Chinese language and culture within the world of teenage experience, on topics of general interest  Participate in intercultural experiences including excursions

PREREQUISITES: Nil, other than a positive attitude towards learning another language and about other cultures. ASSESSMENT: Information will be collected by your teacher at appropriate times during the unit. In the main, assessment will be used to give you feedback on your progress. COSTS: (In addition to Student Resource Scheme) You will be offered the opportunity to participate in activities such as Buddha’s Birthday; a visit to the Chinese Temple in Brisbane; Chinese speaking, writing and poetry competitions and other language competitions. These activities are optional and offered at approximately $40. 16

LANGUAGE - GERMAN (GER) ‘Language is the road map of a culture. It tells you where its people come from and where they are going’ AIMS: The world is an exciting and ever changing place. Learning another language not

only provides you with a key to the global community and all its opportunities, but also enables you to better understand and connect with peoples of other cultures. More specifically:  studying a language will improve your literacy skills and abilities, helping you across all subject areas  you will gain practical language skills both in the classroom and using the latest technology for communication  your teacher will ensure that both beginning and continuing students of the language will be catered for  you will come to recognise the worth of all languages and cultures and so develop a respect for and understanding of other people. CONTENT: YEAR 7

 Students learn how to engage in everyday conversations with German people – whether visitors to Australia, students from German-speaking countries or long-term residents  Students learn how to discuss daily routines and cultural differences  Everyday conversations  Use of exciting computer programs, laptops with wireless internet access and interactive whiteboards  Students engage in a basic study of the history of Germany  Students are exposed to a variety of different festivals CONTENT: YEAR 8

Further to what students learn in Year 7 they learn how to:  Sustain oral interactions, discuss ideas and opinions  Apply grammar and sentence structure to enhance communication  Use digital resources and text-creation methods to communicate with others  Extend their depth of knowledge and repertoire for communication in and understanding German language and culture within the world of teenage experience, on topics of general interest  Participate in intercultural experiences including excursions PREREQUISITES: Nil, other than a positive attitude towards learning another language and about other cultures. ASSESSMENT: Information will be collected by your teacher at appropriate times during

the unit. In the main, assessment will be used to give you feedback on your progress. COSTS: (In addition to Student Resource Scheme)

You will be offered the opportunity to participate in activities such as the Brisbane German Film Festival; German Zoo Day; a visit to Oktoberfest; and language competitions. These activities are optional and offered at minimal cost of approximately $45. 17

MATHEMATICS (MAT) AIMS: In line with the National Curriculum, the Year 7 & 8 Mathematics program focuses on developing each student’s numeracy skills with a strong emphasis on number sense and utilising both written and mental techniques when working with numbers, whilst also developing spatial awareness, a sense of chance, and how data can be collected and represented. The subject offers students opportunities to develop understanding and fluency of many fundamental mathematical concepts, and learn to problem solve and express their reasoning in a mathematical context. CONTENT: YEAR 7 • • • • • •

Fractions, decimals, and percentages, negative numbers, index notation, ratios Angle relationships, symmetry and translation of shapes in a plane Area of rectangles, triangles, parallelograms, and volume of rectangular prisms Evaluating algebraic expressions, plot co-ordinates to determine relationships Probability of simple events, and the process of simple statistical investigations Solve simple linear equations and word problems

CONTENT: YEAR 8 • Integers, rational, and irrational numbers, lndex laws, ratios and rates, 24 hour time • Fractions, decimals and percentages, percentage increase/decrease. • Probability using Venn diagrams, two-way tables and complement of an event • Expand and factorise algebraic expressions, solve linear equations • Perimeter and area of two and three sided shapes and circles • Collect, organise, display, and analyse data • Revise angle properties, congruent shapes, and properties of congruency • Volume of rectangular and triangular prisms, properties of quadrilateral shapes PREREQUISITES: Students need a basic understanding of number, place value, and quick automatic mental recall of basic addition/subtraction and multiplication/division processes. For example, students need to know their times tables up to 10 x 10 well and at speed. ASSESSMENT: Students will complete two in-class tests and one alternative (assignment-like) task each semester as the major part of the formal assessment in this subject. There is also on-going diagnostic assessment informally happening during lessons. COSTS: (In addition to Student Resource Scheme) Ti-30XB Multiview Scientific Calculator $22 from the textbook office. SPECIAL SUBJECT REQUIREMENTS: The brand and model of calculator mentioned above is the one best suited to the student’s needs in their mathematics subject right throughout the six years of high school. Students using a different brand may have difficulty working out how to use the calculator if it isn’t the school recommended brand above. 18

MUSIC (MUS) AIMS: The Year 8 Music course is designed not only to provide the fundamental knowledge and skills required for a student to continue a study of music at Years 9 and 10, but it is also intended to stimulate an understanding, appreciation and enjoyment of music as a leisure interest for the future. Through a study of Music, students will:  gain an understanding of the elements of music and apply these through performance  develop an appreciation of a variety of types of music styles  acquire knowledge and understanding of musical instruments  develop performance skills in instrumental and vocal music CONTENT:     

Introduction to instruments Rhythm and drumkit Guitar Pitch and keyboard Introduction to computer music technology

A substantial amount of class time is given to practical work. ASSESSMENT:   

Knowledge/application Listening (eg instrument/stylistic identification, aural skills) Performing (eg drumkit, guitar, keyboard, other)

COSTS: (In addition to Student Resource Scheme) Nil CAREERS: Careers in music are many and varied and include music librarian/ publisher/therapist/composer/teacher (pre-school to tertiary)/copyist/journalist, instrument maker, piano technician-tuner, instrument repairer, song writer, performer, retailer. SPECIAL SUBJECT REQUIREMENTS:   

1 display folder 1 exercise book (48 pages) – may include manuscript 1 highlighter pen 19

MUSIC SPECIALISATION CLASS (MSP) Students with a proven interest and aptitude in either vocal or instrumental music may apply for a position in the Year 7 Music Specialisation class. Students selected will form one of our Year 7 classes for 2016. They will undertake a two semester long course, with a greater amount of time dedicated to the study of music. While the core content will be the same as that offered to Year 8s, students will be provided with opportunities to immerse in music knowledge and skills, both instrumentally and vocally. There will be a particular emphasis on developing performance skills. As such, it is expected that class members will participate in a range of performances and school performance groups. Students who wish to be considered for this class will be required to audition and participate in a brief interview. This school supports a philosophy of ‘Excellence through Enjoyment’, exposing students to an extensive and varied repertoire and the discipline and high standard demanded by reallife public performances. Centenary Heights’ Performing Arts groups participate in a broad range of performance events both within and beyond Toowoomba. School performance groups Include: Boys choir Concert band Choir Harmony singers Musical band Orchestra

Show band Stage band String ensemble Various chamber ensembles Vocal ensemble

YEAR 8 CORE CONTENT  Introduction to instruments  Rhythm and drumkit  Guitar  Pitch and keyboard  Introduction to computer music technology MUSIC SPECIALISATION UNITS:  Term 1: Foundation Performance  Term 2: Foundation Performance II – ‘I’ve Got Rhythm’  Term 3: Foundation Performance III – ‘Music and Film’  Term 4: Foundation Performance IV – ‘Musical Soundscapes” ASSESSMENT  Musicology (including aural skills and application of knowledge)  Composition  Performance (instrumental and vocal) SPECIAL SUBJECT REQUIREMENTS:  1 display folder  1 exercise book – may include manuscript  1 highlighter pen 20

SCIENCE (SCI) Science provides a way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises. The Centenary Heights Science Curriculum aims to ensure that students develop:  an interest in science  an understanding of biological, physical and technological world  scientific inquiry skills  communication skills  problem solving skills  an understanding of historical, cultural, and modern science issues CONTENT: AREA

YEAR 7

Classification Ecosystems Properties of substances Mixtures Physical and chemical reactions

BIOLOGY CHEMISTRY

PHYSICS

Forces

EARTH SCIENCES

Space

* All units address relevant societal issues and scientific skills. ASSESSMENT: A variety of assessment items may be used including practical reports, written tests, book marks, and a variety of assignment genres. COSTS:

(In addition to Student Resource

Scheme) Students may undertake an excursion to the Wilsonton Agricultural Field Studies Centre. There may be touring presentations which may have a cost associated with them.

CAREERS: Many careers need science knowledge and skills: nursing, medicine, physiotherapy, veterinary science, engineering, pharmacy, geology, beauty therapy, chiropractic, hospitality, electrical services and wildlife management to name just a few. 21

SOCIAL SCIENCE (SSE) INCORPORATING HISTORY AND GEOGRAPHY AIMS:  To provide Year 7 students with a better understanding of the world around them.  To develop a strong general knowledge of current affairs, historical information and geographical skills.  To develop a sense of empathy and understanding for others.  To provide communication and practical skills to better equip students for further study and the world of work. CONTENT: Year 7 Investigating the Ancient Past  Overview  Students build on and develop their skills in historical inquiry in the context of the Ancient World. The Mediterranean World: Egypt  Overview  Students investigate and develop an appreciation of the features of ancient Egypt and the legacy ancient Mediterranean societies have on the modern world. The Asian World: China  Overview  Students investigate the features of ancient China as a major Asian civilization and study how these features have shaped and impacted the modern Chinese nation, the region and the world.

Water in the World  Water as an example of a renewable resource  The many uses of water, the way it is perceived and valued  Its function in connecting people and places  Water scarcity and availability  Case studies of water usage from Australia, countries in the Asia region and West & North Africa. Place and Liveability  Students examine the liveability of different locations  The factors that impact liveability and how it is perceived  The services and facilities needed to support and enhance our lives  How areas are planned to improve liveability  Liveability is examined through case studies drawn from Australia and Europe.

ASSESSMENT: In Year 7 Social Science, quality assessment is a key focus of the course. Students are required to complete five assessment items for the year across a range of assessment styles e.g. journals, reports, in-class exams, orals, video presentations. COSTS: (In addition to Student Resource Scheme) Students in Year 7 may be required to attend an excursion as part of the Water in the World Unit (Term 1) CAREERS: Study of Social Science subjects is essential to young Australians because they look at everyday issues that face all people in a community. It is vital to be able to understand our history in order to avoid repeating mistakes, our geography as we seek to preserve and value our natural environment and our civic responsibilities if we are to participate in a democratic society. Such skills are directly applicable to any career choice.

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SOCIAL SCIENCE (SSE) INCORPORATING HISTORY AND GEOGRAPHY AIMS:  To provide Year 8 students with a better understanding of the world around them.  To develop a strong general knowledge of current affairs, historical information and geographical skills.  To develop a sense of empathy and understanding for others.  To provide communication and practical skills to better equip students for further study and the world of work. CONTENT: Year 8 Western and Islamic World  Overview  Medieval Europe o structure of Medieval Society o features of the church’s power o developments in the Islamic world o crime and punishment

Landforms and Landscapes  Geomorphology  Landforms and landscapes  Cultural significance and management of landforms and landscapes  Climate graphs  Mapping skills  Contour maps and cross sections

Black Death  Overview  Black Death in Asia, Europe and Africa o living conditions leading to the Black Death o mapping the spread of the Black Death o effects of the Black Death o drawing conclusions

Changing Nations  Investigating changing human geography  Population distribution  Economic and social change within nations and the impact of this upon the environment  Urbanisation  Migration  Mapping skills  Interpreting graphs and statistics

Shogunate Japan  Overview  Shogunate Japan o way of life o feudal system o policies and issues in the Tokugawa Shogunate o impacts of western exposure

ASSESSMENT: In Year 8 Social Science, quality assessment is a key focus of the course. Students are required to complete five assessment items for the year across a range of assessment styles e.g. journals, reports, in-class exams, orals, video presentations. COSTS: (In addition to Student Resource Scheme) Nil CAREERS: Study of Social Science subjects is essential to young Australians because they look at everyday issues that face all people in a community. It is vital to be able to understand our history in order to avoid repeating mistakes, our geography as we seek to preserve and value our natural environment and our civic responsibilities if we are to participate in a democratic society. Such skills are directly applicable to any career choice. 23

SPECIAL EDUCATION PROGRAM (SEP)

AIMS: The aim of the Special Education Program (SEP) is to prepare students to achieve to the best of their ability so that they might successfully transition from school into the wider community.

CONTENT: Some students study a full subject load with support provided by their SEP case manager who liaises with mainstream teachers and parents and advocates for the student when necessary. Many students elect to study one less subject, allowing for a tutorial line within the SEP. Here they are given support and structure to complete assignments on time and prepare for examinations. In-class support is provided in mainstream classes; this varies according to need and resources available. Class notes are taken by SEP support personnel and made available to tutorial teachers and students. Most students in Years 7 - 12 study electives in the mainstream, with or without support. Some students require a more individualised program which has a greater emphasis on functional life skills. Once students turn 15 years of age there is an option to enrol in TAFE courses. Many students also participate in work experience.

PREREQUISITES: Centenary Heights State High School Special Education Program (SEP) caters for students who are verified as having one or more of the low incidence disabilities: intellectual disability, physical impairment, autism spectrum disorder, speech language impairment, vision impairment or hearing impairment. Students may access curriculum within SEP or within mainstream classes. Tutorial assistance is also available. Students who are working significantly below year level have an Individual Curriculum Plan. All students will have an Individual Support Plan.

ASSESSMENT: Some students access the curriculum at the same year level as their same-age cohort and are reported as such. Other students may undertake the Core Subjects – English, Maths, History/Geography and Science - in smaller classes in the SEP. Students are assessed and reported against the appropriate year level as per their Individual Curriculum Plan. All SEP supported students have Assessment Special Provisions outlined on OneSchool.

COSTS: (In addition to Student Resource Scheme).

Exact costs cannot be given. Students participate in many activities: excursions, community access, and sport and costs are shared between the parent and the Special Education Program. 24