lowood state high school - lowoodshs.eq.edu.au fileintroduction structure of the school day lowood...

Lowood State

High School

School Philosophy

Motto

Creating the Future

Vision Lowood State High School delivers high quality educational opportunities and outcomes

to enable all students to experience success.

Focus The moral purpose of Lowood State High School is to provide high quality education for every student,

regardless of their background and entry point into our community. This is to ensure that the conditions

are in place to enable every student at Lowood State High School to reach their potential and experience

success. Our definition of achievement embraces both standards of literacy and numeracy and learning

capability.

Our focus is on preparing students with skills and qualifications that allow them to progress successfully

to the next phase of their life: university; further training; or employment.

Mantras

Every child matters every day All students can be high achievers

Expectations Be Ready

I arrive on time, prepared to learn

Be Respectful I respect myself and our school

Be Responsible I own my words and my actions

Key Staff Contacts Key staff currently involved with the Junior Secondary Program at Lowood State High School include:

Executive Leadership Principal Mrs Stacey Beu [email protected]

Deputy Principal (Junior Secondary) Mr Tony Degnian [email protected]

Deputy Principal (Empowerment) Ms Sherree Soanes [email protected]

Deputy Principal (Senior Secondary) Mr Matt Peach [email protected]

Deans of Students Years 7 and 8 Ms Katrina Day [email protected]

Year 9 Ms Liz Ball [email protected]

Year 10 Ms Susan McNichol [email protected]

Years 11 and 12 Ms Stacey Mallett [email protected]

Heads of Department English Ms Emma Hayes [email protected]

Mathematics Mr Gavin Lind [email protected]

Science Mr Simon Bundy [email protected]

Humanities Mrs Jane O’Dea [email protected]

Health and Physical Education Mr Andy Williams [email protected]

Technologies Ms Kristie-Lee Doyle [email protected] Ms Loren Boundy [email protected]

Literacy and Numeracy Ms Bree Sippel [email protected]

Senior Schooling Ms Stacey Mallett [email protected]

Student Support Guidance Officer Mr Greg Jordan [email protected]

Success Coach Mr Steve Falzon [email protected]

Youth Support Co-ordinator Ms Karen Kitching [email protected] Ms Megan Harbeck [email protected]

Community Education Counsellor Ms Priscilla Dalton [email protected]

Chaplain Mr Michael Huggins

School-based Youth Health Nurse Ms Belinda Wilson

Please note: Staffing changes may occur, please refer to our school website for the most current staff details.

Introduction Structure of the school day Lowood State High School operates four 70 minute lessons each day, with a 10 minute Home Group

meeting at the start of each school day.

Each of the core subjects are timetabled for three 70 minute lessons each week. Elective subjects are

timetabled for two 70 minute lessons each week: for one term in Year 7; for one semester in Year 8; and

for the full year in Years 9 and 10. Refer to the Overview of Curriculum Progression for further detail.

Learning Areas There are eight Learning Areas that form the structure of our Junior Secondary Curriculum at Lowood

State High School. These Learning Areas are based on the Australian Curriculum produced by ACARA (the

Australian Curriculum, Assessment and Reporting Authority).

English

Mathematics

Science

Humanities

Health and Physical Education

The Arts (including Visual Art, Dance, Drama and Music)

Technologies (including Manual Arts, Home Economics, Business Studies and STEAM)

Languages (German)

Selecting Subjects Students’ time in Junior Secondary allows them the opportunity to ‘try out’ some subjects to see if they

enjoy them and if further study of these subjects is a possibility or desirable in future years.

The options in The Arts and Technologies allow for students to experience a broader range of disciplines

before making informed decisions on courses for study in the Senior School. At the same time some

students may find it beneficial to continue their study of Languages (German) from Primary School.

Every effort will be made to ensure that student preferences are accommodated, subject to student/class

numbers and timetabling constraints.

Junior Curriculum at Lowood State High School English Mathematics Science Humanities HPE The Arts Technologies Languages

Year

7

CORE CORE CORE CORE CORE

Students

experience one

term each of:

Visual Art

Performing Arts

Music

Students

experience one

term each of:

Manual Arts

Graphics

Home

Economics

Business

Studies

STEAM

Students can

select to study

German for the full

year in place of

their Brain Power

Program

Year

8

CORE CORE CORE CORE CORE

Students select to

study two of the

following for one

semester each:

Visual Art

Dance

Drama

Music

Students select to

study two of the

following for one

semester each:

Manual Arts

Graphics

Home

Economics

Business

Studies

STEAM

Students can

select to study

German for the full

year in place of two

of their other

electives.

Year

9

CORE CORE CORE

CORE – Students

can select to study

either History or

Geography

CORE Students choose two elective subjects to study in more depth

for the year.

Year

10

CORE CORE CORE Students choose three elective subjects to study in more depth for the year.

Overview of Curriculum Progression Learning Area Subject Year 7 Year 8 Year 9 Year 10

English English 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min

Mathematics Mathematics 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min

Science Science 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min

Advanced Maths and Science 2 Semesters 3 lessons @70 min

Humanities

Humanities 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min 2 Semesters 3 lessons @70 min

History 2 Semesters 3 lessons @70 min

Geography 2 Semesters 3 lessons @70 min

Community Studies 2 Semesters 3 lessons @70 min

Health and Physical Education

HPE 2 Semesters 2 lessons @70 min 2 Semesters 2 lessons @70 min 2 Semesters 3 lessons @70 min

Sport in Society 2 Semesters 3 lessons @70 min

The Arts

Visual Art 1 Term 2 lessons @70 min 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

Performing Arts 1 Term 2 lessons @70 min

Dance 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

Drama 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

Music 1 Term 2 lessons @70 min 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

Technologies

Industrial Technology and Design 1 Term 2 lessons @70 min

Manual Arts 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

Graphics 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

Home Economics 1 Term 2 lessons @70 min 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min

Hospitality 2 Semesters 3 lessons @70 min

Business Studies 1 Term 2 lessons @70 min 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min 2 Semesters 3 lessons @70 min

STEAM 1 Term 2 lessons @70 min 1 Semester 2 lessons @70 min 2 Semester 2 lessons @70 min

Languages German 2 Semesters 2 lessons @70 min 2 Semesters 2 lessons @70 min 2 Semesters 2 lessons @70 min 2 Semesters 3 lessons @70 min

Football Academy 2 Semesters 2 lessons @70 min 2 Semesters 2 lessons @70 min 2 Semesters 3 lessons @70 min

Brain Power Program 2 Semesters 2 lessons @70 min 2 Semesters 2 lessons @70 min

Rock and Water 1 Term 2 lessons @70 min

**Elective offerings are indicated in red

--- Creating the Future ---

ENGLISH

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

Through Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

In Years 7 and 8, students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.

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English Term 1 Term 2 Term 3 Term 4

Unit 1 Your Life (writing)

Unit 2 Courage (Biographies)

Unit 3 Ned Kelly

Unit 4 What’s the Message?

Students read autobiographies to identify structure and language features, as well as analysing these autobiographical narratives, including picture books. They identify the narrative structure of texts and the language features used to imaginatively recreate a significant life event. Students create a literary memoir inspired by an abstract noun, adapting stylistic features of literary texts.

Students read biographies to identify text structures and language features. Students will examine how language is used to persuade in speeches from different historical, social and cultural contexts. They demonstrate their knowledge of the language features of a biography in a reading comprehension. Students gather information to create and deliver a persuasive speech about a person who they believe has displayed courage.

Students listen to, read and view literature about Australia and Australians, including the close study of a literary text. Students demonstrate their understanding of the literary text by responding to comprehension questions. They also explore ideas and viewpoints about events, issues and characters represented in the text. Students examine the ways language is used by the author to create characters and to influence the emotions and opinions of readers. They create an imaginative recount to convey a particular point of view, adapting stylistic features.

Students listen to, read and interpret a variety of poems and songs including those that put forward different perspectives on a variety of issues. They analyse the text structures and language devices used in each poem to create particular effects and meaning. Students create and present a persuasive speech based on a song which promotes a point of view, and evaluates the effectiveness of a particular song in making a comment on a social issue.

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Term 1 Term 2 Term 3 Term 4

Unit 1 Don’t Judge!

Unit 2 A Teenage World

Unit 3 Representing the Human Experience

Unit 4 The Social Media Revolution

In this unit students listen to, read, view, interpret, create and perform a spoken text, which is created to persuade and entertain the audience through their use of figurative and persuasive language devices, as well as successive complex sentences, to create an alternate reading of a character. They will read fairytales and interpret characters and events, specifically the antagonists, to explore themes of ethical dilemmas within the fictional settings.

Students will learn to create a monologue, which will explore their interpretation of the antagonist in a fairytale, explaining how this character is viewed by the audience and justifying why this perspective is incorrect.

In this unit students listen to, read, interpret, evaluate and create imaginative texts, developing their understanding of how structure and language are influences by the context, purpose and audience of the novel, Don’t Call Me Ishmael. They will use a variety of reading comprehension strategies to understand the themes of interpersonal relationships and ethical dilemmas, as well as evaluating and interpreting the characters within the text.

Students will learn how to create an imaginative recount which will explore one of the secondary characters within the novel. They will explore a different perspective of a key event in the novel, explaining their perspective and justifying their thoughts and feelings.

In this unit, students read, view and listen to a variety of texts that create representations of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They analyse the text structures and language, audio and visual features that create these representations and position the audience in relation to the specific groups represented.

Students then choose a text about Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures; analyse the features that create representations and position the audience; and write an analysis to express their opinion about the text.

In this unit students listen to, read, view, interpret, evaluate and create a range of visual and written texts, developing their understanding of how language and images can be used to inform and persuade. They will examine these texts, determining their ability to persuade and influence an audience to take action against an environmental issue, like water pollution.

Students will learn how to create a social media campaign which persuades an audience to take action against their chosen environmental issue. Students will combine the knowledge learnt in Humanities with the skills learnt in English to create a well-informed and persuasive campaign.


MATHEMATICS

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At Year 7:

understanding includes describing patterns in uses of indices with whole numbers, recognising equivalences between fractions, decimals, percentages and ratios, plotting points on the Cartesian plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and expressions

fluency includes calculating accurately with integers, representing fractions and decimals in various ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms

problem-solving includes formulating and solving authentic problems using numbers and measurements, working with transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance experiments

reasoning includes applying the number laws to calculations, applying known geometric facts to draw conclusions about shapes, applying an understanding of ratio and interpreting data displays.

At Year 8:

understanding includes describing patterns involving indices and recurring decimals, identifying commonalities between operations with algebra and arithmetic, connecting rules for linear relations with their graphs, explaining the purpose of statistical measures and explaining measurements of perimeter and area

fluency includes calculating accurately with simple decimals, indices and integers; recognising equivalence of common decimals and fractions including recurring decimals; factorising and simplifying basic algebraic expressions and evaluating perimeters and areas of common shapes and volumes of three-dimensional objects

problem-solving includes formulating and modelling practical situations involving ratios, profit and loss, areas and perimeters of common shapes and using two-way tables and Venn diagrams to calculate probabilities

reasoning includes justifying the result of a calculation or estimation as reasonable, deriving probability from its complement, using congruence to deduce properties of triangles, finding estimates of means and proportions of populations.

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Mathematics Term 1 Term 2 Term 3 Term 4

Unit 1 Unit 2 Unit 3 Unit 4

In this unit of work, students will cover the following topics and concepts: Number and Place Value

Apply associative, commutative and distributive laws to assist computation (written and mental)

Investigate index notation and express whole numbers as powers of prime numbers.

Real Numbers

Investigate and compare equivalent fractions, express one quantity as a fraction of another.

Apply the four operations to fractions and use this to solve problems.

Make links and convert between fractions and decimals.

In this unit of work, students will cover the following topics and concepts: Chance

Construct sample spaces and use them to assign probabilities.

Data Representation and Interpretation

Collect data from primary and secondary sources, and identify and investigate issues in data collection.

Construct a range of data displays

Calculate mean, median, mode and range, and use them to describe and interpret data displays.

In this unit of work, students will cover the following topics and concepts: Linear and Non-linear Relationships

Use of the Cartesian plane to plot points and graph relationships and to interpret and analyse graphs.

Using units of measurement

Use formulas to find the area of rectangles, triangles and parallelograms and to use to solve problems.

Use a formula to calculate volume of rectangular prisms.

Shape

Draw prisms and solids Location and Transformation

Apply and describe translations, reflections and rotations of shapes using the Cartesian plane. Identify line and rotational symmetries.

Geometric reasoning

Use properties to classify triangles and quadrilaterals

Recall and apply angle relationships for triangles, quadrilaterals and parallel lines with transversals.

In this unit of work, students will cover the following topics and concepts: Real Numbers

Find and express percentages

Solve problems involving simple ratios Money and Financial Maths

Calculate best buys Patterns and Algebra

Concept of variables

Create algebraic expressions, simplify and apply the four operations to algebraic expressions.

Linear and Non-linear Relationships

Solve simple linear equations

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In this unit of work, students will cover the following topics and concepts: Number and Place Value:

Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies

Use index notation with numbers to establish the index laws with positive integral indices and the zero index

Real Numbers:

Investigate terminating and recurring decimals.

Investigate the concept of irrational numbers, including π.

Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies.

Solve a range of problems involving rates and ratios, with and without digital technologies.

Money and Financial Maths:

Solve problems involving profit and loss, with and without digital technologies.

In this unit of work, students will cover the following topics and concepts: Data Representation and Interpretation:

Investigate techniques for collecting data, including census, sampling and observation.

Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes.

Explore the variation of means and proportions of random samples drawn from the same population.

Investigate the effect of individual data values, including outliers, on the mean and median.

Chance

Identify complementary events and use the sum of probabilities to solve problems.

Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'.

Represent events in two-way tables and Venn diagrams and solve related problems.

In this unit of work, students will cover the following topics and concepts: Using units of measurement

Choose appropriate units of measurement for area and volume and convert from one unit to another.

Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites.

Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area.

Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume.

Solve problems involving duration, including using 12- and 24-hour time within a single time zone.

Geometric reasoning

Define congruence of plane shapes using transformations.

Develop the conditions for congruence of triangles

Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning.

In this unit of work, students will cover the following topics and concepts: Patterns and algebra

Extend and apply the distributive law to the expansion of algebraic expressions.

Factorise algebraic expressions by identifying numerical factors.

Simplify algebraic expressions involving the four operations.

Linear and non-linear relationships

Plot linear relationships on the Cartesian plane with and without the use of digital technologies.

Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution.

Real Numbers

Solve a range of problems involving rates and ratios, with and without digital technologies.

ICT tools and devices to enhance learning ‘Bring Your Own Device’ (BYOD) As part of our curriculum, teachers at Lowood State High School utilise a number of ICT tools and devices to develop the ICT skills of our junior students. In 2019, all Year 7 students in the Junior Secondary at Lowood State High School, will be required to supply their own laptop as a standard piece of school equipment, as detailed in the stationery list requirements. Through the Bring Your Own Device (BYOD) program, curriculum and assessment tasks for students in Year 7 will involve the use of their laptop.

Our goal is for students to use laptops as a tool to support key ICT skills in learning:

Accessing, organising, processing and publishing information

Working collaboratively

Demonstrating creativity

Communicating with peers, teachers and the wider community.

Teachers will utilise laptops, and other ICT devices, to facilitate deeper engagement in learning and higher order thinking. These processes, which align with the ACARA ICT Capabilities, move students away from seeing ICT devices as a tool for researching, emailing and typing assessment to being catalysts for further knowledge exploration and skill development.

The laptop has the varied functionality that will allow students to consume information as well as produce information in a mobile form through:

Textbooks available on the laptop in eBook or PDF format. This not only alleviates the need to carry heavy textbooks in their school bag, it provides on demand access to these rich resources.

A wide range of classroom apps and tools as part of the ever-evolving digital platform for learning.

The rich combination of resources that are available 24/7. Innovative teaching and learning tools and materials are being developed and will continue to be released as we move forward.

Preferred device specifications and further information about this program, including Frequently Asked Questions, Cyber-safety resources and BYOD documents, can be found on our website in the Students Resources section of the Support and Resources Tab.

All students are to comply with the Information and Communication Technologies Agreement for Students, which will be signed by students and parents as part of the enrolment process. Specifically, students are reminded that their safety and the safety of their devices remain the responsibility of students and any actions which do not comply with the agreement will be managed according to the school’s Responsible Behaviour Plan for Students. Furthermore, students are to ensure that their use of devices does not interfere with their learning or the learning of others, and that their laptop is always charged, available and ready for use in the classroom as required, including the ability for the student to access relevant applications.


SCIENCE

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.

In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components. They explore and explain these relationships through appropriate representations and consider the role of science in decision making processes.

In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views while considering other points of view.

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Science Term 1 Term 2 Term 3 Term 4


Students gain an understanding of the importance of clean water for all humans on earth and how the natural water cycle recycles water. They mimic this through a range of separation techniques that include the design and testing of a simple water filter. Students explain their water filter design and who it would benefit via a poster.

Students apply their scientific inquiry skills to design and test a balloon powered vehicle. Throughout the process they gain an understanding of balanced and unbalanced forces and factors that affect the motion of an object such as friction. They summarise their investigation in a scientific report.

Students investigate how the relative positions of the Earth, moon and sun cause many predictable phenomena such as the seasons and eclipses. They use annotated diagrams and 3D models to explain a range of phenomena and analyse data related to the phases of the moon. They demonstrate their understanding and skills in an assignment.

Students classify organisms based on observable differences using dichotomous keys. They predict the effects of human and non-human impacts on the interactions between organisms and represent these interactions using food webs. Students are assessed in an exam.

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Students are introduced to the particle model of matter and use it to explain properties. They investigate physical and chemical properties of materials and identify signs of chemical and physical change.

Assessment includes folio work and a scientific investigation into chemical and physical changes.

Students explore the formation of different types of rocks and the minerals of which they are composed. They compare the different processes and timescales involved in the breakdown and formation of igneous, sedimentary and metamorphic rocks as part of the rock cycle.

Assessment includes folio work and an exam on the processes of rock formation.

Students classify forms of energy including different forms of potential energy. They communicate how energy is transformed and transferred through systems using diagrams to represent energy flow. They investigate claims made regarding the energy contained in certain foods via a student experiment and scientific report.

Students identify cells as the basic units of living things and use microscopes and images to identify specialised cell structures. They analyse the relationship between structure and function of plant and animal cells, including reproductive cells.

Assessment includes folio work and an exam on cells and reproduction.


HISTORY

The Year 7 History curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.

The Year 8 History curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.

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

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills.

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources.

GEOGRAPHY

There are two units of study in the Year 7 curriculum for Geography:

‘Water in the world’ focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity.

‘Place and liveability’ focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people.

There are two units of study in the Year 8 curriculum for Geography:

‘Landforms and landscapes’ focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes.

‘Environmental Issues’ investigates the changing natural geography of countries, especially as it affects and is affected by human activity. The unit explores the way human interact with their environment and are looking for ways to make a positive impact on environmental issues.

The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills.

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

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Humanities Term 1 Term 2 Term 3 Term 4

Unit 1 Geography:

Water World

Unit 2 Geography:

Places and Liveability

Unit 3 History:

Ancient Investigations

Unit 4 History:

Ancient Societies

Students investigate the relationship of humans with the water around us. They investigate questions such as:

How do people’s reliance on water and water environments influence their perception of them?

What effect does the uneven distribution of water resources and services have on the lives of people?

What approaches can be used to improve the availability of water resources [safe drinking water] and access to services[sanitation, plumbing]?

Students investigate the relationship between people and where they live. They investigate questions such as:

How do people’s reliance on places and environments influence their perception of them?

What effect does the uneven distribution of housing and transport resources and services have on the lives of people?

What approaches can be used to improve the liveability of places?

Students investigate the basic skills of archaeology and the analysis of artefacts. They explore a historical mystery and a range of primary and secondary sources and artefacts. They investigate such questions as:

How do we know about the ancient

past?

Why and where did the earliest

societies develop?

How do we treat ancient human remains respectfully?

Students investigate one ancient society in depth. The class will focus on either Ancient Greece, Ancient Rome or Ancient Egypt. They investigate such questions as:

What emerged as the defining characteristics of ancient societies?

What have been the legacies of ancient societies?

What were the roles of women, slaves, children and other groups in ancient societies?

What were the main beliefs and values of everyday people in ancient societies?

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Unit 1 Medieval Investigations – Black Death

Unit 2 Industrial Revolution

Unit 3 Landscapes and Landforms

Unit 4 Environmental Issues

Students investigate the Black Death to facilitate an understanding of the past and to provide a focus for historical inquiry. They investigate questions such as:

How did societies change from the end of the ancient period to the beginning of the modern age?

What key beliefs and values emerged and how did they influence societies?

What were the causes and effects of contact between societies in this period?

Which significant people, groups and ideas from this period have influenced the world today?

Students investigate the Industrial Revolution to facilitate an understanding of the past and to provide a focus for historical inquiry. They investigate questions such as:

How did new ideas and technological developments contribute to change in this period?

Students investigate geomorphology to explore the significance of landforms and landscapes to people. They investigate questions such as:

How do environmental and human processes affect the characteristics of places and environments?

How do the interconnections between places, people and environments affect the lives of people?

What are the consequences of changes to places and environments and how can these changes be managed?

Students investigate the relationship between changing human geography and economic, social and environmental effects. They investigate questions such as:

How do environmental and human processes affect the characteristics of places and environments?

How do the interconnections between places, people and environments affect the lives of people?

What are the consequences of changes to places and environments and how can these changes be managed?


HEALTH AND PHYSICAL EDUCATION

The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.

The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.

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Health and Physical Education Term 1 Term 2 Term 3 Term 4

Unit 1a Aquatics

Unit 1b Paddle Tennis

Unit 2 Athletics

Unit 3a Shoots and Scores Modified Hockey

Unit 3b Shoots and Scores

Netball

Unit 4a Shoots and Scores

Soccer

Unit 4b We Dig It Volleyball

In this unit, students develop their skills in swimming strokes, survival skills and strategies in order to apply these in a variety of situations.

In this unit students will apply personal and social skills to establish and maintain respectful relationships that promote fair play and inclusivity. They will participate in a variety of paddle tennis games. They will apply and refine movement concepts and strategies to suit different movement situations in paddle tennis.

In this unit, students participate in a variety of activities to demonstrate control and accuracy when performing specialised running, jumping and throwing movement skills. These include sprints/relays, discuss, javelin, shot put, high jump, long jump and triple jump.

In this unit students will apply and refine movement concepts and street hockey skills in a variety of games and activities. They will apply and refine offensive and defensive strategies to suit different movement situations in street hockey

In this unit students will apply and refine movement concepts and street hockey skills in a variety of games and activities. They will apply and refine offensive and defensive strategies to suit different movement situations in netball

In this unit students will apply and refine movement concepts and street hockey skills in a variety of games and activities. They will apply and refine offensive and defensive strategies to suit different movement situations in soccer.

In this unit, develop and apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity in volleyball. They apply and refine movement concepts and strategies in response to modifications made to volleyball game contexts

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Unit 1a Aquatics

Unit 1b Hardcore Handball –

Modified Games

Unit 2 Athletics

Unit 3a Scoots and Scores -

Touch

Unit 3b Scoots and Scores -

Basketball

Unit 4a Hitting

Tennis, Badminton or Speedminton

Unit 4b Hitting

Volleyball or Cricket

In this unit, students will develop their skills in swimming strokes, survival skills and strategies in order to apply these in a variety of situations.

In this unit students will apply personal and social skills to establish and maintain respectful relationships that promote fair play and inclusivity. They will participate in a variety of handball games. They will apply and refine movement concepts and strategies to suit different movement situations in handball.

In this unit, students participate in a variety of activities to demonstrate control and accuracy when performing specialised running, jumping and throwing movement skills. These include sprints/relays, discuss, javelin, shot put, high jump, long jump and triple jump

In this unit students will apply and refine movement concepts and Touch skills in a variety of games and activities. They will apply and refine offensive and defensive strategies to suit different movement situations in Touch.

In this unit students will apply and refine movement concepts and street hockey skills in a variety of games and activities. They will apply and refine offensive and defensive strategies to suit different movement situations in street hockey.

In this unit, develop and apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity in volleyball. They apply and refine movement concepts and strategies in response to modifications made to (selection) game contexts.

In this unit, develop and apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity in (selection). They apply and refine movement concepts and strategies in response to modifications made to (selection) game contexts.

Lowood State High School

JUNIOR CERTIFICATE OF EDUCATION

Lowood State High School is committed to providing a breadth and depth of opportunities and programs for Junior Secondary students to realise their full potential as creative and intelligent young people. For Year 7, 8 and 9 students, it is imperative that a good educational foundation is established, in order to do well later in the senior years of schooling.

Junior Secondary students at Lowood State High School will be best prepared for their Senior School pathway if they graduate with a Year 9 Junior Certificate of Education (JCE). To be awarded a JCE, and receive the relevant badge each year, students must achieve the following;

Graduate each year with 10 credit points, where one passed subject equals 2 points.

Receive at least a ‘C’ grade in 5 subjects, including English, Mathematics and Science, at exit (Term 4).

Students who meet this standard of achievement will be awarded:

A Bronze Star in Year 7

A Silver Star in Year 8

A Gold Star in Year 9

Students may also, at the conclusion of Year 9, apply to be awarded a Platinum Badge for consistent commitment to the Lowood State High School community during their Junior Secondary years of schooling.

Each year is seen as separate, so a student who doesn’t get 10 points in Year 8 can still graduate Year 9 with a gold star and their JCE.

Lowood State High School will:

Challenge students in their educational endeavours; support them in setting and attaining realistic academic goals; and energetically promote commitment to academic excellence at all times

Support all students throughout Years 7, 8 and 9. Teaching staff will share the educational responsibility with parents and students

After each reporting period academic results are analysed by our Junior Secondary Team. Students not passing are identified and intervention strategies implemented. A range of strategies are implemented ranging from universal to intensive strategies.

The JCE initiative focuses on 3 fundamental principles;

ATTENDANCE + BEHAVIOUR + EFFORT = ACHIEVEMENT

Together we can ensure our young people are their best versions of themselves.


VISUAL ART

In Years 7 and 8 Visual Art, students:

build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints

extend their thinking, understanding and use of perceptual and conceptual skills

continue to use and apply appropriate visual language and visual conventions with increasing complexity

consider the qualities and sustainable properties of materials, techniques, technologies and processes and combine these to create and produce solutions to their artworks

consider society and ethics, and economic, environmental and social factors

exhibit their artworks individually or collaboratively, basing the selection on a concept or theme

document the evolution of selected art styles and associated theories and/or ideologies

reflect on the ‘cause and effect’ of time periods, artists and art styles influencing later artists and their artworks

draw on artworks from a range of cultures, times and locations as they experience visual arts

explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region

learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies

learn that over time there has been further development of techniques used in traditional and contemporary styles as they explore different forms in visual arts

identify social relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures in Australia, and explore how these are reflected in developments in visual arts

design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms, styles, techniques and/or processes as they make and respond to visual artworks

develop an informed opinion about artworks based on their research of current and past artists

examine their own culture and develop a deeper understanding of their practices as an artist who holds individual views about the world and global issues

acknowledge that artists and audiences hold different views about selected artworks, given contexts of time and place, and established ideologies

extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies

build on their experience from the previous band to develop their understanding of the roles of artists and audiences.

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Visual Art Term

Unit 1 Putting it all Together

An introduction to Two-Dimensional art forms based on the elements of design. Students create a portfolio of work using a variety of media and design skills including presentation. They document their intentions and reflect on the outcomes of their work.

In this unit students will…

Introduction to the Elements of Art Explore coloured pencil techniques, including fading and blending (Title Page assessed) Develop knowledge and skills within the Element ‘Line’, including lead in activities and one finished art work. Develop knowledge and skills within the Element ‘Shape’, including lead in activities and one finished art work. Develop knowledge and skills within the Element ‘Colour’, including lead in activities and one finished art work. Develop knowledge and skills within the Element ‘Texture’, including lead in activities and one finished art work. Develop knowledge and skills within the Element ‘Tone’, including lead in activities and one finished art work. Teach writing of paragraphs, topic sentences, embed within ‘warm up’ activities. Terms and definitions (connecting and clarifying)

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Term 1 Term 2

Unit 1 Indigenous Art

Unit – 2 – Ceramic Dragon Unit 3 - Printmaking

Paint a wooden boomerang which tells a story though the use of traditional Indigenous Australian symbols and shapes. Students research and respond to Australian Indigenous art works.


Explore coloured pencil techniques, including fading and blending (Title Page assessed)

Make design decisions based on an understanding of poster design

Use correct paragraphing structure to write intent for artwork

Make design decisions based on an understanding of Indigenous painting symbols and techniques for a boomerang

Use ICT’s to research and compose ideas with annotations linking to own intent

Use correct paragraphing structure to write intent and reflection for artwork

Form a basic analysis of an Indigenous artwork with reference to the elements of art

Develop and use painting skills relevant to Indigenous art on a boomerang

Create a ceramic Dragon – the style and type of dragon is student choice. Follow all design and lead up / reflection activities in class.


Make design decisions based on an understanding of sculpture and ceramics

Respond to the theme of ‘dragons’ in an interesting way based on own decisions

Use ICT’s to research and compose ideas with annotations linking to own intent

Use correct paragraphing structure to write intent and reflection for artwork

Develop and apply use of ceramic techniques relevant to their design such as a pinch pot body

Develop and use painting skills for ceramics to enhance ceramic work

Using their dragon as the central image, students create a foam print. They then frame their print for display.


Make design decisions based on an understanding of printmaking and positive and negative space

Respond to the theme of ‘dragons’ in an interesting way from their own ceramic dragon design

Develop skills and techniques for printmaking Make informed decisions for colour selection, colour

schemes and colour mixing Mount and edition artworks to enhance the

presentation of them


DANCE

In Years 7 and 8 Dance, students:

make and respond to dance independently and with their classmates, teachers and communities

explore dance as an art form through choreography, performance and appreciation

build on their awareness of the body through body part articulation

extend their understanding and use of space, time, dynamics and relationships including performing in groups, spatial relationships and using interaction to communicate their choreographic intention

extend the combinations of fundamental movement skills to explore dance styles

extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection

draw on dances from a range of cultures, times and locations as they experience dance

explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region

learn about style and choreographic intent in Aboriginal and Torres Strait Islander dances, and how these dances communicate social contexts and relationships

learn about sustainability through the arts and sustainability of practices in the arts

explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they make and respond to dance

evaluate choreographers’ intentions and expressive skills in dances they view and perform

understand that safe dance practices underlie all experiences in the study of dance

perform within their own body capabilities and work safely in groups.

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Dance Term

Unit 1 Clowning Around

As part of Performing Arts, students explore the learning areas of Dance and Drama. Students explore Dance through the clowning style of theatre. They identify the elements of dance and make and perform a clowning dance.

In this unit students will:

Explore dance as an art form through choreography, performance and appreciation.

Learn and create movements to communicate an intent.

Understand and use the elements of dance such as space, time and dynamics when performing and choreographing.

Increase their confidence in performing movements and technical skills demonstrating accuracy, clarity of movement and expressive skills relevant to the dance style.

Evaluate choreographer’s intentions and expressive skills in dances they view and perform.

Reflect, analyse, identify and evaluate their own and others’ performances.

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Term 1 Term 2

Unit 1 Move Like Me

In the Year 8 Dance unit ‘Move Like Me’ students explore the Hip Hop style of dance with a strong focus on communicating meaning. They do this through Making dance; the skills of choreography and performing, and Responding to dance.


Introduction to the two dimensions of dance (Making and Responding).

Learn and create Hip Hop movements to communicate an intent.

Explore and use the elements of dance and choreographic devices to communicate meaning when performing and choreographing.

Choreograph movement in the hip hop style, to communicate an intent.

Learn and rehearse movements in order to demonstrate them with accuracy, clarity and projection.

Reflect, analyse, identify, evaluate and interpret their own and others’ performances


DRAMA

In Years 7 and 8 Drama, students:

build on their understanding of role, character and relationships

use voice and movement to sustain character and situation

use focus, tension, space and time to enhance drama

incorporate language and ideas and use devices such as dramatic symbol to create dramatic action and extend mood and atmosphere in performance

shape drama for audiences using narrative and non-narrative dramatic forms and production elements

draw on drama from a range of cultures, times and locations as they experience drama

explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region


learn that over time there has been further development of different traditional and contemporary styles of drama, including contemporary styles developed by Aboriginal and Torres Strait Islander dramatists, as they explore drama forms

explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and tension as they make and respond to drama

consider social, cultural and historical influences of drama

evaluate the directors’ intentions and expressive skills used by actors in drama they view and perform

maintain safety in dramatic play and in interaction with other actors

build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse performances.

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Drama Term

Unit 1 Clowning Around

In the Performing Arts unit, students explore the learning areas of Dance and Drama. Students experience Drama through exploration of the Clowning style.

In this unit, students will:

Explore the comedy and clowning genre.

Learn about types of clowns – Whiteface and Auguste.

Learn and apply Elements of Comedy and Clowning Conventions in scenarios.

Explore other skills clowns use – eg juggling, slapstick etc.

Develop an understand how to develop role, character, relationships and situation.

Use voice and movement to sustain clown character and situation.

Use and develop focus, tension, mood to enhance drama in clowning scenes.

Shape drama for audiences and use basic production elements when developing clown characters and clowning routines.

Analyse and evaluate the elements of drama, acting technique and productions elements used in performances they perform and view.

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Term 1 Term 2

Unit 1 Putting it all Together

In this unit, students concentrate on the Realism style as they make, create and respond to drama. They explore the elements of drama and focus their learning around a chosen play text.


Understand how to read and write a script.

Understand and demonstrate how to analyse, evaluate and interpret meaning in their own and other’s work.

Identify and apply the elements of drama and acting techniques in order to create meaning.

Collaborate, perform and devise scenes relevant for the Realism style.

Build on their understanding of role, character and relationships.

Use voice and movement to sustain character and situation.

Use focus, tension, space and time to enhance dramatic meaning.

Shape drama through script writing activities manipulating the elements of drama and production elements.

Explore drama forms and consider social, cultural and historical influences.

Collaborate and use the elements of drama, acting techniques and conventions of the Realism style to present a polished scripted performance.


MUSIC

In Years 7 and 8 Music, students:

build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing

aurally identify layers within a texture

sing and play independent parts against contrasting parts

recognise rhythmic, melodic and harmonic patterns and beat groupings

understand their role within an ensemble and control tone and volume

perform with expression and technical control

identify a variety of audiences for which music is made

draw on music from a range of cultures, times and locations as they experience music

explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region


learn that over time there has been further development of techniques used in traditional and contemporary styles of music as they explore form in music

explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they make and respond to music

consider social, cultural and historical contexts of music

evaluate the expressive techniques used in music they listen to and experience in performance

maintain safety, correct posture and technique in using instruments and technologies

build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse music.

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Music Term

Unit 1 Making Music

Students learn the basics of music, including how to manipulate and use harmony, melody, rhythm, dynamics and lyrics. Students will also choose either drums, guitar or piano to learn. Students will demonstrate their learning by performing two pieces of music from a practical booklet on their chosen instrument, and by composing a short piece of music with harmony, melody and lyrics.

Students will...

Compose simple music, including a harmony, melody and lyrics.

Recognise rhythmic, melodic and harmonic patterns and beat groupings.

Rehearse and interpret music as soloists.

Perform music for an audience as soloists on either guitar, drums or piano.

Play rhythm and beat games to build understanding of duration in music.

Learn to read and notate music using the musical stave.

Learn names and symbols for simple rhythms.

Structure compositions by combining and manipulating the elements of music

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Term 1 Term 2

Unit 1 World Music

Unit 2 Classically Techno

Students engage with music from a variety of cultures, including Japanese, Aboriginal and African music. Students will learn about instruments from these cultures and common elements of their music. Students then demonstrate their knowledge and understanding of the content by analysing a piece of music from one of the studied cultures. Students will also compose a piece of music using elements from one of the studied cultures, to create an original piece of music.

Students will….

Influence their composing by taking inspiration from Indigenous Australian, African and Asian music.

Analyse the ways that world music composers have manipulated the elements of music to create meaning, both by ear and by reading written scores.

Recognise rhythmic, melodic and harmonic patterns and beat groupings. Consolidate learning from year 7 to extend their ability to read and notate music

using the musical stave. Learn names and symbols for more advanced rhythms. Learn to manipulate syncopation and anticipation in music. Learn about the basic elements of music, including duration, pitch, structure and

texture. Structure compositions by combining and manipulating the elements of music.

Students engage with music from classical and modern styles, comparing and contrasting the two. Students will understand the elements of music as the basis of composition and analysis. To demonstrate their knowledge of content and mastery of music skills, students will evaluate two pieces, one an original classical piece, the other a modern arrangement, based on how effective their use of the elements of music were. In addition, students will perform repertoire for an audience of their peers.

Students will…

Recognise rhythmic, melodic and harmonic patterns and beat groupings. Rehearse and interpret music as soloists. Perform music for an audience as soloists on either guitar, drums or piano. Consolidate learning from year 7 to extend their ability to read and notate music

using the musical stave. Learn names and symbols for more advanced rhythms. Compare the ways that musicians from different times, places and cultures have

manipulated the elements of music. Make judgements about how effective composers were at making use of the

elements of music to create a mood or emotion.


Learning in Design and Technologies in Years 7 and 8 builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.

In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.

Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

Learning in Digital Technologies in Years 7 and 8 focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities.

By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world.

In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints.

They further develop abstractions by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements. They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems.

Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal obligations.

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Industrial Technology and Design Term

Unit 1 Spinning Toy

Unit 2 Rubber Band Car

In this unit, students develop knowledge and skills implicit in the fabrication of sheet metal products through the creation of a Sheet metal Spinning Toy.


How to create products to a standard and specification.

The names of tools and machinery used in the production of projects and design outcomes.

How to use tools correctly and safely to manipulate materials.

The key elements of the design process and how to apply these to a design challenge.

How to work sustainably to minimise environmental impacts.

In this unit, students develop knowledge and skills implicit in the fabrication of woodwork products and are introduced to the key elements of the design processes and how to apply these to create a wooden rubber band drag car.


Create products to a standard and specification.

Identify names of tools and machinery used in the production of projects and design outcomes.

Demonstrate how to use tools correctly and safely to manipulate materials.

Use key elements of the design process and how to apply these to a design challenge.

Work sustainably to minimise environmental impacts.

Use CADD systems to communicate ideas.

Apply elements and standards as they apply to 2D and 3D projections.

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Manual Arts

Term 1 Term 2

Unit 1 Dust Pan

Unit 2 Puzzle Game

In this unit, students develop knowledge and skills implicit in the fabrication of sheet metal products through the creation of a Sheet metal Dust Pan.







How to use numeracy strategies in the workshop.

In this unit, students develop knowledge and skills implicit in the fabrication of woodwork products through the creation of a Wooden Ball Bearing Puzzle Game.







How to use numeracy strategies in the workshop.

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Graphics

Term 1 Term 2

Units 1 and 2 Pictorial Views/Orthographic Views

Unit 3 Item of Jewellery/Key Tag

In this unit, students are introduced to the standards of pictorial and orthographic drawings. Students learn how important it is to draw an idea to pitch it to someone.



Apply key elements of the design process and how to apply these to a design challenge.


Understand the importance of drawing an idea to pitch it to someone.

In this unit, students explore the design process of creating a piece of jewellery/Key tag and what is included in a design folio. Students extend their knowledge in graphic drawing standards. This Unit allows students to use ICT’s in creating and developing their key tag through critical and creating thinking.



Apply key elements of the design process and how to apply these to a design challenge.


Understand importance of drawing an idea to pitch it to someone.

Use project management processes to coordinate production of designed solutions.

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Home Economics

Term

Unit 1 Food for Like

The focus is kitchen skills to ensure students are competent and confident in the kitchen if they choose to study Home Economics/Hospitality in future years. Students will also gain the basic knowledge and understanding of the Australian Guide to Healthy Eating (AGHE) and nutrition. Students will learn:

• Workplace health and safety including using equipment safely • Hygiene and food safety • The functions of food – why we eat – balanced diet • AGHE & Dietary guidelines • Sensory properties of food

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Term 1 Term 2

Unit 1 Nuts about Nutrition

Unit 2 Nuts about Nutrition

Students will deepen their understanding of nutrition and nutrients and their functions in the body. The will also investigate fortified foods to expand their understanding of how products are created using the design process.

Students will learn: • Workplace health and safety including using equipment safely

Hygiene and food safety,

AGHE & Dietary guidelines • Nutrition and nutrients including – nutrient deficiency • How to create balanced meals

Students will focus on the design process and how to use it effectively to create designed solutions. Students will be shown examples and non-examples and undertake a range of activities to solidify their understanding before beginning their first design folio – to design a nutritious and balanced burger.

Students will learn about: • The design process – what is it – why we have it – how we use it etc.

During the design challenge they will be: Investigating

Critiquing needs or opportunities for different food items Comparing the design of food items Comparing ingredients, tools and processes

Generating and documenting design idea for food items Producing a food item by effectively selecting and applying safe and hygienic

procedures in designed environments Independently developing criteria for success including sustainability and

evaluating design ideas, processes and solutions Collaborating and working individually throughout the process Using project management processes to coordinate production

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Business Studies

Term

Unit 1 Digital Display and Design

Students learn and practice keyboard skills, use of the internet, appropriate email etiquette, and how to create and edit documents in MS Word. Students learn correct touch typing skills, the importance of ergonomics and workplace safety in an office environment. Students learn basic skills in opening and closing a variety of software programs, creating, saving, storing and deleting files correctly, and how to create an effectively organised directory to store their documents for all subjects. Students complete a variety of word-processing folio tasks, and a short exam.

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Term 1 Term 2

Unit 1 Publishing Design Techniques

Unit 2 Media Studies

DIGITAL DISPLAY & DESIGN

Students will work on their keyboard mastery and revise basic Microsoft Word skills.

DESKTOP PUBLISHING

Students will develop Microsoft Publisher skills.

They will use a variety of templates to create flyers, advertisements, postcards, business cards, brochures and interactive maps.

Students will understand and apply suitable formatting techniques to a business standard.

POWERPOINT AND PHOTOSTORY

Students will create PowerPoints using a variety of template designs.

They will understand and apply formatting to PowerPoints including hyperlinks, action buttons, transitions, animations, and hyperlinks to Photostory.

Students create Photostory files using suitable formatting including transitions, animations, text titles and formatting, music and saving final formats.

MOVIEMAKER

Students will gain an understanding of basic Moviemaker techniques including import video, photos and music; editing of movies – trim/split, timing, animated effects, text tiles and credits.

Students create a movie using techniques learnt as an assessment project.

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Science, Technology, Engineering, Arts and Mathematics (STEAM0

Term

Unit 1 Digital Display and Design

In this unit students will apply computational and systems thinking to create digital solutions using Lego Robotics EV3 Mindstorms.

Students will apply a range of skills and processes in the production of digital solutions. They will:

analyse data to model a real life object or event, with consideration to gaming mechanics

define and decompose real-world problems, considering functional requirements and technical, social and usability constraints

use algorithms including flow charts, storyboards and pseudocode to design their solution

test algorithms for accuracy

evaluate how well needs are met by digital solutions and information systems, and evaluate them against criteria explore emerging technologies.

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Term 1 Term 2

Unit 1 Unit 2

In this unit students will apply computational and systems thinking to create digital solutions using mini-drones and the Tynker website to complete a series of challenges. Students will apply a range of skills and processes in the production of digital solutions. They will:

analyse data to model a real life object or event, with consideration to gaming mechanics

define and decompose real-world problems, considering functional requirements and technical, social and usability constraints

use algorithms including flow charts, storyboards and pseudocode to design their solution

test algorithms for accuracy

evaluate how well needs are met by digital solutions and information systems, and evaluate them against criteria

explore emerging technologies.

In this unit students will apply computational and systems thinking to evaluate educational information systems and create digital solutions using a general purpose programming language. Students will apply a range of skills and processes in the production of digital solutions, which include a model of a real-world system and a game that will educate their peers. They will: • analyse data to model a real life object or event, with consideration to gaming

mechanics • investigate how data including text, images and sound are represented in binary,

and how this impacts game design • define and decompose real-world problems, considering functional requirements

and technical, social and usability constraints • investigate how game mechanics influence user experience and apply those

principles to the user experience design • use algorithms including flow charts, storyboards and pseudocode to design their

solution • test algorithms for accuracy • evaluate how well needs are met by digital solutions and information systems, and

evaluate them against criteria including innovation, future risks and sustainability • plan and manage projects that create and communicate ideas and information

collaboratively online, taking safety and social contexts into account • explore emerging technologies.

Note: It is highly recommended that students selecting STEAM as a Year 8 elective received a grade of ‘C’ or better in Year 7 English, mathematics, science and STEAM.


The nature of the learners

Students are beginning their study of German and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, and some have proficiency in different home languages and bring existing language-learning strategies and intercultural awareness to the new experience of learning German. Students’ textual knowledge developed through English literacy learning supports the development of literacy in German. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage of social development and to consider how the experience of learning a new language impacts on the sense of the ‘norms’ associated with their first language and culture.

German language learning and use

Learners are offered the necessary scaffolding to listen to, view, read, speak, perform and write German in a range of simple classroom interactions and transactions with the teacher and peers. The teacher speaks increasingly in German in order to provide rich language input and to maximise exposure to the target language. Learners work collaboratively and independently, pooling information, language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in guided situations with familiar contexts and roles, and begin to use and adapt the language learnt to express their own personal meanings. They reflect on intercultural perspectives and their experience of interaction and make cross-curricular connections. Opportunities are provided for real and simulated interactions with other German speakers within and beyond the school community, including via purposeful and integrated use of ICT such as social media and applications.

Contexts of interaction

The German classroom is the primary context for learning, with ICT resources and community links providing access to additional resources and learning experiences. Learners may communicate and interact with teachers, peers and members of German-speaking communities face-to-face and using teacher-guided digital technologies such as wikis, email or online chat. They may also access German-language events or resources in the wider community, such as interschool activities, film festivals, cultural performances, in the media, guest speakers, exchange students, language assistants, film festivals, community events or in-country travel.

Texts and resources

Learners listen to, read, view and interact with a growing range of simple texts for a variety of purposes (social, informative, transactional, imaginative, expressive). They apply learnt processing strategies, drawing on their vocabulary and grammatical knowledge and understanding of text conventions and patterns to gain meaning and to produce texts. They plan, create and present short, simple informative and imaginative texts (personal profiles, letters, timetables, poetry, songs/raps, blogs, advertisements)

Features of German language use

Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, diphthongs such as au, ei, eu and ie, and the impact of the Umlaut. They understand and apply elements of German grammar such as subject-verb-object word order, simple verb forms, and gender and number agreement of nouns and pronouns. Students understand that language is organised as text and that texts use different structures and language features to achieve different purposes. They create their own short texts, mainly using the present tense of regular and common irregular verbs, enriched by the use of adjectives and adverbs. They understand that language use reflects and shapes values and attitudes, and explore how language choices determine how people, events or circumstances are

Level of support

Learners rely on teacher instruction, modelling, feedback and structured opportunities for practising and understanding new language. Support resources and activities include word lists, dictionaries, visual organisers, images and gestures. Learners support one another through structured pair and group tasks that have clear roles and expectations. Opportunities are required for monitoring and evaluating their language and culture learning.

The role of English

The teacher provides rich and supported German language input, using English as a medium for most explanation and discussion. Learners are supported to use German as much as possible for classroom routines and interactions, structured learning tasks, language experimentation and practice. As their first language capabilities far exceed their proficiency in German at this stage, it is likely that they will use mainly English for discussion, clarification, explanation and analysis.


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German Term 1 Term 2 Term 3 Term 4


How do I express my self-identity?

Das bin ich.

What’s in a time capsule? What’s for dinner? What is Community?

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What are oral traditions? What are memorable places?

What is friendship? How do we celebrate community?


Signature Programs

FOOTBALL ACADEMY

Our vision is for Lowood State High School to be recognised in the Metropolitan Region as a leader in developing skillful and intelligent football players.

The football academy offers students a unique opportunity to access a football pathway at school. The selected students undertake Football Studies as a timetabled subject with two practical lessons per week. The program is designed to develop the student’s football skills as well as monitor and track their academic success. The students take part in a variety of competitions that give them access to district, regional and state selection in Futsal and Football. The class is set up to focus on skill acquisition, match awareness and fitness to produce holistic footballers.

As an academy we value:

Discipline

Effort

Communication

Respect

Readiness

Responsibility

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First Touch/Striking the ball/Running with the ball/ 1v1 and Game Training sessions

Striking the ball/running with the ball/1v1/First Touch and Game Training sessions

Running with the ball/1v1/First Touch/Striking the ball and Game Training sessions

1v1/First Touch/Striking the ball/Running with the ball and Game Training sessions


School-based Programs

The Rock & Water program is an experience that provides young people and adults a pathway to self-awareness, and increased self-confidence and social functioning.

Each participant of the Rock & Water program undergoes a journey of self-awareness as they learn about responding to life with either a "rock" or a "water" attitude. The use of symbolism is central to the success of the Rock & Water program and the reason why young people are drawn to the program.

The program is an excellent tool to support young people in finding their grounding, learning how to centre oneself and learning how to self manage in social settings. Topics covered in the program include: intuition, body language, mental strength, empathic feeling, positive feeling, positive thinking and positive visualizing. Discussion topics include bullying, sexual harassment, homophobia, life goals, desires and following an inner compass.

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Term

Unit 1

Students will engage with many Rock & Water games, options, strategies and exercises that can teach young people:

Verbal and emotional expression

Identity development

Physical boundaries and personal safety

Emotional and behavioural regulation

Skills required to respond to and manage aggressive tendencies in both themselves and other.

In the Australian Curriculum, students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.

Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area.

Becoming literate is not simply about knowledge and skills. Certain behaviours and dispositions assist students to become effective learners who are confident and motivated to use their literacy skills broadly. Many of these behaviours and dispositions are also identified and supported in other general capabilities. They include students managing their own learning to be self-sufficient; working harmoniously with others; being open to ideas, opinions and texts from and about diverse cultures; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts.

Equally, students become numerate as they develop the knowledge and skills to use mathematics confidently across other learning areas at school and in their lives more broadly. Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. It involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.

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Students will learn many Literacy and Numeracy Skills essential for success in subject specific assessment across the curriculum, NAPLAN, other diagnostic testing and also their lives beyond school. These skills include: Reading: Predicting, questioning, visualising, making connections, summarising Writing: Simple and complex sentence structure; paragraph writing (using TEEL structure)

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In Year 8, students will further develop skills and knowledge in the following areas: Reading: inferring; reorganising; evaluating; identifying literal meaning; understanding vocabulary Writing: narrative and paragraph writing

lowood state high school - lowoodshs.eq.edu.au fileintroduction structure of the school day lowood...

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