MAITLAND GROSSMANN HIGH SCHOOL

SUBJECT ORGANISATION FOR YEARS 9-10

2018-2019

“Providing Quality Education in a Caring Learning Environment”

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Dear Parents and Students, After two years in Years 7 and 8 (Stage 4), studying English, Mathematics, Science, History, Geography, Music, Art, Technology, Languages, and Physical Development, Health and Physical Education, students now in Year 8 have to choose subjects to study in Years 9 and 10 (Stage 5). In making a decision about these choices, there are several important considerations:

• Students should choose subjects which meet their individual interests and abilities and

provide them with a broad range of options.

• Students should undertake a good mix of academic and skills-based courses. Students

are advised to develop a wide range of academic aptitudes and practical skills so that

they can optimise future career options.

• Students should not choose subjects based on whether their friends are doing the

subject or not, but rather on what they can benefit from in doing the course. Having

made a subject choice, students are reminded that this choice is for a two-year period,

and during this time friendship patterns often change.

• Careful consideration of the information about the course content is vital as this should

be the most important factor upon which subject choice is made. There is no guarantee

that any particular teacher will/will not teach the course.

• Subject material contributions are required in some subjects to cover maintenance (such

as in Music) or to provide the materials that are consumed or retained by the student

(such as in Visual Arts, Food Technology, Textiles Technology, and Industrial Technology

courses). Others need specialist equipment, such as instruments for Graphics

Technology (Technical Drawing). Parents should take account of the subject

contributions required when the students are choosing their subjects. We regret that

due to a reduction in funding to schools, the school is only able to pay subject

contributions for those who are current pension holders.

All subjects require home study - for completion of notes and exercises, for assignments, for test and exam preparation. Students need to accept responsibility for their learning, and will only achieve their best with regular and constant work at home. Maitland Grossmann High School provides a lot of support for its students through an extensive welfare network which assists classroom teachers to cater for student needs. Very highly qualified and experienced teaching staffs are supported by a hard-working ancillary staff. The School Council and the P & C Association support the school’s learning programs. We ask for the assistance of parents in helping students to make subject choices that are appropriate to individual needs, abilities, and interests. Yours sincerely, Dr Di Soltau Principal

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CURRICULUM FOR STAGE 5 (YEARS 9 & 10)

1. COMPULSORY SUBJECTS

YEAR 9 YEAR 10

English English

Mathematics Mathematics

Science Science

Australian History Australian History

Australian Geography Australian Geography

PDHPE PDHPE

Sport Sport

Careers (by withdrawal)

2. ELECTIVE SUBJECTS

There will be 3 elective lines - X, Y and Z. Each elective line will be a 200-hour course, i.e. 4 periods per week for 2 years. TOTAL ELECTIVE PERIODS – 12

• The popularity of some electives varies from year to year, and the likelihood of an elective operating is dependent upon a number of factors.

• It is not always viable to staff subjects chosen by small numbers of students.

• It is not always possible to arrange subject lines to allow students all of their initial choices.

• For these reasons, some subjects may be removed after the original selection has been made. Students and parents should be aware that alternative choices may be necessary.

• It is important that you read the information in this booklet very carefully before making your elective choices. Once your choices have been made they may not be able to be changed.

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ABORIGINAL STUDIES

Aboriginal Studies provides students with the opportunity to gain knowledge and understanding of

Aboriginal Peoples of Australia, their cultures and their lifestyles.

Students have the opportunity to develop an appreciation of the unique value of Aboriginal peoples

and their cultures to Australian identity. They can also gain knowledge about contemporary issues

affecting Aboriginal communities across Australia. The study of the local community and other

Aboriginal communities is important in developing an understanding of the diversity of Aboriginal

peoples and communities. Students develop recognition of the fundamental importance of land

and spirituality to all Aboriginal peoples. They also develop an understanding of the importance of

autonomy and self-determination to the future of both Aboriginal and non-Aboriginal people.

Main topics covered:

2 core topics are studied:

• Aboriginal Identities

• Aboriginal Autonomy

A number of units from the following options are then studied:

• Option 1: Aboriginal Enterprises and Organisations

• Option 2: Aboriginal Visual Arts

• Option 3: Aboriginal Performing Arts

• Option 4: Aboriginal Peoples and the Media

• Option 5: Aboriginal Oral and Written Expression

• Option 6: Aboriginal Film and Television

• Option 7: Aboriginal Technologies and the Environment

• Option 8: Aboriginal Peoples and Sport

• Option 9: Aboriginal Interaction with Legal and Political Systems

• Option 10: School-developed Option

The focus of Core Part 1 is the diversity of Aboriginal cultures and identities and the factors that

contribute to their development and expression. Students explore the social factors and

experiences that affect identity and cultural expressions. Core Part 1 also develops knowledge and

understanding about appropriate consultation protocols so that students are able to work

effectively with their local Aboriginal communities.

The focus of Core Part 2 is Aboriginal Peoples and human rights, with emphasis on the importance

of self-determination and autonomy.

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COMMERCE Commerce provides the knowledge, skills, understanding and values to allow students to make sound decisions as consumers and managers of their finances. It develops in students an understanding of business, legal and employment issues. Guest speakers, class-based business ventures, and trading on the stock exchange will provide interest, challenge and understanding of key commercial activities. Using computers and multimedia resources will develop useful skills and experiences. Year 9 students will study the four core topics of:

• Consumer Choice (smart shopping, consumer rights, payment choices)

• Employment Issues (employment types, employment relations, paying tax)

• Personal Finance (earning, spending, saving and investing)

• Law and Society (laws and the legal system)

In Year 10 students will study at least five options which may include:

• Running a Business (various aspects of business including the pricing, promoting and

delivery of products)

• Towards Independence (looking at the various requirements of buying a car and renting a

house)

• Our Economy (investigating various influences on the economy including interest rates,

employment levels etc.)

• Political Involvement (participation in a democracy through voting, understanding of various

political policies and the various methods of having a voice in our society)

• Tourism (investigating the various requirements when travelling internationally and

domestically)

Although Commerce terminates in Year 10, students will find the knowledge and skills they develop beneficial if they choose to study Business Studies, Legal Studies and/or Economics in Years 11 and 12.

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ELECTIVE GEOGRAPHY

Geography is the study of places and the relationships between people and their environments. It is a rich and complex discipline that integrates knowledge from natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a socially just and sustainable future. Geography Elective emphasises the physical, social, cultural, economic and political influences on people, places and environments, from local to global scales. It also emphasises the important interrelationships between people and environments through the investigation of contemporary geographical issues and their management. The wellbeing of societies and environments depends on the quality of interactions between people and the natural world. The study of Geography Elective enables students to become active, responsible and informed citizens able to evaluate the opinions of others and express their own ideas and arguments. This forms a basis for active participation in community life, a commitment to sustainability, the creation of a just society, and the promotion of intercultural understanding and lifelong learning. The skills and capabilities developed through geographical study can be applied to further education, work and everyday life. The Geography Elective course provides students with the opportunity for additional learning through the engagement with additional Geography content. It provides students with a broader understanding of the discipline of Geography and the processes of geographical inquiry, and enables depth of study through a range of flexible approaches. Topics – Students Choose 5 of the following 7 options

• Physical Geography

• Oceanography

• Primary Production

• Global Citizenship

• Australia’s Neighbours

• Political Geography

• Interactions and Patterns along a Transcontinental Transect

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ELECTIVE HISTORY History is everybody’s story. It is the study of the past – how people lived, how they dressed, what they believed, and how the things in society developed in the past. History involves searching for evidence and clues about people in the past, asking questions, and using evidence from the past. Activities for students are interesting and varied. They include webquests, personal research, comprehension questions, map reading, cartoon drawing, model making, interpreting, charts and diagrams, film viewing, and excursions to movies, museums and galleries. The topics are fascinating, and cover very different areas from those covered in the Years 9 and 10 mandatory History course. Principal Focus: aspects of world history, including the contribution of past societies to our understanding of the present, and the nature of significant issues in the modern world. Topic 1: Constructing History Topics can include:

• History in film

• Historical fiction

• History and the media Topic 2: Ancient, Medieval and Early Modern Societies Topics can include:

• Archaeology

• Ancient societies

• The Crusades

• The French Revolution Topic 3: Thematic Studies Topics can include:

• Heroes and villains

• Pirates

• Slavery

• Famous people from history

• Events that changed the world • Mythology

• Wars throughout history

• Cities through time

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LANGUAGES A language is, at its most basic form, an avenue for communication between people. Humans have the most complex language structures known on the planet. This complexity, along with our ability to learn various forms of language, sets us apart from other species (it’s rare to find a dog trying to learn cat but quite normal for an Australian to learn Italian, for instance). Language students at Maitland-Grossmann are taught the mechanics of language in general. We believe that languages are like car engines, numerous smaller parts working harmoniously to power a vehicle (in this case a communication vehicle). Learning the role of each individual engine part means that students are more able to manipulate the target language themselves, rather than simply reciting a list of set vocabulary.

There are a great many components that function together to run a car. Each of these parts plays an essential and particular role in the car’s operation. Maitland-Grossmann language students learn how each of these parts works individually, e.g. how nouns, verbs, adjectives and tenses work. Once we understand the function of each of these components and how they combine to drive a particular language, we can then transfer this to any ‘make’ or ‘model’ of car, making the acquisition of further languages easier. Furthermore, the deconstruction of language in this way has been found to also deepen the students’ understanding of their own language thus reinforcing their literacy and English skills as a whole. Attaining this understanding can be quite complex and for this reason we support student learning using a variety of tools including extensive use of technology and regular opportunities to learn in an immersive situation using authentic speakers of the language. So how can having a second language impact on your career? In order to answer that, let’s consider your career as a marketable product. Having a second language makes you marketable on a global scale as opposed to simply a domestic or local scale. Employers regard second languages highly because it allows their business to operate on an international scale and they are consequently more likely to retain second language speakers.

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FRENCH So Why French? Learning a second language, in general, improves employment prospects both in Australia and on the international stage. It enriches the mind and unveils a variety of avenues in both personal and professional fields. Over 220 million people speak French across all five continents. It is the second most learnt language on the planet, other than English, and the sixth most widely spoken language on the planet. French is a working language and is also an official language for the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and international courts. Proficiency in French is essential for anyone considering a career in an international organisation. After English and German, French is the third most used language on the Internet, just ahead of Spanish. French heavily influences English and many grammatical structures in English can be clarified and explained through the learning of French as a second language. Language learning in the NSW Education system follows a set pattern from Stage 5 (Years 9 and 10) through to Stage 6 (Years 11 and 12). If a student selects a language in Year 9 as an elective they complete two years of study of that particular language. Once the student reaches enrolment for Year 11 they have several pathways available to them for continuing their language learning experience:

• Students may select the same language they studied in Stage 5 and progress through Year 11 and 12

as a Continuer. As a Continuer, students can find themselves competing with native speakers who

may have family members who speak the target language fluently.

• Another viable option for students wishing to learn a language at Senior level is to learn a new

language (like Italian, for instance) at a Beginners level. Learning French in Stage 5 provides students

with a solid grammatical base for learning Italian at Stage 6 level allowing them the best opportunity

to achieve excellent results in the Higher School Certificate.

At this stage, Maitland Grossmann will be offering French and Japanese as language options for students to select in Year 9 with a view to offering Italian Beginners in Years 11 and 12. It is believed that following this pattern of study will maximise both student results and facilitate a healthy interest in languages in the school.

Subject contribution fee: $45 for Language Perfect – compulsory subscription payable at MGHS office

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JAPANESE The study of Japanese opens the door not only to a fascinating ancient culture, but also to an exciting modern country that is at the forefront of modern technology. The Japanese culture has had a significant impact on many aspects, ranging from street fashion to design, music, food, animation and language. Students of Japanese at Maitland Grossmann will have the opportunity to experience these aspects of Japanese culture while also developing competencies in the spoken and written forms of the language. The language faculty offer a “hands on” approach to learning a language providing students with the opportunity to experience the ceremony involved in the preparation of Japanese food along with its unusual flavours. Student will use technology and the internet to enhance their learning and provide authentic opportunities to communicate to schools in Japan using e-mails. The language faculty is committed to providing the most authentic opportunities possible for students to use their language skills. The most authentic language learning situation is, of course, to travel to Japan to experience a cultural and linguistic immersion, and students will be offered this opportunity as part of a school tour of this incredible country. Japan is the third largest economy in the world and there is a high demand for Japanese speakers in the workplace. As for any speaker of a second language, employment opportunities for Japanese speakers exist on a global scale in the fields of hospitality and tourism, art/fashion and design, media and IT, diplomatic fields, teaching and international business. Beyond the employment opportunities, students will be encouraged to explore and appreciate the ancient and mystical culture of Japan, and recognise the significant contributions this amazingly diverse culture has had on global scale.

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AUSLAN (Australian Sign Language)

NESA School Developed Board Endorsed Course COURSE OVERVIEW Learning languages provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples. Students broaden their horizons in relation to personal, social, cultural and employment opportunities in an increasingly interconnected and interdependent world. Proficiency in languages provides a national resource that serves communities within Australia and enables the nation to engage more effectively with the global community. The ability to communicate in Auslan provides incentives for travel and for more meaningful interactions with speakers of Auslan, encouraging socio-cultural understanding between Australia and other countries, and cohesion within the Australian community. It also provides opportunities for students to gain insights into the contributions that have been made by Auslan-signing communities to Australian, and to global society. For background signers, this valuable learning experience is further enhanced by the opportunity to maintain and develop their Auslan language skills and understanding of their cultural heritage. AIM The study of this course enables students to communicate with others, and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others. COURSE RATIONALE Through learning Auslan, students acquire: -communication skills in the language being learnt -an intercultural capability and an understanding of the role of language and culture in communication -a capability for reflection on language use and language learning. Auslan learning provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples, to reflect on their understanding of experience in various aspects of social life, and on their own participation and ways of being in the world. Our students demand to learn Auslan as a second language because this: -extends the capability to communicate and extends the literacy repertoires -strengthens understanding of the nature of language, of culture, and of the processes of communication -develops intercultural capability -develops understanding of and respect for diversity and difference, and an openness to different experiences and perspectives -develops understanding of how culture shapes worldviews and extends learners’ understanding of themselves, their own heritage, values, culture and identity -strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical thinking.

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CREATIVE AND PERFORMING ARTS (CAPA) Creative Arts MGHS’s Creative Arts department has an array of facilities and resources to enable us to offer a broad range of courses. Traditional Visual Arts classes explore art making in areas such as painting, drawing, sculpture and ceramics. In the Photographic and Digital Media course (PDM), students focus on computer and digital-based materials as well as accessing the darkroom for wet photographic processes. Visual Design focuses on the functional aspects of art, artists and designers, accessing the resources of the art room and computer labs, and integrating digital technology. The Creative Arts faculty is a progressive department which focuses on providing a broad range of experiences and opportunities, developing student skills and focusing on quality art work and achievement. Performing Arts Performing Arts subjects focus on practical performance and developing understanding of the theory aspects of the subject to support learning. Dance, Drama and Music courses focus on developing the students’ interests and skills in well-equipped specialty rooms, within creative and supportive environments. These courses allow for group performances, collaboration and individual exploration. Students will have the opportunity to perform at school and regional events including Star Struck and Hunter Dance Festival. In 2016 six 200-hour courses will be offered:

• Dance

• Drama

• Music

• Photographic and Digital Media (PDM)

• Visual Design

• Visual Arts

Students will develop a broad range of technical and analytical skills in both practical and theory aspects of the courses offered. They will focus on quality work with increasing independence and understanding of content. As with all elective courses in Stage 5 (Years 9 and 10), theory is integrated into areas of study to assist students’ understanding of course content and to improve their practical skills.

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DRAMA Drama involves the study and enjoyment of Drama and Theatre through making, performing and appreciating dramatic and theatrical works. The course is designed for all students who have an interest in drama and especially performing. There are no prerequisites. Activities will include Improvisation, Role Play, Playbuilding and the study of Dramatic Forms and Spaces and Conventions of Theatre. At the end of the Year 9/10 course students will have developed knowledge, understanding and skills, individually and collaboratively, to:

• Make drama that explores a range of imagined and created situations

• Perform devised and scripted drama using a variety of performance techniques, dramatic forms and theatrical conventions to engage audiences

• Appreciate the meaning and function of Drama and Theatre in reflecting the personal, social, cultural, aesthetic and political aspects of the human experience

Subject Materials Contribution: $25.00 per annum

DANCE Elective Dance provides students with the opportunity to develop physical skill as well as aesthetic, artistic and cultural understanding. Students learn to express ideas creatively as they make and perform dances, and analyse dance as works of art. The Dance course is divided into three interrelated areas:

• Dance Performance – developing dance technique and performance quality to communicate

• Dance Composition – creating and structuring movement to express and communicate

• Dance Appreciation – describing and analysing dance as an expression of ideas within a social, cultural or historical context

Dance workshops are organised throughout the year along with the viewing of professional dance performances and musicals. Students who select Dance as an elective are expected to perform at school functions and at events outside school such as The Hunter Schools Dance Festival. Most students will have the opportunity to be part of the Star Struck Dance Group if they choose to be involved. Students need to supply their dance wear (dance pants, leotard/T shirt, jazz or ballet shoes) and costs will be incurred for costumes for all performances. This course is designed for students who are interested in dance. Formal dance lessons are not a prerequisite.

Subject Materials Contribution: $25.00 per annum

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MUSIC

This course is designed to be a dynamic and engaging exploration into a broad range of musical contexts. There is a significant practical element and the understanding and use of technology is a key component in exploring the musical concepts. This course will enable to students to be more fully prepared for Music in Year 11 and 12. The course is designed for students who have an interest and passion for music. Students will be required to develop their skills on a range of instruments and demonstrate a willingness to perform in a classroom context. The Music Elective course provides the opportunity to develop skills in performing, composing and listening. A range of styles will be covered in the course, with Australian Music as the major focus. There are three components of study:

• Performance – Playing or singing in ensembles, small groups and solos (instruments include voice, guitars, keyboards, classroom and band instruments)

• Composition – Communicating musical ideas through composing, improvising and arranging using technology such as laptops and iPads.

• Listening – Listening to a range of musical styles and gaining an understanding of the concepts of music

Subject Materials Contribution: $30.00 per annum

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VISUAL ARTS This elective course builds on the mandatory course, and provides an opportunity for students to enjoy and experience a more in-depth study in the making and interpreting of the Visual Arts. Students will explore a broad range of art materials focusing on a variety of different themes. Students will experience both 2 Dimensional (including Painting, Drawing, Printmaking, Photography and Digital Media) and 3 Dimensional (Ceramics - clay, Sculpture – mixed media, modelled and carved) and may involve 4 Dimensional artworks (Time-based art such as photographic documentation and performance art/video).

Students will be required to maintain a Visual Arts Diary, recording their explorations and ideas, as they move from class tasks to individually focused artworks throughout Stage 5. Students will develop their skills with various materials in Year 9, becoming increasingly independent in Year 10 when artmaking becomes more personal. Students will investigate a range of artists and develop their skills in interpreting and analysing artworks. Students will explore a range of traditional themes, such as portraits, Pop Art and landscape but will have an opportunity to investigate more personal and social issues as well as concepts developed by contemporary artists.

Students will attend a range of excursions to local, regional and Sydney galleries to develop their understanding of the diversity of art and the role of exhibitions and public galleries in the art world. Subject Contribution and Material Costs $45.00

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PHOTOGRAPHIC AND DIGITAL MEDIA (PDM)

This course builds on the mandatory Visual Arts course in Years 7 and 8. The PDM course is designed for students who have an interest in photography, computers and art. It explores the use of photography and digital technology as a tool for the creation of artworks. In their artmaking (practical work), students will work with still and moving photographic techniques, while they create a journal and PDM portfolio of work. Students will be given the opportunity to work with a variety of digital, wet photographic processes, as well as research-based multimedia presentations and graphic-based programs, Eg. Photoshop. Students will explore digitally generated images, video, stills, and animation in various forms including Claymation. Students will participate in a variety of artmaking activities that incorporate the use of the camera or documentation:

• Photographic and digital media and computer-generated presentations

• Animation

• Movie making and video production

• Documenting artworks and sculptural practices.

Students will use research case studies to develop their understanding about the wide variety of

artmaking possible through digital and photographic media.

Course Contribution

Yr 9 (Including Display Folder) $50.00

Yr 10 $45.00

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VISUAL DESIGN This course builds on the Visual Arts Mandatory course (Years 7 and 8), and is designed for students who enjoy the use of media to communicate ideas and themes. It specialises in design-based activities with an emphasis on the functional nature of Art. Students will be involved in the Making of Artwork (Practical) and the Study of Artists and Designers (Theory). Students may participate in activities and concepts in the following media areas: Ceramics, Graphic Design and Advertising, Interior Design, Computer and Digital Media, Illustration, Printmaking, Product Design and Jewellery. This course allows for a diversification of skills and media that is not offered in the Visual Arts course. Visual Design also provides opportunities for students to pursue these art-related experiences into vocational and career-oriented courses beyond school. Students will develop practical skills and be assessed according to their skills development and presentation. Students will be progressively assessed through Visual Design Projects and visual diary work. Students will explore the designs and work of a range of artists and designers, and develop their own works based on their investigations and case studies of these artists. Students will compile a Visual Design Journal which will include evidence of research and the development of artworks and designed objects as part of a Body of Work. Art forms will be developed in both 2D and 3D materials and will focus on functional aspects of art and design. Subject Materials Contribution: $45.00

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CHILD STUDIES Child Studies students will develop knowledge and skills in the area of childcare. Both practical and theoretical components are integral parts of this course. It is a 200-hour course intended to be studied throughout Years 9 and 10, and provides the foundation for senior courses such as Community and Family Studies, and Exploring Early Childhood. The course aims to:

• Develop knowledge about young children and childcare issues

• Develop confidence and a sense of responsibility regarding interactions with children to

enable them to become effective parents

• Develop communications skills as parents of the future in order to provide an environment

conducive to the development of children

Course outline: The topics which may be studied in Years 9 and 10 include:

• Preparing for parenthood

• Conception to birth

• Family interactions

• Newborn care

• Growth and development

• Paly and the developing child

• Health and safety in childhood

• Food and nutrition in childhood

• Children and culture

• Media and technology in childhood

• Aboriginal cultures and childhood

• The diverse needs of children

• Childcare services and career opportunities

Course contribution: Students will need to pay $30 each year to cover consumables such as craft items and food.

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DESIGN AND TECHNOLOGY – HOSPITALITY Course Description This course is for students who have an interest in Hospitality. It has a focus on commercial cookery and communicating food design, ideas and solutions. Students will do skill based activities in both Years 9 and 10. Main Topics Covered Students concentrate on developing the skills to work effectively in a hospitality environment, including hospitality industry awareness, communicating design ideas, and working safely and hygienically. Students work through the design process to produce their completed design projects. Topics covered in Year 9 are: Recipe for Success; Food Designers; and Food as Gifts. Year 10 topics are: The Sustainable Restaurant; Signature Dishes; Cultural Food Preparation; and Pop-Up Instant Restaurant. Design Projects The design projects are the main learning activity of students during a unit of work and culminate in a design solution and an accompanying folio to support the design solution. The documentation will provide evidence of the investigation and research undertaken, experimentation, development and justification of ideas, the process of realisation and design project evaluation. Each project is very hands-on and will involve weekly practical lessons. These practicals will develop food production and food presentation skills to a Hospitality standard. Assessment Students will complete design projects and practical assessments. Practical Lessons Students are required to wear an apron and fully covered leather shoes. They also need to bring a dish cloth, tea towel and container to each practical lesson. Course Contribution Students will need to pay $90 each year to cover consumables such as food and cleaning agents.

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FOOD TECHNOLOGY Food Technology actively engages students in learning about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. Students will develop confidence and proficiency in their practical interactions with, and decisions regarding, food. Food Technology involves the study of processing, preparation, marketing and consumption of food in domestic, commercial, industrial and global settings. Both the practical and the theoretical components are integral parts of this course. It is a 200-hour course intended to be studied throughout Years 9 and 10, and it provides the foundation for senior courses such as Food Technology and Hospitality. The course aims to:

• Develop skills in food preparation and presentation

• Develop knowledge and understanding of nutrition and healthy eating habits

• Identify the issues related to food marketing and distribution

• Recognise the importance of food as a social tool

Course outline: The topics studied in Years 9 and 10 include:

• Food selection and health

• Food product development

• Food in Australia

• Food for special needs

• Food service and catering

• Food for special occasions

Course contribution: Students will need to pay $80 each year to cover consumables such as food and cleaning consumables.

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TEXTILES TECHNOLOGY Textiles Technology will develop skills in fashion design, clothing, textile art and costume manufacture. It is suitable for students with an interest in both fashion and design. Both the practical and the theoretical components are integral parts of this course. The course caters for a range of skill levels, from the beginner to the more advanced student. It is a 200-hour course intended to be studied throughout Years 9 and 10, and provides the foundation for senior courses such as Textiles and Design. The course aims to:

• Develop and apply students’ skills, in order to complete fashion items and accessories

• Allow students to experience a range of fabric decoration techniques

• Develop students’ knowledge and understanding of fibres and fabrics

• Allow students to identify the cultural significance of textiles

Course outline: There are three areas of study:

• Design

• Properties and performance of textiles

• Textiles and society

The focus areas are: • Apparel – includes clothing and accessories such as shoes, hats, jewellery and belts

• Furnishings – includes cushions, curtains, bedspreads, lampshades, quilt covers, bed linen, chair

coverings, table linen, beanbags

• Costume - includes theatre costumes, masks, headdress, folk and traditional costumes, fancy dress

costumes and dance costumes

• Textile Arts – includes wall hangings, fabric-based artworks, embroidery, wearable design

• Non-apparel – includes book covers, toys, bags, umbrellas, tents, backpacks, sleeping bags

Project Work Completion of projects is integral to developing skills and confidence in the manipulation and use of a range of textile materials, equipment and techniques. Students will learn to design, produce and evaluate textile items across a range of focus areas. Project work gives students the opportunity to develop and refine skills to produce quality textile items. When documenting project work, students will show evidence of each of the stages of designing, producing and evaluating. Course contribution: Students will need to pay $40 each year to cover consumables such as thread, paints, dyes, sample fabrics and embroidery threads. Students are required to supply their own fabrics for individual projects.

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INFORMATION AND SOFTWARE TECHNOLOGY Confidence and competence using computers are important to all areas of employment and tertiary education. Studying Information and Software Technology is an excellent start to acquiring skills required for lifelong learning. Course Description and Content Students will study a range of topics that are linked to real world experiences and problem solving using computing technologies. The program for Information and Software Technology is designed to provide learning experiences that are integrated into projects. The course aims to:

• Develop knowledge and confidence in using computer technologies

• Engage students in projects to produce information and software technology-based

solutions

• Develop creative, critical and meta-cognitive thinking skills.

Projects When students work on projects they will learn to work collaboratively to produce high standard presentations. They will integrate many different hardware technologies and apply a wide variety of software to assist them to achieve their goals. Students will be encouraged to independent learners and will be extended if they have advanced skills. Topics studied over the two-year course include:

• Hardware and Software

• Digital Media – making and digitising photos, music, animations, videos

• Software Development and Programming – creating small programs

• Internet and Website Development – Webpage design and construction

• Authoring and Multimedia

• Issues in IST

• Current and Emerging Technologies

• Database Design and Data Handling

Practical tasks will be used to consolidate all topics, with the following software used: Microsoft Access, Visual Basic, Scratch, Adobe Suite, Notepad Course Contribution - Students will need to pay $20 to cover consumables and resources such as digital still and video camera memory cards and batteries, colour printer ink and toner, paper, and software updates.

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INDUSTRIAL TECHNOLOGY – MULTIMEDIA

Course Description and Content This course has a focus on the development of skills in the use of digital data. The drawing together of all that is learned will result in students who can produce creative multimedia projects. They develop knowledge and skills relating to the selection, use and application of materials, tools, machines and processes through the planning and production of quality practical projects. The practical focus will be on all data types, with the Photography content involving g digital still photography and editing in Photoshop. Included in the course is the study of the industries involved in multimedia and associated career options. They will also learn about design and designing, including the communication of ideas and processes. The course aims to:

• Develop knowledge and skills in the use of materials, tools and techniques related to

multimedia, including photography, animation and video making.

• Develop an organised approach to using technology and presenting practical projects

creatively in a variety of formats while applying them to a variety of materials and processes

Projects Practical activities occupy a majority of the course time in order to meet the syllabus requirements. The projects will be linked to learning the skills associated with the digital data type that is being investigated during each module of the course. Students will be encouraged to be independent learners and will be extended if they have advanced skills. They will integrate many different hardware technologies and apply a wide variety of software to assist them to achieve their goals. Examples of practical work include:

• Digital photo editing

• GameMaker creation

• Website design

• Stop motion animation

• Flash animation

• Digital audio manipulation

• Video editing and production

• Desktop publishing

Course contribution – Students will need to pay $20 to cover consumables and resources such as digital still and video camera memory cards and batteries, colour printer ink and toner, paper, and software updates.

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HEAT (PBL) Humanities, English, Arts, Technology – Project Based Learning

HEAT is an elective course that integrates the subjects of Humanities, English, Arts, and Technology. The aim of the HEAT course is to promote Humanities, English, and Arts through the use of technology and to develop skills in divergent thinking, creativity and collaboration. The learning is student centred and ‘Project Based’, meaning that students will undertake a range of inquiry-based learning activities, directing their own learning whilst developing their project. Students will be encouraged to raise questions and explore topics or ideas that are of interest to them, and will be able to develop these ideas through a project that centres on the use of technology. Projects in the HEAT course are open to opportunity and may involve, but are not limited to:

• Saving the world – Students research major issues around the world, explain the causes and design solutions. E.g. Reverse global warming, end war, economic development redesign the government, feed the world and help the sick.

• Secrets of the ‘Local’ – Students research, write and produce a 10 part YouTube series about the unseen and overlooked social, cultural and historical aspects of a local area.

• Experimental as anything – Students design and conduct practical experiments to test theories about historical events (e.g. experimental archaeology), geographic processes (e.g. sustainable biomes), metaphorical concepts (e.g. as quiet as a mouse or butterfly effect), artistic techniques (camera obscura) etc.

• ABC ‘Heywire’ Competition – Heywire is a national competition for young people to submit a story about life in Australia outside the major cities, to ‘tell it like it is and make a difference.’ The prizes include having your story published on the ABC network, a trip to the ‘Heywire Summit’ in Canberra, and $100,000 is up for grabs each year for communities to implement Heywire Summit ideas.

• Mock trials of any event in history, or competitions such as the NSW Law Society Mock Trial - http://www.lawsociety.com.au/community/forschools/mocktrial/Mocktrial

• Tournament of the Minds competition - http://www.tom.edu.au/

• Creative Writing Competitions

• Document historical Maitland using a variety of handmade pinhole cameras and put together a pop up educational exhibition in a local shopping centre complete with documentation about each of the historical venues and how to make and use a pin hole camera.

• Students create a persuasive video advertisement for a new political party using Digital SLR cameras, pixelstick technology and computer video-editing software.

• https://www.stemgames.org.au/ - an annual video game competition that is due in August each year.

These are just a very small snapshot of ideas! Students are encouraged to explore ideas that spark their imagination and enthusiasm.

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iSTEM Integrated, Science, Technology, Engineering and Mathematics

STEM refers to science, technology, engineering and mathematics. The basic contributors to healthy STEM are research, international engagement and education. The importance of STEM disciplines for the future economic and social well-being of Australia cannot be underestimated. International research indicates that 75 per cent of the fastest growing occupations require STEM skills and knowledge. In the US STEM employment grew three times more than non-STEM employment over the past twelve years and is expected to grow twice as fast by 2018. In 2016, Maitland Grossmann High School was selected and remains one of 7 pilot schools for STEM education in NSW as part of the STEM Action Schools Project. “The number of people in jobs commonly held by workers with science, technology, engineering and mathematics (STEM) qualifications grew by 14 per cent between 2006 and 2011. This compares with only nine per cent growth for other jobs. Many people have caught on with the trend, with around 2.1 million workers in Australia having STEM qualifications in 2010-11.” Sources: AI Group 2015 and Office of the chief Scientist 2015 Selection into the iSTEM, class is determined by a combination of application and aptitude in Mathematics and Science and Mandatory Technology. However, students with a particular interest in STEM subjects may self-nominate via the Head Teacher. The class runs parallel to elective lines and therefore students will choose two other electives to complete their ROSA pattern of study. iSTEM is a School Developed Board Endorsed Course which was developed by Maitland Grossmann High. This means that student success is recognised on their Record of School Achievement (RoSA) in Year 10. It has been an outstanding success and in 2017 will be adopted by over 100 schools throughout Australia. It covers a number of modules in the fields of science, technology and engineering. Class members have the option to participate in a variety of competitions and STEM based programs during the course. Students will also study a variety of themed units of work focusing on the application of science, technology, engineering and mathematics to real life, through inquiry based and project based learning techniques.

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STEM activities may include 1. Science and Engineering Challenges

2. Electric Vehicle Festival

3. F1inSchools

4. Challenge days

5. RoboCUP and Robotics Challenge days

6. Excursions e.g CSIRO, University of Newcastle, etc

7. Major Research Projects

8. The National Science Poster Competition

The main purpose of this Board of Studies endorsed course is to better engage students in science, technology engineering and mathematics. It is meant to challenge and excite students with the possibilities of the future. It involves many 21st century learning opportunities and emphasises inquiry based learning where students are encouraged to learn by doing. The importance of STEM subjects to Australia is indisputable. Future employment opportunities for our students will be enhanced with STEM based knowledge. There is a major focus on the decline of interest in STEM studies across the nation and its potential impact on our future. To this end we are excited to be able to offer this opportunity to the students of Maitland Grossmann High. For further information do not hesitate to contact the schools STEM coordinator Mr Ces D’Amico.

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INDUSTRIAL ARTS Maitland Grossmann High School’s Industrial Arts department has an array of facilities and equipment to enable us to offer a broad range of courses. We have two well-equipped specialist woodwork rooms, a Design and Technology workshop, Metalwork/ Electronics block, a Drawing/Technology lab, and an advanced 3D CAD workspace. The CAD workspace is equipped with latest computer technologies to enable students to research their work, access the web, and produce Computer Aided Design drawings. The Industrial Arts department is a progressive faculty which works hard to ensure the success of their students. Skill development, with an emphasis on safety, quality and the use of technology, is our main aim. In 2015 six 200-hour Industrial Arts subjects will be offered:

• Technical Drawing (Graphics Technology)

• Industrial Technology – Engineering

• Industrial Technology - Timber

• Industrial Technology - Metal

• Industrial Technology - Electronics

• Industrial Technology - Construction Industrial Technology students will have the opportunity to gain personal satisfaction and develop self-confidence in their ability to produce high quality, useful projects while acquiring technical skills and knowledge in that subject. Industrial Technology students will learn to:

• understand the properties and uses of a range of materials

• correctly and safely use and maintain tools and machines required to construct projects

• perform operations and skills required to construct projects successfully

• design and plan their own practical projects. Industrial Technology has a heavy emphasis placed on the development of practical skills. Nevertheless, students are expected to complete a number of theoretical components designed to build knowledge, skills and safe work practices.

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TECHNICAL DRAWING (GRAPHICS TECHNOLOGY)

Technical Drawing enables students to practice logical thought and decision-making while developing skills applicable to a range of domestic, commercial and leisure activities. They engage in both manual and computer-based forms of image generation and manipulation, and develop knowledge of the wide application of graphics in a variety of contexts and an ever-increasing range of vocations. Graphics Technology also develops students’ technical and visual literacy, equipping them for participation in a technological world.

The study of Technical Drawing will develop in students an understanding of the significance of graphical communication and the techniques and technologies used to convey technical and non-technical ideas and information. They will learn about the application of these techniques and technologies in industrial, commercial and domestic contexts.

The use of graphical images to communicate information overcomes the barriers of time and linguistic, cultural and social differences. In an age of globalised industry and rapid technological development, where computer-aided design (CAD), computer-aided manufacture (CAM), interactive graphic design (IGD) and multimedia applications are widely used, the study of Graphics Technology is particularly relevant. Students will be encouraged to use a range of our advanced technologies such as CREO 3D CAD programs and 3D printer.

Graphics is a universal language and an important tool for thinking and communicating. Technical Drawing develops in student’s specific manipulative and cognitive skills in using a variety of tools, materials and

techniques widely available in industrial, commercial and domestic settings. An important part of the cognitive process associated with this syllabus involves the generation and use of images, models and pictures. Students are not required to have completed Technical Drawing in Years 9 and 10, if they wish to select Engineering Studies, Design and Technology, Industrial Technology, Metals & Engineering or Construction in the senior school, although it would be a big advantage.

Subject contribution fee: $35.00 (fee covers A4 & A3 drafting paper, work booklets, masking tape, printing costs,

materials and other consumables)

Please Note: Students are required to purchase mechanical drawing equipment for this subject (set squares, compasses, mechanical pencils, folders, etc). Compass sets can cost up to $45.00 and are compulsory to complete this subject. All equipment can be purchased from the school, or parents can purchase from other providers.

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INDUSTRIAL TECHNOLOGY – ENGINEERING

Industrial Technology - Engineering provides opportunities for students to develop knowledge, understanding and skills in relation to engineering and its associated industries. Core modules develop knowledge and skills in the use of materials, tools and techniques related to structures and mechanisms. These are enhanced and further developed through the study of specialist modules in:

• Control Systems

• Alternative Energy.

Practical projects should reflect the nature of the Engineering focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to engineering. These may include:

• small structures

• small vehicles

• a range of devices and appliances

• robotics projects

• electronic and mechanical control systems.

Projects should promote the sequential development of skills and reflect an increasing degree of student autonomy as they progress through the course. In 2008 Maitland Grossmann High School became part of Schools Innovation Design Challenge (SIDC) through our involvement in the F1inSchools program. This is an initiative of the Re-Engineering Australia Forum and was the catalyst for the introduction of this course.

Students who choose Industrial Technology – Engineering will become involved in the F1inSchools challenge. Subject contribution fee: $45.00 (fee covers all consumables related to engineering projects) Please Note: This is a compulsory fee to cover the costs involved in running the subject. This must be taken into account before selecting this subject. Failure to pay this fee could result in the student being asked to select another subject which does not attract a fee.

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INDUSTRIAL TECHNOLOGY - TIMBER Industrial Technology - Timber provides opportunities for students to develop knowledge, understanding and skills in relation to timber and associated industries. Core modules develop knowledge and skills in the use of materials, tools and techniques related to timber, which are enhanced and further developed through the study of specialist modules in:

• Cabinetwork

• Wood Machining. Practical projects undertaken reflect the nature of the Timber focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to timber-related technologies. Projects constructed may include:

• Dartboard Cabinets

• Pedestal Tables

• Folding Stools

• Coffee Tables

• Magazine Racks

• Kitchen Tidies

• Mug Trees

• Bedside Cabinets

• Project of student’s choice. Projects will promote the sequential development of skills and reflect an increasing degree of student autonomy as they progress through the course. Students completing this course will develop skills and confidence in being able to plan and carry out practical tasks, to be able to “make it”, and to learn lifelong skills.

Subject contribution fee: $75.00 (fee covers timber, nails, screws, abrasive papers, polyurethane and other consumables)

Please Note: This is a compulsory fee to cover the costs involved in running the subject. This must be taken into account before selecting this subject. Failure to pay this fee could result in the student being asked to select another subject which does not attract a fee. In year 10 major projects are covered to the cost of $35.00. If students require additional materials this will be at the student’s expense.

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INDUSTRIAL TECHNOLOGY - METAL

Industrial Technology - Metal provides opportunities for students to develop knowledge, understanding and skills in relation to metal and associated industries. Core modules develop knowledge and skills in the use of materials, tools and techniques related to metal which are enhanced and further developed through the study of specialist modules in:

• Metal Machining

• Fabrication Practical projects reflect the nature of the Metal focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to metal-related technologies. Projects constructed may include:

• Metal toolboxes

• Jewellery

• Magazine racks

• Plumb bobs

• Traction engines

• Nail punches

• Centre punches

• Project of student’s choice. Projects promote the sequential development of skills and reflect an increasing degree of student autonomy as they progress through the course. Students will learn different welding methods including brazing, oxy-acetylene, MIG and Electric Arc and gain understanding in general metalworking skills, fitting and machining, sheet metal, and metal fabrication. Examples of metalwork equipment students may use during this course include:

• Bench shears

• Metalworking lathe

• Guillotine

• Pedestal drill

• Welders (Arc, Mig)

• Magnabend

• Scrolling machine

• Milling machine

• Metal bandsaw

• Power hacksaw

• Brobo saw

Subject contribution fee: $70.00 (fee covers metal, welding rods, pop rivets, paint, gas, hinges and other consumables) Please Note: This is a compulsory fee to cover the costs involved in running the subject. This must be taken into account before selecting this subject. Failure to pay this fee could result in the student being asked to select another subject which does not attract a fee.

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INDUSTRIAL TECHNOLOGY - ELECTRONICS Industrial Technology - Electronics provides opportunities for students to develop knowledge, understanding and skills in relation to electronics and associated industries. Core modules develop knowledge and skills in the use of materials, tools and techniques related to electronics which are enhanced and further developed through the study of specialist modules in Circuits and Components. Practical projects reflect the nature of the Electronics focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to electronics-related technologies. These may include:

• electronic circuits and kits

• electronic controlled devices

• robotic projects

• computer systems This course provides students with the opportunity to gain “hands on” experience with basic electronic equipment, tools and gadgetry. Industrial Technology - Electronics is designed to be an interesting course for Years 9 and 10 students. While it is a practical course involving the manufacture of a number of small working projects, some theoretical work is required to reinforce concepts. Students will gain skills in:

• identifying electronic components

• understanding electronic concepts

• manufacturing circuit boards

• constructing working electronic circuits using bread boarding, veroboard and printed circuit boards.

Subject contribution fee: $65.00 (fee covers electronic components, a toolbox, solder, PCB board, wire, etchant, and other consumables) Please Note: This is a compulsory fee to cover the costs involved in running the subject. This must be taken into account before selecting this subject. Failure to pay this fee could result in the student being asked to select another subject which does not attract a fee.

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INDUSTRIAL TECHNOLOGY - CONSTRUCTION

Industrial Technology - Construction provides opportunities for students to develop knowledge, understanding and skills in relation to building and associated industries. Core modules develop knowledge and skills in the use of materials, tools and techniques related to construction. These are enhanced and further developed through the study of specialist modules in:

• Construction and Renovation

• Agriculture

• Outdoor Structures and Landscapes Practical projects reflect the nature of Construction and provide opportunities for students to develop specific knowledge, understanding and skills related to building and construction-related technologies. Projects constructed may include:

• Construction Tools - Cement floats - Toolboxes - Mitre boxes - Plumb bobs - Saw horses

• Construction of small structures

• Scale models

• Elementary repairs and renovations

• Development of garden and recreational areas

• Work undertaken on isolated building models and mock-ups.

Projects undertaken by student promote the sequential development of skills and reflect an increasing degree of student autonomy as they progress through the course. This is a course designed to provide students with the opportunity to gain hands-on experience with basic construction, wood and metal technologies, landscaping, agriculture and repair. Note: Students completing this course will be required to complete an Occupational Health and Safety course which is WorkCover endorsed and will lead to the issuing of a construction “green card”. This course costs approximately $80 and is paid directly to the course provider. Subject contribution fee: $60.00 (fee covers timber, nails, screws, abrasives, and other consumables)

Please Note: This is a compulsory fee to cover the costs involved in running the subject. This must be taken into account before selecting this subject. Failure to pay this fee could result in the student being asked to select another subject which does not attract a fee). Occupational Health and Safety Course: $65.00

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Media and Creative Industries (Previously known as Journalism and Creative Writing)

Selection into the Media and Creative Industries gifted and talented class is predominantly by invitation only. Students are selected due to their high competence in the Stage 4 English course throughout Year 8. This elective is a 21st century project based learning course designed for gifted and talented students who are self-directed and independent learners. It aims to enhance both writing and visual literacy skills, as well as their 21st century technology skills. Students will continue to develop their competence in cooperative learning, time management and responsibility for the completion of assigned projects. Students will learn about good journalistic writing, ethics, laws and values. The subject covers areas including news, feature and sports writing, advertising design and layout. Students play an integral role in the construction of the MGHS School Newsletters, the Grossmann Gazette, and the annual School Magazine, and have competed in the Newcastle Herald School Competition in the past. Students must take independent responsibility for their work, as well as ensuring that they adhere to deadlines. It will extend already accomplished English students and there will be a strong focus on student directed learning and reflection. This elective course will also focus on some intensive creative writing. Students will develop skills to complement the Stage 5 English course and will participate in activities designed to improve understanding of how to create effective narratives and creative pieces. As good readers make good writers, it will be expected that students in this course will also complete regular reading to enhance their skills. It will be expected that students will work towards the completion of creative pieces suitable for entry into writing competitions conducted through a range of agencies. This GATS-designed course will enhance students’ writing skills, which is an essential component of Stage 6 Advanced and Standard English. Students will also have an opportunity to develop and refine their ability to navigate a 21st century world.

Maddie and Caleb preparing articles for the school newsletter

Lucy and Katie working on their blogging assessment task

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PHYSICAL ACTIVITIES AND SPORTS STUDIES (PASS)

PASS is a PRACTICAL and THEORETICAL based course. At MGHS it is conducted as two separate theory lessons and one double practical lesson per week. Students should only elect this subject if they ENGAGE AND ENJOY THE PRACTICAL ELEMENT OF PDHPE in Years 7 and 8. To be eligible for the extra-curricular activities and excursions provided in this course, students must meet academic, social and behavioural requirements. Physical Activities and Sports Studies (PASS) represents a broad view of physical activity and the many ways in which individuals can build activity into their lifestyle. It brings together a wide range of lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group physical fitness activities, and the use of physical activity for therapy and remediation. Broad aims and objectives of the course include:

• Developing a foundation for efficient and enjoyable participation and performance in physical activity and sport

• Developing knowledge and understanding about the contribution of physical activity and sport to individual, community and societal wellbeing

• Enhancing the participation and performance of self and others in physical activity and sport

• Developing the personal skills to participate in physical activity and sport with confidence and enjoyment

The course is divided into three modules. One or more modules are chosen from each Area of Study to be examined each year:

Areas of Study

Foundations of Physical Activity

Physical Activity and Sport in Society

Enhancing Participation and Performance

Modules • Body systems and energy for physical activity

• Physical activity for health

• Physical fitness

• Fundamentals of movement skill development

• Nutrition and physical activity

• Participation with safety

• Australia’s sporting identity

• Lifestyle, leisure and recreation

• Physical activity and sport for specific groups

• Opportunities and pathways in physical activity and sport

• Issues in physical activity and sport

• Promoting active lifestyles

• Coaching

• Enhancing performance – strategies and techniques

• Technology, participation and performance

• Event management

*Student should only select this elective if they are prepared to engage in all the physical activities.