year 7 curriculum handbook - st eugene college

YEAR 7

CURRICULUM HANDBOOK

TABLE OF CONTENTS

Contents TABLE OF CONTENTS ..................................................................................................................................................... 1

COLLEGE PRINCIPAL ...................................................................................................................................................... 2

COLLEGE VISION AND MISSON ..................................................................................................................................... 3

COLLEGE SENIOR LEADERSHIP ................................................................................................................................. 4

PASTORAL/CURRICULUM AND PROGRAM LEADERS ...................................................................................... 5

HOMEWORK ....................................................................................................................................................................... 6

DISPOSITION OF A ST EUGENE LEARNER ............................................................................................................. 7

CORE SUBJECTS ................................................................................................................................................................. 8

RELIGIOUS EDUCATION ........................................................................................................................................... 9

ENGLISH ....................................................................................................................................................................... 10

MATHEMATICS .......................................................................................................................................................... 11

HUMANITIES .............................................................................................................................................................. 12

GEOGRAPHY ........................................................................................................................................................... 12

HISTORY .................................................................................................................................................................. 13

SCIENCE ........................................................................................................................................................................ 14

HEALTH AND PHYSICAL EDUCATION ............................................................................................................. 15

ITALIAN ........................................................................................................................................................................ 16

ELECTIVE SUBJECTS .................................................................................................................................................... 17

ECONOMICS AND BUSINESS ................................................................................................................................ 18

DANCE ........................................................................................................................................................................... 19

DRAMA .......................................................................................................................................................................... 20

TECHNOLGIES - FOOD AND MATERIALS ....................................................................................................... 21

TECHNOLOGIES – DIGITAL TECHNOLOGIES ................................................................................................ 22

TECHNOLOGIES – DESIGN AND TECHNOLOGIES ....................................................................................... 23

TECHNOLOGIES – INNOVATION STUDIES ..................................................................................................... 24

MUSIC ............................................................................................................................................................................ 25

MEDIA ARTS ............................................................................................................................................................... 26

VISUAL ART ................................................................................................................................................................. 27

IMMERSION LEARNING .............................................................................................................................................. 28

S T E U G E N E C O L L E G E B U R P E N G A R Y Q L D P a g e 2 | 31

COLLEGE PRINCIPAL

Welcome to the Middle Years of St Eugene College. The move to Year Seven marks a

significant step in a young person’s learning and development.

Our focus as a College in the Middle Years is on excellence, transition, engagement and

leadership. We are determined to support Year 7 students to continue to build their

understanding of their own identity as they move through adolescence recognising that they

are moving beyond their own personal, family and school worlds into the broader

community. We want their academic, social and extracurricular experiences to give them a

sense of their place and role in the world. This really requires daring to grow in faith, hope and

love.

A number of teachers and other professionals work as a collaborative team to plan for and

meet the needs of Students in Year Seven. In our attempts to ensure that every young person

exceeds their potential we focus on the essential dispositions of a successful St Eugene

learner:

• Creativity & curiosity;

• Resiliency;

• Taking ownership;

• Communicating effectively;

• Persistence; and

• Being reflective

It is an exciting year ahead with new learning, new relationships and new awakenings to be

achieved.

Marisa Dann College Principal


COLLEGE VISION AND MISSON VISION

We are a Catholic learning community focussed on Jesus and enhanced by our Oblate

tradition and spirituality

MISSION

FAITH

We dare to grow as a

community of FAITH which

challenges each individual

to be a lived expression of

Jesus. Our community

values and celebrates

uniqueness and dignity of

every person.

LOVE


community of LOVE which

welcomes and embraces

every individual. Our

community values are

grounded in positive

relationships and

collaborative partnerships.

HOPE


community of HOPE which

aspires to achieve

excellence within an

inclusive environment. Our

community values quality

learning and teaching for all


COLLEGE SENIOR LEADERSHIP

PRINCIPAL Marisa Dann E: [email protected] P-12 HEAD OF CAMPUS Louise Olley E: [email protected] ASSISTANT PRINCIPAL – MIDDLE YEARS Mitch Ulacco E: [email protected] ASSISTANT PRINCIPAL – SENIOR YEARS Erin Wedge E: [email protected] ASSISTANT PRINCIPAL – RELIGIOUS EDUCATION Megan Kozak E: [email protected]

mailto:[email protected]






PASTORAL/CURRICULUM AND PROGRAM LEADERS

Curriculum Leaders

Curriculum Area Email address

Megan Kozak Religious Education 11-12 [email protected] Cassie Jamieson Religious Education 7-10 [email protected] Cameela Phipps English/Humanities 7-10 [email protected] Greg Millican Mathematics/Science [email protected] Sharron Wood The Arts/College Culture [email protected] Luke Holmes HPE, Design (Food) [email protected] Scott Letts Design, Digital

Learning/Resourcing [email protected]

Sara Wasson Senior Years Learning Leader English/Humanities 11-12

[email protected]

Fiona Hicks Middle Years Learning Leader Years Learning Leader

[email protected]

Pastoral Leaders Year Level of Responsibility Email address Middle Years Damian Toombs Year 7 [email protected] Joe Miranda Year 8 [email protected] Darren Paten Year 9 [email protected] Senior Years Peter Orton Year 10 [email protected] Sian Nathan Year 11 [email protected] Danielle Kelly Year 12 [email protected]

Program Leader Program Area Email address Murray Deale Immersion Learning Coordinator [email protected] Greg Hohns Year 7-12 Sport Coordinator [email protected]













HOMEWORK

Middle and Senior Years

Homework is a sound means for students to consolidate work done in class each day and to

establish routine and effective strong habits. It can take the form of revision of work in class,

extra exercises to attempt that practice work done in class, reading a novel or it could be

preparation towards an assignment or study for an exam.

As students do not have all subjects timetabled every day of the week, it is important that

homework is recorded accurately, and a plan developed in order to ensure that it is completed

and on time for the next lesson.

The following is a guide for students for the length of time they may need to spend completing

homework each day:

Year 7 - 9 1 – 1 ½ hours each night

Year 10 1 ½- 2 hours each night

Year 11 2 – 2 ½ hours each night

Year 12 2 - 2 ½ hours each night


DISPOSITION OF A ST EUGENE LEARNER

Curiosity and Creativity

Having a sense of wonder about the world, asking questions, seeking answers and

working collaboratively to try and solve problems in unique and innovative ways.

Resilience

Bouncing back after a tough situation and or difficult time and then get back to feeling

just as good as I felt before. It’s also the ability to adapt to difficult circumstances that

I can’t change, and keeping in thriving. When I’m resilient, I can learn from challenging

situations and get stronger. Learning requires my resilience every day.

Perseverance

Being determined to learn and complete tasks despite difficult or delay in achieving

success. This is essential in my learning process and encourages me to take risks, be

challenged and to have a growth mindset. I use the phrase “I can’t …… yet”. An

essential component of developing and support perseverance is receiving and giving

quality feedback.

Taking Ownership

Am I accepting responsibility for my behaviour, my work, my organisation and my own

learning?

Being Reflective

Means I am willing to analyse my performance, recognise success, plan for

improvement and develop my next learning goal.

Communicating Effectively

Is the crucial one for everyone. With a focus on the written communication in particular,

am I developing my ability to form sentences and written work that is suitable for the

intended audience which cohesively conveys the intended message.


CORE SUBJECTS

All Year 7 Students will study throughout the year:

RELIGIOUS EDUCATION

ENGLISH

MATHEMATICS

SCIENCE

HUMANITIES

HEALTH AND PHYSICAL EDUCATION

ITALIAN


RELIGIOUS EDUCATION

INTRODUCTION

As in all Catholic Schools, Religious Education is compulsory for students to study throughout their schooling at St Eugene College. Religion plays an important role in the life of the College, local communities, and of the Australian nation.

Individual communities, and the nation as a whole, are more likely to build a tolerant society when their members are literate in their own religious traditions and have an understanding of the religious traditions of others. Religious Educations aims to promote the knowledge, skills and values which students need to participate as active lifelong learners within their multi -cultural and multi-faith world.

TOPICS FOR STUDY

The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated throughout the course and are taught in an integrated way within the context of the Oblate Charism.

In Year 7, students develop their understanding of the experience of sin throughout human history and some ways in which the Church responded to the presence of good and evil in the past (c.1750 CE – 1918 CE). They learn about the priestly, prophetic and kingly work of Jesus Christ and ways in which believers live their Christian vocation by participation in this work. They consider sources of inspiration, strength and guidance for believers today, including Catholic social teaching, the three forms of penance (prayer, fasting and almsgiving), Scripture, celebration of the Sacrament of Penance, and personal and communal prayer experiences. They are introduced to two forms of biblical criticism, form criticism and narrative criticism, and develop the ability to apply these to help their understanding, interpretation and use of a range of biblical texts. They continue to develop their understanding of prayer in the Christian tradition through an exploration of the writings of Christian spiritual fathers and mothers, prayers for forgiveness and healing and Christian Meditation.

HOW STUDENT LEARNING IS ASSESSED

• Creative presentations

• Research assignments

• Exams


ENGLISH

INTRODUCTION

The English curriculum, based on the Australian 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.

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this light it is clear that English plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

TOPICS FOR STUDY

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary 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, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media, and the differences between media texts.


Students create a range of imaginative, informative and persuasive types of texts in both written and spoken modes, including narratives, expositions, journals, feature articles, speeches and monologues.

http://www.australiancurriculum.edu.au/Glossary?a=E&t=creating

http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=create


http://www.australiancurriculum.edu.au/Glossary?a=E&t=aesthetic


http://www.australiancurriculum.edu.au/Glossary?a=E&t=media+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=digital+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=themes

http://www.australiancurriculum.edu.au/Glossary?a=E&t=media+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=create

http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=narratives


MATHEMATICS

INTRODUCTION

Mathematics is an essential life skill as recognised by the Commonwealth and Queensland Government initiatives in the area of Numeracy.

The Australian Curriculum: Mathematics aims to ensure that students:

• are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.

• develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability.

• recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

The proficiency strands of; Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands. 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.

Students will be immersed in a variety of learning experiences, including (but not limited to):

• Mathematics and other software

• Concrete investigations

• Abstract and creative processes

• Investigations

TOPICS FOR STUDY

The areas of study in the current Australian Curriculum are:

• Number and Algebra

• Probability and Statistics

• Measurement and Geometry


• Traditional exam techniques, assessing Simple Familiar, Complex Familiar and Complex Unfamiliar problems.

• Assignments, using technology and applying mathematics to the real-world.


HUMANITIES

GEOGRAPHY

INTRODUCTION

Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.

Geography integrates knowledge from the 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 that world, and propose actions designed to shape a socially just and sustainable future.

TOPICS FOR STUDY

There are two units of study in the Year 7 curriculum for Geography: Landforms and landscapes and Changing nations.

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. Landforms and landscapes develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world.

Changing nations investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive. The unit explores the process of urbanisation and draws on a study of a country of the Asian region to show how urbanisation changes the economies and societies of low and middle-income countries. It investigates the reasons for the high level of urban concentration in Australia, one of the distinctive features of Australia’s human geography, and compares Australia with the United States of America. The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces urban concentration in Australia. The unit then examines issues related to the management and future of Australia’s urban areas.


Students will be assessed using a variety of methods including examinations, written assignment work, oral presentations, computer-generated submissions and field reports.


HISTORY

INTRODUCTION

History in Year 7 provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts.

TOPICS FOR STUDY

The ancient world

The Year 7 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.

Key inquiry questions

The key inquiry questions for Year 7 are:

• How do we know about the ancient past?

• Why and where did the earliest societies develop?

• What emerged as the defining characteristics of ancient societies?

• What have been the legacies of ancient societies?


Students are assessed using varied and flexible tasks. These may include:

• writing and work samples - e.g. journals, learning logs, case studies and multimedia presentations

• multi-modal and non-written presentations e.g. projects, products, role-plays, panels, structured discussions, forums and oral reports exams - e.g. essay, multiple choice, short answer, selected response and response to stimulus.


SCIENCE

INTRODUCTION

Science provides a practical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proven to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative subject that attempts to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. It aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.

The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.

TOPICS FOR STUDY

The areas of study for Year 7 in the current 1 to 10 Australian Curriculum Science Syllabus is:

Biological sciences Classification and Body Systems

Chemical sciences States of Matter, Atomic Structure

Earth and space sciences Rocks, Rock Cycle and Landforms

Physical sciences Force and Motion


• Anecdotal evidence gained through individual oral and observed demonstration of student development

• Traditional exam techniques

• Assignments

• Engagement in Extended Rich Tasks

• Use of scientific and experimental equipment and performing experiments

• Experimental Report Writing at the school level.


HEALTH AND PHYSICAL EDUCATION

INTRODUCTION

The Health and Physical Education Learning Area reflects the dynamic and multi -dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in contemporary Australian society. It provides a foundation for developing active and informed members of society, capable of managing the interactions between themselves and their social, cultural and physical environments in the pursuit of good health.

Health and Physical Education empowers students to initiate and maintain healthy changes in their personal lives, family and community. It encourages them to understand personal development, physical activity and fitness. It assists with Science, Social Science, and prepares students for careers in Occupational Therapies, Physiotherapy, Medicine, Physiology, Personal Training, Fitness Centre Leaders, and many other Health Science fields. Students, who are active and healthy, learn and cope better in life.

Students doing Health and Physical Education are expected to participate in all practical lessons.

TOPICS FOR STUDY

Practical elements to be covered in this course include (but may be subject to change):

• Invasion Games – Touch/ Soccer

• Athletics

• Striking Games – Cricket/T Ball/Hockey

• Court Divided Games – Netball/Volleyball

Integrated Theoretical Elements will include but are not limited to:

• Food and Nutrition

• Mental Health & Well Being

• Health Benefits of Physical Activity


All students electing Health and Physical Education will be assessed on both practical and theoretical elements of the course. Half of the course will involve participation in the practical elements of the course for at least 50% of the allocated lesson time. A variety of assessment methods will be used which may include:

• Written Examinations

• Research Assignments

• Multimodal Presentations

• Teacher Observation


ITALIAN

INTRODUCTION

The study of another language enables students to gain access to other peoples,

ideas and ways of thinking. They become interested in and respectful of other

cultures and in turn students appreciate different opinions and widen their

perspective of the world.

TOPICS FOR STUDY

Students build their knowledge and skills through the study of Japanese grammar

and vocabulary. They study a variety of units which are specifically designed to give

exposure to real life language activities and the ways in which cultural and social

practices are reflected in language use. The topics are targeted towards areas of

student lives which are relevant to their ages and abilities and aim to provide them

with knowledge that will be useful in their real-world environment.

Topics that are studied in Year 7 include:

• Being Italian - Everyday conversation

• Italian-Australian connections through sport, culture and food


Students will be assessed in the four macro skills, reading, writing, speaking and

listening, using a variety of methods including written assignment work and oral

presentations.


ELECTIVE SUBJECTS

Students will complete all the elective subjects over the year.

ECONOMICS AND BUSINESS

DANCE

DRAMA

TECHNOLOGIES - FOOD AND MATERIALS

TECHNOLOGIES - DESIGN TECHNOLOGIES

TECHNOLOGIES – DIGITAL TECHNOLOGIES

TECHNOLOGIES – INNOVATION STUDIES

MUSIC

MEDIA ARTS

VISUAL ART


ECONOMICS AND BUSINESS

INTRODUCTION

The world of Business encompasses many areas which impact on our everyday lives. As consumers in an increasingly sophisticated global economy, it is important for students to gain knowledge so that they are able to make informed purchasing decisions in life. Areas which will be covered throughout this course included innovation, entrepreneurial creativity, strategic planning, management, marketing and business communication.

Business focuses on a "hands on" approach to help students become responsible citizens in our worldwide commercial community. It is a very interesting subject area, and something which will be useful in everyone's life as they grow. Students should develop an awareness of business activities and how these impact within their school, local, national and international communities.

TOPICS FOR STUDY

Students will study a variety of units which are specifically designed to give students exposure to a wide range of business activities and skills. The topics are targeted towards areas of student lives which are relevant to their ages and abilities, and aim to provide them with knowledge that will be useful in their real-world environment.

Topics which may be studied throughout Year 8 include:

• Businesses, Workplaces and Careers

• Applying for a job

• Trade your way to success (including participating in the ASX Schools Share Market Game)

• Consumer Protection

• Events Management and Running a Business Venture at school

• Accounting Principles and Procedures

• Personal Money Management

• Enterprise Activities


Students will be assessed using a variety of methods including examinations, written assignment work, oral presentations, computer-generated submissions, field reports and business ventures.


DANCE

INTRODUCTION

As a strand within the Arts Key Learning Area, Dance focuses on students using dance as an aesthetic means of ordering movement and the structuring of gesture and motion to capture and convey ideas, images and feelings, using the human body as the means of expression and communication.

Students who study Dance:

• Increase their co-ordination, discipline and self-confidence

• Increase awareness of alignment and the body

• Develop physical and spoken communication skills

• Develop short term memory skills and mind-body interaction

• Promote and realise creative, imaginative and inventive potential

• Develop critical analysis skills and Creative thinking

• Improve their problem-solving skills

• Follow timelines and meet deadlines

• Improve team skills and positive relationships with others

• Realise that dance is an intrinsic part of culture and heritage

TOPIC FOR ONE TERM STUDY

Dance Audition Technique Unit – Students are introduced to Dance by exploring the elements of Dance, and by exploring and researching a range of different styles. The focus becomes the knowledge, skills and understandings required to effectively prepare for and achieve success in Dance auditions (or other physical movement trials e.g. sporting trials etc). Students complete fitness tests, set and manage personal fitness goals, analyse audition etiquettes/skills and learn a dance to present in a simulated real-life audition.


Dance assessment is divided into 3 interrelated and complementary categories:

• Choreography - creating and sequencing dance (devised individually and in pairs or groups) which may be a combination of improvised and prepared material

• Performance - Presenting dance to an audience in sequences (individually, in pairs or as a group) which may be an adapted repertoire, a technique class, or a teacher and/or student choreographed sequence

• Appreciation - Critiquing and analysing live or video dance performances in written and oral presentations.


DRAMA

INTRODUCTION

Drama is an exciting and creative subject that has much to offer for every student. The Drama program is designed to give students the opportunity to develop their self-expression and increase their imagination and artistic awareness. It is also designed to increase mental awareness, fluency of speech, self-confidence and self-discipline. It provides students with an opportunity to cooperate with others and above all, experience personal fulfilment and enjoyment.

The study of Drama at St Eugene College caters for a wide range of student abilities through the provision of a multiplicity of practical and theoretical learning approaches. Drama constitutes and challenges the wide range of beliefs, values and meanings held and applied in societies.

There are many benefits of studying Drama. Students develop self-confidence and interpersonal skills, both of which are invaluable life skills.

Other positive outcomes include:

• Enhanced self-esteem

• A broader understanding of life and life experience

• Increased skills and understanding of the Elements of Drama

• Improved communication skills

• Individual contribution to group dynamics

• Respect for diverse viewpoints

• Valuing live performance as an enriching experience

• Increased confidence in their own creative abilities

• Critical thinking, analytical and evaluation skills

TOPICS FOR STUDY

The Year 7 Drama program at St Eugene Catholic College incorporates a range of learning experiences through many dramatic forms and styles. Some of these include the elements of drama, characterisation, improvisation, scriptwriting, voice and movement.


Forming: involves the management of a range of dramatic forms such as spontaneous dramatic play, improvisation, role-play, process drama, play building and scriptwriting. Forming may also include elements of design for play texts. Forming tasks can be presented through performance and through written expression.

Presenting: requires the development of acting techniques and skills associated with the preparation of an actor for a performance. Presenting tasks are performed either as an individual or in groups.

Responding: involves demonstrating knowledge and understanding together with reflecting upon dramatic meaning through analysis, synthesis and evaluation.


TECHNOLGIES - FOOD AND MATERIALS

INTRODUCTION

This year students are provided with learning opportunities in Food and Materials subjects which have developed from both the Technologies and Health and Physical Education Key Learning Areas. Students are actively engaged in learning in real life and lifelike contexts in technology when they take on roles as designers, decision makers, managers, producers and consumers of food and textile products. This subject provides a practical link to the nutrition studied in the core subject of HPE. Consequently, the study of this course will contribute in a significant way to the general education of students whether or not they intend proceeding to further studies or employment specific to the food and textile industry.

This subject recognises the importance of a practical approach to solving everyday living problems and of providing students with the opportunity to develop the practical and management skills involved in the selection and manipulation of resources and the planning and execution of practical tasks.

When studying this subject, students will be exposed to a variety of challenges and as such will have the opportunity to develop knowledge, practices and ideas in food and textile contexts. Students will engage in activities that are relevant to their lives, and include practical activities to apply their knowledge.

TOPICS FOR STUDY

Food Technologies explores the fundamentals of food preparation in our contemporary, fast paced society in order to form a firm foundation for simple, nutritious and delicious meals and snacks for themselves and others. Food hygiene and food safety will be investigated. Whilst examining the effects technology has on our food, students will investigate, design, create and evaluate their improvement to a chosen food product. Term Unit topics may include Fast Foods, Cake Boss, Teddy Bear’s Picnic, and BBQ’s Galore.

Materials Technologies will enable students to explore the use of textile products in their daily lives. The characteristics of fibres and fabrics, construction techniques, labelling and care of textiles will be investigated. Students will consider their idea of a 'perfect room' in their homes and simple practical skills in textiles will be practised. This then culminates in enabling students to investigate, design, produce and evaluate a textile product for this room. Term Unit topics may include Bagging Out, Gifts for Giving, Textures and Techniques.


Students will be assessed in 2 categories:

1. Technology Practice — this strand is about the investigation, ideation, production and evaluation in the design and development of products.

2. Materials — this strand is about the nature of materials and the techniques with which to manipulate them.

Assessment will take the form of one practical task and one folio task per term. Oral presentations may also be included.


TECHNOLOGIES – DIGITAL TECHNOLOGIES

INTRODUCTION

Digital Technologies empowers students to create their preferred future. Students develop skills to manage projects to successful completion through planning, organising and monitoring timelines, activities and the use of resources.

As technology becomes more pervasive, it is imperative that our students are not merely consumers. Rather, they need the knowledge, skills and dispositions to be creators of digital technologies.

TOPICS FOR STUDY

In Year 7, students design, develop and evaluate the way technology encourages critical and creative thinking. Students will explore the world of artificial intelligence and the role this will play in our future society.

Key Concepts

• Creative and critical thinking

• Collaboration • Critical Reflection

• Design to Product


• Design Folio

• Individual Work/Group Work

• Practical Expertise

• Visual Presentations


TECHNOLOGIES – DESIGN AND TECHNOLOGIES

INTRODUCTION

Technologies – Design and Technologies involves the design and manufacture of products. It refers to the procedures and techniques used to organise and control systems, and combine and process materials into useful products. The major industrial technology and design industries can be classified as manufacturing, construction and graphics. Industrial design focuses on the creation, development and communication of concepts and specifications for products. Students who do this subject also do Graphics. Graphics contributes to the development of technological literacy and develops the communication and problem-solving skills required for a large number of educational and vocational aspirations.

It is a course that encourages knowledge and application of available resources, systems and practices through inquiry, design and problem-solving methodologies. The subject helps students understand and use past, present and future industrial technologies to meet the complex demands of the future. Technologies – Design and Technologies is a hands-on subject enjoyed by students wishing to pursue a vocational pathway in most cases.

POSSIBLE CAREERS

All trade areas Interior designer Builder Surveyor

Technology teacher

Cartographer Geological drafting Mechanical/Electrical designer

Landscape designer

Technician Technical illustrator Engineer

Architect Labourer Draughtsman Industrial designer

Graphic designer Apprenticeships traineeships

Environmental designer

Town planner

TOPICS FOR STUDY

Students learn to design, manufacture and evaluate products that meet human needs and solve problems. In the workshop students use a variety of materials including timber, metal, plastics and electronics to problem solve. Students learn about the efficiency and effectiveness of graphical communication and its ever-increasing impact on our technological society. Through the structured medium of visual imagery, students learn the ability to communicate and express information with clarity and precision.

Students are encouraged to be imaginative and creative through problem solving and designing, whether working individually or as part of a team. They develop real-life skills for visualising, investigating, analysing, synthesising and evaluating technical problems, and learn how to manipulate mechanical and computer drafting equipment effectively as a vehicle for conveying the outcomes of their research in a visually appealing form.


• Design Folio


• Practical Expertise • Visual Presentations


TECHNOLOGIES – INNOVATION STUDIES

INTRODUCTION

Innovation is increasingly recognised as a vitally important social and economic phenomenon worthy of serious research study. Students will be encouraged to explore the world of possibilities through design. They will be given the opportunity to dream about the future and solve real world problems.

As creators of the unthinkable, students will develop a deeper understanding of the of future technologies and they interact with modern society today and in to the future

TOPICS FOR STUDY

Students explore, develop and evaluate a range of design frameworks to assist in creating their own future focused product. Through action research, students will analyse and evaluate the data, to create devise a product that has real world potential and need from an App for transitioning students to a board games for students with needs.

Key Concepts

• Design and systems thinking

• Analysing and visualising data

• Defining and decomposing real world problems

• Designing real life solutions

• Evaluating how solutions meet needs, are innovative • Planning and managing projects collaboratively


• Design Folio





MUSIC

INTRODUCTION

Music has become an intricate part of everyone’s lives and in our digital age, music has become even more accessible. It is a source of interaction: One can talk about it, listen to it, criticise or praise it, perform it, dance to it and feel it.

Through the study of Music, students will develop a deepened understanding and use of music concepts and languages, practices, technologies and techniques. Through their musical practice they will develop a distinctive personal voice and engage in music making in varying contexts.

Each student will be required to learn aurally, as well as develop their vocal, ukulele, piano and drumming skills. Studying Music encourages the development of creativity, self-motivation as well as advancing their aural, visual and kinaesthetic abilities.

TOPICS FOR STUDY

In Year 7, students will be exploring the foundation of Blues Music and its link and development into early Rock ‘n’ Roll music.

The study of Music assists the student to:

• Develop a better appreciation of music

• Have an outlet for self-expression

• Enjoy developing musical skills through composing and improvising

• Learn multiple instruments, developing their fine motor skills


Students are assessed in a variety of methods continuously throughout each term through:

• Aural or Rhythmic dictations where the student demonstrates their ability to communicate their musical understanding

• Musical performance where the student sings and/or plays rehearsed material or improvises within a defined learning context

• Compositions where the student demonstrates their ability to notate their own individual understanding within a defined learning context

I would teach children music, physics and philosophy; but more importantly music; for in the patterns of music and all the arts, are the keys to learning. (Plato)


MEDIA ARTS

INTRODUCTION

Students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They will produce representations of social values and points of view in media artworks for particular audiences and contexts. Students use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.

TOPICS FOR STUDY

Students will:

• experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text

• develop media representations

• plan, structure and design media artworks that engage audiences


• Design Folio





VISUAL ART

INTRODUCTION

Art is a subject that is suited to enthusiastic and creative students.

Visual Art encourages the development of

• Creative, critical, imaginative and inventive thinking

• Disciplined working

• The ability to work independently or in a team where required

• Self-motivation, self-direction

• An openness to new experiences

• Pushing boundaries and exploring new expressions

• Visual and kinaesthetic communication

• The ability to see things through completion, resolving ideas

• The exploration of ideas and concepts

Drawing Painting Assemblage Computer Graphics

Sculpture Stylisation Animation Instillations

TOPICS FOR STUDY

Students will learn about the role Art has played through history and how artists' work

expresses their feelings about the world they live in. Our Art program is flexible, and

activities may vary year to year due to students' interests and community events.


Students will be assessed in the areas of Knowledge and Understanding, Presenting

and Responding. Presenting tasks are practical. Students will apply the Art techniques

they have learnt into practise by making art work of their very own. Responding tasks

involve students researching artists and their artwork, as well as analysing artworks of

their own and other’s in the context of written assignments or oral presentations.

IMMERSION LEARNING Year 7 Camp - QCCC Mapleton Term 1


138 Station Rd BURPENGARY QLD 4505 P: (07) 3491 4600

E: [email protected] W: www.steugene.qld.edu.au


http://www.steugene.qld.edu.au/

year 7 curriculum handbook - st eugene college

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