Junior Electives Guide 2018 - For students entering Year 7, 2018 - Trinity College Beenleigh

 
Junior Electives Guide 2018 - For students entering Year 7, 2018 - Trinity College Beenleigh
Junior Electives Guide
         2018
      For students entering
          Year 7, 2018
Junior Electives Guide 2018 - For students entering Year 7, 2018 - Trinity College Beenleigh
Trinity College                                                                                                              Junior Studies Guide

CONTENTS
PART 1: ...................................................................................................................................................3
   Introduction .......................................................................................................................................... 3
   How to Choose Elective Subjects ........................................................................................................ 3
   Student Expectations ........................................................................................................................... 4
   Junior Subject Curriculum .................................................................................................................... 5
   Enquiries .............................................................................................................................................. 6
ELECTIVE SUBJECTS ...........................................................................................................................7
   Drama .................................................................................................................................................. 7
   Economics and Business ..................................................................................................................... 8
   Extension English ................................................................................................................................ 9
   Extension Mathematics ...................................................................................................................... 10
   Extension Science ............................................................................................................................. 11
   Geography ......................................................................................................................................... 12
   Food and Textiles Technology ........................................................................................................... 13
   Industrial Technology and Design ..................................................................................................... 14
   Digital Technology ............................................................................................................................. 15
   Japanese............................................................................................................................................ 16
   Media ................................................................................................................................................. 17
   Music .................................................................................................................................................. 18
   Spanish .............................................................................................................................................. 19
   Talented Athlete Program – Australian rules Football, Basketball, Netball, Rugby League, Soccer and
   Tennis ................................................................................................................................................ 20
   Visual Art ............................................................................................................................................ 21

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Trinity College                                                                     Junior Studies Guide

PART 1:
INTRODUCTION
This handbook is provided to assist students and their parents in making an appropriate selection of
subjects Year 7 in 2018. The contents of this handbook should be studied thoroughly to gain an accurate
understanding of the nature, scope, requirements and relative difficulty of each subject.

Students are able to select from a wide range of subject areas to create an individual program of study
that best serves their needs and aspirations. The College has a tradition of excellence in teaching and
learning, in which the needs of the individual student is the central focus of the learning process.

At Trinity College a number of support structures exist so that students and their parents are fully aware
of the choices available and the applications of the selected course work. It is very much our intention
to have parents integrally and frequently involved in the subject selection processes for their child.

The course offerings shown in this handbook are prospective in that the actual availability of courses
will be subject to demand and the capacity of the College to run the course.

HOW TO CHOOSE ELECTIVE SUBJECTS
Choosing your elective subjects for Year 7 is an opportunity for you to explore and discover your own
particular talents, skills and interests. When selecting your elective subjects you should consider
subjects you enjoy and will be successful in, keeping in mind the choices you make could have a bearing
on your future career goals and aspirations.

When choosing your elective subjects there are a few things you should consider:
             What are my personal interests and hobbies
             What am I good at and will be successful in
             What are my career goals and aspirations

The subjects you choose may lead to new career pathways or interests e.g. Art may lead you to cultivate
an interest in the Arts. You may become an Artist or enjoy it as a hobby. Even if you did not pursue a
career in Art, it could help you pursue a career in design e.g. Fabrics, Dressmaking and Graphic Art.
Similar things might be said about Drama, Health and Physical Education and Food and Textile
Technology.

You are not being asked to make major career choices at this particular moment. The way the
courses are structured at Trinity College, most career paths will still be open to you even after you have
completed Year 7 and students will be invited to choose electives again in mid-2018 for the following
year.

Steps in Choosing Subjects:
      1. Think about yourself, the things you value, like to do, think are worth doing.
      2. Talk to your parents and teachers about yourself and the subjects.
      3. With your parents, complete the online Subject Selection process.

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Trinity College                                                                     Junior Studies Guide

STUDENT EXPECTATIONS
  COMMITMENT                  STUDENT RIGHTS TO                 STUDENT RESPONSIBILITIES TO

 To Actively Learn       To be provided with a variety        To participate fully in learning activities
                          of learning experiences and           and experiences (curricular and extra-
                          opportunities                         curricular)
                         To learn with minimal                To refrain from being disruptive
                          disruption in an environment         To listen attentively
                          conducive to learning                To assist in creating an environment
                         To have the opportunity to be         conducive to learning
                          listened to                          To make a genuine effort to learn in
                         To be offered necessary               all classes
                          assistance with learning             To be prepared for all lessons
                         To learn at an appropriate           To be punctual and attend all lessons
                          level which meets your needs         To complete all assessment tasks
                         To know that there is a clearly       and homework on time and to the
                          stated and consistently               best of your ability
                          implemented College                  To ensure that computer use supports
                          Assessment Policy                     learning and satisfies the conditions
                                                                of use stated in the student computer
                                                                use agreement form

 To Communicate          To be listened to                    To listen to others
 Justly                  To have a chance to speak            To refrain from interrupting while
                         To be spoken to with courtesy         others are speaking
                                                               To keep student planner up to date
                                                               To take home school correspondence
                                                               To demonstrate care and sensitivity in
                                                                representing others in all forms of
                                                                communication

Given these expectations, it is clear that students are required to make a substantial commitment to
their education while at school and at home. This may need to be taken into consideration by students
and their parents when making decisions about extensive part-time employment or extra-curricular
activities. The following would be a guide to the minimum time a student would need to devote to their
homework and study during a typical week:

                     Year 7            ½ to 1 hour five times per week
                     Year 8            1 hour five times per week
                     Year 9            1 to 1½ hour five times per week

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Trinity College                                                                     Junior Studies Guide

JUNIOR SUBJECT CURRICULUM
The curriculum offered to Year 7 students at Trinity College seeks to provide all students with a quality
and broad education. Traditionally as the years progress, students are given a greater scope to
specialise, adapt course choices to their own talents and abilities, and to develop their plans for future
careers and vocations.

CORE KEY LEARNING AREAS
In Years 7, all students are required to study the following CORE Key Learning Areas.
       Religion
       English
       Health and Physical Education
       History
       Mathematics
       Science

ELECTIVE SUBJECTS
All students choose three elective subjects for the following year.
       Digital Technology
       Drama
       Economics and Business
       Extension English
       Extension Mathematics
       Extension Science
       Food and Textiles Technology
       Geography
       Industrial Technology and Design
       Japanese
       Media
       Music
       Spanish
       Talented Athlete Program (TAP) – Australian Rules Football, Basketball, Rugby League,
        Netball, Soccer and Tennis
       Visual Arts

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Trinity College                                                                   Junior Studies Guide

ENQUIRIES

Leadership Team:

         Principal                                       Mr Chris Raju
         Deputy Principal                                Mr Phillip Cooper
         Assistant Principal – Curriculum                Mr Craig Hirst
         Assistant Principal – Pastoral Care             Mr Reuben Chalmers
         Assistant Principal – Religious Education       Mrs Nancy Rodgers

Curriculum Leader:

         Religious Education                             Miss Alexandra Walls
         The Arts                                        Mr Dominic Sauvage
         English                                         Mrs Tenille Lucas
         Mathematics                                     Mrs Fiona Swan
         Physical Education                              Mr Joshua Lennox
         Science                                         Mr Warren Segal
         Humanities                                      Mr Tiarnan Greene
         Technology                                      Mrs Natalie Falvey
         Vocational Education                            Miss Alicki Bellas

Enquiries about the material covered in this handbook should be directed to:

         Bobby Longtime                                  Learning and Teaching Leader
         Telephone                                       07 3442 5222
         Email:                                          blongtime@bne.catholic.edu.au
         OR
         Mr Craig Hirst                                  Assistant Principal – Curriculum
         Telephone:                                      07 3442 5222
         Email:                                          chirst@bne.catholic.edu.au

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Trinity College                                                               Junior Studies Guide

ELECTIVE SUBJECTS

SUBJECT NAME         DRAMA
                     Year 7
Course Description   This course allows students to learn to communicate with others in a variety
                     of ways and provides students with experiences which develop and enhance
                     communication skills useful in a variety of situations. The course aims to
                     develop students’ confidence, interpersonal skills and self-discipline in a spirit
                     of friendly, respectful communication.

                     In Drama, students learn to create dramatic situations, offer and accept ideas,
                     make a commitment to team work, manage their own time, understand other
                     points of view, negotiate, interact with others, concentrate, act individually in
                     groups, think independently and express themselves.

Course Outline       In Drama, students:
                            build on their understanding of role, character and relationships
                            use voice and movement to sustain character and situation
                            use focus, tension, space and time to enhance drama
                            incorporate language and ideas and use devices such as dramatic
                             symbol to create dramatic action and extend mood and atmosphere
                             in performance
                            shape drama for audiences using narrative and non-narrative
                             dramatic forms and production elements
                            draw on drama from a range of cultures, times and locations as
                             they experience drama
                            explore the drama and influences of Aboriginal and Torres Strait
                             Islander Peoples and those of the Asia region
                            learn that Aboriginal and Torres Strait Islander people have
                             converted oral records to other technologies
                            learn that over time there has been further development of different
                             traditional and contemporary styles of drama, including
                             contemporary styles developed by Aboriginal and Torres Strait
                             Islander dramatists, as they explore drama forms
                            explore meaning and interpretation, forms and elements including
                             voice, movement, situation, space and time, and tension as they
                             make and respond to drama
                            consider social, cultural and historical influences of drama
                            evaluate the directors’ intentions and expressive skills used by
                             actors in drama they view and perform
                            maintain safety in dramatic play and in interaction with other actors
                            build on their understanding from previous bands of the roles of
                             artists and audiences as they engage with more diverse
                             performances.
Examples of             Journal                                  Theatre games and activities
Activities and          Written review                           Improvising scenes
Assessment              Performances – Scripted and              Exploring play texts
                         student devised

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Trinity College                                                            Junior Studies Guide

SUBJECT NAME         ECONOMICS AND BUSINESS
                     Year 7
Course Description   Economics and Business in Year 7 gives students the opportunity to develop
                     their understanding of economics and business concepts by exploring what
                     it means to be a consumer, a worker and a producer in the market, and the
                     relationships between these groups. Students explore the characteristics of
                     successful businesses and consider how entrepreneurial behaviour
                     contributes to business success. Setting goals and planning to achieve these
                     goals are vital for individual and business success, and students consider
                     approaches to planning in different contexts, while also considering different
                     ways to derive an income.

                     The emphasis in Year 7 is on personal, community, national or regional
                     issues or events, with opportunities for concepts to also be considered in the
                     global context where appropriate.
Course Outline       The economics and business content at this year level involves two strands:
                     economics and business knowledge and understanding, and economics and
                     business 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.

                     By undertaking this subject students will develop their knowledge and
                     understanding of:
                            The ways consumers and producers interact and respond to each
                             other in the market.
                            Why and how individuals and businesses plan to achieve short-term
                             and long-term personal, organisational and financial objectives
                            Characteristics of entrepreneurs and successful businesses
                            Why individuals work, types of work and how people derive an
                             income
Examples of          Students will complete a range of assessment items and in-class activities
Activities and       including:
Assessment                  Interpreting case studies
                            Planning and undertaking research
                            Collecting and interpreting data
                            Research assignments
                            Knowledge exams
                            Oral presentations

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Trinity College                                                           Junior Studies Guide

SUBJECT NAME         EXTENSION ENGLISH
                     Year 7
Course Description   Extension English is designed for students to undertake the challenge of
                     higher-order thinking to enhance their personal, social and vocational lives.
                     These students apply critical and creative skills in their composition of and
                     response to texts in order to develop their academic achievement through
                     understanding the nature and function of complex texts.
Course Outline       Students will develop knowledge and understanding of:
                          the purposes and effects of a range of textual forms in their personal,
                            social, historical, cultural and workplace contexts
                          the ways language forms and features, and the structures of texts
                            shape meaning in a variety of textual forms.

                     Students will develop skills in:
                          responding to and composing a range of complex texts
                          effective communication at different levels of complexity
                          independent investigation, individual and collaborative learning
                          imaginative, critical and reflective thinking about meaning
                          reflection as a way to evaluate their processes of composing,
                            responding and learning.

                     Students will come to value and appreciate:
                          the role of language in developing positive interaction and
                            cooperation
                          their developing skills as users of English
                          the pleasure and diversity of language and literature
                          the role of language and literature in their lives
                          the study and use of English as a key to learning
                          reflection on their own processes of responding, composing and
                            learning
                          English as a language of communication and culture
                          appropriateness, subtlety and aesthetics in language use.

Examples of          Students will complete a range of assessment items and in-class activities
Activities and       including:
Assessment                  Persuasive, imaginative and analytical presentations
                            Imaginative transformations and narratives
                            Informative reports and persuasive articles
                            Analytical essays

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Trinity College                                                           Junior Studies Guide

SUBJECT NAME         EXTENSION MATHEMATICS
                     Year 7
Course Description   Mathematics Extension is focused on enabling students to develop a
                     thorough understanding of and competence in further aspects of
                     mathematics. The course provides opportunities to develop rigorous
                     mathematical arguments and proofs, and to use mathematical models more
                     extensively. Students of Mathematics Extension will be able to develop an
                     appreciation of the interconnected nature of mathematics, its beauty and its
                     functionality.
Course Outline
                     Students:
                          develop efficient strategies to solve problems using pattern
                            recognition, generalisation, proof and modelling techniques
                          develop the ability to use concepts and skills and apply complex
                            techniques to the solution of problems and modelling.
                          use technology effectively and apply critical thinking to recognise
                            appropriate times for such use
                          develop the ability to interpret, justify and communicate mathematics
                            in a variety of forms

Examples of          Students will complete a range of assessment items and in-class activities
Activities and       including:
Assessment                 Interpreting case studies
                           Planning and undertaking research
                           Collecting and interpreting data
                           Research assignments
                           Knowledge exams
                           Oral presentations

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Trinity College                                                             Junior Studies Guide

SUBJECT NAME         EXTENSION SCIENCE
                     Year 7
Course Description   The study of Extension Science enables students to develop an appreciation
                     and understanding of science as a body of knowledge and a set of valuable
                     processes that provide humans with an ability to understand themselves and
                     the world in which they live. Through applying Working Scientifically skills
                     processes, the course aims to enhance students' analytical and problem-
                     solving skills, in order to make evidence-based decisions and engage with
                     and positively participate in an ever-changing, interconnected technological
                     world
Course Outline       Students will further develop skills learned in their Science classes in
                     applying the processes of Working Scientifically. They will be exposed to
                     multiple opportunities to consolidate these processes through extended
                     Laboratory work, problem solving and excursions. Students will also
                     develop knowledge and understanding of cause and effect though many of
                     contemporary issues involving science They will understand and interpret
                     models, theories and laws and engage with technology
Examples of          Students will complete a range of assessment items and in-class activities
Activities and       including:
Assessment                 Interpreting case studies
                           Planning and undertaking research
                           Collecting and interpreting data
                           Research assignments
                           Knowledge exams
                           Oral presentations

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Trinity College                                                             Junior Studies Guide

SUBJECT NAME         GEOGRAPHY
                     Year 7
Course Description   Geography identifies the concepts of place, space, environment,
                     interconnection, sustainability, scale and change, as integral to the
                     development of geographical understanding. These are high level ideas or
                     ways of thinking that can be applied across the subject to identify a question,
                     guide an investigation, organise information, suggest an explanation or assist
                     decision making. They are the key ideas involved in teaching students to think
                     geographically!
Course Outline       There are two units of study in the Year 7 curriculum for Geography:
                            Water in the World
                            Place and Liveability
                     Water in the World
                     This topic focuses on water as an example of a renewable environmental
                     resource. This unit examines the many uses of water, the ways it is perceived
                     and valued, its different forms as a resource, the ways it connects places as
                     it moves through the environment, its varying availability in time and across
                     space, and its scarcity. Water in the world develops students’ understanding
                     of the concept of environment, including the ideas that the environment is the
                     product of a variety of processes, that it supports and enriches human and
                     other life, that people value the environment in different ways and that the
                     environment has its specific hazards. Water is investigated using studies
                     drawn from Australia, countries of the Asia region, and countries from West
                     Asia and/or North Africa.

                     Place and Liveability
                     This topic focuses on the concept of place through an investigation of
                     liveability. This unit examines factors that influence liveability and how it is
                     perceived, the idea that places provide us with the services and facilities
                     needed to support and enhance our lives, and that spaces are planned and
                     managed by people. It develops students’ ability to evaluate the liveability of
                     their own place and to investigate whether it can be improved through
                     planning. The liveability of places is investigated using studies drawn from
                     Australia and Europe.
Examples of          Geography is organised in two related strands: Geographical Knowledge and
Activities and       Understanding, and Geographical Inquiry and Skills.
Assessment           Students will complete a range of assessment items and activities including:
                            Field trips
                            Interpretation of remotely sensed images
                            Statistical analysis
                            Role plays
                            Class debates
                            Research
                            Assignments
                            Knowledge exams
                            Oral presentations

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Trinity College                                                               Junior Studies Guide

SUBJECT NAME         FOOD AND TEXTILES TECHNOLOGY
                     Year 7
Course Description   Food and Textiles Technology is an integral part of the cultural, social,
                     environment and economic community in which we live. Food and Textiles
                     Technology is an interdisciplinary subject which draws on a range of fields
                     including nutrition, dietetics, latest food trends, dietary concerns, working with
                     materials, and the fashion industry. Students learn to think critically and
                     creatively to develop initiative and enterprise in making informed choices.
                     Food and Textiles Technology is concerned with the well-being of people in
                     everyday lives.
                     This is a one year course that provides students with the opportunity to
                     expand on the basics learnt in Year 7. They will be provided with opportunities
                     to create functional solutions or products for real life situations and to manage
                     their time effectively. Students will focus on the development of food products
                     and working with materials in textiles.

Course Outline       Food for Thought – Term 1
                     This unit allows you to assess the nutritional choices for teens. You will
                     develop strategies to plan and produce appropriate meals that will positively
                     affect an adolescent’s health and wellbeing. The importance of each of the
                     six main nutrients during adolescence will be studied. In this unit, there is an
                     emphasis on practical work and making healthy food choices.
                     Paddock to Plate – Term 2
                     This unit allows you to assess the nutritional choices for teens. You will This
                     unit allows you to investigate where our food comes from and how it gets to
                     our table. You will explore farming practices and the processes involved in
                     producing involved in producing familiar food products. You will have hands
                     on experience and learning experiences by designing and creating a portable
                     herb garden, created from recycled materials. Practical and theory classes
                     will incorporate the growth of food, harvesting, handling and storage,
                     preparation, eating and sharing, and recycling and composting. A farm visit
                     to Byron Bar Farm will be included in this unit.
                     Sew into Fashion – Term 3 and 4
                     The focus is on fashion and how it can be a costly process to keep up with
                     appearances. In this unit, you can create your own fashion label after
                     developing your sewing and design skills in this unit. This unit allows you to
                     create a garment that meets the trends in fashion of that time.

Examples of                 Design Challenge
Activities and              Exam
Assessment                  Research journal

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Trinity College                                                             Junior Studies Guide

SUBJECT NAME         INDUSTRIAL TECHNOLOGY AND DESIGN
                     Year 7
Course Description   In this course students will study the Design and Technologies processes
                     and production skills which develops design thinking and design processes.
                     Design and Technologies involves creative thinking and the explicit use of
                     design processes to propose solutions for an identified user and purpose.
                     This subject is designed to include two interrelated strands of:

                            Knowledge and understanding of technology, and
                            Processes and production skills

                     This is essentially the study of combined with elements of mixed materials;
                     metal, wood and plastics. Students will work through various projects,
                     designed to develop practical skills and theoretical knowledge relating to
                     materials, tools and processes. While this subject has practical content,
                     students must understand that theory is an essential part of this subject.
Course Outline       Creative Design – Semester 1
                     This unit will provides students with opportunities in designing and making
                     small projects with the use of wood, metal and plastics. This "hands-on"
                     elective will enable students to develop and appreciate a variety of practical
                     skills used to create quality projects. There is a component of associated
                     theory directly related to the practical work covered
                     Store It – Semester 2
                     This unit will provides students with opportunities in designing and making
                     small projects which include investigating storing items or being able to hold
                     items. The us of wood, metal and plastics will be used to create your
                     project. This "hands-on" elective will enable students to develop and
                     appreciate a variety of practical skills used to create quality projects. There
                     is a component of associated theory directly related to the practical work
                     covered
Examples of          The areas of study covered in this course will be:
Activities and       Design Folio:
Assessment
                                Storage box
                                Small skills work
                                Utility stand
                     Integrated within each area of study listed are:
                                Safety
                                Project planning and design
                                Workshop graphics
                                Surface finishing

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Trinity College                                                              Junior Studies Guide

SUBJECT NAME         DIGITAL TECHNOLOGY
                     Year 7
Course Description   This course provides students with an opportunity to explore computing
                     contexts. The ICT curriculum requires students to operate and manage digital
                     systems, data and processes and to apply computational thinking when
                     creating solutions. Students will develop and apply an understanding of the
                     characteristics of data, audiences, procedures, digital systems and
                     computational thinking to create and evaluate purpose-designed digital
                     solutions. They learn to formulate problems, logically organise and analyse
                     data and represent it in abstract forms. Students will be able collaborate and
                     communicate with others when developing and sharing ideas and
                     information. They determine the best combinations of data, procedures and
                     human and physical resources to generate efficient and effective solutions.
Course Outline       Drones and EV3 Robots - Term 1 and 2
                     This unit will serve as an introduction to all things technology. Students will
                     investigate the role of hardware and software in managing, controlling and
                     securing the movement of and access to data in networked digital systems.
                     Through the use of Arduino kits, EV3 Robots and Drones students will gain
                     an understanding of the interplay between hardware and software through
                     coding.
                     Web Design - Term 3
                     This unit will enable the students to engage their creative flair. Students will
                     design a website based on a ‘client need’ and carry out all phases of project
                     management to complete their task. Students will be introduced to the
                     process of documenting their solutions which will carry through out each
                     year of the course. Using Adobe Dreamweaver and through online
                     challenges, covering HTML and CSS, students will analyse and visualise
                     data to create information and address complex problems. During this time
                     the students will also discover the basics of effective graphic design to
                     enhance their projects.
                     Excel and Databases - Term 4
                     In this unit, students will gain the understanding of the importance of effective
                     data management and analysis. Using Excel and Access, students will
                     acquire real-world practical skills which are transferable to many industries.
                     Working across the two programs, students will create spreadsheets with
                     automating macro functions and be introduced to the SQL database
                     language.
Examples of                 Exams
Activities and              Research assignment & practical projects
Assessment                  Documentation (E.g. reports)
                            Presentations

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Trinity College                                                               Junior Studies Guide

SUBJECT NAME         JAPANESE
                     Year 7
Course Description   Japanese focuses on the four areas of reading, writing, speaking and
                     listening while also aiming to teach language through culture. Japanese
                     uses three scripts, Hiragana, Katakana and Kanji which are introduced at
                     varying stages throughout the course. Japanese is a challenging yet
                     enjoyable subject that is significantly different from European languages.
Course Outline       In Japanese students will be exposed to a variety of real life situations. The
                     focus of the course is communication in the foreign language.
                     During the Year 7 Japanese course, equal emphasis is placed on the four
                     skills of reading, writing, speaking and listening. Classroom activities are
                     designed to enhance each of these four skills.
                     Units of study include the following:
                     How Do You Do?
                     This unit introduces students to teenage culture in both Japan and Australia.
                     Students commence their understanding of Japanese writing systems and
                     study the origins of hiragana and katakana.
                     Grace
                     This unit exposes students to a range of Japanese cuisines and dishes.
                     Students identify how and why dishes are presented in Japanese culture.
                     My Friend
                     This unit explores Japanese given names and surnames. Students will be
                     taught how to describe themselves, their friends as well as commencing their
                     ability to count using Japanese numbers.
                     Family
                     This unit explores Japanese family life. Students will learn to describe their
                     own family structures as well as their friends.
                     My City
                     This unit introduces students to what life is like living in Japanese cities.
                     Students will identify the difference between Japanese life and Australian life.
                     My Week
                     This unit explores the daily and weekly routines of Japanese students
                     including school life, after-school activities, likes and dislikes as well as their
                     hobbies and interests.
Why Study This       Briefly, learning a language is important for:
Subject?             Future Job Prospects:
                     Languages are needed in the fields of Education, Hospitality, Tourism,
                     Commerce, Industry, Trade, Banking, Defence Forces, Journalism and the
                     Diplomatic Service.
                     Understanding How People Live in Australia and Other Parts of the World:
                     As people living in a multicultural Australia, we need to understand the values
                     of all members and visitors in our community.
                     Better Understanding How Our Own Language Works:
                     Foreign language learning encourages flexibility of thought and enhances
                     problem-solving skills.
                     Most importantly, being able to communicate in another language is a
                     rewarding experience and fun!
Examples of          Year 7 Japanese also includes a Japanese Lunch Box day.
Activities and
Assessments

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Trinity College                                                             Junior Studies Guide
SUBJECT NAME         MEDIA
                     Year 7
Course Description   This course provides students with an opportunity to understand how reality
                     is constructed in the media and how communication is an essential skill in
                     life. Media influences the way we spend our time, helps shape the way we
                     perceive ourselves and others, and plays a critical role in the creation of
                     personal, social, cultural and national identity. Students will learn how media
                     texts are produced, circulated and understood. Students will learn to have
                     an appreciation of what they see by developing skills related to critical
                     understanding, response and interpretation. Media also has a technological
                     component, which enables students to apply digital technology to design and
                     publish and promote their media in digital form.
Course Outline       In Media Arts, students:
                            build on their understanding of structure, intent, character, settings,
                             points of view and genre conventions and explore media
                             conventions in their media artworks
                            build on their understanding and use of time, space, sound,
                             movement, lighting and technologies
                            examine the ways in which audiences make meaning and how
                             different audiences engage with and share media artworks
                            draw on media arts from a range of cultures, times and locations as
                             they experience media arts
                            explore the media arts and influences of Aboriginal and Torres
                             Strait Islander Peoples and of the Asia region
                            learn that Aboriginal and Torres Strait Islander people have
                             converted oral records to other technologies
                            explore social and cultural values and beliefs of Aboriginal and
                             Torres Strait Islander Peoples as represented in media artworks
                             and consider how these may influence the media artworks they
                             make
                            explore meaning and interpretation, forms and elements including
                             structure, intent, character, settings, points of view, genre
                             conventions and media conventions as they make and respond to
                             media artworks
                            consider social, cultural and historical influences and
                             representations in media arts
                            evaluate how established behaviours or conventions influence
                             media artworks they engage with and make
                            maintain safety in use of technologies and in interaction with others,
                             including the use of images and works of others
                            develop ethical practices and consider regulatory issues when
                             using technology
                            build on their understanding from previous bands of the roles of
                             artists and audiences as they engage with more diverse media
                             artworks.
Examples of                 Exams
Activities and              Scriptwriting
Assessment                  Practical filming projects
                            Editing
                            Design Concepts
                            Critique moving-image

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Trinity College                                                             Junior Studies Guide

SUBJECT NAME         MUSIC
                     Year 7
Course Description   This course provides students with an opportunity to develop a good
                     knowledge of musical concepts by 'making' and 'responding' to forms of
                     music. The course's context may reflect cultural forms (including Australian
                     Indigenous), historical music, pop culture or other topics that may suit the
                     interests of the students. Students will use practical skills to perform either
                     rehearsed or improvised music, with attention to various musical elements
                     such as dynamics, texture, timbre and expression. Furthermore they will
                     compose their own music, which will use various technologies to present
                     (e.g.: software, digital sound). In addition they will also develop their aural
                     (listening) skills to evaluate and analyse various forms of music.
Course Outline       In Music, students:
                            build on their aural skills by identifying and manipulating rhythm,
                             pitch, dynamics and expression, form and structure, timbre and
                             texture in their listening, composing and performing
                            aurally identify layers within a texture
                            sing and play independent parts against contrasting parts
                            recognise rhythmic, melodic and harmonic patterns and beat
                             groupings
                            understand their role within an ensemble and control tone and
                             volume
                            perform with expression and technical control
                            identify a variety of audiences for which music is made
                            draw on music from a range of cultures, times and locations as they
                             experience music
                            explore the music and influences of Aboriginal and Torres Strait
                             Islander Peoples and those of the Asia region
                            learn that Aboriginal and Torres Strait Islander people have
                             converted oral records to other technologies
                            learn that over time there has been further development of
                             techniques used in traditional and contemporary styles of music as
                             they explore form in music
                            explore meaning and interpretation, forms, and elements including
                             rhythm, pitch, dynamics and expression, form and structure, timbre
                             and texture as they make and respond to music
                            consider social, cultural and historical contexts of music
                            evaluate the expressive techniques used in music they listen to and
                             experience in performance
                            maintain safety, correct posture and technique in using instruments
                             and technologies
                            build on their understanding from previous bands of the roles of
                             artists and audiences as they engage with more diverse music.
Examples of                 Written tasks (e.g.: exam, research report)
Activities and              Presentations
Assessment                  Compositions
                            Aural tasks
                            Performances (e.g.: improvised, rehearsed)

                                           18
Trinity College                                                             Junior Studies Guide

SUBJECT NAME         SPANISH
Course Description   Spanish is the second most-spoken language on the planet with over 400
                     million native speakers across 21 countries. Considered one of the most
                     useful and practical languages to learn for a generation growing up in an
                     increasingly globalised world, it shares many similarities with English.
                     Spanish is a relatively easy language to learn as a second language and
                     helps students build skills within their own language.
Course Outline       The Spanish course has a strong focus on the four key skills including
                     speaking, listening, reading and writing. As such, it is a very interactive
                     course where students are expected to engage in discussions, work as a
                     team and enjoy the language learning process.

                     Units of study include:
                     The Spanish speaking world of opportunities
                     This unit will provide students with an overview of those countries where
                     Spanish is spoken as well as some of the highlights and attractions that can
                     be found within. Students will also have this opportunity to learn how to greet
                     people, perform introductions, talk about the days of the week and a range of
                     everyday items.
                     Which city would you explore?
                     Students will have the opportunity to discover some of the spectacular cities
                     that the Spanish speaking world has to offer. They will dover how to describe
                     a city, talk about locations, local facilities and various shops as well as the
                     climate in some of those locations.
                     Describe your favourite festival
                     Here students will look at the numerous festivals and celebrations within the
                     Spanish speaking world, comparing and contrasting them with their own
                     celebrations. Students have the opportunity to learn the language associated
                     with festivals as well as talking about dates and organising events and
                     activities.
                     What hobbies do you have?
                     Learn how to talk about your hobbies, interests and daily routines, ask
                     students from Spanish speaking countries about their hobbies and interests.
                     Discuss foods and ordering from a restaurant, explore a world of tapas and
                     other exciting Spanish delicacies.
Examples of          Students of Spanish will have the opportunity to attend various cultural
Activities and       excursions as well as Spanish food-tasting sessions. Assessment will revolve
Assessment           around speaking, reading, listening and writing with an emphasis on
                     authentic dialogs, interviews, magazine articles and writing tasks.

                                           19
Trinity College                                                                  Junior Studies Guide

SUBJECT NAME       TALENTED ATHLETE PROGRAM – AUSTRALIAN RULES
                   FOOTBALL, BASKETBALL, NETBALL, RUGBY LEAGUE, SOCCER
                   AND TENNIS
Course             Students in years 7-10 are offered the opportunity to apply for selection in the Trinity
Description        College Talented Athlete Program (TAP)

                   Successful applicants specialise in one of the following sports;

                          Rugby League/Touch Football
                          Soccer
                          Australian Rules Football
                          Tennis
                          Basketball
                          Netball (girls)

                   The Talented Athlete Program takes a holistic approach towards each student’s
                   athletic, academic and personal development. Students with demonstrated ability in
                   one of the College’s targeted sports are supported through mentoring, training and
                   education from accredited and industry experienced coaches and teachers.

Eligibility        Students with current or previous playing experience in their selected sport at a school,
                   club or representative level will be given preference during the selection process.
                   Students are expected to commit to attending training sessions held before/after school
                   and compete in the appropriate competitions for their chosen sport. In addition to this,
                   students will only retain their position in the program by meeting expected academic,
                   attendance and behavioral standards.

                   All students will be required to sign a contract outlining their responsibilities.

                   Students must re-apply for the program each year. Progression from year level to year
                   level is not automatic.

Aims of the        The aim of the Talented Athlete Program is to provide students with the opportunity to
Talented Athlete   develop their athletic potential whilst maintaining their performance in academic studies.
Program
                   The program aims to provide students with quality coaching and feedback on their
                   development within the sporting and school environment. Students will access
                   opportunities to compete in elite competitions across South-East Queensland.

                   Students will also gain skills in goal setting, teamwork and accountability and will be
                   coached in techniques to apply these skills to their daily routines.
Examples of        The Talented Athlete Program offers sport-specific learning experiences that meet
Activities and     Australian Curriculum requirements. Focus areas studied over the four-year program
Assessment         include; exercise physiology, training principles, nutrition. sports psychology, injury
                   prevention/management, coaching and officiating,

                   Along with meeting curriculum requirements, the program focusses extensively on
                   areas such as skill development, game awareness and strategy, strength and
                   conditioning and game analysis. Students will receive access to expert coaching and
                   athlete development programs through links with reputable local, state and national
                   sporting organisations.

                                               20
Trinity College                                                              Junior Studies Guide

SUBJECT NAME         VISUAL ART
                     Year 7
Course Description   This course provides students with an opportunity to explore
                     Visual Art concepts and contexts. Students will learn about and develop Art
                     skills that they will be able to apply to designing and creating their own Visual
                     Art folios. Furthermore students will also build on their Visual Art skills with
                     introductions to digital design computer programs, printmaking, clay
                     sculpture and mixed media collage techniques.
Course Outline       In Visual Arts, students:
                            build on their awareness of how and why artists, craftspeople and
                             designers realise their ideas through different visual representations,
                             practices, processes and viewpoints
                            consider the qualities and sustainable properties of materials,
                             techniques, technologies and processes and combine these to
                             create and produce solutions to their artworks
                            consider society and ethics, and economic, environmental and social
                             factors
                            exhibit their artworks individually or collaboratively, basing the
                             selection on a concept or theme
                            draw on artworks from a range of cultures, times and locations as
                             they experience visual arts
                            explore the influences of Aboriginal and Torres Strait Islander
                             Peoples and those of the Asia region
                            learn that Aboriginal and Torres Strait Islander people have
                             converted oral records to other technologies
                            learn that over time there has been further development of
                             techniques used in traditional and contemporary styles as they
                             explore different forms in visual arts
                            identify social relationships that have developed between Aboriginal
                             and Torres Strait Islander Peoples and other cultures in Australia,
                             and explore how these are reflected in developments in visual arts
                            design, create and evaluate visual solutions to selected themes
                             and/or concepts through a variety of visual arts forms, styles,
                             techniques and/or processes as they make and respond to visual
                             artworks
                            develop an informed opinion about artworks based on their research
                             of current and past artists
                            knowledge that artists and audiences hold different views about
                             selected artworks, given contexts of time and place, and established
                             ideologies
                            extend their understanding of safe visual arts practices and choose
                             to use sustainable materials, techniques and technologies
                            build on their experience from the previous band to develop their
                             understanding of the roles of artists and audiences.
Examples of                 Visual Process Diary
Activities and              Folios of Artwork
Assessment                  Written Tasks including- Essays, Reports and Reviews
                            Art Excursions
                            Community Based Activities

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