Junior Electives Guide 2019 - For students entering Year 9, 2019 - Trinity College Beenleigh
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Junior Electives Guide
2019
For students entering
Year 9, 2019Trinity College Junior Studies Guide
2Trinity College Junior Studies Guide
CONTENTS
INTRODUCTION .....................................................................................................................................4
How to Choose Elective Subjects ........................................................................................................ 4
Student Expectations ........................................................................................................................... 5
Junior Subject Curriculum .................................................................................................................... 6
Enquiries .............................................................................................................................................. 7
ELECTIVE SUBJECTS ...........................................................................................................................8
Dance ................................................................................................................................................... 8
Digital Technology ............................................................................................................................... 9
Drama ................................................................................................................................................ 10
Economics and Business ................................................................................................................... 11
Extension English .............................................................................................................................. 12
Extension Science ............................................................................................................................. 13
Food Technology ............................................................................................................................... 14
Geography ......................................................................................................................................... 15
Industrial Technology and Design ..................................................................................................... 16
Japanese............................................................................................................................................ 17
Media ................................................................................................................................................. 18
Music .................................................................................................................................................. 19
Spanish .............................................................................................................................................. 20
Talented Athlete Program – Australian Football League, Basketball, Netball, Rugby League, Soccer
and Tennis ......................................................................................................................................... 21
Visual Art ............................................................................................................................................ 22
3Trinity College Junior Studies Guide
INTRODUCTION
This handbook is provided to assist students and their parents in making an appropriate selection of
subjects Year 9 in 2019. 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 parent’s integrally and frequently involved in the subject selection process of 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 9 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 9 and students will be invited to choose electives again in mid-2019 for the following
year.
Steps in Choosing Subjects:
1. Think about yourself, the things you value like to do, think are worth doing and are achieving
towards.
2. Talk to your parents and teachers about yourself and the subjects.
3. With your parents, complete the online Subject Selection process.
4Trinity 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
5Trinity College Junior Studies Guide
JUNIOR SUBJECT CURRICULUM
The curriculum offered to Year 9 students at Trinity College seeks to provide all students with a quality
and broad education. Traditionally as the year’s 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 Year 9, 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.
• Dance
• Digital Technology
• Drama
• Economics and Business
• Extension English
• Extension Science
• Food Technology
• Geography
• Industrial Technology & Design
• Japanese
• Media
• Music
• Spanish
• Talented Athlete Program –Australian Rules Football, Basketball, Rugby League, Netball,
Soccer and Tennis
• Visual Arts
6Trinity 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 Mr Luke Watts
The Arts Mr Anthony McClean
English Mrs Tenille Lucas
Mathematics Mrs Fiona Swan
Physical Education Mr Joshua Lennox
Science Mr Warren Segal
Humanities Mr Tiarnan Greene
Food Technology Mrs Natalie Falvey
Vocational Education Miss Alicki Bellas
Technology Mr Stephen Czapracki
Business/ICLT Miss Alicki Bellas
Enquiries about the material covered in this handbook should be directed to:
Mrs Cristie Lolo Learning and Teaching Leader
Telephone 07 3442 5222
Email: clolo@bne.catholic.edu.au
OR
Mr Craig Hirst Assistant Principal – Curriculum
Telephone: 07 3442 5222
Email: chirst@bne.catholic.edu.au
7Trinity College Junior Studies Guide
ELECTIVE SUBJECTS
SUBJECT NAME DANCE
Year 9
Course Description In Dance, students develop kinaesthetic knowledge through the development
of dance knowledge and skills and their engagement with the materials of
dance. Through Dance, students learn to reflect critically on their own aesthetic
preferences by considering social, historical and cultural influences, and the
effects of local and global cultures on their tastes and decision-making.
Students choreograph, perform and appreciate dances from a range of
contexts, demonstrating an increasing range of movement skills and style-
specific techniques. They learn how choreographic devices are used in the
structure and form of dances. Students use the elements of dance with
appropriate expressive qualities for choreographic intent.
Students work safely with the elements of dance (space, time, dynamics and
relationships), in combination, to create and communicate meaning through
dance
Examples of • Journal
Activities and • Written review
Assessment • Performances
• Choreography
8Trinity College Junior Studies Guide
SUBJECT NAME DIGITAL TECHNOLOGY
Year 9
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 DIGITAL SYSTEMS AND SOLUTIONS
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. In this topic, students will investigate the process of
encryption, cryptosystems, data compression and information security. All
you need to know to avoid any hacking attempts to your system!
OBJECT ORIENTED PROGRAMMING
Object oriented programming is being used increasing more in the IT industry
to create websites, devices and more. Students will be provided with their
own Arduino kits to build, and program their own product.
DATA SOLUTIONS
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.
ANIMATION
Students will create an animated interactive commercial for a product using
Adobe Flash. Students will be required to design a user interface by
embedding code into their animation to produce an effective interactive
experience for the intended audience. This task will continue to follow the
documentation process of designing, developing and evaluating the
animation.
Examples of • Exams
Activities and • Research assignment & practical projects
Assessment • Documentation (E.g. reports)
• Presentations
9Trinity College Junior Studies Guide
SUBJECT NAME DRAMA
Year 9
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 TERM 1: WHOSE LINE IS IT ANYWAY?
(Improvisation, Process Drama and Theatre Sports)
This unit further develops improvisation skills. With a focus on Process
Drama as a tool for exploring texts and characters. As well as Theatre Sports,
the skills of giving and accepting offers, advancing and extending are
developed all within the notion of working as a team without a script.
Improvisation skills are also a solid starting point for future Drama units.
TERM 2: WHAT’S MY SCENE? (Performing scripts)
In this unit, students take on the skills they have learnt in Term 1 and build
on it while working with other students. They will take on characters; build on
vocal and physical techniques as well as learning to manipulate mood,
language and tension. Students will take scripted scenes and use their
creativity to make it their own.
TERM 3: FUNNY BUSINESS (Clowning and Children’s Theatre)
This unit introduces students to a different form of Drama. They will look at
comedy usually focusing on clowning and children’s theatre as an
entertainment form. During this unit students will discover what makes them
laugh! Students will explore the history of comedy and different styles of
comedy and get to work shop them in class. They will focus on timing and
rhythm and work individually or in a group. Students will learn about the
various techniques of comedy and create a performance designed to
entertain young audiences through the practical skills of visual comedy.
TERM 4: I LIKE TO MOVE IT, MOVE IT (Mask and Movement)
During this unit students will be able to use their creative side and incorporate
art and music into their Drama performances. Students will discover the
meaning and significance of telling stories through art, music and movement.
This unit will look at symbolism, tension, focus and space. Students will look
at myths and legends and brainstorm how to portray them through
movement.
Examples of • Journal • Theatre games and activities
Activities and • Written review • Improvising scenes
Assessment • Performances – Scripted and • Exploring play texts
student devised
10Trinity College Junior Studies Guide
SUBJECT NAME ECONOMICS AND BUSINESS
Year 9
Course Description Economics and Business in year 9 provides students with the opportunity to
develop their understanding of, and engagement in, the economy through the
investigation of finance, the world of work, their money and entrepreneurship.
Students will investigate the risks to consumers in the financial landscape
and strategies that can be used to manage these risks. They explore the
implications of changes in the work environment on themselves and society.
Students investigate why being competitive is important for businesses and
the ways businesses use leadership and collaborative effort.
Course Outline MANAGING FINANCIAL RISK
Businesses need to manage their finances to make sure they remain
profitable and ensure they have enough money to pay staff, rent, suppliers
etc. This unit focuses on the practical side of financial management of a
business. Students will gain the skills to budget, prepare balance sheets and
use business software to manage financial risks of a business.
THE CHANGING NATURE OF WORK
In this topic, students will discuss the changing nature of work such as
casualisation of the workforce and the increased impact of technology on our
workplaces. Analysis of the effects of unions, employer groups and the
government on the work environment will then be introduced. An exploration
of the impact of an ageing population on the work environment will also be
conducted. Students will also begin to prepare their own pathway to work by
creating their own resume in this unit.
TAX, SUPER, AND INVESTING YOUR MONEY
Having a job and making money is great! But unfortunately, not all the money
will go back into your back pocket. Some of your money will go to tax, some
will go into your super account. What will you do with the money you have
left over? Spend it? Invest it? This topic provides students the understanding
on how to make their money to continue to work through investments, shares,
bank interest etc.
ENTREPRENEURSHIP AND COMPETITIVE ADVANTAGE
Entrepreneurship is a quality which comes over time through experiences.
This topic allows students to experience the ups and downs of being an
entrepreneur. Using the knowledge students have gained, students will
create, market and sell a product or service during Market Day. Students will
develop skills to work in teams to invest, plan, market, and sell their business.
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
• Excursions
11Trinity College Junior Studies Guide
SUBJECT NAME EXTENSION ENGLISH
Year 9
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 • Exams
• Research assignment & practical projects
• Documentation (E.g. reports)
• Presentations
12Trinity College Junior Studies Guide
SUBJECT NAME EXTENSION SCIENCE
Year 9
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:
• develop skills in applying the processes of Working Scientifically.
• develop knowledge and understanding of cause and effect
• develop knowledge and understanding of models, theories and
laws.
• develop knowledge and understanding of science and technology
• develop knowledge and understanding of contemporary issues
involving science.
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
13Trinity College Junior Studies Guide
SUBJECT NAME FOOD TECHNOLOGY
Year 9
Course Description Home Economics is an integral part of the cultural, social, environment and
economic community in which we live. Home Economics is an
interdisciplinary subject which draws on a range of fields including nutrition,
dietetics, latest food trends and dietary concerns. Students learn to think
critically and creatively and also to develop initiative and enterprise in making
informed choices. Home Economics 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 9. 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.
Course Outline FOOD FOR ALL AGES – 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.
FOOD AROUND THE WORLD – TERM 2 and 3
This unit allows you to investigate food and culture around the world. You will
view images of families around the world and the food they eat in a week.
They examine the similarities and differences in relation to different attributes,
such as type of food, nutrition, cost, and quantity. Discussions of stereotype
and diversity help students gain sensitivity to the strengths and needs of
different people around the world. Issues you will explore are below:
• develop an awareness of the diversity of food around the globe.
• identify personal biases and stereotypes related to food.
• explain the value of sensitivity and openness toward diverse
cultures.
• compare and contrast their food choices with the eating habits of
others locally and globally.
• explain how food choices are limited by resources, culture, and
geography.
CONVENIENT TRUTH – TERM 4
The unit allows you to explore common snacks, food and drinks consumed
and the dangers they may cause on our health. Processed food, high in sugar
and high in fat foods will be explore as well as dietary related diseases. You
will develop snacks that are tasty yet healthy and suitable to sell in the school
tuckshop.
Examples of • Design Challenge
Activities and • Exam
Assessment • Research journal
14Trinity College Junior Studies Guide
SUBJECT NAME GEOGRAPHY
Year 9
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 9 curriculum for Geography:
• Biomes and Food Security
• Geographies of Interconnections
BIOMES AND FOOD SECURITY
This topic focuses on investigating the role of the biotic environment and its
role in food and fibre production. This unit examines the biomes of the world,
their alteration and significance as a source of food and fibre, and the
environmental challenges and constraints on expanding food production in
the future. These distinctive aspects of biomes, food production and food
security are investigated using studies drawn from Australia and across the
world.
GEOGRAPHIES OF INTERCONNECTIONS
This topic focuses on investigating how people, through their choices and
actions, are connected to places throughout the world in a wide variety of
ways, and how these connections help to make and change places and their
environments. This unit examines the interconnections between people and
places through the products people buy and the effects of their production on
the places that make them. Students examine the ways that transport and
information and communication technologies have made it possible for an
increasing range of services to be provided internationally and for people in
isolated rural areas to connect to information, services and people in other
places. These distinctive aspects of interconnection are investigated using
studies drawn from Australia and across the world.
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
15Trinity College Junior Studies Guide
SUBJECT NAME INDUSTRIAL TECHNOLOGY AND DESIGN
Year 9
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 • Woodwork Design
• Metalwork Design
• Plastics Basic Skills, Design, Forming, Shaping and Laser Cutting
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
16Trinity College Junior Studies Guide
SUBJECT NAME JAPANESE
Year 9
Course Description Japanese focuses on the four areas of reading, writing, speaking and
listening and also aims 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 9 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.
PERSONAL HISTORY
This unit sees students create their own personal history document, as the
learn vocabulary around key life events and time. Assessment in this unit
focuses on reading and writing skills.
CULTURE, FOOD AND STEREOTYPES
In this unit, students examine how culture and language interact to make
meaning, how stereotypes are created, and how food and culture are
intrinsically linked. Assessment in this unit focuses on listening and speaking
skills.
WHERE DO YOU GO SHOPPING?
This unit focuses on teaching students about consumer habits in Japanese
culture, along with the vocabulary around making purchases and examining
goods. Assessment for this unit focuses on reading and writing skills.
TALK AMONGST YOURSELVES
Students will learn in this unit how to communicate about themselves and
other in more informal settings, such as among friends. Assessment focuses
on speaking and listening skills.
Why Study This The study of Japanese until Year 10 is not just beneficial but a vital part of
Subject? any education. Briefly, learning a language is important for:
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 9 Japanese also includes a Japanese Lunch Box day and participation
Activities and in Japanese Food and Culture Day.
Assessments
17Trinity College Junior Studies Guide
SUBJECT NAME MEDIA
Year 9
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 STOP THE PRESS (Newspapers and the News)
During this unit, students will be transformed into journalists and report on
crucial news events e.g. Students demand change to uniform. Students will
then write their own news articles and film and edit a short news segment.
RIDGEY DIDGE (Australian Film)
During this unit, students will learn about Australian identity and be introduced
to the Australian film industry. Students will view a range of Australian films
and complete a review documenting their opinion of a chosen film.
LAUGH OUT LOUD (Sitcoms)
This unit will enable students to engage their creative and humorous side.
Students will become sitcom writers and create their own storyline for their
favourite sitcom. E.g. Everybody loves Raymond, How I met your mother and
Friends.
GREEN SCREEN MADNESS (Special Effects)
This unit will give the students an opportunity to use a blue/green screen and
create real “movie magic” by using this technology. Students can create many
different scenarios that are not usually possible in a classroom. E.g. flying
like Superman.
Examples of • Exams
Activities and • Scriptwriting
Assessment • Practical filming projects
• Editing
• Improvisation
• Presentations
18Trinity College Junior Studies Guide
SUBJECT NAME MUSIC
Year 9
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 BACK TO BASICS
Students will explore the basics of music including reading and writing music,
hearing rhythms and identifying melodies. This provides a foundation for
students new to music as well as revisionary work for those who currently
enjoy playing a musical instrument. The initial concepts of music
composition, performing and analysing will be introduced to students in this
topic.
ROCK AND ROLL
Music has played an important role throughout history. Looking back at the
Rock and Roll era will allow students to understand the context and history
of music as well as being able to compose and perform songs from that time.
The context and history of music and its various forms is important as it allows
students to appreciate the link between music and culture.
SOUND ENGINEERING
In today’s current society, the need for comprehensive understanding of
musical equipment and ICT based programs is high. In the modern world
various pieces of technology are used by many people to compose and
perform. Students will explore the processes and technologies associated
with music creation and live/ studio recording.
INDIGENOUS MUSIC
The Indigenous music of each continent is important to explore as the music
concepts and contexts allow students to indulge in the music of our world.
The untouched examples of indigenous music is so widely available in our
current society and is crucial in student learning. Analysing and responding
to Indigenous music will help students gain an appreciation of music and its
beginnings.
Examples of • Written tasks (e.g.: exam, research report)
Activities and • Presentations
Assessment • Compositions
• Aural tasks
• Performances (e.g.: improvised, rehearsed)
19Trinity College Junior Studies Guide
SUBJECT NAME SPANISH
Year 9
Course Description Spanish focuses on the four areas of reading, writing, speaking and
listening and also aims to teach language through culture. The course has
been designed to expose students to the Spanish speaking world including
the countries in which Spanish is spoken, the diversity of cultures, foods,
sports, music and the impact this is having on global culture.
Course Outline In Spanish, 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 9 Spanish course, a equal emphasis is placed on
speaking, listening, reading and writing. Classroom activities are designed
to enhance each of these four skills.
LIVE IT, LOVE IT
In this unit, students will be learning the vocabulary around describing and
explaining their activities to others. They will write descriptive recounts or
journal entries about their weekends and holidays and give instructions.
TAKING ACTION
This unit sees students examine current affairs in Spanish-speaking
countries. They write and comment on news articles, and interview other
students on their thoughts.
WORK AND PLAY
This unit focuses on teaching students to discuss their part-time work and
career aspirations, comparing and contrasting them with common
practices in Spanish-speaking countries. They will also be learning about
festivals and celebrations common in Spanish-speaking countries.
WANTS AND NEEDS
Students will learn to communicate with service providers and perform
important transactions in Spanish. They will learn about services available
in Spanish-speaking countries and role-play interactions.
Why Study This The study of Spanish until Year 10 is not just beneficial but a vital part of
Subject? any education. Briefly, learning a language is important for:
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 In Year 9, students write descriptive journal entries, examine Spanish-
Activities and speaking news and current affairs, and complete basic reading and
Assessments listening tests. Year 9 Spanish also includes Spanish Food and Culture
Day.
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SUBJECT NAME TALENTED ATHLETE PROGRAM – AUSTRALIAN
FOOTBALL LEAGUE, BASKETBALL, NETBALL, RUGBY
LEAGUE, SOCCER AND TENNIS
Course Description Development Programs in various sports
Eligibility Applicants must be playing or have the ability to play the appropriate sport.
Students must commit to attending training sessions held before/after school
and competing in appropriate competitions.
Aims of the Talented The aim of the Talented Athlete Program is to provide students with the
Athlete Program opportunity to develop their potential whilst maintaining their performance in
academic studies.
The program aims to provide students with quality coaching and feedback on
their development within the sporting and school environment which allows
students to 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 various sports will be taught in class, together where the skills overlap
Activities and and separately where the skills diverge. Practical areas include skills,
Assessment strength and conditioning, speed and agility development. Theory will
encompass diet and nutrition, coaching and refereeing, training principles,
sports medicine and exercise physiology.
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SUBJECT NAME VISUAL ART
Year 9
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 FOUNDATION ART STUDIES (The Elements of Art and Design)
During this unit, students will develop an understanding and appreciation of
the elements of Art and Design and their application in Visual Art. Students
will complete two abstract paintings on canvas.
PRINTMAKING AND VARIOUS TECHNIQUES (Printmaking)
During this unit, students will develop an understanding and appreciation of
printmaking techniques, processes, theory and artists. Students will be
introduced to a set of skills and techniques on how to critically analyse and
appreciate fine artworks. Students are to submit a folio of prints and their
Visual Process Diary with experimental drawing activities and printmaking
theory.
POPULAR CULTURE ART (Pop Art Sculpture)
During this unit, students will develop an understanding and appreciation of
Pop Art and modern sculpture techniques, processes, theory and artists.
Students will further develop skills and techniques for critically analysing and
appreciating fine artworks. Students are to submit a large Pop Art sculpture
based on information gathered about Pop Art.
FIGURES IN SURREALIST SITUATIONS (Surrealism)
During this unit, students will develop an understanding and appreciation of
the elements and principles of Art and Design in relation to Surrealist art and
clay sculpture in Visual Art. Students will submit a Surrealism Clay Figure
Sculpture and their Visual Process Diary with preliminary ideas, chosen A4
sketch of figure, construction views, and construction plan and materials list.
Also clay process notes on techniques (pinch pot, coil and slab studies) and
a written reflection. As well as research notes on the Surrealism art
movement and information about the Surrealist artists.
Examples of • Visual Process Diary
Activities and • Folios of Artwork
Assessment • Written Tasks including- Essays, Reports and Reviews
• Art Excursions
• Community Based Activities
22Trinity College Junior Studies Guide
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