MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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MARSDEN STATE HIGH SCHOOL
Junior Subject Selection Handbook
Year 7
2021
Executive Principal: Mr Andrew Peach
All contents of this handbook are correct at time of publication,
But are subject to change. Subjects will only be offered based on
demand and timetabling constraints.
TABLE OF CONTENTS
General Information 3
BYOD Information 5
Core Subjects
English 6
Mathematics 8
Science 10
Humanities and Social Science 12
History 13
Geography 14
Health and Physical Education 15
Elective Subjects
The Arts 17
Drama 18
Dance 19
Visual Arts 20
Film, Television and Media Studies 21
Music 22
Technologies 23
Textiles and Food Studies 24
Girls in Tech 25
Graphics 26
STEM 27
Tech Excellence 28
Industrial and Technology and Design 29
Languages 30
Chinese 31
Other Elective Choices 32
Health and Physical Education - Elective 33
The Social Influencers 34
Excellence Disciplines 35
Music Excellence 36
Dance Excellence 37
Rugby League Excellence 38
Girls Rugby League Excellence 39
Football Excellence 40
Basketball Excellence 41
2
Dear Parents, Caregivers and Students of Year 6,
Marsden State High School is committed to assisting you and your child in making informed decisions about subject selection
and career pathways. The information provided in this Subject Information Booklet, our School Website and Facebook page
aim to provide you with information that will assist you and your child select their subjects for high school.
We understand that a child’s journey to secondary school offers some exciting opportunities for their learning pathways with
specialist teachers of subjects and facilities that enable student to explore their learning options and passions.
In year 7, students begin their learning journey and exploration of elective subject choices offering at Marsden SHS. In order to
ensure that students meet the requirements of the National Curriculum, it is important that students select subjects across all
8 learning areas by the time they complete Year 8. In order to meet these requirements students study the following learning
areas
Compulsory Subjects (core) Elective Subjects (Semester choices)
*In year 7 and 8 student must study at least 1 Semester from
each learning area of Technologies, Languages and The Arts.
ENGLISH TECHNOLOGIES
TEXTILES AND FOOD STUDIES
MATHEMATICS GIRLS IN TECH
GRAPHICS
SCIENCE STEM
TECH EXCELLENCE
HISTORY (1 Semester) INDUSTRIAL TECHNOLOGY AND DESIGN
GEOGRAPHY (1 Semester) LANGUAGES
CHINESE
HEALTH AND PHYSICAL EDUCATION (1 Semester)
THE ARTS
DRAMA
DANCE
VISUAL ART
FILM, TELEVISION AND MEDIA STUDIES
MUSIC
OTHER ELECTIVE CHOICES
HEATH AND PHYSICAL EDUCATION (Elective)
THE SOCIAL INFLUENCERS
Excellence Programs:
Marsden State High School students also have the opportunity to be involved in many Excellence programs in the areas of
Academic Excellence
Exceptional Learners Programs
AVID
Sports Excellence
Rugby League – boys and girls
Football
Basketball
Arts Excellence
Music
Dance
All Excellence Programs at Marsden SHS are 12 month programs and require students to apply and trial for acceptance into
the Programs.
3
Guide to Selecting subjects:
Subject choice for year 7 students is based around completion of all 8 learning area. However, there is still student choice with-
in these learning areas.
Electives must be chosen in the area of Technologies, The Arts and Languages*
Choose subjects you think you will enjoy; you can do well in and find challenging; subjects that will increase your options
for the future, and allow you to explore and understand all the options available for further schooling. This will help
you find your interests and passions in learning at school.
Technology Requirements:
It is expected that all students at Marsden SHS have their own technological devices. This allows students a seamless transition
for learning from school to home and in between. It is also vital that all students check their email communications daily for
important messages from the school and their teachers, subject selection information and timetable updates. BYOD infor-
mation is provided on the next page.
*Students must study one semester of Chinese in Year 7 or year 8
4
BRING YOUR OWN DEVICE (BYOD)
INFORMATION AND PROCEDURES
Participation in BYOD
This program is available to all year levels at Marsden
Parents wishing to apply to participate in the BYOD program should read and understand this docu-
ment and the ICT Responsible Use Policy before signing the form found in Appendix 1.
We recommend purchasing devices through one of our BYOD portals which contain a range of school
recommended devices, which have been set up as different purchasing options for parents. The portals
are now open for your use, and information for these can be found on the school website. Families can
also purchase from a vendor of their choice using the minimum specifications below.
BYO Device Specifications.
Specification Minimum Required Recommended
Screen Size 10 Inch 12-14 Inch
Processor 7th gen Pentium 9th gen i3
This would be a 2yr device This would be a 4yr device
Hard drive 128GB ssd (Solid State Drive) 256GB ssd (Solid State Drive)
RAM 4GB 8GB
Operating system Windows 10 Windows 10
Please note: All devices must be dual band wireless capable
Examples of devices that do NOT meet minimum specifications are:
Chromebook and some other tablet devices may NOT connect to MSHS Wi-Fi at the time of the production
of this booklet. We will update this information if the situation changes
Responsibilities…
… of the School … of the Parent/s … of the Student
provide suitable school Wi-Fi con- purchase and maintenance of device bring device fully charged each day
nection and filtering system
purchase, install and update applica- show respect for other devices, work
provide a blended educational envi- tions – and privacy
ronment
appropriate insurance and war- access technology as a Re-
model safe device and internet prac- ranty sponsible User
tices
Sign the appropriate documents Sign the appropriate documents
5
English 6
English
Learning Area: English
Subject Structure
Term 1 Term 2 Term 3 Term 4
Literacy Unit Fractured Fairy Tales Heroes & Villains Songs of Social Comment
In this unit, you will review parts In this unit, you will read a In this unit, you will read a In this unit, you will study a
of speech, punctuation, variety of fairy tales from novel with an ambiguous variety of songs dealing with
sentence structure and general around the world and look at protagonist. You will identify different social issues. You
literacy skills. These are all how culture has been evidence from the novel to will use language features,
important skills that you will presented. You will also explore determine whether the text structures and visual
need in order to be successful Australian slang and idioms to protagonist is a hero or a elements to determine the
throughout your education. create your own Australian villain. social issue being addressed
version of a traditional fairy tale. and the overall song
complexity.
Assessment
Multiple Choice/Short Response Exam, Written Narrative, Spoken Persuasive Speech, Extended Response Portfolio
Costs: Nil
Achievement Standards:
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose
and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details
from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in
texts.
Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal
knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and
images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class
and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of
grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
Marsden SHS Junior Subject Guide V1.1
7
Mathematics
8
Mathematics
Learning Area: Mathematics
Subject Structure
Term 1 Term 2 Term 3 Term 4
Operations with integers (whole Money and best buys Data– mean, median and mode Angles and their properties
numbers)
Fractions, Decimals and Displaying data Co-ordinates on the Cartesian
Squares and square roots Percentages Plane
Probaility
Perimeter, area of 2 Algebra and linear equations
dimensional shapes and
volume of rectangular prisms
Trianges
Assessment
Students sit typically have one exam at the end of each term, and an assignment once per semester.
Costs: Nil
Achievement Standards:
By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections
between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving
percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students
represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations
and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the
Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues
involving the collection of continuous data. They describe the relationship between the median and mean in data displays.
Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another.
Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given
points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms.
Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine
the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode,
median and range for data sets. They construct stem-and-leaf plots and dot-plots.
Marsden SHS Junior Subject Guide V1.1
9
Science 10
Science
Learning Area: Science
Subject Structure
Term 1 Term 2 Term 3 Term 4
Working in a lab Physics—Forces Biology—Classification and Chemistry—Separation
Interactions between Techniques
Earth and Space Science—The
Sun, Earth and Moon Organisms Earth and Space Science—
Water Cycle and Sustainability
Assessment
One assessment per term. Styles include exam, research task and experimental investigation.
Costs: Nil
Achievement Standards:
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of
unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the sun and moon affect phenomena
on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They
predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based
on observable differences. Students describe situations where scientific knowledge from different science disciplines and diverse cultures has
been used to solve a real-world problem. They explain possible implications of the solution for different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and
measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to
support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting
improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Marsden SHS Junior Subject Guide V1.1
11Humanities and
Social Science
12History—Semester 1
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
The Ancient World: China (7 Weeks) The Ancient World: Greece (4 Weeks)
Qin Shi Huang Di and Confucius comparison Wars—Persian/Peloponnesian
Technology and developments Geography
Geography of China Civics & Citizenship (6 Weeks)
The Ancient World: Greece (3 Weeks) Government and Democracy
Social Structure Law and Citizens
Atens vs. Sparta
Assessment
Research Assignment (Due Week 7) Exam (Week 4)
Exam (Week 8)
Costs: Nil
Achievement Standards:
Geography: By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time.
Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that
have been interpreted in different ways.
Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When
researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use
information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin
and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their
findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.
Civics & Citizenship: By the end of Year 7, students explain features of Australia’s Constitution, including the process for constitutional
change. They explain how Australia’s legal system is based on the principle of justice. Students explain the diverse nature of Australian society
and identify the importance of shared values in promoting a cohesive society.
When researching, students develop a range of questions and gather and analyse information from different sources to investigate Australia’s
political and legal systems. They consider different points of view on civics and citizenship issues. When planning for action, students take into
account multiple perspectives to develop solutions to an issue. Students develop and present arguments on civics and citizenship issues using
appropriate texts, terms and concepts. They identify ways they can be active and informed citizens.
Marsden SHS Junior Subject Guide V1.1
13Geography—Semester 2
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
Economics and Business (6 Weeks) Place and Liveability (3 Weeks)
Business plan Enhancing Liveability
Interactions of consumers and producers in markets Water in the World (7 Weeks)
Characteristics of entrepreneurs and successful Managing and Sustaining Water
businesses Water Scarcity
Place and Liveability (4 Weeks)
Factors influencing liveability
Perceptions of liveability
Liveability of Australia
Liveability of Europe/Asia
Assessment
Assignment (Due Week 6) Multi-modal presentation (Due Week 3)
Exam (Week 8)
Costs: Nil
Achievement Standards:
Geography: By the end of Year 7, students describe geographical processes that influence the characteristics of places and how the
characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments and
describe how these interconnections change places and environments. They describe alternative strategies to a geographical challenge
referring to environmental, economic and social factors.
Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to locate
useful information and data. They record and represent data and the location and distribution of geographical phenomena in a range of forms,
including large-scale and small-scale maps that conform to cartographic conventions. They interpret and analyse geographical maps, data and
other information to propose simple explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. Students
present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They
propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the
expected effects of their proposal.
Economics and Business: By the end of Year 7, students describe the interdependence of consumers and producers in the market. They
explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used.
They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students
identify the reasons individuals choose to work and describe the various sources of income that exist.
When researching, students develop questions and gather data and information from different sources to investigate an economic or business
issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each
alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions
using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions.
Marsden SHS Junior Subject Guide V1.1
14Health and
Physical
Education
15Health and Physical Education
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2
Mental Health Puberty
#MTC Physical changes that occur during puberty
Good mental health Social changes that occur during puberty
Coping strategies Emotional changes that occur during puberty
Emotional responses Respecting yourself and others
Impact of social media
Assessment
1. Written response—email to social media platform
2. Extended response examination
Costs: Nil
Achievement Standards:
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on
identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional
responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural
and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health,
safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They
apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose
and perform movement sequences.
Marsden SHS Junior Subject Guide V1.1
16The Arts 17
Drama
Learning Area: The Arts
Subject Structure
Term 1 Term 2
The Elements of Drama Melodrama—Superheroes and Villains
How to read a script and engage with the play Melodrama conventions in stage performances
Apply and demonstrate elements of drama and Literacy skills
performance stagecraft within specific scenes from the Dramatic elements specific to Melodrama style
play Melodramatic style conventions required to put performance
Create dramatic action and meaning using dramatic on stage
elements Scene work
Collaboration skills and rehearsal process
Effectively demonstrate scene from a play
Assessment
Presenting (Group Performance)
Responding (Exam)
Forming (Melodrama Scene)
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They
apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places
communicate meaning and intent through drama.
Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and
communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use
performance skills and design elements to shape and focus theatrical effect for an audience.
Marsden SHS Junior Subject Guide V1.1
18Dance
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Why Do We Dance? Why Do We Dance?
Hip-hop or popular dance genre Investigation into fitness-based dance
Basic Introduction to ACARA terminology Development of original fitness and choreography
Understanding of warm up Manipulation of levels, direction, shapes, tempo and
Role of the performer and the audience formations
Basic Introductions to functions of dance
Assessment
Making—Performance
Responding
Making—Choreography
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in
different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times
and places communicate meaning and intent through dance.
Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to
communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and
expressive skills appropriate to the dance style.
Marsden SHS Junior Subject Guide V1.1
19Visual Arts
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Are You What You Eat? Are You What You Eat?
Exploration of techniques and responses Exploration of techniques and responses
Demonstrate visual conventions, techniques and Demonstrate visual conventions, techniques and processes
processes Identify and analyse how other artists use visual
Identify and analyse how other artists use visual conventions, techniques and processes to communicate
conventions, techniques and processes to communicate through artwork
through artwork Influence of artworks—different cultures, times and places
Assessment
Smart Choice Food Paper Collage
Responding Artist
Red Foods Pop Art Culture
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply
this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are
influenced by artworks from different cultures, times and places.
Students plan their art making in response to exploration of techniques and processes used in their own and others’ artworks. They
demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.
Marsden SHS Junior Subject Guide V1.1
20Film, Television and Media Studies
Learning Area: The Arts
Subject Structure
Term 1 Term 2
News Report Short Film
Focuses on key media concepts of representations, Tell stories using recognised media formats
languages and audiences Create and analyse own media text (prosocial moral story)
Create and analyse own media text (news story) Develop ability to communicate visually and verbally
Develop ability to communicate visually and verbally Make links to representations, stereotypes, subcultural
Make links to representations, stereotypes, subcultural groups, audiences, television, news and scriptwriting
groups, audiences, television, news and scriptwriting
Assessment
Mako News
1 Minute Short Film
Artist Statement
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks
they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places
use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical
responsibility of the makers and users of media artworks.
Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre
and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design
and production processes, and control equipment and technologies to achieve their intentions.
Marsden SHS Junior Subject Guide V1.1
21Music
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Rock Music World Music
Music at Marsden 2020 Will investigate the purpose of music is cultures around the
What is music? world, including Indigenous Australia, and look at traditional
Perform piece of own music music pieces
Development of rock music and how it was shaped by Respond to and analyse musical excerpts
society—over decades 1950 to 1990 Create music and present their performance to the class
Play simple rock song on chosen instrument Compose an percussive ostinato demonstrating their
understanding of traditional African (percussion) music
Assessment
Performance: Rock Song
Responding Presentation
Composition: World Rhythms
Performance
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their
performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate
meaning as performers and composers.
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and
instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols
to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.
Marsden SHS Junior Subject Guide V1.1
22Technologies
23Textiles and Food Studies
Learning Area: Design Technologies
Subject Structure
Term 1 Term 2
Cook Safe, Cook Smart! Introduction to textiles and embellishment
Safety induction into kitchens Safety induction when working with Sewing Machines
Designing recipe Working with textiles
Producing recipe Sewing techniques
Hygiene and safety procedures Application of sewing skills (mending, sewing buttons etc)
Managing a kitchen workspace Designing and producing a cushion cover.
Assessment
Students will design and produce a recipe from a personally designed recipe card. This will include identifying and using the correct
hygiene practices.
In textiles, students will design and produce a cushion cover using applique techniques. This will include identifying and correctly
applying safety procedures for working within a textiles environment.
Costs: $70 for semester. *Includes supplying all ingredients and textiles. Food can be taken home at the end of the day if using own
container brought from home.
Achievement Standards:
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future
needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of
technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They
develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions
and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate
technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document
and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended
purpose.
Marsden SHS Junior Subject Guide V1.1
24Girls in Tech
Learning Area: Design Technologies
Subject Structure
Term 1 Term 2
Introduction to Industrial Technology and Design practices and Industrial Technology and Design practices and processes
processes Skill builders
Safety/Tool induction Design Project
Skill builders Theory - (Health & Safety, Hand & Power Tools)
2 Projects Exam
Theory - (Health & Safety, Hand & Power Tools)
2 Graded Quizzes
Assessment
2 Graded Quizzes (term1) Health & Safety, Hand & Power Tools
3 Projects (term1 and term2)
Exam (term2) Health & Safety, Hand & Power Tools
Costs: Nil
Achievement Standards:
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future
needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of
technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They
develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions
and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate
technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document
and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended
purpose.
Marsden SHS Junior Subject Guide V1.1
25Graphics
Learning Area: Design Technologies
Subject Structure
Term 1 Term 2
Introduction to Drafting Industry practices and processes Introduction to Design practices and processes
Skill builders Prototypes
2D and 3D sketching 3D printing/Laser engraving
Orthographic CAD drawings Design Folio
Pictorial CAD drawings
Assessment
Folio of sketches (term1)
Folio of CAD drawings (term1)
Design Folio (term2)
Costs: Nil
Achievement Standards:
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future
needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of
technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They
develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions
and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate
technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document
and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended
purpose.
Marsden SHS Junior Subject Guide V1.1
26STEM
Learning Area: Technologies
Subject Structure
Term 1 Term 2
Introduction to STEM and the Design Process Working in the Design Process
Skill builders Skill builders
3 Phase Portfolio Project
Exploration of ecosystems and feeding relationships Students become experts in the fields of Physics, History
Zoo design and Maths inquiry and Design in the roller coaster world.
App Prototyping Students will teach their peers about their field and work
collaboratively to complete their project.
Assessment
Term 1: Portfolio (Individual)
Term 2: Project and Presentation (Group)
Costs: Nil
Achievement Standards:
In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in
ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and
analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. Alma
Park Zoo has been forced to move to Logan city due to the Australian bushfire crisis. Students have been hired to create plans for the
new zoo, and design its customer interactive app that will be used by patrons as they visit.
In Term 2 students will investigate and select from a range of technologies − materials, systems, components, tools and equipment to
design and build a paper rollercoaster. They will consider the ways, characteristics and properties of technologies can be combined to
design and produce sustainable designed solutions to problems for individuals Students use creativity, innovation and enterprise skills
with increasing independence and collaboration. Through research, they will use a range of symbols and technical terms in a range of
contexts to produce patterns, annotated concept sketches and drawings and produce a presentation to go with their project
Marsden SHS Junior Subject Guide V1.1
27Tech Excellence
Learning Area: Digital Technologies
Subject Structure
Term 1 Term 2
Minecraft design App Design
Civil engineering CARP principles
Sustainable design Algorithm design and theory
Collaborative group work Pseudocode and visual representation
Investigating landscapes and designs Flow charts
Computational thinking and Analysis of user experience
problem solving skills User centred design
Assessment
Term 1 Students have to collaboratively work together in small groups to project manage the building of a township within
Minecraft. The project will be accompanied by documented justification of decisions made in regards to sustainability of the
town.
Term 2 Students will develop a software application by applying algorithm and design theory. The project will be accompanied
Costs: Nil
Achievement Standards:
By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio
data can be represented, secured and presented in digital systems.
Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional
requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and
implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability.
They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating
and collaborating online.
Marsden SHS Junior Subject Guide V1.1
28Industrial Technology and Design
Learning Area: Design Technologies
Subject Structure
Term 1 Term 2
Introduction to Industrial Technology and Design practices and Industrial Technology and Design practices and processes
processes Theory - (Design Process)
Safety/Tool induction Design Project
Theory - (Health & Safety, Hand & Power Tools, Plans &
Specifications, Sustainability, Material Properties & Uses)
Skill builders
2 online quizzes
1 Project
1 Exam
Assessment
2 online quizzes (Term 1 - formative) - Health & Safety, Hand & Power Tools
Project (Term 1 - formative)
Exam (Term 1) - Health & Safety, Hand & Power Tools, Sustainability, Material Properties & Uses, Practical Procedures)
Design Project (Term 2) - Written - Folio and Practical - Product)
Costs: Nil
Achievement Standards:
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future
needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of
technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They
develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions
and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate
technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document
and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended
purpose.
Marsden SHS Junior Subject Guide V1.1
29Languages
30Chinese
Learning Area: Languages
Subject Structure
Term 1 Term 2
Chinese Culture My Body
Land and people Name of the body parts
History Measure words
Language Colour
Chinese New Year Description of appearance
Chinese Zodiac
Greeting and Introduce Myself
Greeting
Introduce name and surname
Date and birthday, week day
Nationality
Assessment
Written projects
Reading exam, Listening exam
Costs: Nil
Achievement Standards:
By the end of Year 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions.
They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听
不懂，你说什么？), and transact and make arrangements, for example, 你要来我家吗？ They use the question particle 吗 and familiar question words
(什么，谁，哪儿，几). Students approximate tone, intonation and rhythm but meaning remains clear. They use gesture and some formulaic expressions to
support oral interaction. They employ learnt vocabulary to express personal insights and compare experiences on topics of personal interest and significance.
They connect ideas using basic cohesive devices (for example, 和，可是，所以), express opinions using 喜欢 and 觉得, and give reasons using 因为. In
writing, students organise their ideas using time expressions and phrases which mark sequence, for example, 第一，第二… They apply 不 and 没有 in
familiar phrases. They respond to and create simple informative and imaginative texts for known audiences and purposes. They use a range of verbs, including
verbs of identification and existence such as 是, and a range of action verbs to describe interests and events, for example, 踢足球，打乒乓球，听音乐.
They access and organise information from a range of spoken, audiovisual and printed texts. Students use simple sentences and paragraphs, and produce
simple descriptions using intensifiers such as 很，非常，最. They reflect on their interactions when using and learning languages.
Students are aware of the key features of the Chinese writing system and its differences to the English writing system. They recognise the function of tone-
syllables and Pinyin. They explain the word order of Chinese sentences and the layout and construction of simple familiar Chinese texts in comparison to their
English equivalents. They recognise and describe diversity within the Chinese spoken and written language, and consider the influence of culture on everyday
communication, for example, concepts such as respect, politeness and the importance of family. They are aware that literal translation between languages is not
always possible, and that aspects of interpretation and translation are affected by context, culture, and intercultural experience.
Marsden SHS Junior Subject Guide V1.1
31Other Elective
Choices
32Health and Physical Education—Elective
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2
Sports nutrition Tactical awareness
Fuel your body with the right food for performance Creating, using and defending space
Hydration Offensive player movement
Supplements in sport Energy expenditure and performance
Assessment
Report
Multimodal presentation
Costs: Nil
Achievement Standards:
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on
identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional
responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural
and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health,
safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They
apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose
and perform movement sequences.
Marsden SHS Junior Subject Guide V1.1
33The Social Influencers
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
Phase One: Phase Two:
As an influencer analyser you are going to analyse and As a business team create a portfolio that you can submit to
conduct a case study on an individual or organisation of your business investors at the up and coming KickStarter
choice. You will be conducting a case study based on their Conference 2019. You will be submitting your business
influence and create an infographic poster to display your portfolio to two investors who will be analysing your content
case study findings. and the methods in which you promote your online business to
your target audience on your chosen platform.
Assessment
Costs: Nil
Achievement Standards:
By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and
change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of
people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical
processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how
these interconnections change places and environments. Students identify the ideas, values and principles that underpin the institutions and processes in
Australia’s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared values in contemporary
Australian society. Students describe the interdependence of consumers and producers in the market and identify factors and strategies that contribute to the
financial success of businesses and individuals. They identify why individuals choose to work and the various sources of income that exist. Students recognise
that people have different perceptions of places, events and issues and explain how this and other factors influence views on how to respond to an issue or
challenge.
Students formulate significant questions and propositions to guide investigations. They locate and collect useful data, information and evidence from a range of
primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify past and present values and
perspectives. They interpret and analyse data to propose simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise
evidence to draw conclusions. Students sequence events and developments within a chronological framework, using dating conventions to represent and
measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions. They make informed
decisions by collaborating with others to generate alternatives, comparing the potential costs and benefits of each and developing and using criteria to make a
reasoned judgement. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of
different factors and multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations and
conclusions in a range of communication forms that incorporate source materials, citations, discipline-specific terms, conventions and concepts.
Marsden SHS Junior Subject Guide V1.1
34Excellence
Disciplines
35Music Excellence
Learning Area: The Arts
Term 1 Term 2
Subject Structure Term 3 Term 4
Rock Music Rock Music Cover Songs Skill Building
Perform piece of own Perform piece of own Investigate the way to Further study on
music music organise a gig through individualised instrument
Development of rock Development of rock project-based learning Composition Activities
music and how it was music and how it was Music Theory
Respond to and analyse
shaped by society— shaped by society—
Performance
over decades 1950 to over decades 1950 to musical excerpts
Opportunities
1990 1990
Create music and
Play simple rock song Play simple rock song
present their
on chosen instrument on chosen instrument
performance to the
class
Assessment
Performance; Responding Task;
Composition; Musicology;
Performance; Musicology
Performance; Composition
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their
performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate
meaning as performers and composers.
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and
instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols
to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.
Marsden SHS Junior Subject Guide V1.1
36Dance Excellence
Learning Area: The Arts
Subject Structure
Term 1 Term 2 Term 3 Term 4
Why Do We Dance? Why Do We Dance? Sharing Stories Sharing Stories
Hip-hop or popular Investigation into fitness Functions of dance Stories of different times,
dance genre -based dance
Daily rituals cultures and places
Basic Introduction to Development of original
fitness and Components of a story: Traditional stories and
ACARA terminology
Understanding of warm choreography orientation, action, world events
up Manipulation of levels, climax, resolution Development of original
Role of the performer direction, shapes, How dancers convey choreography
and the audience tempo and formations meaning within a story
Basic Introductions to Choreographic devices
functions of dance and form
Assessment
Making—Performance
Responding
Making—Choreography
Costs: Nil
Achievement Standards:
By the end of Year 8, students identify and analyse the elements of dance, choreographic devices and production elements in dances in
different styles and apply this knowledge in dances they make and perform. They evaluate how they and others from different cultures, times
and places communicate meaning and intent through dance.
Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and form to
communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity, and with technical and
expressive skills appropriate to the dance style.
Marsden SHS Junior Subject Guide V1.1
37Rugby League Excellence
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2 Term 3 Term 4
Mental Health Puberty Sports nutrition Tactical awareness
#MTC Physical changes that Fuel your body with the Creating, using and
Good mental health occur during puberty right food for defending space
Social changes that performance Offensive player
Coping strategies
occur during puberty Hydration movement
Emotional responses
Emotional changes that Supplements in sport Energy expenditure and
Impact of social media
occur during puberty performance
Respecting yourself and
others
Rugby league specialisation Rugby league specialisation
Rugby league specialisation Rugby league specialisation
Athletic development Athletic development
Athletic development Athletic development
Assessment
1. Written response—email to social media platform
2. Extended response examination
Costs: Nil
Achievement Standards:
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on
identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional
responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural
and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health,
safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They
apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose
and perform movement sequences.
Marsden SHS Junior Subject Guide V1.1
38Girls Rugby League Excellence
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2 Term 3 Term 4
Mental Health Puberty Sports nutrition Tactical awareness
#MTC Physical changes that Fuel your body with the Creating, using and
Good mental health occur during puberty right food for defending space
Social changes that performance Offensive player
Coping strategies
occur during puberty Hydration movement
Emotional responses
Emotional changes that Supplements in sport Energy expenditure and
Impact of social media
occur during puberty performance
Respecting yourself and
others
Rugby league specialisation Rugby league specialisation
Rugby league specialisation Rugby league specialisation
Athletic development Athletic development
Athletic development Athletic development
Assessment
1. Written response—email to social media platform
2. Extended response examination
Costs: Nil
Achievement Standards:
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on
identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional
responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural
and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health,
safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They
apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose
and perform movement sequences.
Marsden SHS Junior Subject Guide V1.1
39Football Excellence
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2 Term 3 Term 4
Mental Health Puberty Sports nutrition Tactical awareness
#MTC Physical changes that Fuel your body with the Creating, using and
Good mental health occur during puberty right food for defending space
Social changes that performance Offensive player
Coping strategies
occur during puberty Hydration movement
Emotional responses
Emotional changes that Supplements in sport Energy expenditure and
Impact of social media
occur during puberty performance
Respecting yourself and
others
Football specialisation Football specialisation
Football specialisation Football specialisation
Athletic development Athletic development
Athletic development Athletic development
Assessment
1. Written response—email to social media platform
2. Extended response examination
Costs: Nil
Achievement Standards:
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on
identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional
responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They
investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural
and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health,
safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They
apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose
and perform movement sequences.
Marsden SHS Junior Subject Guide V1.1
40You can also read
