MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...

 
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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.
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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

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MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
English

   6
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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
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MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
Mathematics

     8
MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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.

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MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 7 2021 - Marsden State ...
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.

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                                                                      11
Humanities and
Social Science

      12
History—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.

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                                                                       13
Geography—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
                                                                       14
Health and
 Physical
Education

    15
Health 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
                                                                   16
The 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
                                                                     18
Dance
     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
                                                                     19
Visual 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
                                                                     20
Film, 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
                                                                       21
Music
     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
                                                                     22
Technologies

     23
Textiles 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
                                                                       24
Girls 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.

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Graphics
     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.

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STEM
     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

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Tech 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.

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Industrial 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.

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                                                                        29
Languages

    30
Chinese
     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.

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Other Elective
   Choices

      32
Health 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.

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The 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.

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Excellence
Disciplines

     35
Music 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
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Dance 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
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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
                                                                        38
Girls 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
                                                                    39
Football 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
                                                                     40
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