MARSDEN STATE HIGH SCHOOL - Junior Subject Selection Handbook Year 9 2021 - Marsden State ...
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MARSDEN STATE HIGH SCHOOL
Junior Subject Selection Handbook
Year 9
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 Excellence Disciplines 41
BYOD Information 5 Music Excellence 42
Core Subjects Dance Excellence 43
English 6 Rugby League Excellence 44
Mathematics 8 Girls Rugby League Excellence 45
Science 10 Football Excellence 46
History 13 Basketball Excellence 47
Health and Physical Education 14
Elective Subjects
Humanities and Social Science - Electives
Geography 17
Economics and Business 18
Civics and Citizenship 19
The Arts
Drama 21
Dance 22
Visual Arts 23
Film, Television and Media Studies 24
Music 25
Technologies
Food Studies 27
Graphics 28
Robotics 29
eSports 30
Industrial and Technology and Design 31
Industrial and Technology – Timber Tech 32
STEM 33
Languages 34
Chinese 35
Chinese Extension 36
Health and Physical Education 37
Health and Physical Education - Elective 38
Project Based Learning 39
SpaceX Spacemobile 40
2
Dear Parents, Caregivers and Students of Year 8,
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 together with your attend-
ance at your child’s parent-teacher interviews (Learning Pathway Interviews) on Wednesday 12 th August 2020 will assist you in the subject
selection process.
Students will be provided with opportunities through their MMM program to reflect on their learning from Semester 1 and learn information
about subject offerings for next year. To finalise their subject selection process, students and parents will have an Individual Learning Path-
way Interview on Wednesday 12th August with their MMM teacher.
The Learning Pathway interviews at Marsden State High School aims to:
improve opportunities for students to openly discuss their overall academic performance
support students to understand the subject choices for the following year
build student confidence and a positive attitude towards improved learning outcomes
provide opportunities for students to make informed decisions concerning their academic future with informative data to assist them
in achieving their academic or learning goals
work closely with students, keeping academic achievement in perspective and assist them where necessary to work towards obtain-
ing their desired academic goals
motivate and engage students in a process which maximises their potential so that they achieve the best possible academic out-
comes
In year 7 and 8, students begin their learning journey and exploration of elective subject choices offering at Marsden SHS. By the end of
Year 8 students should have completed at least one semester elective in Technologies, The Arts and Languages. This means that subject
choices in Year 9 should be based on students interest to either continue to explore elective choices in these areas, or make subject choices
based on what they are more interested and passionate about learning.
Students in Year 9 complete the following subjects, with 4 semester elective choices over the course of the year.
Compulsory Subjects (core) Elective Subjects (Semester choices)
Students will choose 4 semester electives for the school year
ENGLISH TECHNOLOGIES
Food Studies
MATHEMATICS Graphics
Robotics
SCIENCE eSports
Industrial Technology and Design
HISTORY (1 Semester) Industrial Technology—Timber Tech
HEALTH AND PHYSICAL EDUCATION (1 Semester) LANGUAGES
Chinese
Chinese Extension
THE ARTS
Drama
Dance
Visual Arts
Film, Television and Media Studies
Music
HUMANITIES
Economics and Business
Civics and Citizenship
Geography
HEALTH AND PHYSICAL EDUCATION
Health and Physical Education—Elective
PROJECT BASED LEARNING
SpaceX Spacemobile
STEM
3
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.
Guide to Selecting subjects:
Subject choice for year 9 students is based around student choice and interest. Students are encouraged to continue to explore their learning
options based on interest pathway options.
Identify which learning areas have already been studied
If you child has not yet completed a Semester elective from one of the above areas, it is recommended they choose this first.
Choose subjects 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 senior schooling. This will help you find your interests and passions in learn-
ing 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 information is provided on the next page.
We look forward to meeting you and child on Wednesday 12th August to discuss their learning reflection and goals for 2020 and their learning
pathway options for 2021.
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
A Critical Eye Worlds Beyond Novel Study Play Study
Students will listen to, view and Students will listen to, read and Students use comprehension Students listen and read a play
read information and literary view a variety of Speculative strategies to construct drama text. They use
texts to examine how different Fiction texts to explore how meaning about characters, comprehension strategies to
texts represent people, places literary texts can explore about setting and themes construct meaning about
and cultures, and evaluate the their own society and the future represented in a novel and characters, setting and
ways text creators manipulate of humanity by creating a vision explore how authors use themes represented in a
language in order to influence of the future, or an alternate language and textual features drama text and examine the
audiences. world. to represent different ways text creators manipulate
perspectives of issues. language in order to influence
audiences.
Assessment
Term 1: Short Answer and Written Response Exam 200-400 Term 3: Analytical Essay Exam Response 300-400 words
Term 2: Speculative Fiction Narrative 400-600 words Term 4: Persuasive Speech and Response 3-5 minutes
Costs: Nil
Achievement Standards:
Receptive modes (listening, reading and viewing)
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images,
vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and
explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Productive modes (speaking, writing and creating)
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can
vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language
features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute
actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and
grammar that contribute to the precision and persuasiveness of texts and using 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
Probability Algebra Pythagoras Area
Index Laws and Scientific Cartesian Planes Trigonometry Surface Area
Notation
Money– Simple Interest Volume
Sketching Linear and Non-
Linear Graphs
Data Scale Factors and Similar
Triangles
Solving Linear Equations
Assessment
Students typically sit 3 exams across the year and have an assignment also.
Costs: Nil
Achievement Standards:
By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain
similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for
collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-
modal displays to describe and interpret data.
Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the
distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear
relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem
and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes
for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf 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
Biology—Ecosystems Biology—Responding to Chemistry—Periodic Table, Physics—Energy and Waves
Change Atoms, Isotopes, Chemical
Earth and Space Science—
Plate Tectonics Reactions
Assessment
One piece of assessment per term. Assessment types include exam, research task and experimental investigation.
Costs: Nil
Achievement Standards:
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe
examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global
features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external
changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have
influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate
measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data,
identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and
explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective
and use appropriate language and representations when communicating their findings and ideas to specific audiences.
Marsden SHS Junior Subject Guide V1.1
11Humanities and
Social Science
12History (one semester—compulsory)
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
Industrial Revolution (1750—1918) World War 1 (1914-1918)
Innovations and mass production Causes of WW1
Effects of the Industrial Revolution Enlistment and conscription
Child labour and perspectives ANZAC legend
Australia and the Industrial Revolution The lasting impact of WW1
A new revolution for the 21’st century
Assessment
Exam ( Week 8) Assignment ( Week 8)
Costs: Nil
Achievement Standards:
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity
over time. They analyse the causes and effects of events and developments and make judgements about their importance. They explain
the motives and actions of people at the time. Students explain the significance of these events and developments over the short and
long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration.
When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and
organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students
examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw
conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly
explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their
conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Marsden SHS Junior Subject Guide V1.1
13Health and
Physical
Education
14Health and Physical Education
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2
Sexual Health Respectful Relationships & Safe Partying
What is good sexual health? Resilience
Influences on sexual health decisions Rights
Analysing data and proposing courses of action to Respectful relationships
enhance health of self and others
Nutrition
Analysing impact of contextual factors on nutrition choices
Barriers to making healthy decisions
Assessment
1. Research task
2. Inquiry investigation
Costs: Nil
Achievement Standards:
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They
analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional
responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify
responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities.
They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges.
Marsden SHS Junior Subject Guide V1.1
15Humanities and
Social Science
- Electives
16Geography
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
Biomes and Food Security Geographies of Interconnection
Biotic environment and its role in food and fibre People and their connections to places throughout the
production world
Challenges to food production Human activity shaping places and environments
Effects of production
The role of transport and ICT’s
Assessment
Geographical Report (Wk 8) Exam (Wk 8)
Costs: Nil
Achievement Standards:
By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections
between people, places and environments and explain how these interconnections influence people, and change places and environments.
They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse
alternative strategies to a geographical challenge using environmental, social and economic criteria.
Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of primary and
secondary sources to select and collect relevant and reliable geographical information and data. They record and represent multi-variable data
in a range of appropriate digital and non-digital forms, including a range of maps that comply with cartographic conventions. They use a range
of methods and digital technologies to interpret and analyse maps, data and other information to propose explanations for patterns, trends,
relationships and anomalies across time and space, and to predict outcomes. Students synthesise data and information to draw reasoned
conclusions. They present findings, arguments and explanations using relevant geographical terminology and digital representations in a range
of appropriate communication forms. Students propose action in response to a geographical challenge, taking account of environmental,
economic and social factors, and predict the outcomes and consequences of their proposal.
Marsden SHS Junior Subject Guide V1.1
17Economics and Business
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
Competitive Advantage Global Economy
The nature of innovation Australia as a trading nation
Management of financial risk and rewards The changing roles and responsibilities of participants in
the Australian or global workplace
Assessment
Term 1: Multimode presentation
Term 2: Essay
Costs: Nil
Achievement Standards:
By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the
interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the
different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and
evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.
When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather
and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students
generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply
economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present
evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the
effects of economic and business decisions and the potential consequences of alternative actions.
Marsden SHS Junior Subject Guide V1.1
18Civics and Citizenship
Learning Area: Humanities and Social Sciences
Subject Structure
Term 1 Term 2
Australia’s Political System (Unit 1) Australia’s Political and National Identity (Unit 2)
What is civics? Australian identity & multiculturalism
Rights & Responsibilities Our place in the Asia-Pacific Region
Political influences on people’s choice
Assessment
Assessment for Unit 1 is an exam, where students’ knowledge & understanding, and their ability to analyse the Australian political
system will be tested. Unit 2 will be an assessment Report.
Costs: Nil
Achievement Standards:
By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the
interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the
different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and
evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.
When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather
and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students
generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply
economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present
evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the
effects of economic and business decisions and the potential consequences of alternative actions.
Marsden SHS Junior Subject Guide V1.1
19The Arts 20
Drama
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Fractured Fairy Tales Indigenous Perspectives
Drama activities and collaboration games Investigate prior knowledge of Indigenous culture
Deconstruct a range of fairy tale texts Role of storytelling
Devise fractured fairy tale scene “Children of the Black Skirt” play
Backgrounds and histories of play
Perform Class Production
Assessment
Forming (Devising)
Responding (Analytical essay)
Presenting (Group performance)
Costs: Nil
Achievement Standards:
By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in
drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to
evaluate drama from different viewpoints.
Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama
in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances.
They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and
expressive skills in voice and movement to convey dramatic action.
Marsden SHS Junior Subject Guide V1.1
21Dance
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Dancing Through the Decades Dancing Through the Decades
Social dances through the decades—1920’s, 1950’s and Social dances through the decades—1920’s, 1950’s and
current current
Politics, world events, fashion, music and influential Politics, world events, fashion, music and influential people
people Dance from different times, places and cultures
Dance from different times, places and cultures Popular dances throughout the decades
Popular dances throughout the decades Popular dance—artistic, social and ritual functions
Popular dance—artistic, social and ritual functions Adapt popular dance movements
Adapt popular dance movements
Assessment
Making—Performance
Responding
Making Choreography
Costs: Nil
Achievement Standards:
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production
elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different
cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to
communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills
appropriate to the genre and style.
Marsden SHS Junior Subject Guide V1.1
22Visual Arts
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Superheroes and Villains Superheroes and Villains
Evaluating changes in the History of Manga and western Develop their two manga/western cartoon mixed media
comic traditions, how this communicates artistic artworks to identify influences of other artists in their work
intensions and allow this to influence how students make through use of materials and techniques.
and view their work.
Students manipulate materials using a range of techniques
Evaluate Manga artworks and displays from across Japan
and processes including drawing and painting to refine
and other western illustration history.
techniques in illustration of a Manga story board using
mixed media.
Assessment
Making
Artist Statement
Costs: Nil
Achievement Standards:
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate
artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and
viewpoints that represent their own and others’ ideas. They identify influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject
matter in their artworks.
Marsden SHS Junior Subject Guide V1.1
23Film, Television and Media Studies
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Social Values in Documentaries Social Values in Documentaries
Documentary: Introduction, techniques, points of view, Documentary: Introduction, techniques, points of view,
Documentary techniques Documentary techniques
Social and cultural values of Documentary Film Making Social and cultural values of Documentary Film Making
Analysing a documentary Analysing a documentary
Technical codes in film making Technical codes in film making
Filming and editing mini project Filming and editing mini project
Assessment
Analytical & Evaluative Exam
Documentary Production
Costs: Nil
Achievement Standards:
By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they
make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to
make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students produce representations that communicate alternative points of view in media artworks for different community and institutional
contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes,
meaning and style. They collaboratively apply design, production and distribution processes.
Marsden SHS Junior Subject Guide V1.1
24Music
Learning Area: The Arts
Subject Structure
Term 1 Term 2
Notation (World of Music) Song Writing
investigate the purpose of music in cultures around the Explore composer and artist intent in music
world, including Indigenous Australia, and look at Learn how to express individual narrative through song
traditional music pieces Use compositional devices to manipulate elements of music
Respond to and analyse musical excerpts
Create music and present their performance to the class
Compose an percussive ostinato demonstrating their
understanding of traditional African (percussion) music
Assessment
Performance
Responding: Analysis
Composition
Costs: Nil
Achievement Standards:
By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music
and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places
to inform and shape their interpretations, performances and compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with
technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music
such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their
music.
Marsden SHS Junior Subject Guide V1.1
25Technologies
26Food Studies
Learning Area:
Subject Structure
Term 1 Term 2
Social sustainability Global Cuisines
Safety within the kitchen Investigating foods from around the world
Hygiene practices Identifying foods from different cultures
Food safety Cooking skills to produce different foods
Tool and equipment safety Using different foods
Being a chef
Designing and producing recipes
Assessment
Term 1 Students will design and produce a recipe from a personally designed recipe card. This will include identifying correct hygiene
and safety procedures for success in the kitchen workspace.
Term 2 Design and produce a recipe from a chosen culture with an accompanying visual article.
Costs: : $50 per term. *Includes supplying all ingredients. 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 10, students explain how people working in design and technologies occupations consider factors that impact on design
decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed
solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students
evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They
establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and
processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and
document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and
management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate
technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Marsden SHS Junior Subject Guide V1.1
27Graphics
Learning Area: 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)
Costs: Nil
Achievement Standards:
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design
decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed
solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students
evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They
establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and
processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and
document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and
management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate
technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Marsden SHS Junior Subject Guide V1.1
28Robotics
Learning Area: Technologies
Subject Structure
Term 1 Term 2
Lego Mindstorm Microbits and 3D printing
Examining uses of robotics in everyday life 3D Modelling concepts
User centred design Problem identification
Problem analysis and projections Algorithm theory
Designing and testing algorithms Pseudocode
Evaluating failures through testing protocols to create success Programming using logic structures
User centred design
Testing and troubleshooting
Assessment
Term 1 Students identify a series of problems to overcome using the Lego Mindstorm kit and software. They will design and build a
robot that is able to solve tasks by applying knowledge of algorithms and programming in the Mindstorm software. These tasks will be
documented using a portfolio that justifies their decision making.
Term 2 Students need to identify and/or redesign a product that they can create by combining the use of a Microbit and 3D printing.
They need to produce a technical proposal for the project and evaluate their overall success of meeting original design plans.
Costs: Nil
Achievement Standards:
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the
interaction between hardware, software and users. They explain simple data compression, and why content data are separated from
presentation.
Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional
and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular
programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of
real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and
predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential
for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and
projects.
Marsden SHS Junior Subject Guide V1.1
29eSports
Learning Area: Technologies
Subject Structure
Term 1 Term 2
Networking hardware and software Data mining using RDBMS
OSI Layers and IEEE standards Methods of identifying/recording game results
Data security Object role modelling
Topologies and network structures
Data types and database design
Social and ethical use of computers in eSports
Create searchable data
Netiquette principles
Manipulate data sets
Hardware (Inputs/Outputs)
Software Data compression methods to hold media
Assessment
Term 1 Students will research and develop a written proposal to establish an eSports gaming lab. The proposal will identify
network structures, hardware, and software required for client being identified.
Term 2 Students will design and develop a relational database management system for the purposes of analysing gaming data
to improve performance. The database project will be accompanied by a presentation demonstrating the effectiveness of
interpreting data.
Costs: Nil
Achievement Standards:
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the
interaction between hardware, software and users. They explain simple data compression, and why content data are separated from
presentation.
Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional
and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular
programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of
real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and
predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential
for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and
projects.
Marsden SHS Junior Subject Guide V1.1
30Industrial Technology and Design
Learning Area:
Subject Structure
Term 1 Term 2
Introduction to Industrial Technology practices and Introduction to Design practices and processes
processes Prototypes
Safety/Tool induction Project
Skill builders Journal
Project
2 Graded Quizzes
Assessment
2 Graded Quizzes (term1)
2 Projects (term1 and term2)
Costs: 2021 Fees to be advised.
Achievement Standards:
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design
decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed
solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students
evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They
establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and
processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and
document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and
management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate
technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Marsden SHS Junior Subject Guide V1.1
31Industrial Technology - Timber Tech
Learning Area: Technologies
Subject Structure
Term 1 Term 2
Introduction to Furnishing Industry practices and processes Introduction to Construction Industry practices and processes
Safety/Tool induction Safety/Tool induction
Skill builders Skill builders
Project Project
2 Graded quizzes Exam
Assessment
2 Graded Quizzes (term1)
1 Exams (term2)
2 Projects (term1 and term2)
Costs: 2021 Fees to be advised.
Achievement Standards:
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design
decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed
solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students
evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They
establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and
processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and
document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and
management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate
technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Marsden SHS Junior Subject Guide V1.1
32STEM
Learning Area: Technologies
Subject Structure
Term 1 Term 2
CO2 Dragsters Real-world Sustainability
In this unit you will learn how to design, build and race your own Teaming up with stakeholders in the Logan community (CityStudio
dragster. It’s not a car you ride in but a real one just the same. Logan), students collaborate with Logan City Council staff to
The race car drivers at Bathurst, the mechanics in the V8 develop and implement a sustainability project in the local
supercars, the automobile designers at Holden in Adelaide, and community.
the automobile engineers in Germany all had to start somewhere.
They started small. Then as they learned and progressed they
moved on to bigger and better things.
Assessment
Costs: Nil
Achievement Standards:
In this unit students will explore various issues relating to sustainability. By focusing on three real world problems, students will investigate why
these problems exist and generate ideas to help overcome them through various approaches.
In term 4 students will explore rates of reaction and product design as they design a cosmetic product. They must design the packaging and
how they will advertise their new product to a panel of judges and advocate why their product should be chosen.
Marsden SHS Junior Subject Guide V1.1
33Languages
34Chinese
Learning Area: Languages
Subject Structure
Term 1 Term 2
Health food and drink My school
Name of the food and drink Number 1-9999
Price and currency School members
Measure words
School facilities
Take order
Measure words
Bargain
Position, location and direction
Taste of the food and drink
Question for how much Question for where, how to go etc.
Using cohesive devices in Chinese language Using cohesive devices in Chinese
Assessment
Projects involving writing and speaking skills
Reading and listening exam.
Costs: Nil
Achievement Standards:
By the end of Year 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange
information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么，怎么，怎么样 to elicit
more information. They summarise and collate information from different sources and perspectives to compare how ideas and concepts are expressed and
organised in Chinese texts and contexts. Students observe how texts are created for different purposes and audiences. They respond to narratives, identifying
language features that do not translate easily between cultures, mediating these ideas and expressing insights in Chinese while adjusting language use for
different audiences. They justify their opinions with reasons and specific examples (比如), using tone and rhythm emphatically. Students respond to and create
a range of informative and imaginative texts for different purposes and audiences, including Chinese audiences, and describe adjustments they have made in
their language use for these different audiences. They use prepositions of time and place, and prepositions to show relationships with other people, for
example, 给，跟，对. They make comparisons using 比, and describe people in terms of appearance, personality and behaviours, and places in terms of
scenery. They use a range of cohesive devices (for example, 不但…而且；除了…以外; 如果…就) with the support of models and cues. In writing, they
organise their ideas according to themes or sequence events using specific time words, temporal markers such as 的时候，以前 and connectives, for
example, 先…然后. They also indicate changes in tense with tense markers such as 了，过, and use verbs to express modality (for example, 可以，要，
会，应该) or intention, for example, 希望，想，打算.
Students discern differences in patterns of sound (for example, ‘qing’, ‘qin’) and tone in extended speech for different contexts and audiences. They apply
knowledge of character components and morphemes to assist their understanding of new characters and words encountered. They analyse grammatical rules,
use language appropriate to the form of communication, and compare textual features. Students recognise the key features of grammar and sentence structure
that are distinctive to Chinese, such as measure words, and varied uses of verbs (是，有 and attributive 的), and apply them in new contexts. They are aware
of particular issues relating to translating between Chinese and English and recognise that certain concepts cannot be translated readily from Chinese to
English and vice versa. They are aware that language use varies according to context, purpose and mode. Students explain how culture and language shape
their own and others’ communication practices, and reflect on how their own cultural experience impacts on interactions with Chinese speakers.
Marsden SHS Junior Subject Guide V1.1
35Chinese Extension
Learning Area: Languages
Subject Structure
Term 1 Term 2 Term 3 Term 4
Health food and drink My school Daily Routing My subject
Name of the food and Number 1-9999 Time Time duration
drink
School members Period of the day Name of the subject
Price and currency
School facilities Daily acitvities Describe the subject
Measure words
Take order Measure words School timetable Feeling and reason
Bargain Position, location and Transportation Talk about exam
direction
Taste of the food and Weather and seasons Ask for permission
drink Question for where, how
Question: what time, All the cohesive in junior
Question for how much to go etc.
how is the weather level
Using cohesive devices Using cohesive devices
in Chinese language in Chinese
Assessment
Exam + projects
Costs: Nil
Achievement Standards:
By the end of Year 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange
information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么，怎么，怎么样 to elicit
more information. They summarise and collate information from different sources and perspectives to compare how ideas and concepts are expressed and
organised in Chinese texts and contexts. Students observe how texts are created for different purposes and audiences. They respond to narratives, identifying
language features that do not translate easily between cultures, mediating these ideas and expressing insights in Chinese while adjusting language use for
different audiences. They justify their opinions with reasons and specific examples (比如), using tone and rhythm emphatically. Students respond to and create
a range of informative and imaginative texts for different purposes and audiences, including Chinese audiences, and describe adjustments they have made in
their language use for these different audiences. They use prepositions of time and place, and prepositions to show relationships with other people, for
example, 给，跟，对. They make comparisons using 比, and describe people in terms of appearance, personality and behaviours, and places in terms of
scenery. They use a range of cohesive devices (for example, 不但…而且；除了…以外; 如果…就) with the support of models and cues. In writing, they
organise their ideas according to themes or sequence events using specific time words, temporal markers such as 的时候，以前 and connectives, for
example, 先…然后. They also indicate changes in tense with tense markers such as 了，过, and use verbs to express modality (for example, 可以，要，
会，应该) or intention, for example, 希望，想，打算.
Students discern differences in patterns of sound (for example, ‘qing’, ‘qin’) and tone in extended speech for different contexts and audiences. They apply
knowledge of character components and morphemes to assist their understanding of new characters and words encountered. They analyse grammatical rules,
use language appropriate to the form of communication, and compare textual features. Students recognise the key features of grammar and sentence structure
that are distinctive to Chinese, such as measure words, and varied uses of verbs (是，有 and attributive 的), and apply them in new contexts. They are aware
of particular issues relating to translating between Chinese and English and recognise that certain concepts cannot be translated readily from Chinese to
English and vice versa. They are aware that language use varies according to context, purpose and mode. Students explain how culture and language shape
their own and others’ communication practices, and reflect on how their own cultural experience impacts on interactions with Chinese speakers.
Marsden SHS Junior Subject Guide V1.1
36Health and Physical
Education - Elective
37Health and Physical Education—Elective
Learning Area: Health and Physical Education
Subject Structure
Term 1 Term 2
Biomechanics Sports Psychology
Video analysis Team culture
Balance and stability Team cohesion
Force production Goal setting
Motivation
Assessment
Multimodal presentation
Exam—extended response
Costs: Nil
Achievement Standards:
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They
analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional
responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify
responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities.
They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges.
Marsden SHS Junior Subject Guide V1.1
38Project Based
Learning
39SpaceX Spacemobile
Learning Area: Science
Subject Structure
It is now time to stop dreaming and make space travel and space exploration a reality. It has always been the dream of many
young individuals for millennia, while they have been looking into the stars and wondering; what is out there? Could we as a
complex human race, live on a different planet? Can a planet like Mars, possibly sustain human life for a long period of time?
If Climate Change and pollution were to continue to happen, would Mars be the answer for a new chance and a new chance
for redemption for Humans. Being that you and your team members are part of the very successful Logan division of SpaceX.
Elon Musk has given all of Logan division a new task to complete within the next 10 weeks, it is up to you are your team to
complete this new task before the deadline ends. It’s going to be up to you are your team to conduct some research and de-
sign a colony habitat to be built on Mars surface, along with a new vehicle design that could be used to explore the difficult
Mars terrain.
It is up to your team, whether you create a Poster or a simple PowerPoint presentation to present your findings within the
gallery walk and to experts.
Costs: Nil
Achievement Standards:
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe
examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global
features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external
changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have
influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate
measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data,
identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and
explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective
and use appropriate language and representations when communicating their findings and ideas to specific audiences.
Marsden SHS Junior Subject Guide V1.1
40Excellence
Disciplines
41Music Excellence
Learning Area: The Arts
Subject Structure
Term 1 Term 2 Term 3 Term 4
Designs “Blues” Music History Singer-Songwriter
investigate the purpose Understand social and Investigate different Explore composer and
historical backgrounds music styles through artist intent in music
of music in cultures
of Blues music different eras Learn how to express
around the world,
Characteristics of Blues Develop knowledge of individual narrative
including Indigenous different musical through song
music
Australia, and look at conventions and styles
Rehearse and perform Use compositional
traditional music pieces Apply knowledge to devices to manipulate
Blues music
Respond to and analyse performances elements of music
musical excerpts
Create music and
present their
performance to the
class
Assessment
Composition; Performance of Composition
Musicology—Written; Performance
Performance; Musicology—Written
Composition; Performance
Costs: 2021 Fees to be advised.
Achievement Standards:
By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music
and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places
to inform and shape their interpretations, performances and compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with
technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music
such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their
music.
Marsden SHS Junior Subject Guide V1.1
42You can also read
