Development (DECD) at the address printed in the Starting. Secondary School ..... of design areas including Graphic Desi
2017 Curriculum Overview
Enrolling at Norwood Morialta High School The Norwood Morialta High School has two campuses, a Middle Campus for Years 8—10 and a Senior Campus for Years 11 and 12. The two campuses are three kilometres apart and linked by several bus routes. Enrollment Process Year 7 students and their families residing in the Norwood Morialta High School zone are guaranteed a place in Year 8. Year 7 students who live outside of the school zone may apply to enrol for the Norwood Morialta High School and can list their preference for this school on the Application to Enrol into Secondary School form, with detailed reasons for their preference. The Application to Enrol into Secondary School form ED176 and the Starting Secondary School Information packs are available from the student’s government primary school. Students attending a non-government primary school may obtain these packs from the secondary school. Non-government students applying for a place in a government school need to attach proof of their residential address to their ED176 form.
The completed ED176 form is returned to your child’s government primary school by the date advised in your information pack. If your child is at a non-government primary school, return the form to Department for Education and Child Development (DECD) at the address printed in the Starting Secondary School Information pack.
2
All applications go through a formal process at DECD and students are allocated to secondary schools. Students unsuccessful in gaining their first preference may be placed on a waiting list and will be notified of their options in writing. The Starting Secondary School Information pack will give you more information regarding this process.
Uniform We remind parents/caregivers and students that we are a uniform school and that the correct wearing of the uniform is required. School Fees The school fee is made up of a material and services charge (government funding) plus an additional charge to cover the shortfall in government funding to meet the financial needs of the school and its student. The 2017 Materials and Service fees are $800. DECD Website - Enrolment Information For more information parents can go to www.decd.sa.gov.au select the heading ‘Supporting Students’ follow the links: Your Child’s Education, School, Starting High School.
3
Middle Years Programme The Middle Years Programme: preparing students to be successful in school and to be active, lifelong learners. The International Baccalaureate: Middle Years Programme is a curriculum framework that is designed to meet the specific learning needs of students in the middle years of their schooling (Years 6 to 9). It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The IBMYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. Some students begin the IBMYP in Year 6 at primary school, while others commence upon coming to Norwood Morialta High School in Year 8. The IBMYP has a focus on international education, international mindedness and holistic learning, attributes that are strongly embraced at Norwood Morialta High School. The Norwood Morialta High School was among the first schools in Australia to offer the IBMYP when we began implementing it in 1997. Since this point many other Australian schools have followed suit and the Programme has grown and developed substantially. The IBMYP is currently being studied by nearly one million students per year in over 3,700 different schools across 147 countries! The IB aims to inspire a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop well-rounded students, who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations. The IB offers high-quality Programmes of international education that share a powerful vision.
4
An International Baccalaureate Education: • focuses on learners – the IB’s student-centred Programmes promote healthy relationships, ethical responsibility and personal challenge • develops effective approaches to teaching and learning – IB Programmes help students to develop the attitudes and skills they need for both academic and personal success • works within global contexts – IB Programmes increase understanding of languages and cultures, and explore globally significant ideas and issues • explores significant content – IB Programmes offer a curriculum that is broad and balanced, conceptual and connected. Informed by values described in the learner profile. The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. As International Baccalaureate learners, students strive to be: • • • • •
inquirers knowledgeable thinkers communicators principled
• • • • •
open-minded caring risk-takers balanced reflective
Middle Years Programme Projects: • IBMYP projects provide students the opportunity to demonstrate what they have learned in the MYP. All students in Year 10 at Norwood Morialta High School complete the Personal Project. • Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work. • The Personal Project is the culminating task of the IBMYP and is considered by many students to be one of the highlights of their middle school years. It involves students pursuing a topic of their own interest and undertaking an in-depth project that allows them to utilise the learning and skills they have developed across the Programme.
5
International Program International Full Fee Paying Students Norwood Morialta High School has the largest International Student Program in South Australian Government Schools. currently there are over 150 international students at the school. These students come from a range of countries predominantly China, Japan, Vietnam, Korea, Italy and Germany. Many of our long term international students come to us under a High School Graduate Program, commencing their studies in the Intensive Secondary English Course (ISEC) either on the Middle Campus or Senior Campus. After one to two terms they transition to mainstream studies and continue to Year 12 to complete their SACE. We have an excellent English as an Additional Language (EAL) Program for students whose first language is not English and we also teach five languages and therefore have the infrastructure to support overseas students. The presence of international students enriches learning for local students. Students not only learn about other cultures, they also learn acceptance of diversity respect for difference.
Short Term Study Abroad Students Some of our international students come to the school to study for shorter periods, 4 weeks to one year. This experience is primarily to further develop their English skills as well as to gain deeper cultural understandings and engagement with Australia. These students come from a broad range of countries including Italy, Germany, Switzerland, Austria, France, Japan, Brazil, Norway, Sweden, and USA.
6
Exchange Students Quite regularly, the school is approached to host overseas exchange students. We have hosted students from Germany, Italy, Switzerland, Brazil, Chile and Colorado, to name a few. These exchanges are organised by a variety of exchange organisations, including Rotary, Southern Cross Cultural Exchange, Nacel Australia and STS Student Exchange. By hosting an exchange student, your family can learn about another country, make new friends and if any member of your family is learning a language, they can gain lots of practice in that language. The exchange can be a reciprocal exchange and your student can be hosted by your exchange student’s family in their country. Study Tours The school hosts groups of students for one to two weeks providing an English Program, school experience lessons and Australian activities as well as involvement in cultural excursions around Adelaide. However, these short stay Programs can only run if local families are willing to act as host families. When you host a short stay international student, not only do you have a fascinating cultural experience but to support you to host a short stay student, a small payment is made to the host family. The camaraderie and friendships developed is further evidence of the benefits of such Programs in our school. Sister School Exchanges/Cultural Tours Students can participate in 2 to 3 week study tours to our reciprocal sister schools. These exchanges occur generally every two years. We have had a long standing sister school with Takahashi Senior High School in Japan, entering its 25th year. We also have an agreement for a short term exchange of 6-12 weeks. This is a wonderful opportunity for students who wish to immerse themselves in the Japanese culture and further develop their Japanese language skills. A sister school in Turin, Italy has also been established and we envisage this to be another long standing sister school exchange as part of our International Programs.
7
Rowing Norwood Morialta High School is one of three state schools that offers a specialist rowing Program for Years 8 to 12. It is a very social sport involving parents with many rowing functions held at our boatshed on the Torrens. We also have a rowing gym on each campus including ergos (rowing machines), weights and other fitness equipment. Selected students can develop rowing skills through the special entry Program in Year 8. The rowing season runs from September to the end of March. Crews train on the water twice a week, from 4.00pm to 6:00pm. Students also participate in gym sessions at the Senior or Middle Campus. Regattas are held on Saturdays at various locations around Adelaide and on the River Murray. Rowing is the ultimate team sport — it is fun, it is demanding and requires great discipline. It leads to a high level of fitness and is good preparation for high academic achievement. From 2018 students will be able to apply for our special entry Program in rowing. Students with the aptitude for rowing have the opportunity to develop their skills and excel in the sport. Students study rowing as a physical education subject. There is a selection process for this Program. Further information is available on the school website.
Contact Person: Kris Vanderloo
8
Pedal Prix Students ride Human Powered Vehicles (HPV) that meet the Australian International Pedal Prix [AIPP] Rules and Specifications. They “test” their vehicle by racing with their team in events of the UniSA Australian HPV Super Series, held on closed circuits. The Events and Teams depend upon parent help to run things. The Human Powered Vehicles ridden by our students are recumbent, enclosed trikes. They have a composite materials body, each with a different model Trump chassis. Students are responsible for maintenance and repairs. Practices are held primarily on Sundays, at Victoria Park when available, in Terms 2 - 3 but the Open Teams started in January. Teams depend upon having parent help at events and with transporting of equipment, while bike maintenance, repair and rebuilding are undertaken by students. Parents also assist in the running of Events by acting as Track Marshals.
Our students make an important contribution to running the Super Series by helping with pre-event Scrutineering. In this process, all vehicles undergo a series of checks looking at specifications and safety compliance. Junior Secondary Teams have 14 riders, Senior Secondary have 12 riders and Open have 10 riders. Riders are girls and boys. Our Open Teams include old scholars, friends, parents and staff. Students take on significant responsibilities in running their Teams by arranging riding order during events, caring for equipment, supporting team morale and each other, working on race incident bike repairs and pre-race preparation. Contact Person: Peter Clements
9
Student Representative Council Norwood Morialta High School is committed to student voice. The Student Representative Council (SRC) is a forum in which students can raise and discuss any matters which are of interest to them. It is also the formal opportunity to influence decision making in the school. There is a SRC on each campus, each with their own executive and representative membership. SRC Members: • have the responsibility of representing their fellow students on Governing Council and on other committees. •
provide leadership for their peers.
•
act as role models for other students and as ambassadors for the school.
•
have an opportunity to develop significant leadership skills.
•
learn about the operation of committees and the initiation and management of change.
Contact Persons: Karmen Petric, Nikki Kotrotsos or Alex Naylor
10
Resource Centres Students and staff are welcomed into the Resource Centres for a range of learning activities. With flexible spaces and a range of resources available, students and staff are active learners in our Resource Centres. Students are able to access both physical and virtual resources through our library catalogue, which is available 24/7 as web service.
We promote engagement with literature through a range of fiction and non-fiction books and magazines on both campuses as well as an e-book platform. Students are encouraged to participate in the Premier’s Reading Challenge and are active participants in a Book Club. As well, we provide a welcoming environment. The Resource Centre at the Middle Campus offers a friendly and stimulating place for lunchtime social use and the showcasing of student work. The Resource Centre at the Senior Campus offers opportunities throughout the day for students to engage in sustained, focused and independent study. Our resources support the IB Middle Years Program and the SACE. They include world literature, global issues, diverse perspectives as well as supporting the languages in the school. Contact Persons: Leisa Westerhof or Virginia Lonnon
11
Art, Design and Media Arts At Norwood Morialta High School, we offer a wide range of subjects in Visual Art, Design and Media. Visual Arts Visual Art includes traditional mediums, such as painting, drawing and sculpture. Students can also study Digital Art, where students utilise specialist equipment and software to produce works of art. Design Our Design subjects enable students to experience a range of design areas including Graphic Design, Architecture and Industrial Design. Media Arts Our Media subjects focus on film and special effects, utilising specialist audio/video recording equipment and facilities, including specialist iMac studios. Outcomes for Students • Students engage with the arts community through attending exhibitions and working with local artists. •
Students develop the ability to analyse and respond to art and design works from a range of styles.
•
Students are inspired by a range of historical and contemporary practitioners, from a range of cultures and contexts.
•
Students develop of a range of practical skills, including using specialist equipment and software (Adobe Suite).
•
The ability to communicate and explain their artistic intentions.
•
The ability to reflect on their development and learning.
Contact Person: Linda Below
12
Y8
Y9
Y10
Y11
Art 2D
Art 2D
Visual Art A
Y12
Visual Arts Visual Arts
Semester Course
Art 3D
Art 3D
Visual Art B
Design A
Design A
Design A
Design
Compulsory General Arts
Semester Course
Design B
Design B
Design B
Digital Art
Digital Art
Media
Media
Film and Visual Effects A Film and Visual Effects
Film and Visual Effects
Film and Visual Effects
Film and Visual Effects B
13
Performing Arts: Drama Drama at Norwood Morialta High School focuses on developing students as confident and professional performers. Students develop skills and knowledge through learning about a range of genres, theories, practices, cultures and historical styles. Our Drama students develop an appreciation for live theatre through regularly attending productions. They also perform in public Drama productions from Years 10 to 12. These are staged on the Senior Campus in the outstanding Peter Lang Performing Arts Centre. In Stage 1 and 2, students can also study Event Management which involves students developing skills and knowledge in the development and creation of events and productions. Outcomes for Students • The ability to imagine, make, create and recreate drama through improvisation, role play, characterisation and interpretation of texts. •
Development of social and teamwork skills necessary to work individually and collaboratively to plan, rehearse and perform to a range of audiences.
•
Gaining an appreciation for theatre through attending live performances. Students develop analytical skills through attending productions as a part of the Adelaide Festival of Arts, Adelaide Fringe, Come Out Festival and Oz Asia Festival.
•
Development of verbal, non-verbal, individual and group communication skills.
•
The understanding required to appreciate and engage in dramatic texts relating to identity, societies, cultures, ideologies, gender, time and historical change.
Contact Person: Linda Below
14
Y8
Y9
Y10
Y11
Y12
Drama
Semester Course Drama
Drama
Semester Course
Drama A
Semester Course Drama
Semester Course
Drama
Full Year
Drama
Compulsory General Arts
Drama B
Semester Course
Semester Course
Full Year Creative Arts: Event Management Creative Arts: Event Management
15
Performing Arts: Music Music is offered as a full year subject from Years 8 to 12. Year 8 students can choose to study the subject for a semester, to gain experience in Music, or extend their skills in a full-year course. Students may choose from a variety of instruments including woodwind, electric bass and piano. Musical instruments are available for hire from the school and instrumental lessons for most instruments are free. Music students can be involved in a range of ensembles including the Jazz Band, String Ensemble, Guitar Ensemble and Drum Corps. Our students have the opportunity to perform at a range of public events including public music concerts, assemblies and the Generation in Jazz Festival held in Mount Gambier. Outcomes for Students • Develop musical literacy skills through reading and song writing. •
Work as an individual or in groups to perform for a range of audiences.
•
Develop confidence in understanding music theory and performance.
•
Opportunity to join a range of ensembles to extend skills and work with other music students.
•
Explore a range of musical genres, styles and forms to extend knowledge.
•
Develop the ability to critically analyse an appraise works from other musicians.
•
Develop an understanding of music in various contexts and cultures.
•
Gain skills in songwriting and recording, using specialist equipment and software.
Contact Person: Linda Below
16
Y8
Y9
Y10
Y11
Music
Music
Semester Course
Semester Course
Y12*
Solo Performance
Ensemble Performance Music
Music
Full Year
Full Year Individual Study
Music
Music
Full Year
Full Year
Musicianship
Performance Special Study
*Students select two more more of the Year 12 subjects.
17
Business, Enterprise and Technology: Business Pathways Through the Business Enterprise curriculum, students are encouraged to be enterprising and to engage in interaction with business and the community. Many social and ethical issues arise from studies in this area. In considering these issues, students have opportunities to develop an understanding of the complex interactions of interest groups, and an awareness of the needs, interdependence and power relationships of individuals and groups in society. Studies in this area of the curriculum will prepare students to be active and aware in changing social, business and global environments. It will also prepare students for their future roles as citizens, workers, employers, entrepreneurs and consumers. Outcomes for Students • Development of personal, social, enterprise and literacy skills necessary in a business context. •
Demonstration of an understanding of business structures and of business in a global environment.
•
Understanding of the processes required to maintain financial information in order to report the results of business activity.
•
Demonstration of the ability to research and communicate economic information using oral, aural, visual, written, statistical and graphical modes.
•
Understanding of the marketing strategies used in small business and an application of them in running a small business enterprise.
•
Demonstration of the ability to identify, evaluate and communicate financial information and decisions in a small business enterprise.
Contact Person: Karina Rowe
18
Y11
Y12
Accounting 1/S
Accounting
Accounting 2
Business and Enterprise A
Business and Enterprise B
Business and Enterprise
Workplace Practices A
Workplace Practices B
Workplace Practices
Information Processing and Publishing A
Information Processing and Publishing B
Information Processing and Publishing: Business Docs
Information Processing and Publishing: Desktop Docs
19
English The study of English (Language and Literature) embraces all stories. We aim to develop global citizens who empathise with and respect the values, beliefs and differences of many communities. Students will develop the skills to use language in context as a vehicle for thought, reflection, self-expression and social interaction. In line with the IBMYP and Australian Curriculum students will explore and engage with fictional, factual, non-print and multimedia texts from diverse cultural perspectives and take pleasure in using these to think about their world and themselves. They will respond critically, creatively and personally to texts from contemporary and past worlds. By extending their listening, speaking, reading, writing, viewing and presenting skills, students will have opportunities to communicate with local, national and global audiences. The Middle Campus English curriculum aims to prepare students for success in the senior years of schooling as well as equip them with the written and oral skills to participate meaningfully in life beyond school. Outcomes for Students • Become independent readers and to enjoy printed, electronic and media texts. •
The ability to write clearly and accurately, creatively and thoughtfully.
•
To practise and develop the skills of speaking and listening.
•
The ability to make links between texts and their own experience.
•
Become competent and effective communicators.
Contact Person: Veronika Jeske
20
Y8
Y9
Y10
Y11
Y12
English Literary Studies
English
English
English
English
Full Year
Full Year
Full Year
English
Essential English
Essential English
21
English as an Additional Language The English as an Additional Language (EAL) Program provides an effective pathway for students learning English as an additional language. It supports the development of English language proficiency by focusing on communication skills in spoken and written English for a variety of purposes and audiences. Students also develop their listening, viewing, speaking, and reading skills. EAL specifically addresses the linguistic, cultural, and social needs of students and provides them with the skills to use the range of texts required of them for successful participation in school and society. Specialist EAL staff support students’ in undertaking the curriculum and use a variety of strategies to assist them in undertaking their tasks in order to achieve their outcomes. Students usually progress through the Intensive Secondary English Course into EAL classes in Years 8, 9 and 10. Students undertaking EAL at Stage 1 and 2 must meet SACE eligibility requirements. Outcomes for Students • Develop an understanding of the English language in authentic contexts. •
The ability to write clearly and accurately about their subject areas.
•
To practise and develop the skills of speaking and listening.
•
Become competent and effective communicators.
•
Develop the language skills necessary for subjects outside of EAL.
•
Build confidence when writing or speaking English.
Contact Person: Jacqueline Marano
22
Y8
Y9
Y10
Y11
Y12
English as an Additional Language Studies
English as an Additional Language
English as an Additional Language
English as an Additional Language
English as an Additional Language
Full Year
Full Year
Full Year
Full Year
English as an Additional Language
23
Health and Physical Education The fundamental aim of Health and Physical Education is to provide involvement and skill development in physical activities as well as an understanding of wellbeing. Physical Education aims to promote immediate and long term health benefits to the participant through their participation and future involvement in physical activity. The fundamental aim of the Health Program is to provide students with the knowledge and skills to make well informed and appropriate choices about their health and wellbeing. Outcomes for Students •
To appreciate and understand the value of physical activity and its relationship to a healthy active lifestyle.
•
To work to their optimal level of fitness.
•
To develop the major skills necessary to participate successfully in a variety of physical activities.
•
To experience enjoyment and satisfaction through physical activity.
•
To develop social skills and demonstrate the importance of teamwork and cooperation in group activities.
•
To demonstrate knowledge and understanding in a variety of physical activities and evaluate their own and others’ performance.
•
To identify and participate in group activities which promote self confidence and cooperation.
•
To critically assess and develop effective strategies and behaviours to promote safety.
•
To critically analyse the immediate, short and long-term consequences and the inter-relationship of behaviours that affect the health of communities.
Contact Person: Ray Prideaux
24
Y8
Y9
Y10
Performance Physical Education
Core Physical Education and Health
Y11
Y12
Sports Studies
Sports Studies
Physical Education
Physical Education
Health
Health
Child Studies
Child Studies
Food and Hospitality
Food and Hospitality
Activities and Lifestyles Physical Education Core Physical Education and Health
Extension Physical Education
Girls Activities and Lifestyles Physical Education
Semester Course
25
Outdoor Education Outdoor Education provides opportunities for students to develop self confidence, teamwork and environmental awareness through outdoor adventure skills. Outdoor Education offers students the chance to be involved in a wide range of outdoor adventure activities that include Rock Climbing, Canoeing, Aquatics, Bushwalking, Snow Skiing and Cycling. Emphasis is on team skills, as well as the development of self-confidence through achievement in the face of challenge and sometimes adversity. Outcomes for Students • Develop the knowledge, skills and attitudes necessary for safe and enjoyable participation in outdoor activities that have minimal impact on the environment. •
Demonstrate positive attitudes and behaviour towards the natural environment and its conservation.
•
Demonstrate skills needed to live and travel with minimum impact on outdoor environments.
•
Demonstrate a sense of responsibility towards other people, and be aware of the need for group members to rely on each other in the outdoors.
•
Visit and appreciate a variety of community venues including National Parks, a climbing gym, the Linear Park, various Aquatic Centres and numerous wilderness sites.
•
Specific skills are taught in various activities, which enable students to be independent participants in those activities for life. This fosters a focus on positive lifestyle choices and a respect for environmental conservation, so that future generations may also have the opportunity to be involved in these exciting leisure pursuits.
Outdoor Education is offered at Year 9, Year 10 and Stage 1 and Stage 2. Outdoor Education is a choice subject where the costs of excursions and camps are invoiced to the student’s caregiver. Contact Persons: Ray Prideaux
26
Individuals and Societies Through a historical and contemporary focus, students study human behaviour and interaction in social, cultural, environmental, economic and political contexts with local and global examples and consider future challenges. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs, and also helps students to develop their identities as individuals and as responsible members of local and global communities. Students collect, describe and analyse data; test hypotheses; and learn how to interpret increasingly complex information, including original source material. Through a variety of opportunities, eg, field trips, excursions, projects etc., students are challenged into understanding how these subjects interrelate in society. Inquiry skills are fostered to encourage students to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Years 8 and 9 undertake a full year of Humanities in which they cover a variety of topics from history, civics & citizenship, economics and geography. In Year 10 students complete a full semester of History, and have the option to study a second semester in Geography or an introduction to Business and Law. At Stage 1 and 2, students are able to choose from a wide range of humanities subjects.
Contact Person: Jacqueline Marano
27
Languages The learning of an additional language is an important part of the school’s curriculum which supports students to develop as engaged global citizens ready to meet the challenges of a changing world. Learning an additional language is central to developing critical thinking skills, contributing to the holistic development of students and strengthening lifelong learning skills. Language is central to literacy. It equips students with the necessary multiliteracy skills and attitudes to communicate successfully in an increasingly interconnected world. Outcomes for Students • Develop the ability to communicate in the target language. •
Expand literacy repertoires which include developing an understanding of how language works as a system and strengthening critical literacy.
•
Develop an openness to the perspectives from other cultures.
•
Develop an understanding of identities, which contributes to a better understanding of themselves and others.
•
Expand skills to communicate meaningfully with people across cultures.
•
Develop multiliteracy skills by using a range of learning tools, such as multimedia, in the various modes of communication.
•
Develop capacities to apply learning in languages to other learning areas, to life in the wider community and in accessing further education and training.
Students may choose to continue the language studied at primary school, if it is available, or they may choose a different language to begin studying at Year 8 level. Once a language course has begun students cannot change languages. All courses offered lead to Stage 1 and Stage 2 courses on the Senior Campus. Students also have the opportunity to select Beginners Japanese at Stage 1. Contact Person: Helen Tooulou
28
Y8
Chinese
Y9
Chinese
Y10
Y11
Y12
Chinese Background
Chinese Background
Chinese Continuers
Chinese Continuers
Chinese
German
German
German
German Continuers
German Continuers
Modern Greek
Modern Greek
Modern Greek
Modern Greek Continuers
Modern Greek Continuers
Italian
Italian
Italian
Italian Continuers
Italian Continuers
Japanse Beginners
Japanse Beginners
Japanese Continuers
Japanese Continuers
Japanese
Japanese
Japanese
29
Mathematics All Middle Campus mathematics courses are structured and implemented under the guidelines of the International Baccalaureate Middle Years Program and the Australian Curriculum. Teachers encourage students to engage in a continuous journey of lifelong learning, which aims to develop sophisticated and contemporary understandings, capabilities and dispositions in mathematics. Outcomes for Students Learning mathematics is an engaging and active process where students: •
Construct their own mathematical meaning through interaction with the ideas they hold and alternative ideas held by others; and interact with their physical and social environments, and with technologies, manipulative equipment and texts.
•
Have their concepts challenged by experiences and interactions with their physical and social environments, and by mathematics itself.
•
Collaborate with others to solve problems and engage in hands-on activities to develop conceptual understanding, critical thinking and higher order thinking skills.
•
Are encouraged and supported to take risks and persevere with new or different ways of thinking, and see making mistakes as an important part of their learning journey.
•
Participate independently and collaboratively through authentic experiences, discussion and debate, planning and taking action towards a better future, and reflecting upon their mathematical activity in a range of contexts.
•
All students are encouraged to extend themselves in competitions such as Australian Maths competition and ICAS (University of NSW) Maths competition held Australia-wide.
Contact Person: Jade Clifford
30
Y8
Y9
Y10
Y11
Y12
Specialist Mathematics Pure Mathematics
Mathematics
Mathematics
Mathematic Methods
General Mathematics
Mathematics
General Mathematics
Essential Mathematics
Essential Mathematics
Essential Mathematics Essential Mathematics
31
Sciences The study of Science aims to develop an understanding of the role of science in society; the capacity to apply technology and operate equipment with an understanding of the scientific principles involved; the development of Science, Technology, Engineering and Maths (STEM) dispositions to analyse a problem and apply problem solving strategies, especially in situations where critical thinking and a creative approach is required; an understanding of and concern for balanced development of the global environment. Outcomes for Students • Through an exposure to many scientific areas, including STEM, a knowledge of the key ideas of science and the ability to recognise the coherence of science. •
Knowledge of the interactions between science, STEM and the environment and an awareness of and interest in the interaction between people and their environment.
•
Development of the ability to solve problems and, particularly, the use of STEM dispositions to solve problems in their local and national environments.
•
Development of scientific literacy (i.e. the ability to read and understand material of a scientific nature).
•
Vocationally useful knowledge and skills which can be used to develop a basis for further study.
•
Development as individuals, with the capacity to interact effectively with other people and become global citizens.
All students are encouraged to extend themselves in competitions such as ICAS (UniNSW) and the Online Big Science Competition held Australia-wide. Other extension activities available to students include, Year 11 Biology in Year 10 on Middle Campus, the Science and Engineering Challenge and the National Youth Science Forum for outstanding Maths and Science students. Contact Person: Chris Felstead
32
Y8
Y9
Y10
Science
Y11
Y12
Biology
Biology
Chemistry
Chemistry
Physics
Physics
Nutrition
Nutrition
Compulsary Full Year
Environmental Science
Optional
Science
Science
Forensic Science
Optional
Scientific Studies
Science of the Mind
Optional
Psychology
Psychology
33
Design and Technologies Systems Technology is a compulsory subject. Students must undertake one semester of Systems Technology at Year 8 where they are exposed to electronics and programming. Students can additionally choose to do a materials –based Technology, based around using wood or metal materials, or based around using food and textile materials. Students at Years 9 and 10 are able to choose areas of Technology to work in. All the Programs are a semester in length, but students may choose a number of different Programs during the year. Digital Technologies, or Computer Science subjects, are not solely about the acquisition of industry-standard skills and knowledge. They are about problem solving and also about understanding the impact and implications of technology. Digital Technologies subjects use a challenge-based approach to solving problems. Food and Textiles is a practical-based subject focussing on individuals, family and community. It has a vocational focus in the areas of Hospitality, Nutrition, Community Services and Fashion Design. The IB Design Cycle is the methodology that underpins the design process in the development of products and solutions for end users. The design cycle is an iterative and cyclical process involving the following successive stages: •
Inquiring and Analysing
•
Developing ideas
•
Creating the solution
•
Evaluating the solution
Contact Person: Karina Rowe
34
Y8
Y9
Digital Technologies
Y10
Programming for Real Life
Y11
Y12
Information Technology
Information Technology
ElectroTechnology
ElectroTechnology
Wood Technology
Electronic Systems
Contemporary Furniture
Furniture Design and Construction
Vocational Pathway
Vocational Pathway
Health and Physical Education Pathway
Health and Physical Education Pathway
Computer Aided Design
Advanced Engineering
Digital Imaging
Digital Photography
DigTech Girls DigTech Girls Systems Technology
Semester Course
Flashing Plastics Electronics
Wood Technology
Electronic Systems
STEMSEL
ElectroTechnology
Woodwork
Metal Technology
Wood and Metal Technology
Food and Nutrition
Clothing and Textiles
Jewellery Design
Metal Fabrication Food and Culture Food and Hospitality Fashion and You Jewellery Design Computer Aided Design
Food and Textiles Computer Aided Design
Photographic Imaging
35
