Cathedral College Wangaratta - Year Eight Curriculum Guide

LEARN CATHEDRAL COLLEGE WANGARATTA

Year Eight Curriculum Guide 2020

Welcome to Year Eight At Cathedral College Wangaratta we strive to provide opportunity for our students and continuously evaluate the best possible program to help Middle Years students develop skills and knowledge for the future.

In Year Eight, students will have the opportunity to select three electives in each semester.

The subjects offered will allow students to broaden their curriculum experiences and try a range of subjects across a range of faculties.

Outlined in this booklet is a description of the core curriculum subjects and the elective offerings for 2020. Whilst there is choice for students in the elective program, we consider it “guided choice�, and parents are encouraged to ensure that the students pick a breadth of electives. Students should consider the electives they have studied in Year Seven and make sure they experience other subject areas, so that subject options are not narrowed in Years Nine and Ten. It is recommended that students each year pick one elective from each faculty area. To try and make this selection process clearer, this year students are required to rank their subject preferences for each faculty.

In the interests of thorough planning, if a student selects subjects that have too narrow a focus, then parents will be contacted to discuss the electives chosen.

A combination of the core subjects and well-selected elective offerings is bound to be an interesting and challenging program for your child.

Please feel free to contact me with any questions.

Mrs Julie Findlay Director of Studies

Principal: Mr Adrian Farrer Director of Studies: Mrs Julie Findlay Acting Head of Middle School: Ms Lauren Lee Year Eight Coordinator: Ms Michelle Lloyd Learning Enhancement: Ms Mary Laughton School Counsellor: Ms June Stamp

principal@cathedralcollege.vic.edu.au jfindlay@cathedralcollege.vic.edu.au llee@cathedralcollege.vic.edu.au mlloyd@cathedralcollege.vic.edu.au mlaughton@cathedralcollege.vic.edu.au jstamp@cathedralcollege.vic.edu.au

Middle Years Curriculum The Middle Years develops students to become independent and motivated learners who reflect on their progress, ask questions seek feedback and collaborate with peers and teaching staff to improve learning. Students are encouraged to use a growth mindset to promote further learning opportunities in their quest for success in their studies.

The Australian Curriculum Cathedral College Wangaratta offers a comprehensive secondary curriculum that uses the Australian Curriculum F - 10 in Years Seven to Ten, to prepare students for learning in the Victorian Certificate of Education (VCE) in the Senior Years. The Australian Curriculum F -10 sets out the core knowledge, understanding, skills and general capabilities important for all Victorian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the world they now live in. It makes clear what all students should learn as they progress through schooling and is the foundation for high quality teaching to meet the needs of all students. The Australian Curriculum F - 10 is taught within a curriculum framework. This framework incorporates our values and mission statements.

Learning Areas The curriculum subjects and associated enrichment activities are designed to stimulate and challenge our students whilst allowing them to have a breadth of experiences based on interests and abilities. The curriculum is provided principally through electives and the following core Learning Areas: • • • • • •

English Geography History Health and Physical Education Religious and Values Education Science

General Capabilities Capabilities are an integral part of the Australian Curriculum F - 10. They encompass knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.

The Australian Curriculum F - 10 includes four capabilities. These are: • • • •

Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding

In addition to the Learning Area offerings and the general capabilities in the elective programs provide pathways for the senior years of schooling and beyond. In addition, extension and support is provided by the Learning Enhancement programs.

Wellbeing The Year Eight Wellbeing program recognises that there are times in a student’s development when it is appropriate to accommodate the different ways in which boys and girls develop their emotional intelligence. Boys and girls are separated to follow two different programs to enable exploration of thoughts and development of strategies.

Empower Girls Empower Girls seeks to encourage students to talk about what it means to be a girl and to discuss what happens in their friendship groups and how this affects them. Girls work together to resolve problems and issues within their groups and this gives girls a firm platform to talk more openly and be more empathetic towards each other.

Rock and Water Rock and Water is introduced to Year Eight boys and is a psychophysical training program that concentrates on the development of self-confidence, self-knowledge and self-respect, boundary awareness, self-awareness and intuition. One specific goal of the course is teaching boys to become fine young men who are conscious of their own power and responsibility within society.

House To foster House spirit, each year at Cathedral College Wangaratta is started with House cross age activities.

During the year, there are major House events where students compete against the other Houses.

These are usually the Swimming Sports, House Music, Cross Country and the Athletic Sports.

Preparation for these major events occurs during House meetings, and the sporting events are practised during normal Physical Education lessons leading up to each carnival. There are also regular House Challenges that occur during Assemblies or at special events, such as the House Masterchef.

During a number of House sessions in each term, a myriad smaller activities is run. The focus of these activities is on pastoral care and building teamwork and cooperation. Activities may take the form of self-esteem games, competitions, peer teaching (which includes a buddy system), or group discussions. House teachers or House Captains usually run activities.

House Leaders In Year Eight, students will be given the opportunity to apply for a Student Leadership position as Middle School House Captain. All applicants will go through a process which involves meeting with the Head of Middle School and their Head of House in a formal interview. They will then need to prepare a speech to present to their peers at a House meeting to express their desire to become a leader and to outline what they would bring to this position.

Student Voice All students in the Middle School will have opportunities at various times throughout the year to take part in Student Voice discussions. These sessions are run during extended homeroom or at lunchtime and provide students with an opportunity to voice their opinion on issues that they think are important to the Middle School. Previous discussions have included the students identifying a lack of things to do at recess and lunchtime which has resulted in the purchase of outdoor table tennis tables which the students have put to good use.

Camps In Year Eight, the Camps program aims to link Cathedral’s Outdoor Education program with the Geography curriculum. At the start of Term Four, as the weather warms up, students explore the coastal environment of Torquay. By hiking, mountain biking, surfing and sea kayaking, students discover different regions of the coastal environment and consider how a unique ecosystem is best used, and yet, conserved.

Viking – Inquiry Based Learning The Viking Solstice provides Year Eight students with the opportunity to take part in a student led extravaganza. Each class is surveyed to identify the areas of interest and then teachers support students to plan and prepare an evening to remember. Each year the Viking Solstice looks slightly different depending on the areas the students wish to focus on. There are opportunities to explore and prepare food, games and educational activities for members of the school community to enjoy.

There is also a performance organised by a small group who have a passion for Drama which is supported by those who enjoy working with their hands who assist by building sets and props.

Teachers supervise students while enabling them to utilise the General Capabilities to drive their learning. We look forward to welcoming you to the Viking Solstice in 2020.

Assessment and Reporting Satisfactory Completion Students must satisfactorily complete the requirements for each subject. Satisfactory completion will be based on the student’s demonstrated achievement of learning outcomes. These outcomes are specified by the College so that the student can demonstrate knowledge and skills through assessment outcomes. The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s overall performance on class attendance, participation, as well as assessment tasks designed for the subject. Additional information about levels of achievement based on graded school-based assessment tasks will be provided for students and parents in the Academic Reports.

Attendance Students are expected to attend all classes for which they are timetabled. An unexplained absence constitutes a serious breach of the attendance policy. A student may be awarded a not satisfactory completion for a subject as a result of a substantial breach of the attendance policy and will appear on the student’s Academic Reports. At Cathedral an unexplained absence is where no documentation that explains the absence is provided, or documentation that is provided is not approved by the school. Strong attendance provides continuity in students’ learning. Students give themselves their best chance to build on their learning of skills and knowledge by being present from one class to the next. Social connections within the school setting are also better maintained by students when they are present on each school day and participate in all school activities. Students will feel more strongly connected to a peer group and to the school community as a whole.

School Assessment Coursework assessment is part of the regular teaching and learning program and must be completed within a limited timeframe and mainly in class time. In most studies the teachers select from a range of tasks designated for the assessment of unit outcomes and the student learning style.

Home Learning and Independent Study Carefully structured home learning is an integral part of the learning experience in the Middle School.

It provides students with opportunities for clarifying and consolidating new knowledge, skills and understandings, and for reflecting on their progress as well as their needs as independent learners.

Students are asked to dedicate time each week to the planning and organising of upcoming events, tasks and commitments. At peak periods of the year students would be expected to spend more time on home learning such as examination periods.

ENGLISH Overview The English course has been designed to build upon the competencies of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

Aims • • • • • • •

Use language with enjoyment as a vehicle for thought, creativity, learning and selfexpression; Respond appropriately to a variety of texts; Gain a deeper understanding of human nature, of oneself and others; Develop a critical approach to literature; Develop the sense of a new humanism by exploring the interdependence of human beings and their environment in this technological age; Comprehend more clearly aspects of one’s own culture and those of other people’s cultures; Develop wide reading for enjoyment.

Year Eight The Year Eight English curriculum continues to provide opportunities to practice, consolidate and extend the knowledge, skills and understanding of previous years. The curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, nonfiction, poetry and dramatic performances

GEOGRAPHY Overview: Geography provides a framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The content is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts.

Aims: • • • • •

To develop a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world.

Encourage a deep geographical knowledge of their own locality, Australia, the Asia region and the world.

Have the ability to think geographically, using geographical concepts.

Develop the capacity to be competent, critical and creative users of geographical inquiry methods and skills.

Be informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.

Year Eight There are two units of study in the Year Eight curriculum for Geography: ‘Landforms and Landscapes’ and ‘Changing Nations’.

‘Landforms and Landscapes’ examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. ‘Landforms and landscapes’ develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples.

‘Changing nations’ investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive.

HEALTH AND PHYSICAL EDUCATION Overview The Physical Education program comprises the study of the actions performed in the sports and games and movement activities that are currently practised in our multicultural society. It emphasizes knowledge and attitudes as well as motor skills. Successive years build on the previous year’s skills, knowledge and attributes. This will not only support their learning in the Senior School but provide the skills and attributes needed for lifelong learning. The Health and Personal Development Program aims to foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle.

Aims • • • • • • • •

Use inquiry to explore Physical and Health Education concepts; Participate effectively in a variety of contexts; Understand the value of physical activity; Achieve and maintain a healthy lifestyle; Empower to make informed decisions; Collaborate and communicate effectively; Build positive relationships and demonstrate social responsibility; Reflect on their learning experiences.

Year Eight In Health, physical, social, emotional and mental health and personal development across various stages of the lifespan are explored. The promotion of health of individuals and the community through the use of specific strategies and the provision of health resources, services and products are examined. In Physical Education lessons, motor skills, health-related physical fitness and sport education concepts to fully engage with physical activity at multiple levels are developed and incorporate strategic thinking and tactical knowledge to improve individual and team performances in competitive sports and games. Collaboration with team members by discussing game-based tactical challenges is essential. This is achieved in a variety of roles in team games (for example, player, coach, umpire or administrator) and reflected on their experiences. The rights of others to participate and inclusive practices are explored allowing personal and social behaviours in physical activity to be explored and produce an inclusive and supportive environment for learning and fair play.

HISTORY Overview In History, the content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

Aims • • • •

Students have interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens.

Students have knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society.

Understand and use historical concepts such as evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability Develop the capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

Year Eight The Year Eight curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

LANGUAGE OTHER THAN ENGLISH (LOTE) Overview The study of German or Indonesian as a second language continues to be a compulsory study in Year Eight. The LOTE teachers will allocate students to the appropriate language class and this will be discussed with students. Students who have attended Study Skills session during Year Seven will be advised whether to continue in study skills or continue their study of a second language. Students only join the Study Skills session on the advice of the Learning Enhancement team. Studying a language is important both for developing cultural understanding and discovering a new language.

For those students with an interest, or talent for languages, they may continue these studies as part of the elective program in Years Nine and Ten. Aims Participation in a second language study will enable students to: • • •

Communicate in a second language.

Understand language, culture, and learning and their relationship, and thereby develop an intercultural capability in communication.

Develop an understanding of other countries, their history, lifestyle and environments.

LANGUAGE PROGRESSION THROUGH SCHOOL Year Seven Acquire Skills

Year Eight Decide and Build Stage One

Year Nine Select to continue

Year Ten Completion of Year Ten

VCE Complete VCE or Pause until University or work

Stage Two

Stage One – students in the Beginners German or Indonesian class extend their language skills. Some students may still wish to continue to study LOTE in Year Nine.

Stage Two – students in Advanced German or Indonesian wish to study LOTE in the future and learn more about another culture. Due to the inclusion of cultural topics, students select LOTE for two electives.

MATHEMATICS Overview The language of mathematics enables people to describe and model events and situations and provides a key to understanding the world in which we live. A study of mathematics also provides the opportunity to study the language of mathematics for its own sake. With the rapid pace of technological development, it is essential that students are equipped with a solid base of mathematical knowledge, related skills and attitudes to enable them to adapt as the need arises.

The fundamental concepts of Middle School Mathematics include holistic learning, intercultural awareness, communication and the use of technology.

Aims The Australian Curriculum: Mathematics aims to ensure that students: • •

•

Are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens; Develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability; Recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

Year Eight The Year Eight Mathematics curriculum draws on previously established mathematical ideas to solve non-routine problems and develop more complex and abstract ideas. It makes connections between mathematical concepts and their application in the world. The curriculum and activities focus on understanding, fluency, problem solving and reasoning, and are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability.

RELIGIOUS AND VALUES EDUCATION (RAVE) Overview The study of Religion and Values is vital in helping students develop their understanding of themselves, others and the societies in which we live. Students are encouraged to think critically about beliefs, both personally and in a wider context. The course approaches the study of religion from a biblical Christian perspective based on: • Biblical and Christian Tradition • Ethics • Philosophy of Religion • World Religions (in Senior School) RAVE is studied for one lesson a week at all year levels in the Middle School. Topics and units are chosen in an order determined by each RAVE teacher.

Aims: • • • • • •

•

Provides a basis on which to make educated and well thought through decisions about the place God has in their lives; Opportunities in which they are challenged in their thinking and questioning of the Christian Faith; A knowledge and understanding of the Bible and Christian Faith, and the relevance and application of these to life; Acknowledge and explore the spiritual aspects of life; Encourage and support students in their Christian Faith; Provide an overview of World Religions in order to appreciate the variety of beliefs that people have in our world; Develop an understanding of the formation and basis of values and ethics.

Year Eight The Year Eight RAVE curriculum draws and builds upon the previous year studies of religion and values education. It helps students to broaden their world view in relation to matters of faith and spirituality. It makes the connection between the Christian faith and the other major world religions, particularly Islam and Judaism. As well as developing their understanding of ethics and values.

SCIENCE Overview Science is taught as a single subject and is divided into Biology, Chemistry, Physics and Psychology from Year Eleven onwards.

Cathedral Sciences aspire to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society. The aims of the teaching and study of sciences are to encourage and enable students to develop curiosity, interest and enjoyment towards Science and its methods of inquiry by posing questions, solving problems, constructing explanations and assessing arguments.

Aims • Acquire scientific knowledge and foster the growth of Scientific Literacy; • Communicate scientific ideas, arguments and practical experiences effectively in a variety of ways; • Develop experimental and investigative skills to design, carry out, evaluate and draw conclusions from scientific investigations; • Develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations and judge arguments; • Develop an awareness of the possibilities and limitations of science and appreciate that scientific knowledge is evolving; • Appreciate the relationship between science, technology and their roles in society; • Develop an awareness of some of the implications of the practice of Science; • Observe safety rules and practices to ensure a safe working environment during scientific activities; • Facilitate an awareness of the need and value of effective collaboration during scientific activities.

Year Eight In Year Eight, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations.

YEAR EIGHT 2020 ELECTIVE SUBJECTS

TECHNOLOGY

PERFORMING ARTS

Agriculture and Horticulture

Drama

Food and Technology – Fast Foods

Music

Food and Technology – Food Power ICT – Game and Web Design ICT – Hardware Materials and Technology

CREATIVE ARTS Digital Media

HEALTH & PERSONAL DEVELOPMENT

Visual Arts

Fitness & Officiating

Visual Communication Design One

Outdoor Education

Visual Communication Design Two

AGRICULTURE AND HORTICULTURE Overview Students are encouraged to appreciate the interactive nature of farming and are exposed to various concepts on an enterprise basis. Students learn basic guidelines and practices around horticulture including how to plan, develop and sustain a vegetable garden. Sustainability, irrigation, inputs v outputs are examples of the content studied and then implemented in a practical, garden setting.

Students are required to complete research around food production and consumption in a ‘Paddock to Plate’ research task. Semester One Agriculture and Horticulture includes research and engagement around the Viking Solstice and the role of Agriculture in the time of the Vikings. The Semester Two unit is supplemented and complemented by an excursion and research task related to the Henty Field Day. Farm visits are also included to engage students in real life practices of agriculture and horticulture. The course approaches the study of Agriculture and Horticulture based on: • • • • • •

Agricultural and environmental science Management Plant and animal anatomy and physiology Soil science Digestion Plant breeding

This course can lead to future Agriculture and Horticulture electives.

Aims: • • •

Practical farming skills; Management of farm animals; Plant production.

DIGITAL MEDIA Overview Digital Media has become an important field of contemporary artistic practice. The Digital Arts elective allows students to creatively express themselves through different media platforms. Students create, alter and manipulate images to produce finished digital artworks and GIF animations using programs from Adobe Creative Cloud and Krita. The elements and principles of art are studied, and students use image editing, animation, and digital drawing to practice the art principles they've learned. Students learn about text, color nuance, layers in computer programs. They develop skills in planning and designing art works and document their artistic practice. Our students are provided with opportunities to research, create and exhibit works.

This course can lead to future Arts electives and VCE. Aims: • • • • • • • • •

Investigate and experiment with Adobe Creative Cloud and Krita; Image manipulation appropriate to particular art forms; Generate ideas and sources of inspiration: select, create, organise and use visual reference materials to support art making; Research, analysis and reflection techniques; Apply characteristics of digital image manipulation; Image file management; Develop elements and Principles of Visual Arts; Methods for communicating ideas, observations and experiences; Critical Analysis.

DRAMA Overview This semester elective is for all students who are interested in learning or developing skills in the presentation of dramatic works. The course covers the building blocks and tools needed to perform in front of an audience, with strong emphasis on storytelling and playfulness. Students will leave this course having learnt a life-skill and will work towards developing the confidence to step on a stage with or without a script in front of a public audience. The core tuition of this elective will be made up of: • • • • • • • • •

Acting technique Developmental voice Naturalistic and non-naturalistic drama techniques Applied and pure movement Mime and expression work Ensemble work Scene Study class Theatre in context The basics of script interpretation and production techniques

This course can lead to VCE Drama and a trip to a live theatre performance in Victoria as well as all future Drama elective or musical theatre productions at Cathedral College Wangaratta.

Aims: • • •

Develop performance skills; Gain confidence in performing; Develop understanding of production techniques.

FITNESS AND OFFICIATING Overview This is a specialised course designed for students with talents, interest and enthusiasm for the Physical Education and sport. The program involves theory, practical and fieldwork selected from different sports depending upon student interest. Students participate in a range of sports with an emphasis on organising and running competitions. During this elective, students will be given the opportunity to learn how to umpire different sports, which will act as a stepping-stone towards umpiring qualifications.

This course can lead to Sequential Physical Education/Sport Electives in Years Nine and VCE. Aims: • • • •

This elective exposes students to a range of different sports; Students learn the importance of warm ups and cool downs as well as different recovery methods; They develop the understanding of what it takes to organise and run a sporting competition and how to umpire specific sports; Sportsmanship.

FOOD AND TECHNOLOGY – FAST FOODS Overview The major focus for this semester is to look at creating healthy food choices and make comparisons with commercial equivalents such as home-made two minute noodles versus purchased two minute noodles. Students will expand their knowledge of the design process to solve challenging food problems. They will be required to demonstrate excellent hygienic practices while maintaining a safe work ethic. Students will confidently use equipment to produce challenging yet achievable dishes. Students will also be encouraged to further advance their use of basic food preparation techniques. Students are introduced to sensory descriptors in the food industry and how they allow us to correctly explain a dish. In addition, students explore the role of marketing and advertising food and its impacts upon a teenager’s food choice.

This course can lead to Studies in Food and Technology to VCE. Aims: • • • • • • • • • • • • •

The importance of safety and hygiene in the Food and Technology Room; The application of basic food preparation skills; An introduction to the design process and its role in solving food related challenges; Time management in the kitchen; Food presentation techniques; How to cook fast, enjoyable, sustaining food; The use of small appliances to assist with food production; Implement and prepare food safely and hygienically; Demonstrate how to use tools and equipment to display a range of food preparation skills; Apply the design process to plan and prepare meals to meet the requirements of a brief; Research and develop meals that can be cooked quickly; Illustrate and apply understanding of sensory descriptors; Identify the various methods of advertising and marketing food for increased consumptions by teenagers.

FOOD AND TECHNOLOGY – FOOD POWER Overview The major focus for this semester is for students to understand and apply their knowledge of making healthy food choices and adjusting recipes for improved health. Students will be required to continue to demonstrate excellent hygienic practices while maintaining a safe work environment.

Students will confidently use equipment to produce challenging yet achievable dishes. Students will also be encouraged to use food preparation skills such as whisking, and aeration. We will have a look at the Australian Dinner table and the topic of Superfoods versus “Super Foods”. Students are introduced to food models and how and why the Australian Government encourages healthy eating.

This course can lead to Studies in Food and Technology to VCE. Aims: • • • • • • • • • • •

The importance of safety and hygiene in the Food and Technology Room; The application of basic food preparation skills; The design process and its role in solving food related challenges; An introduction to the Australian Guide to Healthy Eating; Examining recipes, evaluating, and improving them for improved health benefits; Linking nutrients to the foods we eat; Implement and prepare food safely and hygienically; Demonstrate how to use tools and equipment to display a range of food preparation skills; Apply the design process to plan and prepare meals to meet the requirements of a brief; Research and develop meals related to the Australian Guide to Healthy Eating; Illustrate and apply an understanding of recipes and healthy food choices to modify recipes for improved health.

ICT – GAME AND WEB DESIGN Overview This unit allows students to use the GameMaker program to produce fully functioning computer games for any PC or Mac. It is an introduction for novices to general computer programming as the skills learned are applicable to all programming. Students also undertaking the coding of mobile apps and basic website, while gaining a better understanding of how the internet works.

This course can lead to YEAR Nine and Ten ICT. Aims: • • • •

The use of the GameMaker program; Coding with Blocks in the MIT app inventor space; Coding HTML in Dreamweaver; Understanding Domain names, IP address and beginner networking.

ICT – HARDWARE Overview This unit introduces students to many different types of ICT hardware. Students will apply their knowledge to Robots, 3D Printing, Internal Computer parts, and many other ICT peripherals. This very practical unit will allow students to build on the software knowledge they have to control, set-up and use all types of ICT hardware.

This course can lead to Year Nine and Ten ICT. Aims: • • • •

Recognise the applications for robots; The internal hardware of a computer; Building various robots with Lego and the Edison robot; Designing in CAD.

MATERIALS AND TECHNOLOGY Overview This unit is a further development of the introductory course in Materials and Technology completed in Year Seven. Students will further develop skills in joining and designing in plastic, timber and metal.

Safety remains a focus and skills are developed to achieve more refined and finished products. In the latter part of the semester, students have the opportunity to further develop these skills with the design and production of “Viking” themed products.

This course can lead to the building of skill competencies in future Materials and Technology electives and VCE Product Design.

Aims: • • •

Understand the importance of safety; Build skills in the proper use of tools and materials; Develop skills in joining timber, marking, measuring, cutting, design and drawing.

MUSIC Overview This elective explores the elements of Music through the lens of Film Scores and Popular Music.

Throughout the semester, students will focus on four key areas of Music: aural and written theory, history and analysis, composition and performance. Students will develop basic ensemble performance techniques and learn how to use ICT programs for composition of soundscapes and short film scores.

This course can lead to future Music electives and the composition skills can be utilised in the generation of audio-visual presentations in subjects such as Media.

Aims: • • • • •

Learn how to read, write and play scales and a variety of chords; Build basic IT skills in relation to music production software, predominately GarageBand; Analyse the effects of diegetic and non-diegetic film music; All projects relate to the understanding of the six concepts of music; duration, pitch, dynamics and expression, structure, timbre and texture; Use technology to enhance their understanding of these concepts and apply that to composition.

OUTDOOR EDUCATION Overview This course exposes students to a variety of adventurous activities, both in and out of the classroom in a variety of environments. They learn survival, safety in the outdoors, knots, first aid including common bandages/slings and cooking skills during class. Excursions include a survival camp in Semester One, and a bushwalk/snowshoe to Mt Stirling in Semester Two, and a bike ride/ rock climb to Beechworth where students are challenged both physically and mentally outside of their comfort zones. Students will focus in class about camp preparation, the essentials in terms of food and clothing and the physical aspects for the camp so the students can individually prepare.

This course can lead to future Outdoor Education electives and VCE. Aims: • • •

To build skills in food and cooking, knots, camp craft and first aid; Understand the importance of safety in the bush and bike riding; The importance of appropriate clothing and equipment for the mountains and survival skills

VISUAL ARTS Overview The Visual Arts students of Year Eight explore the process of creating and making images using the dynamic techniques of drawing, drypoint printmaking and painting. Students plan and make their artworks in response to a theme. They explore the various techniques, technologies, processes used in their own and others’ artworks, utilising different art elements and design principles in their work.

They study the Australian artist Sidney Nolan with a focus on the Ned Kelly series. Students use a range of starting points including observation, experience and research to represent, generate, develop and communicate real, imaginary and abstract ideas. They develop skills in planning and designing art works and document their artistic practice. Students maintain a record of work in the form of a visual diary.

This course can lead to future Arts electives and VCE. Aims: • • • • • •

Apply suitable drawing, printmaking and painting methods for different tasks; Select and apply media, materials, and techniques to draw and render form; Apply design-thinking techniques to generate ideas and reflect on their suitability; Develop drawing, painting and printmaking techniques; Introduce the visual art design process – the brainstorm, generation development and refinement of ideas and concepts; Identify, analyse and evaluate Modern artists with a focus on Cubism.

VISUAL COMMUNICATION DESIGN ONE Overview In Visual Communication Design One, students explore their knowledge and understanding of visual communication design practices as both designers and audiences. They are introduced to each of the design fields – communication design, industrial design and environmental design. Students explore and apply appropriate drawing methods, materials, media, design elements and design principles to create effective visual communications. They use manual and digital drawing methods and design conventions to create and present a range of visual communications for different purposes. Students are taught the basics of Adobe Illustrator and employ these skills in the production of a design task. They identify and describe practices of visual communication designers and apply this knowledge in the development of their own visual communication practices. Students will maintain a record of work in the form of a visual diary.

This course leads to Visual Communication Design Two - Extension Aims: • • • • • • • • • •

Explore different drawing methods for different purposes, observational and visualisation drawings; Develop manual and digital drawing techniques; Use Adobe illustrator basics; Select and apply media, materials, and techniques to draw and render form; Apply design elements and principles in the creation of visual communications; Introduce “what is visual communication?”

Introduce the three design fields – communication, industrial and environmental design; Participate in drawings for different purposes – observational, visualisation and presentation drawings; Apply design conventions; Introduce the design process – the brief, generation development and refinement of ideas and concepts.

VISUAL COMMUNICATION DESIGN TWO - EXTENSION Please note: This is for students who have completed Visual Communication Design One or Year Seven Introduction to Design.

Overview As an extension of Visual Communication Design One elective, students will continue to develop skills and practices to communicate ideas and messages in visual communication. Students will develop and present ideas that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific purpose and audience. Students will be introduced to the design “Brief” and will focus on the design process to generate research, develop and refine concepts for presentation in response to a brief. Students will work on a design project that will develop their ability to visualise and communicate ideas by using suitable manual and digital drawing methods and conventions. They will learn critical, creative and reflective thinking. They will develop an understanding of the elements and principles of design and how they are used in traditional and contemporary design practices. The work of an international communication designer is investigated. Students maintain a record of work in the form of a visual diary.

This course leads to Year Nine Visual Communication Design Aims: • • • • • • • • • • •

Apply suitable drawing methods for different purposes, observational, visualisation and presentation drawings; Develop and use manual and digital drawing methods; Apply technical skills in Adobe illustrator; Select and apply media, materials, and techniques to draw and render form; Apply design-thinking techniques to generate ideas and reflect on their suitability; Apply design elements and principles in the creation of visual communications; Introduce the design field of Communication; Drawings for different purposes – observational and visualization; Introduce the design process – the brief, generation development and refinement of ideas and concepts; Apply the elements and principles of design; Investigate International designer.

Cathedral College Wangaratta

A school of The Anglican Schools Commission (Inc.)

discover

belong

achieve

344 Wangaratta-Whitfield Road PO BOX 1086 Wangaratta VIC 3676 Telephone: 03 5722 2144 Email: office@cathedralcollege.vic.edu.au