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Dear Students and Parents, Welcome to the Year 7 & 8 Subject Handbook, where we embark on an exciting journey of secondary education alongside our students and families. Our elective subjects are carefully chosen to be handson, designed to ignite curiosity and nurture creativity in every learner. At CCC, we go beyond preparing students for Year 7; we’re dedicated to equipping them for a purposeful and fulfilling secondary journey. Every step is supported by a Christ-centred community that values each student’s identity and growth. Todd Vogler

OUR JUNIOR SECONDARY TEAM

Deputy Principal | Secondary

TODD VOGLER

JENDY SMITH

DEPUTY PRINCIPAL SECONDARY

YEARS 7 & 8 COORDINATOR & SECONDARY TEACHER

Years 7 & 8 SUBJECT GUIDE

Contents

LEARNING PATHWAYS Year 7 & 8 Subject Matrix 04 Year 9 & 10 Subject Matrix

Senior Phase (Year 11 & 12) Subject Matrix

CCC Graduates 07 COURSE STRUCTURE / OVERVIEW Pastoral Care 08 Biblical Studies 08 English 10 Mathematics 11 Science 12 Health & Physical Education 13 Humanities & Social Sciences 16 Language - Spanish 17 Technologies Industrial Technology Skills 18 Design & Technologies: Food & Fibre

Digital Technologies

The Arts Drama 20 Visual Art 21 Music CCC CLEAR Values

“Let the wise hear and increase in learning, and the one who understands obtain guidance”. PROVERBS 1:5

YEAR 7 & 8 SUBJECT Matrix Our Year 7 program is specifically designed to support students as they transition from the traditional primary school environment to the more dynamic structure of secondary education. Students begin to shift from the one-teacher model to working with specialist teachers in key subject areas. However, they remain connected to a core class, spending most of their time learning alongside the same group of classmates each day. In Year 7, our teaching approach involves teambased instruction across five core subjects: English, Mathematics, Science, Humanities, and Health & Physical Education. While students will

CATEGORY

occasionally move to different classrooms, these transitions are kept to a minimum to ease the adjustment process. Year 8 builds upon the foundations laid in Year 7, with an increased focus on the specialist teacher model that students will encounter throughout their remaining years at CCC. During Years 7 and 8, students do not choose their electives; instead, the Secondary leadership team selects subjects aimed at broadening students’ experiences. This allows students to explore a variety of subjects before making more informed elective choices in Year 9.

Year 7 Core

Year 8 CORE

Pastoral Care

Biblical Studies

English

Mathematics

Science

Health & Physical Education

Humanities & Social Sciences

Humanities & Social Sciences (HASS)

Languages

Spanish

Pastoral Care & Biblical Studies

ELECTIVES (Students in Years 7 & 8 study 3 provided electives each year) Digital Technologies Technologies

Industrial Technology

Design & Technologies: Food & Fibre

Drama The Arts

Music Visual Art

YEAR 9 & 10 SUBJECT Matrix As students transition from Year 8 to Year 9, having experienced a range of electives, they are equipped to make thoughtful decisions about their academic pathway. Year 9 introduces continuity with core subjects like English, Maths, Science, HPE and History, complemented by the freedom to choose three electives. This framework not only supports foundational learning but also prepares students for future academic pursuits including extension options in English, Maths and Science in Year 10, tailored for those planning to study these General subjects in Senior Phase.

CATEGORY Pastoral Care & Biblical Studies

English

YEAR 9 PATHWAY

Year 10 PATHWAY

Pastoral Care (core)

Biblical Studies (core)

English (core)

General English or Essential English Mathematical Methods or

Mathematics

Mathematics (core)

General Mathematics or Essential Mathematics General Science or

Science

Science (core)

Essential Science Psychology and Ethics

Languages

Health & Physical Education

Spanish

Health & Physical Education (core)

Health & Physical Education

LFCIA Sport Development (elective)

Outdoor Education (elective)

History (core) Humanities & Social Sciences Global Citizenship (elective)

Technologies

The Arts

History Business and Economics (elective)

Global Citizenship (elective) Social and Community Studies (elective)

Coding (elective)

STEM (elective)

Food Specialisation (elective)

Industrial Technology (elective)

Drama (elective)

Media Arts (elective)

Music (elective)

Visual Art (elective)

Every attempt will be made to ensure that students are able to study their first choice of subjects, however, timetable and personnel constraints may mean that some students may be asked to reconsider their elective selections.

YEAR 11 & 12 SENIOR PHASE Matrix CATEGORY Pastoral Care English

Mathematics

Subject

PREREQUISITES

Pastoral Care English

QCAA STATUS NA

General English (Y10)

Essential English

General Applied

General Mathematics

General Mathematics (Y10)

General

Mathematical Methods

Mathematical Methods (Y10)

General

Essential Mathematics

Applied

Electives (students in Senior Phase select 4 courses of study) Mathematics

Science

Health & Physical Education

Humanities & Social Sciences

Technologies

The Arts

Vocational Education & Training & Distance Education

Specialist Mathematics

Mathematical Methods (Y10)

General

Biology

General Science (Y10)

General

Chemistry

General Science (Y10)

General

Physics

General Science (Y10)

General

Psychology

General Science (Y10)

General

Physical Education

General

Legal Studies

General

Modern History

General

Business Studies

Applied

Design

General

Digital Solutions

General

Hospitality Practices

Applied

Information & Communication Technology

Applied

Drama

General

Visual Art

General

Music

General

Music in Practice

Applied

Cert II in Engineering Pathways

Certificate

Cert II in Outdoor Recreation

Certificate

Cert III in Christian Ministry & Theology

Certificate

Cert IV in Justice Studies

Certificate

Diploma of Business

Diploma

TAFE Qld (Cert I, II, III various)

Certificate

School Based Traineeships/Apprenticeship

UniSC Head Start Program (Year 12 only)

Our Graduates Cooloola Christian College provides safe, caring and quality learning opportunities, through a Christ-centred and biblicallybased curriculum and co-curricular activities. We strive to develop students‘ God-given talents and character so that our Graduates are enabled to: •

respond to the Gospel of Jesus Christ;

•

be critical and creative thinkers and collaborative learners;

•

be compassionate servants contributing positively to their community;

•

act ethically in decision making, demonstrating good character;

•

be informed and responsible global citizens;

•

live healthy and fulfilling lives.

PASTORAL CARE & BIBLICAL STUDIES

Overview Pastoral Care In our Secondary College, students are enrolled in year-level Pastoral Care (PC) classes, with dedicated Pastoral Care teachers serving as their core contacts throughout the school year. Pastoral Care sessions are scheduled three times a week for all Year 7-12 classes. This time allows for building relationships, addressing concerns, reviewing routines, discussing upcoming events and laying a solid groundwork for confidence, success, and security throughout secondary education. Parents are encouraged to contact Pastoral Care teachers via email or phone to discuss any questions or concerns they may have. Throughout the school year, guest speakers are invited to present valuable content that aligns with our Biblical worldview in both classes and school assemblies. Pastoral Care lessons encompass several key areas: •

Wellbeing-focused lessons cover a range of topics aimed at enhancing students’ resilience in various life situations.

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Life Skills lessons equip students with practical skills essential for success in both academic settings and beyond.

•

Career Exploration sessions guide students in investigating and planning their future career pathways.

In Term 1, the priority is on building strong connections within the PC class and with the PC teacher, while also equipping students with essential digital skills. Time is spent developing their confidence in managing laptops, organising and printing documents, submitting assessments through Student Café, accessing timetables and emails, and navigating key learning platforms such as OneNote and Education Perfect. Biblical Studies Throughout the year in Biblical studies we investigate: •

The beginnings of Israel as a nation under King David and its growth through the ministry of prophets such as Elijah, Jonah, Jeremiah, Daniel, and Malachi. Students will examine how God cared for His people, the consequences of their disobedience, and how these prophets pointed forward to the coming of Jesus.

•

Learning also integrates CLEAR Values and examples from biblical characters who modelled these traits.

•

Students will be introduced to the 7 C’s of History: Creation, Corruption, Catastrophe, Confusion, Christ, Cross, and Consummation, as a framework for understanding God’s overarching plan.

Aims of Biblical Studies •

Recognise key Old & New Testament stories and identify moral lessons that can be applied to life today.

•

Understand God’s redemptive plan throughout Scripture and see its fulfilment in Jesus.

•

Identify the structure of biblical texts and explore the different literary styles used across various books.

•

Use biblical texts to trace significant events in well-known stories and locate verses related to specific themes or topics.

ENGLISH

CORE

Overview

The English curriculum helps students to engage imaginatively and critically with literature and appreciate its aesthetic qualities. They explore ideas and perspectives about human experience and cultural significance, interpersonal relationships, and ethical and global issues within real-world and fictional settings. Students are exposed to literature from a range of historical, cultural and social contexts. Through the study of texts, students develop an understanding of themselves and their place in the world. The English curriculum explores the richness of First Nations Australian voices and voices from wide-ranging Australian and world literature.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 3 interrelated strands, each with sub strands: 1.

Language: for interacting with others; text structure and organisation; for expressing and developing ideas.

Literature: literature and contexts; engaging with and responding to literature; examining and creating literature

Literacy: text in context; interacting with others; analysing; interpreting and evaluating; creating text; phonic and word knowledge.

The English curriculum aims to ensure that students: • learn to purposefully and proficiently read, view, listen to, speak, write, create and reflect on increasingly complex texts across a growing range of contexts . • understand how Standard Australian English works in its spoken and written forms, and in combination with non-linguistic forms of communication, to create meaning • develop interest and skills in examining the aesthetic aspects of texts and develop an informed appreciation of literature • appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others.

Overview

The study of mathematics is central to the learning, development and prospects of all young Australians. Mathematics provides students with essential mathematical knowledge, skills, procedures and processes in number, algebra, measurement, space, statistics and probability. It develops the numeracy capabilities that all students need in their personal, work and civic lives, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. Mathematics curriculum develops students’ appreciation of the power of mathematical reasoning as they develop mastery of the content in mathematics. It provides students with learning opportunities to develop mathematical proficiency, including a sound understanding of and fluency with the concepts, skills, procedures and processes needed to interpret contexts, choose ways to approach situations using mathematics, and to reason and solve problems arising from these situations.

Australian Curriculum (v.9) Structure

Curriculum content is organised under 6 interrelated strands, each with sub strands: 1. 2. 3. 4. 5. 6.

Aims

Number Algebra Measurement Space Statistics Probability

Mathematics aims to ensure that students: • become confident, proficient and effective users and communicators of mathematics, who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens • develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability • make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines • foster a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study • acquire specialist mathematical knowledge and skills that underpin numeracy development and lead to further study in mathematics and other disciplines.

Years 7 & 8 Subject Guide

MATHEMATICS

CORE

SCIENCE

CORE

Overview

Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world. Through science, we explore the unknown, investigate universal phenomena, make predictions and solve problems. Science gives us an empirical way of answering curious and important questions about the changing world we live in. Science knowledge is revised, refined and extended as new evidence arises and has proven to be a reliable basis for action in our personal, social and economic lives.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 3 interrelated strands: 1.

Science understanding: biological, earth & space, physical and chemical sciences.

Science as a human endeavour: nature and development of science and use and influence of science.

Science inquiry: questioning, predicting, planning, conducting, processing, modelling, analysing, evaluating and communicating.

Science aims to ensure that students develop: • an interest in science as a way of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world they live in • a solid foundation of knowledge of the biological, Earth and space, physical and chemical sciences, including being able to select and integrate scientific knowledge and practices to explain and predict phenomena and to apply understanding to new situations and events • an understanding of scientific inquiry and the ability to use a range of scientific inquiry practices, including questioning; planning and conducting experiments and investigations based on ethical and interculturally aware principles; generating and analysing data; evaluating results; and drawing critical, evidence-based conclusions • an ability to communicate scientific understanding and findings to a range of audiences, to justify claims with evidence, and to evaluate and debate scientific explanations and arguments • an ability to solve problems and make informed decisions about current and future uses of science while taking into account ethical, environmental, social and economic implications of decisions • an understanding of the dynamic nature of science knowledge including historical and global contributions, and an understanding of the relationship between science and society including the diversity of science careers.

Overview

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen. It is essential that young people develop their ability to respond to new health issues and evolving physical activity options.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 2 interrelated strands: 1.

Personal, social and community health: identities and change, interacting with others and making healthy and safe choices.

Movement and physical activity: moving our bodies, making active choices, and learning through movement.

Health and Physical Education aims to enable students to: • access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation • develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships • acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings • engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong • analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity.

Years 7 & 8 Subject Guide

HEALTH & PHYSICAL ED

CORE

HEALTH & PHYSICAL ED

CORE

Overview

OUTDOOR EDUCATION

Outdoor Education is an excellent way for students to gain an understanding of the subject as it will be an elective in year 9. Student will learn basic skills across various topics that they will cover in depth in year 9 and 10. While learning concrete skills, students will also learn teamwork, leaderships and communication skills.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 3 interrelated strands: 1.

Personal, social and community health: sport and activity in communities, inclusivity and access to participation and building positive relationships through activity.

Movement and physical activity: Engaging in a variety of physical activities, understanding barriers and enablers to participation and developing confidence in movement.

Reflection & Personal Growth: Evaluating personal health behaviours, setting goals for improvement and reflecting on experiences in physical activity.

Outdoor Education aims to enable students the opportunity to develop skills and experience outdoor education. Students are able to get build technique and confidence in the following skills: • •

Understand basic rock climbing, canoeing, mountain biking and camping skills including first aid. Positive classroom interactions involving teamwork, courage, leadership, and communications skills

Years 7 & 8 Subject Guide

HUMANITIES

CORE

Overview

The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic, business, legal and political contexts. This learning area has a historical and contemporary focus, from personal to global contexts, and considers the challenges that may occur in the future. It plays an important role in assisting students to understand global issues, and building their capacity to be active and informed citizens who understand and participate in the world. Students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. This requires an understanding of the key historical, geographical, legal, political, economic, business and societal factors involved, and how these different factors interrelate.

Australian Curriculum (v.8.4) Structure

Curriculum content is organised under 2 interrelated strands: 1. Knowledge and understanding 2. Skills

Aims

Humanities and Social Sciences aims to ensure that students develop: • a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, and an interest in and enjoyment of the study of these phenomena • key historical, geographical, civic, business and economic knowledge of people, places, values and systems, past and present, in local to global contexts • an understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors that shape society, influence sustainability and create a sense of belonging • an understanding of the key concepts applied to disciplinary and/or cross-disciplinary inquiries • the capacity to use disciplinary skills, including disciplinary-appropriate questioning, researching using reliable sources, analysing, evaluating and communicating • dispositions required for effective participation in everyday life, now and in the future, including the ability to problem-solve critically and creatively, make informed decisions, be a responsible and active citizen, make informed economic and financial choices, and reflect on ethics.

Overview

Years 7 & 8 mark an important transition into secondary schooling. In this stage of learning, students continue their study of Spanish, building on a foundation that already enables them to interact in a range of situations, engage with a variety of texts, and communicate (sometimes with support) about their own world as well as life in Spain and other Spanish-speaking communities. They are developing greater confidence in analysing the key features of the Spanish language system, including grammar, vocabulary, and pronunciation, and are beginning to apply this knowledge with increasing independence. At the same time, they are reflecting more deeply on the nature of intercultural exchange, considering not only how language conveys meaning but also how it shapes and reflects cultural identity and perspectives.

Australian Curriculum (v.8.4) Structure

Aims

Communicating meaning in Spanish.

Understanding language and culture.

Languages aims to ensure that students develop: •

develop linguistic competence

•

understand language and culture, and their relationship, and thereby develop an intercultural capability in communication

•

understand themselves as communicators.

Years 7 & 8 Subject Guide

LANGUAGE - SPANISH

CORE

TECHNOLOGIES

Overview

YEAR 7

Design and Technologies empowers students to become innovative and thoughtful designers who respond effectively to real-world challenges. By exploring ethical, legal, aesthetic, and functional considerations alongside the economic, environmental, and social impacts of technological change, students build the knowledge and skills needed to make informed, responsible decisions that contribute to a sustainable future. This subject engages learners in creating high-quality designed solutions tailored to identified needs and opportunities across diverse technological contexts. Students develop their ability to manage projects both independently and collaboratively, guiding ideas from initial conception through to completion. They apply design and systems thinking alongside structured design processes to investigate, generate, evaluate, and refine their solutions, while planning and producing practical outcomes that reflect creativity and purpose.

INDUSTRIAL TECHNOLOGY SKILLS

YEAR 8 DESIGN & TECHNOLOGIES: FOOD & FIBRE

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 2 interrelated strands: 1.

Knowledge & understanding: the use, development and impact of technologies and design ideas across a range of technologies contexts.

Processes and production skills: the skills needed to create designed solutions.

Design and Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: • • • •

• •

Subject specific core concepts

develop confidence as critical users of technologies and designers and producers of designed solutions investigate, generate, iterate and analyse ethical and innovative designed solutions for sustainable futures use design and systems thinking to generate design ideas and communicate these to a range of audiences produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of tools, equipment, materials, systems and components creatively, competently and safely; and managing processes evaluate processes and designed solutions and transfer knowledge and skills to new situations understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society

Industrial Technology Skills •

design and create solutions involves knowledge and understanding of characteristics and properties of a range of materials, components and production technologies.

Food Specialisation •

design and create solutions to maintain and enhance individual and community health involves knowledge and understanding of what constitutes healthy and sustainable food systems to make informed food selection and preparation choices.

TECHNOLOGIES

Overview

YEAR 8

Digital Technologies equips students with the skills and mindset to actively shape the future by understanding and influencing how information systems are developed and used to meet evolving needs.

DIGITAL TECHNOLOGIES

Through deep engagement with data, digital systems, and processes, students learn to make safe, ethical, and informed decisions as creators, users, and evaluators of digital technologies. The subject fosters innovation through hands-on experiences in design thinking, encouraging students to develop practical digital solutions within an ethical and inclusive framework, guided by Safety by Design principles. By promoting creativity, critical thinking, and responsible digital citizenship, Digital Technologies empowers all learners to participate meaningfully in a rapidly changing, digitally connected world.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 2 interrelated strands: 1.

Knowledge & understanding: the information system components of data and digital systems (hardware, software, and networks).

Processes and production skills: the skills needed to create digital solutions.

Digital Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: • • • •

•

use design thinking to design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs use computational thinking (abstraction; data collection, representation and interpretation; specification; algorithms; and implementation) to create digital solutions confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings apply protocols and legal practices that support the ethical collection and generation of data through automated and non-automated processes and participate in safe and respectful communications and collaboration with audiences apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.

Years 7 & 8 Subject Guide

THE ARTS

Overview

YEAR 7

Drama is directly linked to play, the root of all creativity in children. At its core, drama is about taking on roles and “standing in the shoes” of another, and imagining and communicating with the world through different perspectives. Taking on roles involves an act of the imagination that relies on a learner’s ability to empathise and understand others. Actively taking on roles in a range of contexts, situations, and across different times and places fosters students’ development of personal, cultural and social understandings as they imagine, empathise and communicate through deep experiential learning. Drama is a powerful form of communication involving affective, sensory and aesthetic modes.

DRAMA

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 4 interrelated strands: 1.

Exploring and responding

Developing practices and skills

Creating and making

Presenting and performing

Drama aims to develop students’: • confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own creativity through drama • knowledge and understanding in controlling, applying and analysing the elements, processes, forms, styles and techniques of drama to engage audiences and create meaning • sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences • knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.

THE ARTS

Overview

YEAR 7

Visual Art processes and practices provide insights into the impacts culture can have on ways of knowing, doing and being in Australia and the world. Investigating these impacts is integral for fostering students’ ability to discern and understand the unique ways visual arts practice and process can be both related and distinct to learning about culture.

VISUAL ART

Learning about visual techniques, technologies, skills and media of First Nations Australian and local and global artists, craftspeople and designers supports students to develop their own artworks with integrity and understanding of distinctions between art and culture. Students explore different perspectives to develop and expand perceptual, conceptual and cultural understanding, critical reasoning and practical skills. From this, students develop confident and proficient practices to achieve a personally responsive and distinctive visual aesthetic.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 4 interrelated strands: 1.

Exploring and responding

Developing practices and skills

Creating and making

Presenting and performing

Visual Arts aims to develop students’: • conceptual and perceptual ideas and representations through design and inquiry processes • knowledge and skills in using visual conventions, visual arts processes and materials • critical and creative thinking skills through engagement with and development of visual arts practice • respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, craftspeople and designers; visual arts as social and cultural practices; and industry as artists and audiences • confidence, curiosity, imagination and enjoyment • personal expression through engagement with visual arts practice and ways of representing and communicating.

Years 7 & 8 Subject Guide

THE ARTS

YEAR 8

Overview

MUSIC

Music has the capacity to motivate, inspire and enrich the lives of all students. Students participate in music learning individually and collectively as listeners, composers and performers. Music learning is embodied learning. It has a significant and unique impact on the creative, sensorymotor, cognitive, emotional, sociocultural and personal competencies of students. Students’ active participation in music, through continuous and developmentally sequential music learning, encourages skills and aesthetic knowledge of increasing depth and complexity over time. Practical engagement with music develops capabilities that can be gained in no other way.

Australian Curriculum (v.9) Structure

Aims

Curriculum content is organised under 4 interrelated strands: 1.

Exploring and responding

Developing practices and skills

Creating and making

Presenting and performing

Music aims to develop students’: •

confidence to be creative, innovative, thoughtful, skilful and informed musicians

•

knowledge and skills for listening with intent and purpose, composing and performing

•

aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions

•

understanding of music as an aural art form as they acquire skills to become independent music learners.

CCC CLEAR VALUES

YEARS 7 & 8

COOLOOLA CHRISTIAN COLLEGE 1 COLLEGE ROAD, SOUTHSIDE QLD 4570 | (07) 5481 1000 | www.ccc.qld.edu.au