Year 8 Subject Selection Handbook
to Year 8 Welcome
A Year 8 timetable is made up of the following allocation of sessions:
Introduction to choosing options
It is very important that you choose options which are an area of interest, not what you think your friends will choose or which option you think has the best teacher Options are a chance for you to study in an area of strength and interest, and should be treated with as much regard as your other subjects
Read through the information within this Handbook regarding each option carefully to help you make your choices
Simply rank your options on the paper form that is provided It must be signed by a parent/guardian before being submitted to student services Further information will be provided regarding the process involved with option selection via direqt message
You are not permitted to change your timetable during the year unless there are exceptional circumstances You are encouraged to discuss any concerns with your teachers and to attempt all challenges that arise with enthusiasm and dedication.
Dance
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E A R N I N G A R E A
The Arts
Students will learn contemporary and hip-hop dance styles while also getting to explore the evolution of dance throughout the ages
In Year 8, Dance students continue to use improvisation skills to build on their movement vocabulary They choreograph dances using the elements of dance (BEST) and choreographic devices for a purpose They further develop their dance skills to explore the technical aspects of different dance styles Students are given opportunities to present dance to an audience, further developing their performance skills of retention and clarity of movement, projection, focus and expression. They discuss how dance can communicate meaning and how dance genres/styles differ
At Standard, students use improvisation skills to sometimes generate abstract movement from literal movement They select and combine the elements of dance (BEST), use specified choreographic devices and structure to choreograph dance that explores and develops some relationship to choreographic intent. Students execute technical dance skills safely in a particular genre/style, demonstrating some control of body placement and coordination of movement They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus and appropriate expression
Students use some specific dance terminology and reflective processes to outline the effectiveness of how BEST and design concepts are used to communicate meaning in their own and others’ dance They identify and outline differences in dance genres/styles from different eras of dance.
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Drama
E A R N I N G A R E A
The Arts
Students will create a performance for Primary School students to show them the revolting world of fairy tales
In Year 8, Drama students will be given opportunities to plan, refine and present drama to peers by safely using processes, techniques and conventions of drama Drama will be based on extended improvisations, or taken from appropriate, published script excerpts, using selected drama forms and styles. Student work in devised and/or scripted drama is the focus of informal reflective processes using more detailed drama terminology
At Standard, students engage in processes, including improvisation and role preparation, to shape appropriate elements of drama for devised or scripted drama They usually demonstrate awareness, in performance, of a selected drama performance style and spaces of performance to present dramatic meaning and to engage with an audience.
Students use specified reflective processes to make links between choices made in performance and dramatic meaning or audience responses. They appropriately use generalised drama terminology in responses
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Music
E A R N I N G A R E A
The Arts
Expand your expose of musical instruments as you learn how music is created and performed!
In Year 8, students are given further opportunities to develop music skills and knowledge when performing, composing and listening to music They continue to develop aural skills and aural memory to identify, sing/play and notate simple rhythmic and melodic patterns and chord progressions. They are provided with opportunities to create and refine music ideas by using the elements of music within given frameworks, imitating musical structures and styles They use notation, terminology and technology to record and communicate music ideas
Students listen to, and discuss music, using scores and music terminology to identify the use and purpose of music elements and key contextual and stylistic features Students rehearse and perform solo and ensemble music, developing technical skills and expression As performers and audience members, they make observations and express opinions about a range of music
Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s The performance component reinforces and extends music learning, and can be delivered in a different context to the written component The elements of music are to be integrated across all areas of music learning appropriate to context
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Foods and Textiles
Technologies
Students complete one semester in Foods and one semester in Textiles
Students prepare a range of breakfast dishes Students learn to cook some easy meals such as hamburgers, and Spaghetti bolognaise. A highlight is the sweet treat during the year, these include Jam Drops, muffins and so many treats.
In textiles students learn to use the sewing machine. In Year 8 they will make pencil cases and boxer shorts
In all Design and Technology contexts, students investigate a given need or opportunity for a specific purpose They evaluate and apply a given design brief, using some examples. Students consider and select components/resources to develop solutions, identifying constraints. They use appropriate technical terms and technology to design, develop, evaluate and communicate alternative design solutions Students develop sequenced steps to produce a simple, problem-solving plan They apply safe and appropriate techniques to make solutions, using a range of components and equipment. Students independently develop contextual criteria to assess design processes and solutions They work independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects.
At Standard, students outline the creativity, innovation and enterprise of individuals and groups that develop products, services and environments. They consider social, ethical and sustainability factors in the design and development of technologies
In Food specialisations, students explore and identify sensory properties of foods used in creating healthy eating solutions
In Textiles, students identify decision making demands of selecting and combining materials, systems, components, tools and equipment.
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Materials and Design
S U B J E C T S U M M A R Y
In Materials and technologies specialisations, students identify decision making demands of selecting and combining materials, systems, components, tools and equipment.
E A R N I N G A R E A
Technologies
Students will build Woodend toy planes in Semester 1 and Metal clocks in Semester 2
With all Design and Technology contexts, students investigate a given need or opportunity for a specific purpose They evaluate and apply a given design brief, using some examples. Students consider and select components/resources to develop solutions, identifying constraints They use appropriate technical terms and technology to design, develop, evaluate and communicate alternative design solutions
Students develop sequenced steps to produce a simple, problem-solving plan They apply safe and appropriate techniques to make solutions, using a range of components and equipment
Students independently develop contextual criteria to assess design processes and solutions They work independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects
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