Junior Electives Guide 2018 - For students entering Year 7, 2018 - Trinity College Beenleigh
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Junior Electives Guide
2018
For students entering
Year 7, 2018
Trinity College Junior Studies Guide
CONTENTS
PART 1: ...................................................................................................................................................3
Introduction .......................................................................................................................................... 3
How to Choose Elective Subjects ........................................................................................................ 3
Student Expectations ........................................................................................................................... 4
Junior Subject Curriculum .................................................................................................................... 5
Enquiries .............................................................................................................................................. 6
ELECTIVE SUBJECTS ...........................................................................................................................7
Drama .................................................................................................................................................. 7
Economics and Business ..................................................................................................................... 8
Extension English ................................................................................................................................ 9
Extension Mathematics ...................................................................................................................... 10
Extension Science ............................................................................................................................. 11
Geography ......................................................................................................................................... 12
Food and Textiles Technology ........................................................................................................... 13
Industrial Technology and Design ..................................................................................................... 14
Digital Technology ............................................................................................................................. 15
Japanese............................................................................................................................................ 16
Media ................................................................................................................................................. 17
Music .................................................................................................................................................. 18
Spanish .............................................................................................................................................. 19
Talented Athlete Program – Australian rules Football, Basketball, Netball, Rugby League, Soccer and
Tennis ................................................................................................................................................ 20
Visual Art ............................................................................................................................................ 21
2Trinity College Junior Studies Guide
PART 1:
INTRODUCTION
This handbook is provided to assist students and their parents in making an appropriate selection of
subjects Year 7 in 2018. The contents of this handbook should be studied thoroughly to gain an accurate
understanding of the nature, scope, requirements and relative difficulty of each subject.
Students are able to select from a wide range of subject areas to create an individual program of study
that best serves their needs and aspirations. The College has a tradition of excellence in teaching and
learning, in which the needs of the individual student is the central focus of the learning process.
At Trinity College a number of support structures exist so that students and their parents are fully aware
of the choices available and the applications of the selected course work. It is very much our intention
to have parents integrally and frequently involved in the subject selection processes for their child.
The course offerings shown in this handbook are prospective in that the actual availability of courses
will be subject to demand and the capacity of the College to run the course.
HOW TO CHOOSE ELECTIVE SUBJECTS
Choosing your elective subjects for Year 7 is an opportunity for you to explore and discover your own
particular talents, skills and interests. When selecting your elective subjects you should consider
subjects you enjoy and will be successful in, keeping in mind the choices you make could have a bearing
on your future career goals and aspirations.
When choosing your elective subjects there are a few things you should consider:
What are my personal interests and hobbies
What am I good at and will be successful in
What are my career goals and aspirations
The subjects you choose may lead to new career pathways or interests e.g. Art may lead you to cultivate
an interest in the Arts. You may become an Artist or enjoy it as a hobby. Even if you did not pursue a
career in Art, it could help you pursue a career in design e.g. Fabrics, Dressmaking and Graphic Art.
Similar things might be said about Drama, Health and Physical Education and Food and Textile
Technology.
You are not being asked to make major career choices at this particular moment. The way the
courses are structured at Trinity College, most career paths will still be open to you even after you have
completed Year 7 and students will be invited to choose electives again in mid-2018 for the following
year.
Steps in Choosing Subjects:
1. Think about yourself, the things you value, like to do, think are worth doing.
2. Talk to your parents and teachers about yourself and the subjects.
3. With your parents, complete the online Subject Selection process.
3Trinity College Junior Studies Guide
STUDENT EXPECTATIONS
COMMITMENT STUDENT RIGHTS TO STUDENT RESPONSIBILITIES TO
To Actively Learn To be provided with a variety To participate fully in learning activities
of learning experiences and and experiences (curricular and extra-
opportunities curricular)
To learn with minimal To refrain from being disruptive
disruption in an environment To listen attentively
conducive to learning To assist in creating an environment
To have the opportunity to be conducive to learning
listened to To make a genuine effort to learn in
To be offered necessary all classes
assistance with learning To be prepared for all lessons
To learn at an appropriate To be punctual and attend all lessons
level which meets your needs To complete all assessment tasks
To know that there is a clearly and homework on time and to the
stated and consistently best of your ability
implemented College To ensure that computer use supports
Assessment Policy learning and satisfies the conditions
of use stated in the student computer
use agreement form
To Communicate To be listened to To listen to others
Justly To have a chance to speak To refrain from interrupting while
To be spoken to with courtesy others are speaking
To keep student planner up to date
To take home school correspondence
To demonstrate care and sensitivity in
representing others in all forms of
communication
Given these expectations, it is clear that students are required to make a substantial commitment to
their education while at school and at home. This may need to be taken into consideration by students
and their parents when making decisions about extensive part-time employment or extra-curricular
activities. The following would be a guide to the minimum time a student would need to devote to their
homework and study during a typical week:
Year 7 ½ to 1 hour five times per week
Year 8 1 hour five times per week
Year 9 1 to 1½ hour five times per week
4Trinity College Junior Studies Guide
JUNIOR SUBJECT CURRICULUM
The curriculum offered to Year 7 students at Trinity College seeks to provide all students with a quality
and broad education. Traditionally as the years progress, students are given a greater scope to
specialise, adapt course choices to their own talents and abilities, and to develop their plans for future
careers and vocations.
CORE KEY LEARNING AREAS
In Years 7, all students are required to study the following CORE Key Learning Areas.
Religion
English
Health and Physical Education
History
Mathematics
Science
ELECTIVE SUBJECTS
All students choose three elective subjects for the following year.
Digital Technology
Drama
Economics and Business
Extension English
Extension Mathematics
Extension Science
Food and Textiles Technology
Geography
Industrial Technology and Design
Japanese
Media
Music
Spanish
Talented Athlete Program (TAP) – Australian Rules Football, Basketball, Rugby League,
Netball, Soccer and Tennis
Visual Arts
5Trinity College Junior Studies Guide
ENQUIRIES
Leadership Team:
Principal Mr Chris Raju
Deputy Principal Mr Phillip Cooper
Assistant Principal – Curriculum Mr Craig Hirst
Assistant Principal – Pastoral Care Mr Reuben Chalmers
Assistant Principal – Religious Education Mrs Nancy Rodgers
Curriculum Leader:
Religious Education Miss Alexandra Walls
The Arts Mr Dominic Sauvage
English Mrs Tenille Lucas
Mathematics Mrs Fiona Swan
Physical Education Mr Joshua Lennox
Science Mr Warren Segal
Humanities Mr Tiarnan Greene
Technology Mrs Natalie Falvey
Vocational Education Miss Alicki Bellas
Enquiries about the material covered in this handbook should be directed to:
Bobby Longtime Learning and Teaching Leader
Telephone 07 3442 5222
Email: blongtime@bne.catholic.edu.au
OR
Mr Craig Hirst Assistant Principal – Curriculum
Telephone: 07 3442 5222
Email: chirst@bne.catholic.edu.au
6Trinity College Junior Studies Guide
ELECTIVE SUBJECTS
SUBJECT NAME DRAMA
Year 7
Course Description This course allows students to learn to communicate with others in a variety
of ways and provides students with experiences which develop and enhance
communication skills useful in a variety of situations. The course aims to
develop students’ confidence, interpersonal skills and self-discipline in a spirit
of friendly, respectful communication.
In Drama, students learn to create dramatic situations, offer and accept ideas,
make a commitment to team work, manage their own time, understand other
points of view, negotiate, interact with others, concentrate, act individually in
groups, think independently and express themselves.
Course Outline In Drama, students:
build on their understanding of role, character and relationships
use voice and movement to sustain character and situation
use focus, tension, space and time to enhance drama
incorporate language and ideas and use devices such as dramatic
symbol to create dramatic action and extend mood and atmosphere
in performance
shape drama for audiences using narrative and non-narrative
dramatic forms and production elements
draw on drama from a range of cultures, times and locations as
they experience drama
explore the drama and influences of Aboriginal and Torres Strait
Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have
converted oral records to other technologies
learn that over time there has been further development of different
traditional and contemporary styles of drama, including
contemporary styles developed by Aboriginal and Torres Strait
Islander dramatists, as they explore drama forms
explore meaning and interpretation, forms and elements including
voice, movement, situation, space and time, and tension as they
make and respond to drama
consider social, cultural and historical influences of drama
evaluate the directors’ intentions and expressive skills used by
actors in drama they view and perform
maintain safety in dramatic play and in interaction with other actors
build on their understanding from previous bands of the roles of
artists and audiences as they engage with more diverse
performances.
Examples of Journal Theatre games and activities
Activities and Written review Improvising scenes
Assessment Performances – Scripted and Exploring play texts
student devised
7Trinity College Junior Studies Guide
SUBJECT NAME ECONOMICS AND BUSINESS
Year 7
Course Description Economics and Business in Year 7 gives students the opportunity to develop
their understanding of economics and business concepts by exploring what
it means to be a consumer, a worker and a producer in the market, and the
relationships between these groups. Students explore the characteristics of
successful businesses and consider how entrepreneurial behaviour
contributes to business success. Setting goals and planning to achieve these
goals are vital for individual and business success, and students consider
approaches to planning in different contexts, while also considering different
ways to derive an income.
The emphasis in Year 7 is on personal, community, national or regional
issues or events, with opportunities for concepts to also be considered in the
global context where appropriate.
Course Outline The economics and business content at this year level involves two strands:
economics and business knowledge and understanding, and economics and
business skills. These strands are interrelated and have been developed to
be taught in an integrated way, and in ways that are appropriate to specific
local contexts.
By undertaking this subject students will develop their knowledge and
understanding of:
The ways consumers and producers interact and respond to each
other in the market.
Why and how individuals and businesses plan to achieve short-term
and long-term personal, organisational and financial objectives
Characteristics of entrepreneurs and successful businesses
Why individuals work, types of work and how people derive an
income
Examples of Students will complete a range of assessment items and in-class activities
Activities and including:
Assessment Interpreting case studies
Planning and undertaking research
Collecting and interpreting data
Research assignments
Knowledge exams
Oral presentations
8Trinity College Junior Studies Guide
SUBJECT NAME EXTENSION ENGLISH
Year 7
Course Description Extension English is designed for students to undertake the challenge of
higher-order thinking to enhance their personal, social and vocational lives.
These students apply critical and creative skills in their composition of and
response to texts in order to develop their academic achievement through
understanding the nature and function of complex texts.
Course Outline Students will develop knowledge and understanding of:
the purposes and effects of a range of textual forms in their personal,
social, historical, cultural and workplace contexts
the ways language forms and features, and the structures of texts
shape meaning in a variety of textual forms.
Students will develop skills in:
responding to and composing a range of complex texts
effective communication at different levels of complexity
independent investigation, individual and collaborative learning
imaginative, critical and reflective thinking about meaning
reflection as a way to evaluate their processes of composing,
responding and learning.
Students will come to value and appreciate:
the role of language in developing positive interaction and
cooperation
their developing skills as users of English
the pleasure and diversity of language and literature
the role of language and literature in their lives
the study and use of English as a key to learning
reflection on their own processes of responding, composing and
learning
English as a language of communication and culture
appropriateness, subtlety and aesthetics in language use.
Examples of Students will complete a range of assessment items and in-class activities
Activities and including:
Assessment Persuasive, imaginative and analytical presentations
Imaginative transformations and narratives
Informative reports and persuasive articles
Analytical essays
9Trinity College Junior Studies Guide
SUBJECT NAME EXTENSION MATHEMATICS
Year 7
Course Description Mathematics Extension is focused on enabling students to develop a
thorough understanding of and competence in further aspects of
mathematics. The course provides opportunities to develop rigorous
mathematical arguments and proofs, and to use mathematical models more
extensively. Students of Mathematics Extension will be able to develop an
appreciation of the interconnected nature of mathematics, its beauty and its
functionality.
Course Outline
Students:
develop efficient strategies to solve problems using pattern
recognition, generalisation, proof and modelling techniques
develop the ability to use concepts and skills and apply complex
techniques to the solution of problems and modelling.
use technology effectively and apply critical thinking to recognise
appropriate times for such use
develop the ability to interpret, justify and communicate mathematics
in a variety of forms
Examples of Students will complete a range of assessment items and in-class activities
Activities and including:
Assessment Interpreting case studies
Planning and undertaking research
Collecting and interpreting data
Research assignments
Knowledge exams
Oral presentations
10Trinity College Junior Studies Guide
SUBJECT NAME EXTENSION SCIENCE
Year 7
Course Description The study of Extension Science enables students to develop an appreciation
and understanding of science as a body of knowledge and a set of valuable
processes that provide humans with an ability to understand themselves and
the world in which they live. Through applying Working Scientifically skills
processes, the course aims to enhance students' analytical and problem-
solving skills, in order to make evidence-based decisions and engage with
and positively participate in an ever-changing, interconnected technological
world
Course Outline Students will further develop skills learned in their Science classes in
applying the processes of Working Scientifically. They will be exposed to
multiple opportunities to consolidate these processes through extended
Laboratory work, problem solving and excursions. Students will also
develop knowledge and understanding of cause and effect though many of
contemporary issues involving science They will understand and interpret
models, theories and laws and engage with technology
Examples of Students will complete a range of assessment items and in-class activities
Activities and including:
Assessment Interpreting case studies
Planning and undertaking research
Collecting and interpreting data
Research assignments
Knowledge exams
Oral presentations
11Trinity College Junior Studies Guide
SUBJECT NAME GEOGRAPHY
Year 7
Course Description Geography identifies the concepts of place, space, environment,
interconnection, sustainability, scale and change, as integral to the
development of geographical understanding. These are high level ideas or
ways of thinking that can be applied across the subject to identify a question,
guide an investigation, organise information, suggest an explanation or assist
decision making. They are the key ideas involved in teaching students to think
geographically!
Course Outline There are two units of study in the Year 7 curriculum for Geography:
Water in the World
Place and Liveability
Water in the World
This topic focuses on water as an example of a renewable environmental
resource. This unit examines the many uses of water, the ways it is perceived
and valued, its different forms as a resource, the ways it connects places as
it moves through the environment, its varying availability in time and across
space, and its scarcity. Water in the world develops students’ understanding
of the concept of environment, including the ideas that the environment is the
product of a variety of processes, that it supports and enriches human and
other life, that people value the environment in different ways and that the
environment has its specific hazards. Water is investigated using studies
drawn from Australia, countries of the Asia region, and countries from West
Asia and/or North Africa.
Place and Liveability
This topic focuses on the concept of place through an investigation of
liveability. This unit examines factors that influence liveability and how it is
perceived, the idea that places provide us with the services and facilities
needed to support and enhance our lives, and that spaces are planned and
managed by people. It develops students’ ability to evaluate the liveability of
their own place and to investigate whether it can be improved through
planning. The liveability of places is investigated using studies drawn from
Australia and Europe.
Examples of Geography is organised in two related strands: Geographical Knowledge and
Activities and Understanding, and Geographical Inquiry and Skills.
Assessment Students will complete a range of assessment items and activities including:
Field trips
Interpretation of remotely sensed images
Statistical analysis
Role plays
Class debates
Research
Assignments
Knowledge exams
Oral presentations
12Trinity College Junior Studies Guide
SUBJECT NAME FOOD AND TEXTILES TECHNOLOGY
Year 7
Course Description Food and Textiles Technology is an integral part of the cultural, social,
environment and economic community in which we live. Food and Textiles
Technology is an interdisciplinary subject which draws on a range of fields
including nutrition, dietetics, latest food trends, dietary concerns, working with
materials, and the fashion industry. Students learn to think critically and
creatively to develop initiative and enterprise in making informed choices.
Food and Textiles Technology is concerned with the well-being of people in
everyday lives.
This is a one year course that provides students with the opportunity to
expand on the basics learnt in Year 7. They will be provided with opportunities
to create functional solutions or products for real life situations and to manage
their time effectively. Students will focus on the development of food products
and working with materials in textiles.
Course Outline Food for Thought – Term 1
This unit allows you to assess the nutritional choices for teens. You will
develop strategies to plan and produce appropriate meals that will positively
affect an adolescent’s health and wellbeing. The importance of each of the
six main nutrients during adolescence will be studied. In this unit, there is an
emphasis on practical work and making healthy food choices.
Paddock to Plate – Term 2
This unit allows you to assess the nutritional choices for teens. You will This
unit allows you to investigate where our food comes from and how it gets to
our table. You will explore farming practices and the processes involved in
producing involved in producing familiar food products. You will have hands
on experience and learning experiences by designing and creating a portable
herb garden, created from recycled materials. Practical and theory classes
will incorporate the growth of food, harvesting, handling and storage,
preparation, eating and sharing, and recycling and composting. A farm visit
to Byron Bar Farm will be included in this unit.
Sew into Fashion – Term 3 and 4
The focus is on fashion and how it can be a costly process to keep up with
appearances. In this unit, you can create your own fashion label after
developing your sewing and design skills in this unit. This unit allows you to
create a garment that meets the trends in fashion of that time.
Examples of Design Challenge
Activities and Exam
Assessment Research journal
13Trinity College Junior Studies Guide
SUBJECT NAME INDUSTRIAL TECHNOLOGY AND DESIGN
Year 7
Course Description In this course students will study the Design and Technologies processes
and production skills which develops design thinking and design processes.
Design and Technologies involves creative thinking and the explicit use of
design processes to propose solutions for an identified user and purpose.
This subject is designed to include two interrelated strands of:
Knowledge and understanding of technology, and
Processes and production skills
This is essentially the study of combined with elements of mixed materials;
metal, wood and plastics. Students will work through various projects,
designed to develop practical skills and theoretical knowledge relating to
materials, tools and processes. While this subject has practical content,
students must understand that theory is an essential part of this subject.
Course Outline Creative Design – Semester 1
This unit will provides students with opportunities in designing and making
small projects with the use of wood, metal and plastics. This "hands-on"
elective will enable students to develop and appreciate a variety of practical
skills used to create quality projects. There is a component of associated
theory directly related to the practical work covered
Store It – Semester 2
This unit will provides students with opportunities in designing and making
small projects which include investigating storing items or being able to hold
items. The us of wood, metal and plastics will be used to create your
project. This "hands-on" elective will enable students to develop and
appreciate a variety of practical skills used to create quality projects. There
is a component of associated theory directly related to the practical work
covered
Examples of The areas of study covered in this course will be:
Activities and Design Folio:
Assessment
Storage box
Small skills work
Utility stand
Integrated within each area of study listed are:
Safety
Project planning and design
Workshop graphics
Surface finishing
14Trinity College Junior Studies Guide
SUBJECT NAME DIGITAL TECHNOLOGY
Year 7
Course Description This course provides students with an opportunity to explore computing
contexts. The ICT curriculum requires students to operate and manage digital
systems, data and processes and to apply computational thinking when
creating solutions. Students will develop and apply an understanding of the
characteristics of data, audiences, procedures, digital systems and
computational thinking to create and evaluate purpose-designed digital
solutions. They learn to formulate problems, logically organise and analyse
data and represent it in abstract forms. Students will be able collaborate and
communicate with others when developing and sharing ideas and
information. They determine the best combinations of data, procedures and
human and physical resources to generate efficient and effective solutions.
Course Outline Drones and EV3 Robots - Term 1 and 2
This unit will serve as an introduction to all things technology. Students will
investigate the role of hardware and software in managing, controlling and
securing the movement of and access to data in networked digital systems.
Through the use of Arduino kits, EV3 Robots and Drones students will gain
an understanding of the interplay between hardware and software through
coding.
Web Design - Term 3
This unit will enable the students to engage their creative flair. Students will
design a website based on a ‘client need’ and carry out all phases of project
management to complete their task. Students will be introduced to the
process of documenting their solutions which will carry through out each
year of the course. Using Adobe Dreamweaver and through online
challenges, covering HTML and CSS, students will analyse and visualise
data to create information and address complex problems. During this time
the students will also discover the basics of effective graphic design to
enhance their projects.
Excel and Databases - Term 4
In this unit, students will gain the understanding of the importance of effective
data management and analysis. Using Excel and Access, students will
acquire real-world practical skills which are transferable to many industries.
Working across the two programs, students will create spreadsheets with
automating macro functions and be introduced to the SQL database
language.
Examples of Exams
Activities and Research assignment & practical projects
Assessment Documentation (E.g. reports)
Presentations
15Trinity College Junior Studies Guide
SUBJECT NAME JAPANESE
Year 7
Course Description Japanese focuses on the four areas of reading, writing, speaking and
listening while also aiming to teach language through culture. Japanese
uses three scripts, Hiragana, Katakana and Kanji which are introduced at
varying stages throughout the course. Japanese is a challenging yet
enjoyable subject that is significantly different from European languages.
Course Outline In Japanese students will be exposed to a variety of real life situations. The
focus of the course is communication in the foreign language.
During the Year 7 Japanese course, equal emphasis is placed on the four
skills of reading, writing, speaking and listening. Classroom activities are
designed to enhance each of these four skills.
Units of study include the following:
How Do You Do?
This unit introduces students to teenage culture in both Japan and Australia.
Students commence their understanding of Japanese writing systems and
study the origins of hiragana and katakana.
Grace
This unit exposes students to a range of Japanese cuisines and dishes.
Students identify how and why dishes are presented in Japanese culture.
My Friend
This unit explores Japanese given names and surnames. Students will be
taught how to describe themselves, their friends as well as commencing their
ability to count using Japanese numbers.
Family
This unit explores Japanese family life. Students will learn to describe their
own family structures as well as their friends.
My City
This unit introduces students to what life is like living in Japanese cities.
Students will identify the difference between Japanese life and Australian life.
My Week
This unit explores the daily and weekly routines of Japanese students
including school life, after-school activities, likes and dislikes as well as their
hobbies and interests.
Why Study This Briefly, learning a language is important for:
Subject? Future Job Prospects:
Languages are needed in the fields of Education, Hospitality, Tourism,
Commerce, Industry, Trade, Banking, Defence Forces, Journalism and the
Diplomatic Service.
Understanding How People Live in Australia and Other Parts of the World:
As people living in a multicultural Australia, we need to understand the values
of all members and visitors in our community.
Better Understanding How Our Own Language Works:
Foreign language learning encourages flexibility of thought and enhances
problem-solving skills.
Most importantly, being able to communicate in another language is a
rewarding experience and fun!
Examples of Year 7 Japanese also includes a Japanese Lunch Box day.
Activities and
Assessments
16Trinity College Junior Studies Guide
SUBJECT NAME MEDIA
Year 7
Course Description This course provides students with an opportunity to understand how reality
is constructed in the media and how communication is an essential skill in
life. Media influences the way we spend our time, helps shape the way we
perceive ourselves and others, and plays a critical role in the creation of
personal, social, cultural and national identity. Students will learn how media
texts are produced, circulated and understood. Students will learn to have
an appreciation of what they see by developing skills related to critical
understanding, response and interpretation. Media also has a technological
component, which enables students to apply digital technology to design and
publish and promote their media in digital form.
Course Outline In Media Arts, students:
build on their understanding of structure, intent, character, settings,
points of view and genre conventions and explore media
conventions in their media artworks
build on their understanding and use of time, space, sound,
movement, lighting and technologies
examine the ways in which audiences make meaning and how
different audiences engage with and share media artworks
draw on media arts from a range of cultures, times and locations as
they experience media arts
explore the media arts and influences of Aboriginal and Torres
Strait Islander Peoples and of the Asia region
learn that Aboriginal and Torres Strait Islander people have
converted oral records to other technologies
explore social and cultural values and beliefs of Aboriginal and
Torres Strait Islander Peoples as represented in media artworks
and consider how these may influence the media artworks they
make
explore meaning and interpretation, forms and elements including
structure, intent, character, settings, points of view, genre
conventions and media conventions as they make and respond to
media artworks
consider social, cultural and historical influences and
representations in media arts
evaluate how established behaviours or conventions influence
media artworks they engage with and make
maintain safety in use of technologies and in interaction with others,
including the use of images and works of others
develop ethical practices and consider regulatory issues when
using technology
build on their understanding from previous bands of the roles of
artists and audiences as they engage with more diverse media
artworks.
Examples of Exams
Activities and Scriptwriting
Assessment Practical filming projects
Editing
Design Concepts
Critique moving-image
17Trinity College Junior Studies Guide
SUBJECT NAME MUSIC
Year 7
Course Description This course provides students with an opportunity to develop a good
knowledge of musical concepts by 'making' and 'responding' to forms of
music. The course's context may reflect cultural forms (including Australian
Indigenous), historical music, pop culture or other topics that may suit the
interests of the students. Students will use practical skills to perform either
rehearsed or improvised music, with attention to various musical elements
such as dynamics, texture, timbre and expression. Furthermore they will
compose their own music, which will use various technologies to present
(e.g.: software, digital sound). In addition they will also develop their aural
(listening) skills to evaluate and analyse various forms of music.
Course Outline In Music, students:
build on their aural skills by identifying and manipulating rhythm,
pitch, dynamics and expression, form and structure, timbre and
texture in their listening, composing and performing
aurally identify layers within a texture
sing and play independent parts against contrasting parts
recognise rhythmic, melodic and harmonic patterns and beat
groupings
understand their role within an ensemble and control tone and
volume
perform with expression and technical control
identify a variety of audiences for which music is made
draw on music from a range of cultures, times and locations as they
experience music
explore the music and influences of Aboriginal and Torres Strait
Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have
converted oral records to other technologies
learn that over time there has been further development of
techniques used in traditional and contemporary styles of music as
they explore form in music
explore meaning and interpretation, forms, and elements including
rhythm, pitch, dynamics and expression, form and structure, timbre
and texture as they make and respond to music
consider social, cultural and historical contexts of music
evaluate the expressive techniques used in music they listen to and
experience in performance
maintain safety, correct posture and technique in using instruments
and technologies
build on their understanding from previous bands of the roles of
artists and audiences as they engage with more diverse music.
Examples of Written tasks (e.g.: exam, research report)
Activities and Presentations
Assessment Compositions
Aural tasks
Performances (e.g.: improvised, rehearsed)
18Trinity College Junior Studies Guide
SUBJECT NAME SPANISH
Course Description Spanish is the second most-spoken language on the planet with over 400
million native speakers across 21 countries. Considered one of the most
useful and practical languages to learn for a generation growing up in an
increasingly globalised world, it shares many similarities with English.
Spanish is a relatively easy language to learn as a second language and
helps students build skills within their own language.
Course Outline The Spanish course has a strong focus on the four key skills including
speaking, listening, reading and writing. As such, it is a very interactive
course where students are expected to engage in discussions, work as a
team and enjoy the language learning process.
Units of study include:
The Spanish speaking world of opportunities
This unit will provide students with an overview of those countries where
Spanish is spoken as well as some of the highlights and attractions that can
be found within. Students will also have this opportunity to learn how to greet
people, perform introductions, talk about the days of the week and a range of
everyday items.
Which city would you explore?
Students will have the opportunity to discover some of the spectacular cities
that the Spanish speaking world has to offer. They will dover how to describe
a city, talk about locations, local facilities and various shops as well as the
climate in some of those locations.
Describe your favourite festival
Here students will look at the numerous festivals and celebrations within the
Spanish speaking world, comparing and contrasting them with their own
celebrations. Students have the opportunity to learn the language associated
with festivals as well as talking about dates and organising events and
activities.
What hobbies do you have?
Learn how to talk about your hobbies, interests and daily routines, ask
students from Spanish speaking countries about their hobbies and interests.
Discuss foods and ordering from a restaurant, explore a world of tapas and
other exciting Spanish delicacies.
Examples of Students of Spanish will have the opportunity to attend various cultural
Activities and excursions as well as Spanish food-tasting sessions. Assessment will revolve
Assessment around speaking, reading, listening and writing with an emphasis on
authentic dialogs, interviews, magazine articles and writing tasks.
19Trinity College Junior Studies Guide
SUBJECT NAME TALENTED ATHLETE PROGRAM – AUSTRALIAN RULES
FOOTBALL, BASKETBALL, NETBALL, RUGBY LEAGUE, SOCCER
AND TENNIS
Course Students in years 7-10 are offered the opportunity to apply for selection in the Trinity
Description College Talented Athlete Program (TAP)
Successful applicants specialise in one of the following sports;
Rugby League/Touch Football
Soccer
Australian Rules Football
Tennis
Basketball
Netball (girls)
The Talented Athlete Program takes a holistic approach towards each student’s
athletic, academic and personal development. Students with demonstrated ability in
one of the College’s targeted sports are supported through mentoring, training and
education from accredited and industry experienced coaches and teachers.
Eligibility Students with current or previous playing experience in their selected sport at a school,
club or representative level will be given preference during the selection process.
Students are expected to commit to attending training sessions held before/after school
and compete in the appropriate competitions for their chosen sport. In addition to this,
students will only retain their position in the program by meeting expected academic,
attendance and behavioral standards.
All students will be required to sign a contract outlining their responsibilities.
Students must re-apply for the program each year. Progression from year level to year
level is not automatic.
Aims of the The aim of the Talented Athlete Program is to provide students with the opportunity to
Talented Athlete develop their athletic potential whilst maintaining their performance in academic studies.
Program
The program aims to provide students with quality coaching and feedback on their
development within the sporting and school environment. Students will access
opportunities to compete in elite competitions across South-East Queensland.
Students will also gain skills in goal setting, teamwork and accountability and will be
coached in techniques to apply these skills to their daily routines.
Examples of The Talented Athlete Program offers sport-specific learning experiences that meet
Activities and Australian Curriculum requirements. Focus areas studied over the four-year program
Assessment include; exercise physiology, training principles, nutrition. sports psychology, injury
prevention/management, coaching and officiating,
Along with meeting curriculum requirements, the program focusses extensively on
areas such as skill development, game awareness and strategy, strength and
conditioning and game analysis. Students will receive access to expert coaching and
athlete development programs through links with reputable local, state and national
sporting organisations.
20Trinity College Junior Studies Guide
SUBJECT NAME VISUAL ART
Year 7
Course Description This course provides students with an opportunity to explore
Visual Art concepts and contexts. Students will learn about and develop Art
skills that they will be able to apply to designing and creating their own Visual
Art folios. Furthermore students will also build on their Visual Art skills with
introductions to digital design computer programs, printmaking, clay
sculpture and mixed media collage techniques.
Course Outline In Visual Arts, students:
build on their awareness of how and why artists, craftspeople and
designers realise their ideas through different visual representations,
practices, processes and viewpoints
consider the qualities and sustainable properties of materials,
techniques, technologies and processes and combine these to
create and produce solutions to their artworks
consider society and ethics, and economic, environmental and social
factors
exhibit their artworks individually or collaboratively, basing the
selection on a concept or theme
draw on artworks from a range of cultures, times and locations as
they experience visual arts
explore the influences of Aboriginal and Torres Strait Islander
Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have
converted oral records to other technologies
learn that over time there has been further development of
techniques used in traditional and contemporary styles as they
explore different forms in visual arts
identify social relationships that have developed between Aboriginal
and Torres Strait Islander Peoples and other cultures in Australia,
and explore how these are reflected in developments in visual arts
design, create and evaluate visual solutions to selected themes
and/or concepts through a variety of visual arts forms, styles,
techniques and/or processes as they make and respond to visual
artworks
develop an informed opinion about artworks based on their research
of current and past artists
knowledge that artists and audiences hold different views about
selected artworks, given contexts of time and place, and established
ideologies
extend their understanding of safe visual arts practices and choose
to use sustainable materials, techniques and technologies
build on their experience from the previous band to develop their
understanding of the roles of artists and audiences.
Examples of Visual Process Diary
Activities and Folios of Artwork
Assessment Written Tasks including- Essays, Reports and Reviews
Art Excursions
Community Based Activities
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