Year 9 Subject Guide 2020

THIS COURSE INFORMATION BOOKLET FOR YEAR 9, 2020 BELONGS TO:

Student Name: …………………………………………………………………………………………

Tutor Group: .…………………………………………………………………………………………

2019 – IMPORTANT DATES TO PUT IN YOUR STUDENT PLANNER NOW:

Monday 12 August:

All Year 8 students to meet in the Ray Dining Room at 12.50pm to go through Year 9 in 2020 web preference forms.

Wednesday 14 August:

Compulsory Course Selection Evening for all Year 8 students and their parents in The Great Hall, from 6.00pm -7.30pm - school uniform is to be worn.

Thursday 15 August:

Subject selection web preference forms must be finalised online by 12.00 midnight on this date.

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CONTENTS

PAGES

Subject Selection – Procedures for Students to Follow.................................... 3 Key Staff Contacts............................................................................................ 4 College Philosophy........................................................................................... 5 International Baccalaureate MYP Programme ................................................. 6 - 7 Subject Selection for Year 9 ............................................................................ 8 – 9 Subject Articulation from Years 9 to 12........................................................... 10 Careers Connections to Year 11 and 12 QCE and IB Diploma Subjects ......... 11 – 12 Year 10 Subjects – Readiness Criteria ............................................................ 13 - Mathematics ................................................................................................ 15 - 16 - Mathematics Extended ............................................................................... 17 Language and Literature (English) .................................................................. 18 - 19 Individuals and Societies.................................................................................. 20 Global Politics .................................................................................................. 21 - 22 Studies in Commerce........................................................................................ 23 Sciences ............................................................................................................ 24 - 25 Language Acquisition: - French.......................................................................................................... 26 - 28 - German........................................................................................................ 29 - 30 - Japanese....................................................................................................... 31 - 32 Physical and Health Education ......................................................................... 33 - 34 Arts: - Performing Arts: Music............................................................................... 35 - 37 - Performing Arts: Drama.............................................................................. 38 - Visual Art .................................................................................................... 39 Design: - Digital Design ............................................................................................. 40 - 41 - Design ......................................................................................................... 42 - 43 Business and Entrepeneurship .......................................................................... 44 Media Arts ........................................................................................................ 45 - 46 Year 9 Elective Subjects .................................................................................. 47 Web Preferences .............................................................................................. 48 Notes................................................................................................................. 49 Subject Details ................................................................................................ 14 - 46 Mathematics:

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SUBJECT SELECTION - PROCEDURES FOR STUDENTS TO FOLLOW



1.

Read this booklet all the way through with your parents.

2. Talk with subject teachers of electives to get an idea of the subjects 3. Note any aspects of the booklet that you don’t understand and see Deputy Headmaster Dr Brohier, Dean of Studies Mrs Crowley, or myself as soon as possible. 4. Do not hesitate to make an appointment for yourself or your parents to see Dr Brohier, Mrs Crowley or myself if you wish to discuss elective options. 5. Consider your likes and dislikes, your strengths and limitations in subject areas 6. In the light of this information, look at each elective offered and ask yourself honestly if you would be able to do it, like to do it and have a need to do it in order to do a connected subject in Years 10, 11 and 12. 7. Attend the compulsory Information Night on Wednesday 14 August 2019 at 6.00pm The Great Hall with your parents/guardians. 8. Select your electives. 9. Following the Information Evening complete your subject selection on the Web Preference Student Portal.

Yours in sensible subject choices,

Mrs Michele Sauer Dean of Middle Years

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KEY STAFF CONTACTS

COLLEGE LEADERSHIP: Dean of Middle Years

Mrs Michele Sauer

msauer@somerset.qld.edu.au

Dean of Studies

Mrs Karen Crowley

kcrowley@somerset.qld.edu.au

Deputy Headmaster

Dr Michael Brohier

mbrohier@somerset.qld.edu.au

For subject-specific information, contact: HEADS OF DEPARTMENT: English

Mr David Goodburn

dgoodburn@somerset.qld.edu.au

Mathematics

Mr Ash Abdou

aabdou@somerset.qld.edu.au

Sciences

Mrs Christine Wylie

cwylie@somerset.qld.edu.au

Business and Humanities

Mr Damien Coleman

dcoleman@somerset.qld.edu.au

Design

Mr Dallas O’Brien

dobrien@somerset.qld.edu.au

Foreign Languages

Dr Scott Ham

sham@somerset.qld.edu.au

Performing Arts

Mrs Sue Roberts

sroberts@somerset.qld.edu.au

Physical Education

Mr Damien Healy

dhealy@somerset.qld.edu.au

International Baccalaureate Diploma Coordinator

Mr Stephen Walther

swalther@somerset.qld.edu.au

LEARNING ENHANCEMENT AND STUDENT SUPPORT: Educational Psychologist Mrs Vicki Goodsell

vgoodsell@somerset.qld.edu.au

Learning Enhancement Teacher Mr Tim Wyatt

twyatt@somerset.qld.edu.au

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COLLEGE PHILOSOPHY

OUR MISSION “To develop engaged global citizens aspiring to excellence, demonstrating integrity and valuing difference.” Leadership in rigorous education: We acknowledge that in order for students to reach their personal potential, both as leaders and learners, they need to be provided with the least restrictive environment possible. This means that students receive meaningful and equitable access to the curriculum, while upholding their interests, and removing barriers so they can find success. Inquiring, knowledgeable and caring citizens: To assist students to develop their real potential as citizens of the world, the College acknowledges the need to inspire and motivate students to learn. Inquiry will be promoted through the provision of a curriculum with the appropriate level of challenge, thereby ensuring that all students build on their knowledge so that they can become caring and active members of our communities. Intercultural understanding and respect: Nurturing intercultural understanding and respect among students occurs when educators understand and respect the needs of all learners. Being knowledgeable of the exclusive personal and educational needs of each student, the College recognizes and appreciates that not every individual can have the same educational experience. The diversity of the College learning community is viewed as a valued resource that can enrich learning, providing students and staff with opportunities to increase awareness and expand their thinking.

SENIOR PHASE OF LEARNING Our goal is for each student to have a meaningful pathway and to establish the foundations for a successful future. We expect each student to achieve a Queensland Certificate of Education (QCE). STRONG PERFORMANCE CULTURE Rank Somerset State OP 1 9.5% 2.8% OP 1 to 5 39% 21.8% OP 1 to 10 76.2% 54% OP 1 to 15 94.3% 82.7%

(2018)

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INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (MYP) Through the MYP there are eight subject groups:

LEARNER PROFILE: At the core of the programme is the Learner Profile . The Learner Profile comprises ten attributes that represent a broad range of human capacities and responsibilities. By fostering these attributes in students we promote students who become responsible members of their local, national and global communities. IB learners strive to be:

Mathematics

       

Language and Literature Language Acquisition

Sciences Design

Physical and Health Education

Arts

Individuals and Societies

This broad and balanced range of subjects encompasses disciplinary knowledge and understanding that meets national and international rigour in terms of breadth and depth. Year 10 students, in their final year of the MYP, will continue to study five compulsory subject groups: Maths, Language and Literature, Science, Individuals and Societies, and Language Acquisition, plus one subject from either Design, Physical and Health Education or the Arts. A further two electives are then selected from a possible 16 subjects, allowing students to either refine or further broaden their area of study.

Inquirers Thinkers

        

Communicators

Principled

Open-Minded

Caring

Risk-Takers Balanced Reflective

DISTINCTIVE FEATURES OF THE MIDDLE YEARS PROGRAMME Approaches to Learning: This demonstrates the commitment to Approaches to Learning (ATL) as a key component of the MYP for developing skills for learning. Approaches to Teaching: This emphasises the MYP pedagogy, including collaborative learning through inquiry. Concepts: These for the ‘big ideas’ and highlight a concept driven curriculum. These big ideas form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across all subjects.

The MYP framework itself offers an approach to teaching and learning that embraces yet transcends the focus on traditional school subjects. While insisting upon thorough study of various disciplines , MYP accentuates the interrelatedness of them, of knowledge, individuals, communities and the world, and so advances a holistic view of education. This inter-disciplinary perspective asks the student to consider issues and problems in their widest scope, and to realize that good solutions often draw insights one has acquired from many sources. Put another way, the programme shuns the fragmentation of knowledge that so often results when students move from one subject period to another, most often as if the subjects themselves had nothing to do with each other

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INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (MYP) DISTINCTIVE FEATURES OF THE MIDDLE YEARS PROGRAMME continued Global Contexts: Global contexts are used to support learning in

The Personal Project: The Personal Project holds a very important place in the programme. This is a significant body of work produced over an extended period. It is a product of the student’s own initiative and should reflect his/her experience of the MYP. The Personal Project requires students to apply their Approaches to Learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. The Personal Project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a Personal Project independently.

context. The global contexts are specific, varied and highly situational. While concepts are broad and abstract, students learn that conceptual understanding is influenced by experiencing them through different contexts. Contexts offer the possibility of new perspectives, additional information, counter examples and refinements of understanding. By studying topics through multiple contexts, students understand that all concepts, for example the concept of ‘change’, are open to interpretation. The Global Contexts used throughout the Middle Years Programme are:

Identities and Relationships Personal and Cultural Expression Orientation in Space and Time Scientific and Technical Innovation Globalisation and Sustainability

     

Fairness and Development

The Personal Project is compulsory for all MYP students to complete in the final year of the programme.

These Global Contexts provide a shared starting point for inquiry into what it means to be internationally minded, framing curriculum that promotes multilingualism, intercultural understanding and

Students will be formally introduced to the Personal Project in Term 4 of Year 9. At this point, students will be provided with access to the Personal Project website, outlining the requirements of this piece of work.

global engagement. Action and Service:

Service is an essential component of the MYP from which there are clear learning outcomes that grow from student’s participation in local and global communities. Action may result from inquiry within a subject area, leading to service within the community or it may be self-initiated through personal interest.

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SUBJECT SELECTION FOR YEAR 9 It is important to choose your Year 9 subjects carefully as your decisions affect not only the type of career you can follow after leaving school, but also your success and feelings about school, as well as your transition into Years 10, 11 and 12. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically, and follow a set of planned steps. Overall Plan: As an overall plan, you are advised to choose subjects:  which help you reach your course and career goals  which give you skills, knowledge and attitudes useful throughout your life. These are quite general points, so it is wise to look in more detail at the guidelines outlined below. Guidelines: Relate subjects to current career information. It is helpful if you have a few career choices in mind before choosing subjects. If you are uncertain about this at present, seek help in trying to choose a course that will keep several career options open to you. Investigate each subject fully. To do this, it will be necessary to:  read subject descriptions and course outlines in this booklet  talk to Heads of Departments and teachers of each subject  look at books and materials used in the subject  listen carefully at subject selection talks  talk to students who are already studying the subject. Make a decision on a combination of subjects that suits your requirements and abilities.   which you enjoy in which you have demonstrated some ability or aptitude

Traps to avoid when selecting subjects:

 Do not select subjects simply because someone has told you that they "help you get good results and give you a better chance of getting into university".  Try not to be influenced by suggestions that you should or should not choose a particular subject, because a friend/brother/sister either liked or disliked it when they studied it. Be prepared to ask for help: After following these suggestions, you and your parents/guardians may still be confused or uncertain about the combination of subjects you have chosen. It is wise at this stage to check again with some of the many people available to talk to:

Teachers

     

Heads of Department

Dean of Studies

Dean of Middle Years IB Diploma Coordinator

Deputy Headmaster Don't be afraid to seek their assistance. They are all prepared to help you.

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SUBJECT SELECTION FOR YEAR 9 - continued Year 8 has been intended as a year of investigation to introduce students to a wide range of subjects and new academic routines. In Year 9, students can begin to fine tune their range of subjects to suit individual academic strengths and interests. The subjects offered are divided into two groups: • CORE SUBJECTS: which must be done by every student. • ELECTIVE SUBJECTS: from which each student must choose another two subjects. See subject details (page 15 onwards) for more information on each subject. CORE SUBJECTS • Language and Literature (English) • Language Acquisition (German, Japanese, • French). This continues on from existing language. • Mathematics or Mathematics Extended (Note: Mathematics Extended classes are capped at 27. If necessary, selection will be reviewed by the Head of Mathematics, based on Year 8 results). • Sciences • Individuals and Societies • Physical and Health Education Students who successfully complete the Year 9 Core subjects will have a sound base upon which to progress to Year 10, 11 and 12 subjects. ELECTIVE SUBJECTS The elective subjects for Year 9 permit all students to broaden their interests into areas covered by the subjects shown below • Business and Entrepeneurship • Design • Digital Design • Studies In Commerce

Important – preferences and class numbers: It is sometimes difficult to completely satisfy the first preference of all subjects for all students. In addition, if numbers for an elective subject are too low, that subject may not be offered. ASSESSMENT IN YEAR 9 In Years 9, assessment takes two forms: Summative and Formative. Both are important. Formative Assessment is a means by which a teacher may ascertain the level of progress of a student. This may take the form of tests, assignments, reports, homework, and they may or may not be marked. Formative work is not optional. A student taking a particular subject in Years 9 and 10 is required to do all the formative work. The main difference to summative work is that the marks derived from formative work are not counted in the final assessment or placement of a student. Summative Assessment is the programmed assessment for the year and is clearly stated in the Assessment booklets provided to every Year 9 Student. Criteria sheets are provided for all summative work. If a deadline is missed without adequate reason, the student will not be credited with that mark. Every summative piece counts. Summative assessment may take a variety of forms: tests, projects, assignments, exams, oral presentations and so on.

• Arts – Media Arts • Arts - Visual Art

• Performing Arts - Drama • Performing Arts – Music • Global Politics

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SUBJECT ARTICULATION FROM YEARS 9 TO 12

Year 9 MYP Subject

Year 10 MYP Subject

Articulate to following subjects in Years 11 and 12

Queensland Certificate of Education Subject General Mathematics Essential Mathematics (Applied subject)

International Baccalaureate Diploma Subject

Mathematics Essentials

General Mathematics Preparation Mathematics

n/a

Mathematics

General Mathematics or Mathematical Methods

Mathematics: Analysis and approaches course SL/HL Mathematics: Applications and interpretation course SL/HL Mathematics: Applications and interpretation course SL/HL Mathematics: Analysis and approaches course SL/HL

Mathematics Extended

Mathematics Extended

Mathematical Methods or Specialist Mathematics

Language and Literature

Language and Literature

English Literature

IB English SL/HL

English as an Additional Language Essential English (Applied subject) English and Literature Extension (Year 12 only)

Individuals and Societies

History (Modern and Ancient combined)

Modern History Ancient History

IB History SL/HL

Geography Economics

Geography Economics

IB Geography SL/HL IB Economics SL/HL

Global Politics

Global Politics

Philosophy and Reason

IB Philosophy SL/HL, IB Global Politics (tbc), Theory of Knowledge

n/a

Legal Studies

Legal Studies

n/a

Studies in Commerce

Economics

Economics

IB Economics SL/HL

Sciences

Biology Physics

Biology Physics

IB Biology SL/HL IB Physics SL/HL IB Chemistry SL/HL

Chemistry

Chemistry Psychology

n/a

IB Psychology SL/HL (to be confirmed)

French German Japanese

French German Japanese

French German Japanese

IB French SL/HL IB German SL/HL IB Japanese SL/HL IB ab initio Italian SL

n/a

n/a

n/a

Physical and Health Education Performing Arts - Music Performing Arts – Drama

Physical and Health Education Performing Arts - Music Performing Arts – Drama

Physical Education

n/a

Music/ Music Extension (Year 12 only)

IB Music SL/HL

Drama

IB Theatre SL/HL

Media Arts Visual Arts

Media Arts Visual Arts

Film Television and New Media

n/a

Visual Arts

IB Visual Arts SL/HL

Digital Design

Digital Design Engineering and Design Business and Entrepreneurship

Digital Solutions

n/a n/a

Design

Engineering

Business and Entrepeneurship

Business Management

IB Business Management SL/HL

n/a

n/a

n/a

Extended Essay Theory of Knowledge

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CAREER CONNECTIONS TO YEAR 11 AND 12 QCE AND IB DIPLOMA SUBJECTS The lists provided here are suggestions only. An interest in a particular subject may indicate an interest in careers related to that subject. Although related to the careers, the subjects are not necessarily prerequisites for those careers. Subject entry requirements should be investigated for careers which may be of interest to you. ENGLISH HISTORY / PHILOSOPHY MATHEMATICS Actor Archivist Author Court reporter Diplomat Editor Anthropologist Archaeologist Archivist Criminologist Accountant Actuary Architect

Bank officer Bookkeeper Computer operator Credit manager Economist Electrician Engineer Fitter and turner Geologist Industrial chemist Mathematician Pattern maker Primary teacher Quantity surveyor Rental officer Statistician Surveyor Tax assessor GEOGRAPHY

Diplomat Historian Judge Lawyer Librarian Minister of religion Museum curator Palaeontologist Patent attorney Playwright Reporter Secondary teacher Sociologist Solicitor Stage designer Theologian Accountant Actuary Agricultural economist Bank officer Business executive Ecologist Economist Home economist Hospital administrator Importer / exporter Insurance assessor Investment analyst Journalist Market research officer Quantity surveyor Regional and town planner Retail manager Sharebroker Statistician Structural engineer Audiologist Biochemist Dentist Ecologist Electrical engineer Electrician Human movement instructor Hydrologist ECONOMICS/ BUSINESS PHYSICS Agricultural engineer Architect

Interpreter Journalist Lawyer

Librarian Manager Personnel manager Playwright Printing tradesperson Publisher Radio and television announcer Receptionist Speech therapist Telephonist Travel consultant

FOREIGN LANGUAGES

Anthropologist Archaeologist Diplomat Editor Employment officer Flight attendant

Aerial photographer Biologist Cartographer Economist Environmental scientist Forest ranger Geographer Geologist Hydrographer Hydrologist Landscape architect Meteorologist Mining engineer Oceanographer Park and wildlife ranger Regional and town planner Rural technician Seismic observer Solar and water conservationist Surveyor Agronomist Animal care technician Bacteriologist Biologist Botanist Ecologist Environment control officer Forest ranger General practitioner Horticultural scientist Microbiologist Oceanographer Pharmacologist Radiographer Rural technician Soil and Water conservationist Stock and station agent Taxidermist Veterinary scientist Zoologist BIOLOGY

Interpreter Journalist

Language teacher Patent examiner Playwright Probation and parole officer Publisher Radio and television announcer Radio officer (marine) Ships steward Social welfare worker Agricultural scientist Analytical chemist Bacteriologist Botanist Chemical engineer Chemical laboratory technician Dentist Dietician Doctor Environmental scientist Sociologist Translator Travel consultant CHEMISTRY

Forensic scientist Health Surveyor Industrial chemist Industrial metallurgist

Marine engineer Marine surveyor

Mineralogist Optometrist Pathologist Physicist Plant engineer Radio technical officer Secondary teacher Sound engineer

Marine scientist Microbiologist Mineralogist Pathologist Pharmacist Sugar chemist

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CAREER CONNECTIONS TO YEAR 11 AND 12 QCE AND IB DIPLOMA SUBJECTS

COMMERCE / BUSINESS

ENGINEERING TECHNOLOGY Architect Automotive electrician Builder Computer technician Draftsperson Engineer Fitter Industrial designer Industrial technician Instrument maker Land surveyor Landscape designer Mechanic Mechanical engineer

THE ARTS / VISUAL ART

Accountant Actuary Articled clerk Auctioneer Auditor Bank officer Business executive Chartered accountant Chartered secretary Clerk of works Commercial teacher Company secretary Court reporter Economist Insurance clerk Management consultant Pay officer Real estate agent Receptionist Tax consultant Teacher aide

Architectural draftsperson Art teacher Cartoonist Commercial artist Coppersmith Display assistant Dress designer Early childhood teacher Engraver Fine artist Glass–blower Gold and silversmith Handcraft instructor Illustrator

Metalworker Patternmaker

Landscape architect Landscape gardener Photographer Potter (craft) Textile designer Weaver

Product Designer Quantity surveyor Radio / TV technician

THE ARTS / MUSIC

THE ARTS / DRAMA / THEATRE Actor Choreographer Dancer Disc jockey Governess Human movement instructor

HEALTH AND PHYSICAL EDUCATION

Actor Choreographer Dancer Disc jockey Governess Human movement instructor

Ambulance officer Chiropractor City Council lifeguard

Enrolled nurse Health surveyor Masseur – Sports / Remedial Occupational therapist

Music teacher Music teacher Musician Performing artist Playwright Preschool teacher Producer/director (Performing Arts) Record librarian Recreation officer Scriptwriter Singer Special education teacher Stage manager Teacher aide Accountant Actuary Astronomer Business computing Cartographer Computer programmer Economist Electrical engineering technician Electronics engineer Geneticist Geophysicist Librarian Market research officer Office machine mechanic Patent examiner Production engineer Secondary teacher Statistician Systems analyst Telecommunications technician Tertiary lecturer

Music teacher Music teacher Musician Performing artist Playwright Preschool teacher Producer/director (Performing Arts) Record librarian Recreation officer Scriptwriter Singer Special education teacher Stage manager Teacher aide

Physical education teacher – primary Physical education teacher – secondary Physiotherapist Podiatrist Professional sportsperson Radiographer Recreation Officer Residential care worker Sports Administration Sports coach Sports Management and Marketing Sports Medicine Doctor Stunt performer Swimming pool attendant

INFORMATION TECHNOLOGY GLOBAL POLITICS

PSYCHOLOGY Advice worker Careers adviser Clinical psychologist Counselling psychologist Counsellor Detective Educational psychologist Forensic psychologist Further education teacher Health psychologist

Actuary Advertising executive Agricultural economist Architect Business executive Criminologist Diplomat Economist Environmental scientist General practitioner Human rights lawyer Humanitarian International Aid worker Interpreter Judge Lawyer/Solicitor Management consultant Playwright Politician Reporter/journalist Town Planner Web Developer

High intensity therapist Human resources officer Life coach Market researcher Occupational psychologist Play therapist Psychological wellbeing practitioner Psychotherapist Sport and exercise psychologist

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YEAR 10 SUBJECTS – READINESS CRITERIA Next year, when you will be asked to make subject choices for Year 10, we will ncourage you to apply the readiness criteria below. These readiness criteria are aligned to the prerequisites needed for success in Years 11 and 12, and should be used to plan your pathway forward. The readiness criteria are designed to support students and parents to use evidence of their learning when making decisions about Year 10 subjects. Students will have opportunity in Semester 1 of Year 10 to demonstrate they can achieve the Year 11 and 12 subject prerequisites. YEAR 10 SUBJECT READINESS CRITERIA – applied when selecting a subject to study at the commencement of Year 10 General Mathematics Preparation Completion of Year 9 Mathematics or Math Fundamentals Mathematics Completion of Year 9 Mathematics Mathematics Extended Completion of Year 9 Mathematics to a Grade 6 or in consultation with HOD Language and Literature Completion of Year 9 Language and Literature French Completion of Year 9 French German Completion of Year 9 German Japanese Completion of Year 9 Japanese Business and Entrepreneurship n/a Economics Completion of Year 9 Mathematics to a Grade 4 Geography Completion of Year 9 Individuals and Societies Global Politics n/a History (Modern and Ancient combined) Completion of Year 9 Individuals and Societies and Language and Literature to a Grade 4 Legal Studies n/a Biology Completion of Year 9 Sciences Chemistry Completion of Year 9 Sciences and Mathematics to a Grade 4 Physics Completion of Year 9 Sciences and Mathematics to a Grade 4 Performing Arts – Drama n/a Performing Arts - Music Completion of Year 9 Music or studies in instrumental/vocal music/ or in consultation with HOD Digital Design n/a Engineering and Design n/a Media Arts n/a Visual Arts n/a Physical and Health Education n/a Philosophy Completion of Year 9 Individuals and Societies and Language and Literature to a Grade 4

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YEAR 9 IN2019 - SUBJECT OUTLINES

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MATHEMATICS Subject Summary:

The Mathematics course for Years 9 and 10 has been developed to align with all Mathematics subjects offered in Years 11 and 12. This course is designed to ease the transition from the junior work to General Mathematics or Mathematical Methods offered in the senior years, as well as the IB Mathematics subjects. Students will be advised towards the end of Year 10 as to which subjects they should choose in Years 11 and 12.

Assessment Outline: Year 9 has the following assessment tasks in the year: YEAR 9 - SEMESTER ONE: • Number Patterns Investigation • Life-related task • Examination YEAR 9 - SEMESTER TWO: • Number Patterns Investigation

• Assignment • Examination

YEAR 10: Year 10 has an identical list of assessment tasks, except that there is a second life-related task instead of an assignment.

Subject Outline by Semester: YEAR 9 - SEMESTER ONE TOPICS: • Percentages and Financial Mathematics • Ratio and Proportion • Measurement • Probability • Linear Equations and Inequations • Algebraic Expressions YEAR 9 - SEMESTER TWO TOPICS: • Statistics • Coordinate Geometry and Linear Functions • Trigonometry • Simultaneous Equations • Deductive Geometry (if time permits)

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Subject Outline by Semester – continued: YEAR 10 - SEMESTER THREE TOPICS: • Financial Mathematics • Measurement • Quadratic Expressions and Equations • Probability • Further Trigonometry YEAR 10 - SEMESTER FOUR TOPICS: • Statistics – one and two variable • Parabolas and other Number Plane Graphs • Geometry, including Similarity • Simultaneous and Literal Equations • Functions and simple Exponential Equations • Curve Sketching (if time permits)

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MATHEMATICS EXTENDED Subject Summary: The Mathematics courses for Years 9 and 10 have been developed to align with all Mathematics subjects offered in Years 11 and 12. Extended Mathematics consists of the Mathematics Standard framework, supplemented by additional topics and skills. This level provides the foundation for students who wish to pursue further studies in Mathematics: for example, Mathematics Higher level (HL) as part of the IB Diploma Programme or Mathematics Specialist as part of the Queensland Certificate of Education. Extended Mathematics provides greater breadth and depth to the standard Mathematics framework. This course is a highly demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study Mathematics in a less rigorous environment should therefore opt for the Standard Level Mathematics course. This course will have an individualised assessment task which is assessed against MYP criteria. Usually students who have come from Year 8 Mathematics Extension class will select Mathematics Extended, however entry is not restricted to this class. Students will be advised towards the end of Year 10 as to which subjects they should choose in Years 11 and 12.

Assessment Outline: Year 9 has the following assessment tasks in the year: YEAR 9 - SEMESTER ONE: • Number Patterns Investigation • Life-related task • Examination YEAR 9 - SEMESTER TWO: • Number Patterns Investigation Subject Outline by Semester: YEAR 9 - SEMESTER ONE TOPICS: • Percentages and Financial Mathematics • Number bases • Ratio and Proportion • Measurement • Indices • Linear Equations and Inequations • Algebraic Expressions YEAR 9 - SEMESTER TWO TOPICS: • Vectors • Statistics • Coordinate Geometry and Linear Functions • Trigonometry • Simultaneous Equations • Deductive Geometry • Assignment • Examination

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LANGUAGE AND LITERATURE (ENGLISH) Subject Summary: The Language and Literature course is intended to equip students with linguistic, analytical and communication skills which can be used across all subject groups in the MYP. The course focuses on six skill areas-listening, speaking, reading, writing, viewing and presenting-developed within an inquiry-based pedagogy. In accordance with the aims of the Language and Literature course, the Somerset College English programme in Year 9 and Year 10 provides students with the opportunity to: • use language as a vehicle for thought, creativity, reflection, learning, self-expression and social • interaction • develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • develop critical, creative and personal approaches to studying and analysing literary and non-literary texts • engage with text from different historical periods and a variety of cultures • explore and analyse aspects of personal, host and other cultures through literary and non-literary • texts • explore language through a variety of media and modes • develop a lifelong interest in reading • apply linguistic and literary concepts and skills in a variety of real-life contexts

Assessment Outline: The following assessment criteria will be used to assess the work of students in this subject:

• Criterion A: Analysing (maximum 8 marks) • Criterion B: Organising (maximum 8 marks) • Criterion C: Producing Text (maximum 8 marks) • Criterion D: Using Language (maximum 8 marks) YEAR 9 - SUMMATIVE ASSESSMENT: • Two Mock NAPLAN Writing Tasks • Analytical Written Response • Oral Presentation • Analytical Written Response

YEAR 10 - SUMMATIVE ASSESSMENT: 1. Written Response for a Public Audience 2. Analytical Written Response 3. Imaginative Response 4. Analytical Written Response

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Subject Outline by Semester: YEAR 9 - SEMESTER ONE TOPICS: • NAPLAN Preparation • Novel Study YEAR 9 - SEMESTER TWO TOPICS: • Play Study • Novel Study YEAR 10 - SEMESTER ONE TOPICS: • Short Film Study • Novel Study YEAR 10 - SEMESTER TWO TOPICS: • Novel Study • Play Study

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INDIVIDUALS AND SOCIETIES Subject Summary:

The course looks at both Geographical and Historical areas of study and, where possible, links these to the Commercial activities that underpin our society. The History study considers the Industrial Revolution period and the impacts it had on the world. It also looks at the European colonialization of the world during this period and its impacts. The Geography study looks at the rapid growth of the world’s population and what it takes to feed and cater for such numbers. A study of globalising forces and how they affect commercial activities will focus on the Gold Coasts links to the world and the methods used to protect and enhance our tourism industry. The course has a focus on developing critical thinking and information presentation skills. Assessment Outline: In each semester there are Short Response Tests and Extended Writing tasks based on both Library Research and on Field Work. A formal examination concludes each semester. The criteria used for assessment are Knowing and Understanding, Investigating, Communicating and Thinking Critically. Subject Outline by Semester: YEARS 9 - SEMESTER ONE TOPICS: • Feeding the World: We look at the links between the worlds ability to feed itself and the impacts of the growing population on the environment. • Making a Better World - The Industrial Revolution: We investigate the forces behind it, the social change it produced and the longer term impacts that it had throughout the world. YEAR 9 - SEMESTER TWO TOPICS: • The Interconnected World: We explore the way various part of the world are connected and the impact of that connection. Technology, sport and foreign aid are all examples of how the world either assists or exploits other societies. • World War One: We investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.

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GLOBAL POLITICS Subject Summary:

Do you want to understand the big issues that exist in our world today? Are you open to learning about different perspectives on complex issues? Do you get excited when you have the opportunity to discuss these types of questions:

How can we fight a war against ISIS?

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• Should humans be permitted to ‘use’ other animals to make human life better? • What happens when government loses control? • Given our low employment and declining economy, why should Australia have to give aid to other countries? • Government hand out or hand up - shouldn’t people take more responsibility for themselves? • Should a smoker get a lung transplant paid for by the government? • We make a big deal about caged farm animals, why aren’t we as active about child labour? Then you should consider Global Thinking as a subject in Year 9, and Philosophy in Year 10. This course will appeal to students not simply because it will extend their understanding of the world, but also because it will develop their potential to understand different perspectives and to make reasoned responses; skills which will have a flow on effect to senior subjects such as English, History, Geography, Economics and Business Management, as well as the IB Diploma core subjects Theory of Knowledge and the Extended Essay. It will also enhance their ability to become life-long learners. Students examine a range of global issues from several different perspectives, drawing on a variety of subjects. The issues explored in Global Thinking should be from a personal, local and global perspective, and could include almost any discipline, from the literary to the scientific, but should include a cross-cultural perspective. Global Thinking aims to develop learners who: • are independent and empowered to take their place in an ever-changing, information-heavy, interconnected world • have an analytical, evaluative grasp of global issues and their causes, effects and possible solutions • enquire into and reflect on issues independently and in collaboration with others from a variety of different cultures, communities and countries • can communicate sensitively with people from a variety of backgrounds • work independently as well as part of a team, directing much of their own learning with the teacher as facilitator • consider important issues from personal, local and global perspectives and understand the links between them • critically assess the information available to them and make judgements • can support judgements with lines of reasoning The course is built around a series of topics, each containing issues of global importance. The global issues provide a stimulating context through which students can begin to develop the skills necessary to participate as active, global citizens and for practical application in further study. Topics include: • In the News Today • Ethics • Humans and Other Species • Local issues within a Global Context • Human Rights • Peace and Conflict • Politics • Taking Action for Change. • have a sense of their own, active place in the world • can empathise with the needs and rights of others TOPICS:

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Assessment Outline: Global Thinking encourages awareness of global problems and offers opportunities to explore possible solutions through cooperation and collaboration. The course is not about getting everybody to think identically; rather it is a matter of opening minds to the great complexity of the world and of human thought. There will be a variety of assessment methods used throughout the course, including the following types of assessment: • Seminar: Students create a presentation in which they discuss issues of fairness and development, and power and choice throughout the world. • Interactive Oral and reflective Statement: These will be at the end of Semester 1. Students will create an interactive presentation addressing the issues of peace and conflict. • Campaign Presentation Students will research a topic of their choice and attempt to persuade and inform others about the implications of a global issue through a presentation. • Investigation and feature article Students will create a feature article related to local issues relating to a global context. Students are assessed throughout the course according to the following criteria: • Criterion A: Knowing and Understanding (maximum 8 marks)

• Criterion B: Investigating (maximum 8 marks) • Criterion C: Communicating (maximum 8 marks) • Criterion D: Thinking Critically (maximum 8 marks)

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STUDIES IN COMMERCE Subject Summary: This elective is suitable to students who would like to gain a broad understanding of their role as citizens, as consumers, as workers and as creative participants in the community. The course is divided into a series of units which offer preparatory studies towards Year 10 Economics and Legal Studies, and then into Year 11 and 12 Economics and Legal Studies. The aim of the course is to introduce students to life skills that are unlikely to be presented in other subjects, with a particular focus on economic and legal issues. There is a strong emphasis on current issues, including local, national and global. Students will be offered opportunities to visit the local courts as part of their study. They will be encouraged to become involved in the ASX Sharemarket Game over the two years of the course. Assessment Outline: The assessment used in this subject includes: • A research assignment based on a visit to the Southport Courthouse • A research assignment on employment law and the rights and responsibilities of employees in the workplace • A Semester 1 and 2 examination. The criteria for assessment are • Criterion A: Knowing and Understanding, • Criterion B: Investigating, Subject Outline by Semester: YEAR 9 - SEMESTER ONE TOPICS: • How is Australia governed and how do citizens influence change? The nature and structure of government is examined as well as political decision making, political Students consider the legal framework within Australia, both criminal and civil. Rights and responsibilities, the resolution of legal disputes and current legal issued are investigated. YEAR 9 - SEMESTER TWO TOPICS: • What are our options, rights and responsibilities in the work environment? Students are introduced to the role of different groups in the workplace, employment relations, taxation and superannuation. • What is the best way to manage my personal finances and investments for the future? The unit allows students to examine the consequences of spending and saving, the options for borrowing and effective credit control. Students also investigate the options for investment for the future. parties, the democratic process and political interest groups. • How do laws regulate individuals and groups in society? • Criterion C: Communicating and • Criterion D: Thinking Critically

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SCIENCES Subject Summary:

The Year 9 Sciences at Somerset College provide an empirical way of answering interesting and important questions about the biological, chemical, physical and technological world. A study in the Sciences aims to contribute to the development of students as inquirers. The Sciences programme promotes scientific inquiry to develop analytical and critical thinking, and challenges all students to: • be confident and curious learners • develop a scientific way of knowing that enables students to investigate, understand, explain and evaluate the world they live in • recognise links between Sciences and other disciplines • consider multiple perspectives in regards to social and national cultures • reflect on their own learning • develop decision-making and ethical reasoning skills The Australian Curriculum for Science has three interrelated strands: • Science Understanding – selection and integration of scientific knowledge to explain and predict phenomena, and application of knowledge to new situations • Science as a Human Endeavour – the development and role of science in decision making and problem solving, the ethical implications of decisions and the contributions of individuals and cultures • Science Inquiry Skills – evaluating claims, investigating ideas, solving problems, drawing conclusions and developing evidence based arguments As part of the International Baccalaureate Middle Years Programme, the Sciences programme also incorporates: • Conceptual Understanding – the ‘big ideas’, principles or notions that are enduring and significant. • Global Contexts – direct teaching and learning, and exploration of the relevance of the inquiry. • Statements of Inquiry and Inquiry Questions - frame classroom inquiry and direct purposeful learning. • Approaches to Learning - encompass thinking, social, communication, self-management, research and mathematical skills. These areas are naturally interwoven throughout the Sciences curriculum, providing a vehicle through which to examine the content and contextualise the students’ knowledge and skills. The Year 9 Sciences course covers a range of topics which span the four sub-strands of Biological Sciences, Chemical Sciences, Earth and Space Sciences and Physical Sciences. Exploration of these disciplines encourages students to find possible answers to a range of inquiry questions. Assessment Outline: Students will be assessed throughout the two semesters using a range of tasks, including practical investigations, assignments and examinations, covering all criteria. These criteria include: • Criterion A - Knowledge and Understanding

• Criterion B - Inquiring and Designing • Criterion C – Processing and Evaluating • Criterion D – Reflecting on the Impact of Science

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Subject Outline by Semester: YEAR 9 - SEMESTER ONE TOPICS: • Relationships in Ecology

Ecology and human impact on ecosystems is explored through the Global Context of Fairness and Development. Students will understand that the natural environment is a dynamic community of organisms that changes over time in response to variations in environmental conditions and the interactions of different species. • Relationships between Energy Transfer and Electricity The transformation of energy in electrical circuits is the basis of many Scientific and Technical Innovations. Students will explore and understand the role of resistors in the transformation of energy in electrical circuits. • Changes in Chemical Reactions An exploration of basic chemical laws and processes through the Global Context of Scientific and Technical Innovation. Students will understand how atoms combine in various ways to produce new compounds. YEAR 9 - SEMESTER TWO TOPICS: • Systems and Consequences in Plate Tectonics The theory of plate tectonics is presented to explain global patterns of geological activity and continental movement. The role of Scientific and Technical Innovation in understanding seismic events is explored. • Changes in Waves, Heat Transfer and Light The observation of the behaviour of waves as energy transmitters leads to an understanding of the nature of waves and how they can be used in various Scientific and Technical Innovations. Energy transfer through different mediums can be explained using wave and particle models. • Relationships between Atoms and Radiation Scientific and technological advances such as in nuclear energy affect the relationship between humans and the natural environment. Students will understand that all matter is made of atoms and that natural

radioactivity arises from the decay of atomic nuclei. • Systems involved with Maintaining Homeostasis

Homeostasis is the mechanism for maintaining constant internal environments; the consequences of uncoordinated body systems can lead to systems failure. Students will learn that multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

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