DOCSLIB.ORG

YEAR 8-10 P 08 8645 8844 F 08 8645 0057 CURRICULUM E [email protected] HANDBOOK 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
YEAR 8-10 P 08 8645 8844 F 08 8645 0057 CURRICULUM E Dl.0822.Info@Schools.Sa.Edu.Au HANDBOOK 2020 www.whyallahs.sa.edu.au Whyalla High School A Year 8 -10 School 20 Broadbent Terrace, Whyalla SA 5600 YEAR 8-10 P 08 8645 8844 F 08 8645 0057 CURRICULUM E [email protected] HANDBOOK 2020 Department for Education T/A South Australian Government Schools CRICOS Provider number: 00018A RESPECT INCLUSION RELATIONSHIPS LEARNING ACHIEVEMENT Contents A message from the Principal ........................................................................................................................3 Recommendations for Subject Selection ........................................................................................................4 Care Group and Learning Centre ...................................................................................................................8 Bookwork Standards ......................................................................................................................................9 Be You .........................................................................................................................................................10 School Counselling ......................................................................................................................................11 Instrumental Music ......................................................................................................................................12 Personal Learning Plan (PLP) .....................................................................................................................13 Work Experience .........................................................................................................................................14 School Musical Production ..........................................................................................................................15 Year 8 Urban Camp Experience ..................................................................................................................16 Year 9 Adventure Camp ..............................................................................................................................17 Year 9 Melbourne Tour ...............................................................................................................................18 Year 10 Snow Tour ......................................................................................................................................19 Year 10 Futures Camp .................................................................................................................................20 English .......................................................................................................................................................21 Languages .................................................................................................................................................. 24 Humanities and Social Sciences ..................................................................................................................26 Mathematics ................................................................................................................................................32 Science ...................................................................................................................................................... 36 STEM ......................................................................................................................................................... 39 Health and Physical Education ....................................................................................................................41 South Australian Aboriginal Secondary Training Academy (SAASTA) ............................................................48 Home Economics ........................................................................................................................................50 Technologies ................................................................................................................................................55 The Arts ..................................................................................................................................................... 61 Term Dates 2020 Term 1 28 January to 9 April Term 2 27 April to 3 July Term 3 20 July to 25 September Term 4 12 October to 11 December Contact Details Administration 08 8645 8844 Fax 08 8645 0057 Email [email protected] Website www.whyallahs.sa.edu.au Address 20 Broadbent Terrace, Whyalla SA 5600 - 1 - - 1 - A message from the Principal Vision Whyalla High School is a high performing middle school that improves learning achievement, wellbeing and pathways for children and young people in Whyalla. Purpose To provide The Whyalla High School Curriculum Handbook an engaging, provides you with an overview of school programs stimulating, success- and subjects we offer in 2020. oriented learning The Middle School model at Whyalla High School provides students in Years 8-10 with a deep and personalised connection with core subjects environment where (English, Mathematics, Science, Humanities and Social Sciences), all students feel safe, supplemented by a wide range of experiential and optional subjects that ensure complete engagement with the Australian Curriculum. We aim happy, supported to provide opportunities for every child to achieve success in the core and challenged to subjects and explore personal strengths through a diverse curriculum. achieve to the best The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. of their ability. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian Our Improvement Priorities; community. It makes clear what all young Australians should learn as Increase and maintain student’s they progress through schooling. It is the foundation for high quality achievement in writing from teaching to meet the needs of all Australian students. The general year 7 to year 9. capabilities include literacy, numeracy, information technology, critical and creative thinking, personal and social competence, moral and Increase and maintain student ethical behaviours and intercultural understandings. Cross Curriculum achievement in all subjects. Perspectives focus on Aboriginal and Torres Strait Islander histories and Increase and maintain reading cultures, Asia and Australia’s engagement with Asia and Sustainability. achievement of Aboriginal and/ Topics within each learning area are designed to enhance the or Torres Strait Islander (ATSI) curriculum and develop expert learners through authentic students. personalisation and connection for all learners. I encourage you to work together in partnership between school and home to make subject selections that build towards a successful transition to further study and working life. Mrs Tricia Richman Principal - 3 - Back to Contents Recommendations for Subject Selection During Care Group sessions, teachers help students to make their subject selections. The Leadership Team are always available to advise students on particular pathways and subject choices. When selecting a subject: • It is important to consider possible future pathways based on your current progress reports as well as your personal aspirations and capabilities. • Be aware of the subject selection process. Always rank your experiential subject selections in order of preference as it is not always possible to be placed in your first experiential subject. • When thinking about your future pathway, consider the possibilities of university entry, TAFE enrolment and employment. • Refer to each of the subject specific flow charts. If you need further information about a specific subject, speak to the contact person listed for that subject. • Ensure that you seek information and advice about your subject choices. The more information that you have, the more informed you will be to make subject selections. This gives you the best chance of achieving your personal goals. Back to Contents - 4 - Year 8 Subjects Learning Area Subject Length of time Core English 1 year Subjects Mathematics 1 year Compulsory Science 1 year Humanities and History Social Sciences Geography 1 year (combined) Economics and Business Civics and Citizenship Health and Physical Sport 1 semester Education Movement Languages Language 1 term Arts Performing Arts Experiential (Music, Drama, Dance) 1 term each Subjects Students will experience Visual Art 1 term each of the Experiential Subjects to prepare them Technologies Design & Technology/STEM 1 term each for subject selection processes. Home Economics Textiles 1 term each Food Technology Plus 35 mins Care Group per day. - 4 - - 5 - Back to Contents Year 9 Subjects Year 10 Subjects Learning Area Subject Length of time Core English 1 year Subjects Mathematics 1 year Compulsory Science 1 year Humanities and History Social Sciences Geography 1 year (combined) Economics and Business Civics and Citizenship Health and Physical Sport 1 semester Education Movement Experiential Arts Visual Arts - Creative Processes Subjects Visual Arts - Elements of Art Students need to select Drama A three subject choices and 1 semester each reserve preferences. Drama B Music A Music B Technologies Land Rover 4x4 Technology Challenge Robotics 1 semester each Workshop
Load more

Recommended publications
  • Membership Notice of Council Meeting
    MEMBERSHIP Mayor Clare McLaughlin Cr Irene Adair Cr David Knox Cr Joanne Marshall Cr Tamy Pond Cr Rick Santucci Cr Bill Simpson Cr Soto Stuppos Cr Phill Stone Cr Zia Westerman NOTICE OF COUNCIL MEETING TO HER WORSHIP THE MAYOR AND MEMBERS OF COUNCIL NOTICE is hereby given pursuant to Section 83 of the Local Government Act that the next Ordinary COUNCIL MEETING will be held in the Council Chamber, Darling Terrace, Whyalla on MONDAY 15 FEBRUARY 2021 commencing at 5.30 pm. A copy of the Agenda for the above meeting is supplied as required. JUSTIN COMMONS CHIEF EXECUTIVE OFFICER Dated: 11 February 2021 COUNCIL MEETING – 15.02.21 Page 2 AGENDA COUNCIL MEETING – MONDAY 15 FEBRUARY 2021 1. ACKNOWLEDGEMENT “We acknowledge that this meeting is held on Barngarla Land and we give thanks for the use of this Land.” 2. OPENING PRAYER AND WELCOME “Almighty God, we humbly beseech thee to grant thy blessing upon the works of this Council; to direct and prosper its deliberations to the advancement of this City; and for the true and lasting welfare of the people of this municipality.” 3. OBITUARY NOTICES 4. ATTENDANCE RECORD Apologies – Nil Leave of Absence 5. DECLARATION OF MEMBERS’ CONFLICT OF INTERESTS 6. MINUTES OF PREVIOUS MEETINGS 6.1 Confirmation of the Minutes of the previous Ordinary Council Meeting held on Monday 18 January 2021 Recommendation That the Minutes of the previous Ordinary Council Meeting held on Monday 18 January 2021, as per copies supplied to Members, be adopted as a true and correct record to that meeting.
    [Show full text]
  • Celebrating 75 Years of Public Secondary Education in Whyalla
    Introduction .................................................................... 2 Principal’s Message ....................................................... 3 1943 - 2018 War Cry .......................................................................... 4 School Hymn ................................................................. 5 Whyalla High School School Construction ....................................................... 6 Seventyfive The New Hall 1953 ........................................................ 8 The Library .................................................................. 10 Foreword ...................................................................... 11 The first years of Whyalla Technical High School ......................................... 12 Early days of the Apprentices/Trainee Graduate ............................. 17 Principals ...................................................................... 19 Musicals ....................................................................... 20 Hartley Searle ............................................................... 22 Evelyn Brougham (nee Greenhalgh) ........................... 28 Howard Havelberg ....................................................... 32 Graham Galpin ............................................................. 34 Graham Heinjus .......................................................... 36 Tony Hughes ................................................................ 39 Joan Knight .................................................................
    [Show full text]
  • SACE Review Final Report
    Success for all MINISTERIAL REVIEW OF SENIOR SECONDARY EDUCATION IN SOUTH AUSTRALIA SACE Review Final Report Panel Members Hon Greg Crafter Dr Patricia Crook AO Professor Alan Reid Success for all MINISTERIAL REVIEW OF SENIOR SECONDARY EDUCATION IN SOUTH AUSTRALIA SACE Review Final Report Ministerial Review Panel Hon Greg Crafter Dr Patricia Crook AO Prof Alan Reid Review Secretariat Ms Judith Lydeamore (Project Manager) Mr Steve Bousfield Ms Susan Cameron Ms Jo Coonan Ms Virginia Gill Mr Peter Shackleford Mr Terry Tierney Mr Noel Volk Administrative Support Ms Teresa Giuffreda Ms Susan Sifkus Please note: Additional copies of this Report can be downloaded from the SACE Review website at <http://www.sacereview.sa.gov.au>. © 2006, The State of South Australia Editing: Gunta Groves Graphic Design: Design Train Printing: Hyde Park Press ISBN 0 7308 7798 1 Contents Letter of transmission with general overview of the report 9 Recommendations 13 Part A: The case for reform 1. Current challenges 19 Overview 1.1 Context of the SACE Review 1.2 The importance of education and training 1.3 The role of senior secondary education and training 1.4 A time for critical reflection and response 1.5 The policy context 1.6 The SACE Review 2. The case for reform—Statistical trends and patterns 31 Overview 2.1 Patterns in student retention, participation and progression in the secondary years of schooling 2.2 Patterns of participation in the SACE 2.3 Patterns of achievement in the SACE 2.4 Patterns in students’ transitions from school to university 2.5 Perspectives from the Northern Territory 2.6 Research into factors affecting students’ engagement in and success at school 2.7 Conclusion 3.
    [Show full text]
  • An Investigation Into the Mental Health Needs of Adolescents in Rural Areas of South Australia
    AN INVESTIGATION INTO THE MENTAL HEALTH NEEDS OF ADOLESCENTS IN RURAL AREAS OF SOUTH AUSTRALIA Thesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy Marijeta Kurtin October 2010 Discipline of General Practice School of Population Health and Clinical Practice The University of Adelaide ii TABLE OF CONTENTS Table of Contents .................................................................................................................... i List of Tables ......................................................................................................................... v List of Figures ...................................................................................................................... vii List of Appendices .............................................................................................................. viii Abstract ................................................................................................................................. ix Statement of Authorship ..................................................................................................... xiii Acknowledgements ............................................................................................................. xiv CHAPTER 1 .......................................................................................................................... 1 THE MENTAL HEALTH OF RURAL ADOLESCENTS: ........................................ 1 A LITERATURE REVIEW ........................................................................................
    [Show full text]
  • REGIONAL DEVELOPMENT AUSTRALIA Whyalla and Eyre Peninsula
    Regional Plan – Whyalla and Eyre Peninsula REGIONAL DEVELOPMENT AUSTRALIA Whyalla and Eyre Peninsula August 2012 Cover photography courtesy of John White from Port Lincoln and Robert Woodland from Whyalla. Disclaimer: Neither RDA Whyalla and Eyre Peninsula or any of its staff will have any liability in any way arising from information or advice that is contained in this document. This document is intended as a guide only. This document is the intellectual property and copyright 2012 of the RDA Whyalla and Eyre Peninsula Inc. No part of this document may be modified, or material used without seeking permission from the RDA Whyalla and Eyre Peninsula Inc. 2 Regional Plan – Whyalla and Eyre Peninsula CONTENTS PREFACE ................................................................................................................................ 9 EXECUTIVE SUMMARY ....................................................................................................... 10 1. Introduction: Overview of the Region ............................................................................. 13 1.1 Location and Environment ................................................................................................................... 13 Natural Resources Management ................................................................................................. 15 1.2 Cultural Heritage .................................................................................................................................. 15 Indigenous Heritage ...................................................................................................................
    [Show full text]
  • PRINCIPALS REPORT Welcome to the 2021 School Year – Which Is Set to Be a DIARY DATES Special Year for Our School Community
    NEWSLETTER FEBRUARY 2021 PRINCIPALS REPORT Welcome to the 2021 school year – which is set to be a DIARY DATES special year for our school community. In 2020 we achieved our targets for improving student Wednesday 17 February achievement across Year 11 and Year 12 subjects. This Governing Council AGM resulted with our highest amount of A and B grades achieved Monday 22 February Knock Out Cricket by students across the board. This is a reflection of the hard work done by students, the support from parents and Monday 22 February Outdoor Education Camp (Wild Dog Hill) families and the guidance from dedicated teachers. Well Monday 22 - Friday 26 February done to all. VET Block Week We have had a positive start to the year, with students Tuesday 23 - Friday 26 February settling into their subjects and routines across the school. Health Science Camp There are a number of new initiatives in place for our school. This has included staff Monday 8 March Adelaide Cup Day (Public Holiday) professional learning for SACE, Aboriginal Education initiatives and strategies to guide student literacy in senior years. Wednesday 10 March WASSAC Trial Day In 2021 we welcome several new staff to EJEHS: Chantelle Lucas, who joins us from Friday 19 March Stuart High School in the role of Assistant Principal Intervention. We farewelled and Bullying No Way! Day thanked Sean Sheedy for his work at EJEHS in Week 0, as he has taken on a leadership Monday 22 - Friday 26 March Block Week role with the Polly Farmer Foundation and wish him all the best.
    [Show full text]
  • South Australian Education Staff (Government Preschools, Schools and Tafe) Enterprise Agreement 2006
    SOUTH AUSTRALIAN EDUCATION STAFF (GOVERNMENT PRESCHOOLS, SCHOOLS AND TAFE) ENTERPRISE AGREEMENT 2006 File No. 1787 of 2006 This Agreement shall come into force on and from 23 March 2006 and have a life extending until 31 March 2008. THE COMMISSION HEREBY APPROVES THIS ENTERPRISE AGREEMENT PURSUANT TO SECTION 79 OF THE FAIR WORK ACT 1994. DATED 23 MARCH 2006. ________________________ COMMISSION MEMBER SOUTH AUSTRALIAN EDUCATION STAFF (GOVERNMENT PRESCHOOLS, SCHOOLS AND TAFE) ENTERPRISE AGREEMENT 2006 1. Title 1.1 The name of this Enterprise Agreement is the South Australian Education Staff (Government Preschools, Schools and TAFE) Enterprise Agreement 2006. 2. Parties Bound 2.1 This Enterprise Agreement shall apply to and be binding on: 2.1.1 Chief Executive, Department for Administrative and Information Services on behalf of the Department of Education and Children’s Services, and the Department of Further Education, Employment, Science and Technology (“the employer”) in respect of employees bound by this Agreement; 2.1.2 The Australian Education Union – South Australian Branch (“the AEU”); 2.1.3 The Public Service Association of South Australia Incorporated (“the PSA”); and 2.1.4 Employees employed in the classifications in this Agreement. 3. Duration 3.1 This Enterprise Agreement commences on the date approved by the Industrial Relations Commission of South Australia and will continue in force until 31 March 2008. 3.2 This Enterprise Agreement replaces the South Australian Education Staff (Government Preschools, Schools and TAFE) Certified Agreement 2005, certified on 7 November 2005 and which will nominally expire on 31 March 2008. 4. Arrangement 4.1 This Enterprise Agreement is arranged as follows.
    [Show full text]
  • Curriculum Guide
    RESPECT - RESPONSIBILITY - RESILIENCE CURRICULUM GUIDE www.ejehs.sa.edu.au MESSAGE FROM THE PRINCIPAL The Edward John Eyre High School Curriculum Guide has been designed to provide an overview of the wide range of curriculum offerings available to our students, in support of the Pathways Counselling process. This information will be useful in planning for individual goals and aspirations to transition into a future beyond school. Information has also been provided around the flexibility and personalised nature of programs in studying for the South Australian Certificate of Education (SACE), including: • Australian Tertiary Admissions Ranking pathways • School Based Apprenticeships • Vocational Education and Training (VET) • Specialist programs. Our school prides itself on providing a breadth of curriculum offerings for our students. This enables students flexibility in their subject choices and the opportunity to identify a subject package that suits their individual needs. When choosing subjects/courses, students should think about subjects that: align with future/career aspirations, they enjoy studying, enable them to work to their strengths, will challenge them and provide a number of broader options. This guide is useful for students, Parents/Caregivers and pathways counselling staff to discuss study and career planning. Learning Areas have provided a range of subject-related details, to gain insight for discussions and provide you an opportunity to gain a deeper insight into the learning focus and assessment of these. For further
    [Show full text]
  • Olympic Dam Expansion
    OLYMPIC DAM EXPANSION DRAFT ENVIRONMENTAL IMPACT STATEMENT 2009 APPENDIX H CONSULTATION AND ENGAGEMENT ISBN 978-0-9806218-0-8 (set) ISBN 978-0-9806218-4-6 (appendices) APPENDIX H CONSULTATION AND ENGAGEMENT CONTENTS H1 BHP Billiton HSEC Standard 7 3 H2 Stakeholder list 5 H2.1 Government 6 H2.2 Non-government organisations and service providers 7 H2.3 Industry and business 8 H2.4 Indigenous groups 8 H2.5 Landholders/pastoralists 9 H3 Information sheets 11 H4 Media advertisements 25 H4.1 Summary of media advertisements 26 H4.2 Metropolitan Adelaide 27 H4.3 Regional South Australia 28 H4.4 Local 33 H5 Consultation program 37 H6 Telephone surveys 53 H6.1 Metropolitan Adelaide telephone survey 55 H6.2 Attitudes Survey – Informing the communication strategy 99 APPENDIX H1 BHP Billiton HSEC Standard 7 Olympic Dam Expansion Draft Environmental Impact Statement 2009 Appendix H 3 H1 BHP BILLITON HSEC STANDARD 7 BHP Billiton owns and operates a diverse range of businesses in different countries and cultures around the world that, by their nature, may affect the health and safety of people, the environment or communities. As stated in the BHP Billiton Charter, we have an overriding commitment to sustainable development and we pursue this through the effective management of HSEC. We aspire to Zero Harm and seek to ensure our business contributes lasting benefits to society through the consideration of health, safety, social, environmental, ethical and economic aspects in all Company decisions and activities. These Standards form the basis for the development and application of HSEC management systems at all levels in BHP Billiton.
    [Show full text]
  • Eyre and Western Zone Emergency Management Plan
    Eyre and Western Zone Emergency Management Plan Version 1.0 December 2015 Eyre and Western Zone Emergency Management Committee (ZEMC) (Note: To be read in conjunction with the Eyre and Western Hazard Risk Management Reports) Contents EYRE AND WESTERN ......................................................................................................................................... 0 PREFACE ........................................................................................................................................................... 5 1.1 ABOUT THE EYRE AND WESTERN ZONE EMERGENCY MANAGEMENT PLAN............................................................... 5 1.2 DISTRIBUTION .............................................................................................................................................. 5 1.3 MONITORING AND REVIEWING ........................................................................................................................ 5 1.4 DOCUMENT CONTROL .................................................................................................................................... 6 LEGAL & ADMINISTRATIVE FRAMEWORK ......................................................................................................... 7 2.1 SOUTH AUSTRALIAN EMERGENCY MANAGEMENT ARRANGEMENTS ........................................................................ 7 2.2 ADVISORY GROUPS ......................................................................................................................................
    [Show full text]
  • 6 MB 6Th May 2020 Clontarf Foundation Annual Report 2019 6Th May 2020
    clontarf foundation annualreport2019 CONTENTS Who We Are and What We Do 2 Chairman & CEO’s Report 3 - 14 Roll of Honour 15 - 16 Corporate Structure 17 - 20 Academy Locations 21 - 24 Auditor’s Report 25 - 28 Financial Report 29 - 57 Partners 58 Kurtis Quealey (Vincentia Academy, NSW) relaxes at Wreck Bay before the Ross Kelly Cup rugby league carnival. 1 FROM LITTLE THINGS BIG THINGS GROW “Through Clontarf and their partner Landbridge, I was selected to hop on board the Young Endeavour and sail from Gladstone to Brisbane. We were taught how to set and furl sails, navigate the seas, master the swells and most importantly, how to work together as a team. Who knew these 11 days would be the best experience of my life. As Captain Adam Charlie Farely had told us at the beginning of the journey, ‘we might be complete strangers now but I guarantee you guys will be family the day we reach Brisbane.’ Throughout our time upon the Young Endeavour, we were lucky enough to visit places such as Herron Island, Lady Musgrave Island and Tangelooma. The journey was fi lled with excitement and curiosity as we had no idea about what was to come next. It’s opportunities like this that are provided by the Clontarf Foundation and their partners across Australia that enable us to step out of our comfort zone and challenge ourselves that will help set us up for life after school. Today I challenge you boys to step outside your comfort zone, tell your story, make a great impression on our partners and who knows what could happen in the days, weeks, months, years to come.” Bundharra Wightman – 2019 Wilsonton Academy member, Year 12 graduate and school captain, addressing fellow Clontarf members.
    [Show full text]