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From the Principal

Narangba Valley State High School is recognised as the school of first choice within the community. During the Junior Secondary years, meaningful learning experiences provide the foundation for a successful education. The curriculum is designed to be responsive to the learning needs of young adolescents. It is rigorous and relevant, and is designed to ensure students establish the essential knowledge and skills they will build on in the Senior Years and beyond. It is important that Junior Secondary students are exposed to a wide range of subjects drawn from the core learning areas, and build a strong real world knowledge coupled with higher order thinking skills. In Year 8, students study English, Maths, Science, Social Sciences, Language and Health and Physical Education for Semester One and Two. Each semester, students will also participate in a rotation of The Arts and Technology subjects. Students are given the opportunity to apply for Academy and Excellence Programs. These include the Science and Maths Academy; Netball Developmental Academy; AFL Developmental Academy; Music Academy; Dance Excellence and Drama Excellence. A wide range of extracurricular activities are also on offer and support our students to become well rounded citizens. Our young learners need quality; passionate teachers who care for them and help them develop a lifelong love of learning. This first class education ensures that our students live our motto and are ‘Challenging the future.’ Steven Miskin Executive Principal Our vision: In partnership with our parents and community, Narangba Valley State High School will provide all students with access to a high quality education that equips them with the knowledge, skills and attributes needed for the future. This will enable them to participate in and contribute to a culturally, socially and economic vibrant society. Students, parents and staff of Narangba Valley State High School consistently strive to model the key values of Respect, Integrity and Commitment. We are Shaping Queensland’s Future through inspiring minds and creating opportunities with every student succeeding.

Welcome to

Narangba Valley State High School

CORE

CLASSES

English ENG

The year 8 English course at Narangba Valley State High School is challenging and interesting and is designed to engender in students a love of the English language and literature as well as an understanding of the way language works. The programme focusses heavily on the building of improved comprehension skills in the students so that they can perform well in other subjects offered at high school. As well, there is an emphasis on the explicit teaching of English skills such as grammar, punctuation, spelling and vocabulary building exercises and homework tasks centre on practising these to mastery level. All students are required to buy homework books, “English Rules 1”, “Spelling Essentials” and “Grammar Essentials”. Teachers will teach the grammar, punctuation and spelling rules from these books and the students complete exercises for homework. As well, students must complete one Homework Comprehension Sheet each week which is provided. It is also a requirement that all students read for at least 30 minutes every night. Students are required to have their computers in every English lesson as part of the “bring your own device” NVSHS initiative. Some of the Literacy programme will be completed using a programme called “Knowledge Quest” and as well, their textbook “English is…” can be downloaded onto their laptops, providing for them a wide range of engaging and colourful, interactive tasks. The Year 8 English Work Programme is based around the integrating device of “VOICE” – the same focus for all English Programmes from Years 7 – 12. Units for study and assessment are: Unit 1: “My Evolving Voice” Unit 2: My Imaginative Voice Unit 3: My Pervasive Voice Unit 4: My Storytelling Voice Assessment is test and writing focussed to allow the English teachers to identify weaknesses and put into place individualised learning programmes designed to improve results for students. "Step into Reading" (S.I.R.) is the name of our cutting edge and exciting literacy course that all year 8 students participate in from the beginning of the school year. The SIR programme runs for the first 25 minutes of a lesson and is designed to improve the Reading Ages of all students. Students complete a series of specially prepared lessons focussing on grammar, spelling, vocabulary and punctuation rules as well as word building and derivation from Greek and Latin roots; prefixes and suffixes. The English Faculty works in conjunction with leading academics from the Universities of Queensland and New South Wales to provide lessons that have been statistically shown to improve literacy outcomes for all students. Outstanding results are occurring because of this programme we have implemented at Narangba Valley State High School with every student recording an improvement in reading, comprehension and strategy skills. All students in Years 7, 8 and 9 sit a “Literacy Test”, the results of which guide our literacy programme.

Maths MAT

All Junior Maths students will study units based on the Australian Curriculum. This covers the core topics of Number and Algebra, Measurement and Geometry, and Statistics and Probability. Students engage in the program through a variety of learning activities involving textbooks, ICTs and faculty provided resources.

By the end of Year 8, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals and apply this to compare the cost of items to make financial decisions. Students will also start to represent numbers using variables looking into the connections between the laws and properties for numbers and algebra. They interpret simple linear representations and model authentic information. They represent transformations of objects in the Cartesian plane. Students describe different views of three-dimensional objects in both theoretical and real life applications. They solve simple numerical problems involving angles formed by a transversal crossing two parallel lines. Students identify issues involving the collection of continuous data and they describe the relationship between the median and mean in data displays.

Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing a parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.

In addition to the above Australian Curriculum-based program, students will spend time each week developing their numeracy knowledge and skills. Use of the program sQuizya will provide opportunity to practise numerical concepts weekly as part of a homework program. Strategies such as Problem Solving Teaching and Reciprocal Maths Teaching may be employed in class to deepen student understanding of particular mathematical concepts. Additionally, students will have the opportunity in the first ten minutes of every lesson to improve their abilities in fluency and automaticity. Students will rotate through activities which are a mix of hands on, ICT-based and also, pen and paper-based.

As well as the usual stationery required for all subjects, students will need a scientific calculator.

Science SCI

In Year 8 Science at Narangba Valley State High School, students complete a course of study based on the Australian Curriculum. Students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They will come to understand that science is a body of knowledge, developed through human observations and inferences that may reflect diverse values and beliefs. Students will be taught that scientific knowledge is dynamic, and that theories are reviewed in the light of new evidence. This should lead them to an understanding of science as a way of thinking and working, and that their scientific knowledge can be applied to make responsible and informed decisions about real-world issues. Students use the essential skills of scientific enquiry to develop and demonstrate their understanding. They will be required to demonstrate this knowledge through a variety of assessment tasks, including: knowledge and data tests, research assignments and experimental investigations. All year 8 students study science at Narangba Valley SHS, with each class exposed to a combination of: theory lessons, where students orientate with and integrate new scientific information and knowledge; skills lessons, where students are challenged to apply literacy and numeracy fundamentals in a scientific context; and practical lessons, where students conduct experiments to demonstrate their learning from their theory and skills lessons. Students are assessed against 3 criteria: understanding, skills and science as a human endeavour. Throughout the year students are exposed to 4 set disciplines of science, with 2 units in each, and contexts used to engage and orientate students.

Term Discipline of science Context

1 Chemistry

1. Particles matter

2. Chemistry of common substances

2 Earth and Environmental

1. A rock never dies

2. Rock my world

3 Physics

1. Energy in my lifestyle

2. Watt’s up?

4 Biology

1. Building blocks of life

2. Reproduction

To ensure all students learning needs are catered for, some classes will be streamed to provide extra enrichment or support where required.

Humanities HUM

Students will study one semester of History and one semester of Geography.

History

History is a disciplined inquiry into the past that develops students' curiosity and imagination. It develops understanding of cultural, social and political events, processes and issues that have shaped humanity from earliest times. It enriches our appreciation of how the world and its people have changed, and the significant continuities that exist into the present. In this way, the study of history enables students to contribute more effectively to creating the future.

History, as a discipline, has its own methods and procedures that make it different from other ways of understanding human experience. Historical study is based on the evidence of the remains of the past. It is interpretative by nature, promotes debate, and encourages thinking about human values, including present and future challenges. It develops transferable skills associated with the process of historical inquiry, including the ability to ask relevant questions, critically analyse and interpret sources, consider context, respect and explain different perspectives, develop and substantiate interpretations, and communicate effectively.

FOCUS FOR YEAR:

The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period (c.650 CE – c.1750). This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed during this time. It was the period when the modern world began to take shape.

The Year 8 curriculum content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past, and to provide a focus for historical inquiries.

Unit No

Unit Title Assessment Duration

1 Medieval Europe Written response to historical inquiry

10 weeks

2 Spanish Conquest of the Americas Response to stimulus exam

10 weeks

In History, it is an expectation that the students are prepared and have the required equipment for each lesson.

Homework is set regularly and is critical to the success of the course of study. In addition, assessment tasks are completed both during and at the end of each unit. Each piece will be discussed and scaffolded in class time and have specific relevance to the work covered in class. Students will also be required to work on assessment tasks at home. It is a requirement that all written assessment pieces have drafts and that they, and the final copy, are submitted on the required due date (in accordance with the Assessment Policy, which can be found in the school Learning Journal).

Geography

Geography is the investigation and understanding of the Earth and its features, and the distribution of life on Earth, including human life and its impacts. It is the study of the many different “places”, or environments, which make up our world, and is often described as “the why of where”. “Places” are specific areas of the Earth’s surface, and can range from a locality, to a country, to a major world region. Geography answers our questions about why places have their particular environmental and human characteristics; how and why these characteristics vary from place to place; how places are connected; and how and why they are changing. Geography examines these questions on all scales, from the local to the global, and over time periods that range from a few years to thousands of years. It also looks forward, to explore ways of influencing and managing the future of places, including their environmental, economic and social sustainability.

Geography also nurtures students’ curiosity about places and the differences between them. It responds to their wonder about the world and its diversity, and teaches them how to explore this world directly through field work, and indirectly through other types of investigation. It develops a geographical imagination that enables students to relate to other places and people, and to appreciate the cultures and perspectives of others.

FOCUS FOR YEAR:

The Year 8 curriculum engages students on a course of study that introduces them to the core concepts of geography, both human and physical. Students will study topics across a range of themes entitled, People Now, People in Place, People in time and People in the Future

Unit No

Unit Assessment Duration

1 Landforms and Landscapes Short response exam

Stimulus response exam

20 weeks

Homework is set regularly and is critical to the success of the course of study. In addition, assessment tasks are completed both during and at the end of each unit. Each piece will be discussed and scaffolded in class time and have specific relevance to the work covered in class. Students will also be required to work on assessment tasks at home. It is a requirement that all written assessment pieces have drafts and that they, and the final copy, are submitted on the required due date (in accordance with the Assessment Policy, which can be found in the school Learning Journal).

The Geography program is an excellent complementary program to the National History curriculum, particularly for skills acquisition.

LANGUAGES

Students will continue to study either Japanese or French.

Japanese

Languages are the medium through which we learn about the world and develop curiosity about new ideas, values, peoples and places. Since knowledge about social relations and cultural identity are dependent on language, the study of a language extends, diversifies and enriches our ways of thinking and stimulates an appreciation of our own language and culture. In Queensland, learning a language is compulsory in Year 7 and 8. At Narangba Valley State High School, students are able to study French or Japanese. Students are encouraged to continue to study the same language from primary to secondary. However, all students can achieve success whether they have studied the language before or not. TOPICS OF STUDY The units covered in Japanese in Semester One are currently derived from the ACTLAN program. This program is based on the principles of first language acquisition and begins with students listening and orally practicing the 20 most commonly used verbs (with conjugations), nouns and particles, with hand miming.In Semester One of Year 8, students in Japanese will learn the language through a Japanese folk tale. In Semester Two they will then extend their knowledge of the Japanese language in the following two units –‘Getting to know you’ and ‘School’. This program is currently being revised for 2019. LEARNING EXPERIENCES Language classes are fundamentally interactive, therefore, as a broad principle of methodology; the focus of language learning experiences is on successful communication. The language course includes learning experiences such as: performing and viewing role plays; conducting / designing interviews; watching films and listening to radio broadcasts; reading newspaper and magazine articles, advertisements, and simple books; making lists and writing reports, articles and letters; and recording events as diary entries and simple narratives. A range of digital technologies are incorporated during many of the learning experiences in languages to allow for direct participation and engagement in the target language and culture. ASSESSMENT Throughout the year students undertake one test for each of the macro-skills: reading, writing, listening and speaking.

French

Languages are the medium through which we learn about the world and develop curiosity about new ideas, values, peoples and places. Since knowledge about social relations and cultural identity are dependent on language, the study of a language extends, diversifies and enriches our ways of thinking and stimulates an appreciation of our own language and culture. In Queensland, learning a language is compulsory in Years 7 and 8. At Narangba Valley State High School, students are able to study French or Japanese. Students are encouraged to continue to study the same language from primary to secondary. However, all students can achieve success whether they have studied the language before or not.

TOPICS OF STUDY

The units studied in French are all derived from the Accelerated Integrated Method (AIM) program which combines the most frequently used words in the language with sign language-like gestures to support and promote understanding. These words and gestures are then presented to the students in a variety of classroom activities that culminate in the students being able to present a play. Each play and its subsequent activities are completed over the course of a semester. The two plays that students will study in Year 8 are “Les Trois Petits Cochons” and “Comment Y Aller”

LEARNING EXPERIENCES

Language classes are fundamentally interactive, therefore, as a broad principle of methodology; the focus of language learning experiences is on successful communication. Over the five year language course learning could include the following experiences: performing and viewing role plays; conducting / designing interviews; watching films and listening to radio broadcasts; reading newspaper and magazine articles, advertisements, and simple books; making lists and writing reports, articles and letters; and recording events as diary entries and simple narratives. A range of digital technologies are incorporated during many of the learning experiences in languages to allow for direct participation and engagement in the target language and culture.

ASSESSMENT

Throughout the year students are assessed on each of the macro-skills: reading, writing, listening and speaking.

Health and Physical Education HPE

Health and Physical Education develops healthy and active citizens with critical inquiry skills to analyse and understand the influences on their own and others’ health, safety, wellbeing and physical activity participation.

In Year 8, students will study Health for one semester and Physical Education for one semester. Students will complete two lessons each week for each subject.

Health and Physical Education provides students with the opportunity to develop knowledge, understanding and skills to take positive action to protect enhance and advocate for regular movement-based activity, personal identity and respectful relationships.

In Physical Education, participation in physical activity is a significant aspect of the subject. Students acquire movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. Through movement students can acquire, practise and refine personal, behavioural, social and cognitive skills. Students will also complete one theory lesson per week which will integrate movement concepts with physical performance elements.

Health Education focus areas include:

x Alcohol and other drugsx Food and nutritionx Health benefits of physical activityx Mental health and wellbeingx Relationships and sexualityx Safety

Physical Education focus areas include:

x Biomechanical principles to understanding how the body moves.x Games and sports that develop coordination, communication and teamwork.x Leadership and cohesive team building activities.x Integrity and ethics.

By the end of Year 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the impact on wellbeing of relationships and respecting diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own and others’ health and wellbeing. They investigate and apply movement concepts and strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.

Students apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement skills. They apply and refine movement concepts and strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.

SPORTS DEVELOPMENT PROGRAM

Students may elect to participate in the Sports Development Program instead of the Health and Physical Education program. This new program is specifically designed for those students who wish to participate in Interschool Sport on a weekly basis. Participation in Interschool Sport program will constitute the practical assessment for the course. The program will cover the same topics in the theoretical component of the course as Health and Physical Education. This course will run for the whole year.

Students wishing to participate in this program will need to complete a Sports Development Program Application Form.

The cost to participate in the Sports Development Program will be $60.00 for the year.

Please note that students in the AFL or Netball Development Academies will not be able to participate in the Health and Physical Education or the Sport Development Program.

Performing Arts

For the one semester subject of Performing Arts, students will complete a range of activities across the performing arts domain of Drama, Dance and Music.

Drama

Introducing Drama In learning Drama, students will develop a range of public speaking skills needed to confidently communicate to others. These include vocal development, focus, facial expression, body and spatial awareness. Students will study skills of improvisation, story building and performance skills through creative play, trust and problem solving exercises. This will improve students’ self-discipline and their ability to accept feedback, as well as develop skills in leadership and the ability to work cooperatively with others to achieve goals. These essential life skills will significantly assist students in their future academic and vocational goals. Drama provides students with an engaging and challenging medium to explore the world around them. To study Drama, students do not need to be ‘actors’, but rather keen learners! Drama provides students with an engaging and challenging medium to explore the world around them. To study Drama, students do not need to be ‘actors’, but rather keen learners!

Music

Introducing Music This unit of work is designed to introduce students to the musical concepts with a focus on developing performance skills using duration and pitch as the primary musical elements. In addition, students will develop listening skills using traditional and contemporary repertoire and instruments, developing their knowledge of music literacy through practice. The music chosen for these activities will reflect diversity of style, performing media and timeline. It is suitable for beginners, or students with some music experience, building upon prior knowledge and skills, ensuring that making music is achieved through active engagement, whilst learning to be articulate in describing the what, how and why of their musical journey.

Dance

Students in Year 8 will begin to develop awareness of dance as an expression of the whole person in addition to learning functional motor skills. Students communicate and take turns in shared movement experiences with peers and the teacher. They will also develop the chance to recognise and react to dance experiences. x Students will experience dance through space, time, energy and action

x Students perform rehearsed movement sequences

x Students interpret their own and other work

Digital Technology

For the one semester subject of Business, Information Technology, students will complete one term of Business and one term of ICT.

Business

Students in Year 8 will be integrating ICT’s across the Business and Economic curriculum. Students will have the opportunity to develop their understanding of business and economics concepts by exploring the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. The emphasis in Year 8 is on personal, community, national or regional issues or events. The content involves two strands: knowledge and skills. Working in the Business World requires a certain knowledge of business procedures, skills and the confidence to use computer technology. Assessment will include projects and written documentation. Students may work in a PC or Mac environment.

ICT

Students in Year 8 will learn foundation ICT skills that will enable them to design develop and evaluate digital products. These skills are valuable for students in this generation in order to be confident users of technology. Students investigate how digital systems represent text, image and audio data. They will experience this by learning coding fundamentals to create games and program small robots.

The content involves two strands: knowledge and production skills. Students will be introduced to the Design, Develop and Evaluation cycle.

Visual Arts

Students in Year 8 will experience a number of 2D and 3D activities with a focus on the Elements of Art in an intensive semester – long course. Students are urged to use their imagination and are encouraged to be creative and to solve problems throughout the course. Students are given the opportunity to experience and explore a variety of media to help them understand the capabilities and limitations of the materials used. Students gain knowledge, understanding and appreciation of art and culture. x Students will make two and three dimensional images and objects

x Students will develop artistic skills and understanding of the purpose and meaning of Art

x Students will resolve artworks and present their works to an audience

x Students will complete responding tasks that demonstrate their ability to appraise artworks

Art Media

Art Media in Year 8 is not about learning the right answers; it’s about consuming media images with an active, critical mind and asking the right questions. Students are taught the foundation model of media and build on these media concepts throughout the course. Students engage in technologies and productions as well as film analysis and review. They apply their understanding of intended audience, purpose and context in their productions and in their response to their own and others’ media work. They explore current trends in how audiences use media. Students begin to solve problems, work as a team, follow timelines and use processes and strategies to ensure safe and responsible use of media equipment.

Design Technology

For the one semester subject of Design Technology, students will complete one term of Manual Arts and one term of Home Economics.

Manual Arts

Students in Year 8 who undertake Manual Arts will gain a practical insight into the nature and focus of (graphics, wood, metal) within the Manual Arts domain. Students complete practical projects that have a design element to them plus build hand skills and develop knowledge of workshop procedures as a precursor to Manual Arts in Year Nine and through to the senior curriculum offerings. SMA Students also undertake studies in Technology which exposes students to sketching 3D Modelling and Proto-typing. This is the focus that Industrial Technology Studies has in Year Nine. Students who undertake Manual Arts in Year Eight are given the opportunity to experience a sample of three subjects and therefore make informed subject selections in Year Nine and beyond. Students must also have a Curriculum Activity Risk Assessment (CARA) form signed by their Parent/Carer to participate in this subject. Students require – HB pencil, 48 page exercise book and eraser and safety glasses.

Home Economics

Home Economics

The Home Economics subject is based on two learning areas of the Australian Curriculum; Health and Physical Education (Nutrition) and Technologies (Textiles). Students learn practical food-preparation skills through the application of nutritional knowledge in a Food Technology context. Students learn to develop practical construction skills in a textile context, taking into consideration sustainability, fabric construction and usability.

Students develop the capacity to make decisions, solve problems and respond critically and creatively to Design Briefs, relating to the concerns of individuals, families and communities. The primary content drawn from the Health and Physical Education Curriculum is in relation to food and nutrition, growth and development, identity and connecting to others in local and global contexts. Students learn how to apply knowledge of the characteristics and principles of food, along with nutrition principles in food selection and preparation. This is done through the design, preparation and presentation of food for specific purposes and consumers.

Students use the content drawn from the Technologies Curriculum to develop knowledge and understanding of fabric construction, sustainability and social and cultural impacts on fashion/textile design. Students learn to apply knowledge of these topics into the design, construction and presentation of a textile item for a specific purpose.

Students are expected to bring ingredients from home for weekly cooking tasks and textile items throughout the Textiles component.

Development Academy Programs AFL - Netball

There are TWO Sport Development Academy programs available to students in Year 8. AFL Development Academy The AFL Development Academy is for students with a strong level of ability and interest in Australian Rules football. The program allows young footballers the opportunity to develop their physical capabilities within the game in order to achieve their optimum level of sporting performance. Students must complete an Application Form for the AFL Development Academy and attend an AFL Trial Day. In Year 8, focus areas for learning include:

x Skill performance feedback x Fitness testing x Tactical application x Biomechanical analysis of performance x Cultural factors influencing participation x Interpersonal skills, teamwork and leadership x Integrity and ethics

Narangba Valley Vipers AFL Development Academy

Cost: $40.00 per year

Proudly supported by

Netball Development Academy The Netball Development Academy is also a high performance Sport Development program. It allows young netballers the opportunity to focus their physical capability development within a single sporting endeavour in order to reach their maximum physical potential. Students must complete an Application Form for the Netball Development Academy and attend a Netball Trial Day. In Year 8, focus areas for learning include:

x Skill performance feedback x Fitness testing x Tactical application x Biomechanical analysis of performance x Cultural factors influencing participation x Interpersonal skills, teamwork and leadership x Integrity and ethics

Students can only participate in one of the Sporting Academies (Netball or AFL). Students who are

selected into the Netball or AFL Academy will be committed to the course for a minimum of two years. These students will participate in the Academy, in place of the Health and Physical Education. AFL or

Netball Academy students will not be able to participate in Interschool Sport.

Cost: $40.00 per year

Narangba Valley Novas

Netball Academy

Instrumental Music

Prerequisites: Participation in an Instrumental Music Program in primary school is recommended for

Year 8s Description: Instrumental Music is a co-curricular subject requiring one 35-minute lesson and one ensemble rehearsal per week. Students will study and perform a broad range of musical styles by taking part in any of the five school ensembles which perform at school and community functions and events, local and Brisbane shows, local primary schools, competitions and festivals, and on tour to destinations throughout Australia. It is expected that students will have undertaken Instrumental Music studies in primary school, however new students who show ability, talent and dedication will be accepted. It is recommended that students studying in the Music Academy take part in Instrumental Music for the additional performance experience. Estimated Costs: Annual $75 levy for all participants $42 band shirt Excursions/tours will be paid as per event