Year 8

ARTS CREW: VOYAGE THROUGH THE ARTS

We believe students learn best when they have a voice in their education. Our Arts curriculum is designed to offer choice and flexibility, allowing students to explore the creative areas that interest them most. Whether you enjoy performing on stage, creating music, designing visually or telling stories through media, you will have the opportunity to shape your learning experience. The Arts is compulsory for one semester. Students can select from the different strands to suit their passions and goals. The content within these classes is also influenced by student interests. Your ideas help guide what we create and learn together.

By the end of Year 8, students will have explored mime, voice, improvisation and movement in a practical learning environment. They will also be introduced to the technical side of theatre and gain a basic insight into stagecraft elements such as lighting, sound, costume and set design. Students will have the opportunity to apply this knowledge in drama to make and perform. They will also explore different cultures, times and places and communicate their understandings through drama. Students will collaborate with one another to devise, interpret and perform drama. Students will manipulate the elements of drama, narrative and structure to express and communicate meaning. They will apply different performance styles and conventions to convey status, relationships and intention. Performance skills and design elements will be applied to shape and focus theatrical effect for an audience.

ASSESSMENT

Workshops, mime, improvisation, performance, written reviews, reflective journals and written reports using criteria aligned with the Australian curriculum.

Includes Graphic design, Film making, Animation, Photography.

Media Arts involves creating representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media Arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies.

Students will develop their knowledge of how ideas and intentions are communicated through Media Arts. They will build on and refine their knowledge, understanding and skills through Media Arts practices such as film and photography.

ASSESSMENT

Finished Media Arts works and process journal, folio of skill development on Photoshop and Adobe software, and written reviews using criteria aligned with the Australian curriculum.

Music in Year 8 provides an opportunity to explore and play a variety of musical instruments through practical workshops and equips students with the fundamentals of music theory and history. A range of music technology is used as a part of the composition component of the course and students will enjoy the satisfaction of creating their own pieces. Students will also have the opportunity to rehearse and perform songs as a class and in small groups. This course caters for students of all ability levels and experience.

Instrumental lessons are provided to all music students for a variety of instruments that are mostly free of charge (an instrument charge may occur for certain instruments). These lessons take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

ASSESSMENT

Participation in group composition tasks, performances, tests and written assignments using criteria aligned with the Australian curriculum.

Students explore how Artists communicate.

Knowing: the Elements of Art, artworks from different cultures/times/places, communication techniques.

Developing Skills: using a range of media- painting, drawing, mixed media, printing. Exploring techniques and processes.

Thinking Creatively: plan their art making in response to exploration of techniques, and creating meaning.

Reflecting: responding to artist’s works, and their own works.

ASSESSMENT

Finished art pieces, written and oral responses that demonstrate a student’s specialised vocabulary.

The course develops familiarity with a range of materials, tools, machines and processes as well as skills in design, problem solving, decision-making, researching and the application of information.

Students are given experience in working with various materials and systems (wood, metal, plastics, electrical circuits and Computer Aided Design). Students design and make projects as well as learning about tools, processes, materials and electricity. Working cooperatively and safely is emphasised.

ASSESSMENT

Students are assessed in the areas of the design cycle, practical skills and knowledge as well as environmental concerns and safety.

In this unit, students will understand how to work safely and produce a sustainable healthy product following Design thinking processes and principles. Students will complete a food safety induction and investigate the importance of food hygiene and safety in the kitchen. They will also explore regional food production and the management and harvesting that enhances our lives and economies. Students will design and produce a sustainable, healthy, and portable sweet or savoury food parcel that meets user's requirements and can be served at a kiosk. They will develop and build on ingredient identification, characteristics of healthy fillings and casings and baking skills to design and create their product.

ASSESSMENT

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

Digital Technologies empowers students to shape change by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs.

This subject is an integrated approach to teaching technology. The Digital Technologies Curriculum is introduced to students via the following:

· Block Coding using Web-based Learning Tools – code.org

· General-purpose Programming Language – Python

· Pseudo Code – Plain English planning using both Written & Graphical means

· Data & Networks – Binary Code & Data Transfer within Networks

ASSESSMENT

Assessment in each area is based on the ACARA Achievement Standards

• Knowledge and Understanding
• Processes and Production Skills

Assessment Type include:

Assessment tasks, practical work, and analysis of work completed.

The Year 8 Voyage Through Engineering builds on students' Year 7 experiences by challenging them to apply engineering principles to complex, real-world problems. Through an extended aquaponics project, students investigate sustainable food production and design integrated systems that support both plant and aquatic life.

Combining science, technologies, mathematics and sustainability concepts, students work collaboratively to design, build, test and refine functioning aquaponics systems while developing a deeper understanding of environmental stewardship and systems thinking.

Course Objectives

• Voyage Learning: Emphasising interdisciplinary connections, students engage in deep, purposeful learning experiences that encourage exploration, creativity and innovation.
• Hands-On Experience: Through scientific investigation, computer-aided design (CAD), prototyping and testing, students gain practical skills and insights into the engineering process.
• Innovation and Creativity: Encouraging students to think creatively and develop innovative solutions to authentic sustainability challenges.
• Community Engagement: Projects focus on addressing local and global issues related to sustainable food production, environmental stewardship and resource management, promoting a sense of responsibility and contribution to the community.

Learning Experiences

Throughout the year, students engage in a range of experiences connected to aquaponics and sustainable engineering, including:

• Aquaponics Systems Design: Students investigate how fish, plants and beneficial bacteria interact within a balanced ecosystem and design aquaponics systems that meet specific criteria and constraints.
• Scientific Investigation: Students explore water quality, the nitrogen cycle, ecosystem interactions and sustainable food production through research and experimentation.
• Computer-Aided Design (CAD): Students use CAD software to create digital models and scaled prototypes before constructing their physical systems.
• Prototype Development and Testing: Students build, test and refine their systems by analysing water flow, identifying faults, troubleshooting issues and implementing design improvements.
• Industry Connections: Students engage with industry experts and community organisations to explore real-world applications of aquaculture, sustainable food production and environmental management.

Throughout the project, students are encouraged to:

• Use evidence and data to inform design decisions.
• Collaborate effectively and communicate ideas clearly.
• Demonstrate resilience by testing, evaluating and refining solutions.
• Consider the environmental, social and economic impacts of engineering solutions.

Outcomes

By the end of Year 8, students will have developed a deeper understanding of sustainable engineering practices and systems thinking. They will be confident in applying the engineering design process, using digital technologies and working collaboratively to solve complex problems. Students will leave the course equipped with the skills and mindset needed to continue their learning within the Engineering Futures Pathway and future STEM opportunities.

At Le Fevre High School, our core subjects English, Mathematics, Science, and Humanities and Social Sciences are brought together through an innovative approach called Voyage Learning. This concept connects learning across subjects, helping students explore big ideas and real-world challenges in a meaningful and integrated way. Through Voyages, students engage in authentic projects that encourage collaboration, creativity and critical thinking. This approach makes learning purposeful and relevant, ensuring students develop the knowledge and skills they need for life beyond the classroom.

In Year 8 English, students will engage in the three strands of the Australian English Curriculum; Language, Literature and Literacy.

Students will read, view and analyse a range of texts eg Poetry, Prose, Drama, Visual, Short Pieces, Multimedia and Electronic texts.

Students will listen to, evaluate and produce a range of spoken texts, eg Anecdotes, Debates, Multimedia Presentations, Poetry Performances, Formal Speeches and Social Issue Reports.

Students will also compose a range of texts – written and multimedia for particular audiences, purposes and contexts.

The nature of the texts students will study and produce will focus on increasingly complex ideas and themes as they prepare for year 9. There will always be an emphasis on exploring issues relevant to adolescents and an approach that allows students to engage with aspects of our society including its diverse cultural aspects. At each year level, students will develop skills in understanding the language of different texts and acquire strategies to help them compose their own texts.

Study will also include a reading program aimed at increasing student literacy and reading proficiency. This will be supported by programs such as Tactical Teaching Reading.

ASSESSMENT

Students will be assessed against the Year 8 South Australian Curriculum Achievement Standard.

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. Students apply movement skills, concepts and strategies across a range of movement contexts, enabling them to participate confidently and competently in physical activities. When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance. They also develop personal and social skills through interacting with others in classroom and movement contexts. Health and Physical Education addresses factors that influence the health, safety, relationships, wellbeing and physical activity patterns of individuals, groups and communities. Students develop the understanding to challenge discrimination, assumptions and stereotypes. They gain skills to take positive action regarding diversity, inclusion, consent and respect in different social contexts.

Topics in this course include:

· Health Benefits of Physical Activity

· Relationships and Sexuality (SHINE Curriculum)

· Smoking and Vaping

· Promotion of Health

The Physical Education Pathways course is designed to help students develop higher level skills, understanding and proficiency through the movement experiences they participate in, with a sport science focus. Students are exposed to sports based nutrition, tactical and strategic develop for chosen sports and prevention and management of injuries. Students will explore their physical capacities and investigate factors that influence and improve participation and performance. The course is designed specifically to further extend the range of sports and activities that students have covered in the compulsory course and will increase student’s knowledge and understanding of movement skills, which will provide the foundations of learning to be successful in Physical Education in Year 11 and Year 12.

Topics in this course include:

· Games and Sports (various)

· First Aid Injury Management

· Game Awareness and Tactics

· Technology in Sport

· Energy vs Energy

At Le Fevre High School, our core subjects English, Mathematics, Science, and Humanities and Social Sciences are brought together through an innovative approach called Voyage Learning. This concept connects learning across subjects, helping students explore big ideas and real-world challenges in a meaningful and integrated way. Through Voyages, students engage in authentic projects that encourage collaboration, creativity and critical thinking. This approach makes learning purposeful and relevant, ensuring students develop the knowledge and skills they need for life beyond the classroom.

Humanities and Social Sciences (HASS) is a subject that combines History, Geography, Civics and Citizenship and Economics and Business. Each of these subjects is taught throughout the year within their own distinct units.

In Year 8 Students will engage in the following topics:

History: Students will study history from the end of the ancient period to the beginning of the modern period c.650– 1750 CE. They will explore Medieval Europe (c.590 – 1500 CE), The Polynesian expansion across the Pacific (c.700 – 1756 CE) and The Black Death (14^th century plague).

Geography: Students will study two core units of Landforms and Landscapes and Changing Nations. They will investigate the processes that shape landforms and the importance cultural groups put on both landforms and landscapes. Students will also learn about the hazards associated with landscapes. Then in Changing Nations students will investigate the changing human geography of countries and the spatial distribution of populations. Heavy emphasis in these units is placed on geographical skills.

Civics and Citizenship: Students in the unit will explore the responsibilities and the freedoms of citizens and how Australians can actively participate in democracy. Students will also investigate how laws are made and used in Australia. Students will also grapple with the concept of national identity and what it means to be Australian.

Economics and Business: Students will explore the ways markets work within Australia, including the participants in the market system and the way they influence its operation. The focus in year 8 is on national and regional market issues.

ASSESSMENT

Students will be assessed according to the distinct Achievement Standard for each of the subjects represented in the Australian HAAS Curriculum:

• History
• Geography
• Civics and Citizenship
• Economics and Business.

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” – Flora Lewis (Journalist)

Speaking another language is possible for everyone!  This course provides opportunities for students to further develop their confidence and fluency in Indonesian through a range of topics. Prior knowledge of the language is valued but not essential, with a range of language-learner backgrounds and experience being catered for.

Students increase their ability to speak, listen, read, and write in Indonesian, as well as their skills in English and problem-solving.  This strengthens and reinforces learning from their other subjects.

A variety of cultural experiences are also provided which, along with their language skills, create inter-cultural competence for our learners – a highly sought-after attribute in the world today.

 ASSESSMENT

Students will be assessed using the South Australian Curriculum in the following areas:

• Comprehending spoken and visual text
• Comprehending written and visual text
• Communicating in response to spoken, written and visual text
• Using language in spoken and written form

At Le Fevre High School, our core subjects English, Mathematics, Science, and Humanities and Social Sciences are brought together through an innovative approach called Voyage Learning. This concept connects learning across subjects, helping students explore big ideas and real-world challenges in a meaningful and integrated way. Through Voyages, students engage in authentic projects that encourage collaboration, creativity and critical thinking. This approach makes learning purposeful and relevant, ensuring students develop the knowledge and skills they need for life beyond the classroom.

In Year 8 Mathematics, learners make informed choices when using rational and irrational numbers in multiple forms depending on context and purpose. They choose appropriate exponential notation and laws to enable efficient calculations. Learners manipulate algebraic expressions and equations by applying properties of mathematical operations and numbers. They model and investigate linear relations in various contexts, applying analytical skills to develop conjectures and generalised patterns. Learners use mathematical modelling to inform decisions in financial and other contexts.

Learners quantify physical attributes of shapes using appropriate units to solve problems in a range of contexts. They investigate and model time across multiple time zones. Learners establish congruency and similarity for triangles and other shapes to describe position, location and properties. Learners use a coordinate system to communicate the position and location of objects in 3 dimensions.

Learners use representative samples to make valid inferences and draw conclusions about populations. They model sample spaces for simultaneous events to enable the calculation of probabilities of outcomes, including for complementary and compound events.

Learners develop a productive disposition to mathematics through experiences which prompt curiosity. They reflect on and explain their thinking and embrace their mistakes as part of productive struggle. They develop a view of mathematics as understandable, worthwhile and applicable to their current and future lives.

CONTENT

The following topics provide the framework for learning throughout the year, but not necessarily in this order:

• Number and place value
• Real numbers and financial maths
• Data representation and interpretation
• Patterns and algebra
• Linear and non-Linear relationships
• Units of measurement
• Geometric reasoning
• Chance

ASSESSMENT
Students are assessed against the mathematics curriculum standards. Evidence of student achievement will be gathered through tests, investigations and reports.

At Le Fevre High School, our core subjects English, Mathematics, Science, and Humanities and Social Sciences are brought together through an innovative approach called Voyage Learning. This concept connects learning across subjects, helping students explore big ideas and real-world challenges in a meaningful and integrated way. Through Voyages, students engage in authentic projects that encourage collaboration, creativity and critical thinking. This approach makes learning purposeful and relevant, ensuring students develop the knowledge and skills they need for life beyond the classroom.

In Year 8 science, learners explain that cells are the basic units of life with specialised structures that determine their efficient functions. They describe how tissues, organs and systems in multicellular organisms work together to sustain life. Learners explain how tectonic plate movements drive geological events and shape Earth’s features at plate boundaries. They explain how the properties of rocks are determined by the process of their formation and composition and discuss how these properties influence their use. Learners explain how energy is transferred and transformed in simple systems and apply these principles to investigate the efficiency of systems. They explain that all matter is composed of atoms and classify it as elements, molecules, compounds or mixtures, using appropriate methods to represent these in context. Learners identify and analyse indicators of physical and chemical changes and collect data to explain energy changes during chemical reactions.

CONTENT

The following topics provide the framework for learning throughout the year, but not necessarily in this order:

• Cells
• Body systems
• Properties of matter
• Chemical change
• Energy
• Geology and plate tectonics
• Rocks

ASSESSMENT

Students are assessed against the science curriculum standards. Evidence of student achievement will be gathered through tests, assignments and practical reports.