Community+Overview


 * COMMUNITY OVERVIEW**

The main focus for this term is on physical, personal and academic challenge. All students will take part in various sporting clinics, activities adapted from The Gatehouse Project (as facilitated by our Welfare team), 4 physical challenges, the planning of a Community Youth Event and the Science Talent Search.
 * Term 1: The Three Challenges**

SPORTS CLINICS
 * Week 1 - No classes / No students
 * Weeks 2 & 3 Taster classes for dance, aerobics, boxercise and martial arts clinics (Students rank each choice at the end of this period)
 * Weeks 4,5, 6 Preference One classes
 * Weeks 7,8, 9 Preference Two classes

PHYSICAL CHALLENGES
 * Students rotate through Golf, 10 Pin Bowling, Bush Hike and Surfing/Snorkelling

ACADEMIC CHALLENGE
 * Weeks 2-8: Science Talent Search
 * Week 9 Student Presentation of Science Talent Search chosen topic

PERSONAL CHALLENGE
 * Student will be required to maintain a visual reflections diary that will be presented at the end of term 1 to a panel teacher, community member and fellow student.
 * Family checklist.
 * Self-esteem.
 * Body Image
 * Team work
 * Resilience
 * Road Signs
 * Badges and Labels
 * Coping with Stress
 * SENSE OF SELF

Week 1 to 7 The Be Real Game involves student role-playing allocated occupations. They share experiences, practise being good team players, develop self belief, use resumes to find work, refine their budgeting skills, pay tax, build and contribute to their communities, learn to balance work and leisure time, create an action plan to help them achieve their goals and develop strategies for coping with inevitable change. Importantly, they discover their unique talents and skills are transferable and can be developed in preparation for their future lives.
 * Term 2: The Be Real Game / Cityscape project**

Week 8 to 11 The Cityscape project is structured in three stages for students to experience: Pre-Production (pre-work at school), Production (one week of research in the city) and Post-Production (student led conference back at school). Students treat the project as a whole. The student led conference is a pivotal part of the project that gives meaning and motivation for the collecting of evidence. The unit of city-based research work is a team task that also includes a personal learning journey as a part of the research model. The on-going assessment throughout the project, provides authentic reflection on the learning. Students are “learning about learning”, learning by experience, applying new skills and knowledge and using reflective/positive thinking.

Intensive term projects of 8 periods a week. Each students is asked to choose from a skills unit and a service unit. Examples of service may include Aged Care or Peer Mediation in Primary Schools.
 * Term 3 & 4: Community Connections**


 * Conclusion** When students have successfully completed all the units they will receive their Bronze Duke of Edinburgh.

Go to: Proposed Year 9 Curriculum Structure