Year 8 Electives

In Semester 1, students study a range of artistic practices and artists. Students create artworks based on a variety of starting points, including observation, experience and research. They will also experiment with a range of materials, techniques and processes to complete work. These projects include portraits based on the Archibald Prize and a mixed media piece based on collected inspiration and research methods about important social and political issues. 

In Semester 2, students study the ideas and techniques of Surrealism and Abstraction through the lens of printmaking. Students explore various themes and experiment with a range of media and techniques. Through a range of activities, students will explore and evaluate their own work and the work of artists from different social, historical and cultural contexts.

In Semester 1, students study and respond to dance styles from a range of cultural, historical and social contexts. They refine and extend their movement vocabulary through technique classes in a range of styles. Throughout the semester, students develop their capacity to communicate ideas through the use of specific movement vocabulary and experiment with choreographic devices to create original compositions. 

In Semester 2, students continue to refine their movement vocabulary relevant to various dance styles, with an increased focus on technique and performance quality. Throughout the semester, students develop their capacity to communicate ideas through contemporary choreography and begin to reflect on their own movement creation process. Students also research and apply suitable production technologies to the creation of a dance film.

In Term 1, students devise performances in the style of physical theatre, presenting to a live audience. During the study of digital stimulus material, students research and respond to a range of artwork, music and video game clips. They work in groups to create short non-naturalistic performances and respond to emerging ideas. In Term 2, students use an existing script, 'The Apology'. The students discuss, challenge and question the key themes and characters in the text and make directorial decisions to present their interpretation of the piece.   

In Semester 2, students study the history of Greek theatre, focusing on the conventions of ritual, mask and chorus. As a whole, the class studies the play Antigone, presenting small scenes of the play in groups. Lastly, students explore the events of the sinking of the Titanic through process drama. Students explore and practise using stagecraft, improvisation, mime, narration and scene creation through tableaux and disjointed time sequences.

This subject is designed to introduce you to coding and game design. You will learn the science of AI as a branch of computational computing and explore this technology's current developments and capabilities. You will explore how AI can be used in coding and new digital content creation. Students will explore the use of emerging technologies being developed and being used across different industries.

In Semester 1, students study the Lunch Box unit, where they learn how to make healthy recipes that follow the Australian Food Guidelines and are appropriate to consume for lunch. Students follow a design brief, conduct research and modify a recipe that follows the Australian Guide to Healthy Eating and increases the nutritional value. In Term 2, these skills and knowledge are then further consolidated in the study of a unit designed around creating a nutritional dish from unseen ingredients. 

In Semester 2, students explore Asian cuisine expanding their knowledge of ingredients and skills in Asian cookery. In the 'Food for Celebrations unit, students learn how to make recipes suitable to be shared at a range of celebrations. Students write their own design brief, conduct independent research and make a dish suitable for their chosen celebration. This practical is presented in a video format. 

In Makerspace, students bring art and technology together. Students will use a range of equipment, from 3D printers, game-making apps, laser cutters, and hand-building tools. It is hands-on learning with tools and technology. It is a space where students will have the creative time to explore, design and build together. Students will be asked to design and manufacture creative projects, and explore new technologies to create new ideas and prototypes. Creativity and risk-taking are encouraged. 

In Year 8 students evaluate the features of different technologies and how they can create new opportunities and experiences in society. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their own creative ideas. Independently and collaboratively, students use various technologies skilfully and safely to produce quality projects suitable for their intended purpose. Typical tasks range from a study of pixel gaming and design, destroying and improving existing objects, and creating a product that can be marketed and sold.

In Semester 1, students study the Hero’s Journey narrative structure, visual storytelling and a range of filmmaking and production techniques. Individually and in groups, students create a short film based on their own hero archetype. Students explore the evolution of TV and analyse social networking as a platform for narrative development and other contemporary media forms. They analyse the conventions of TV genres in preparation for pitching their own ideas for new or improved TV series. 

In Semester 2, students study advertising and continue to explore visual storytelling, implementing a range of filmmaking and production techniques. They analyse the codes and conventions within media texts. Individually and in groups, students apply the conventions studied and create short genre films and advertisements on several key topics. Students also view and evaluate their peers’ final productions. 

In Semester 1, students develop ideas through their Indigenous Music Folio and their Songwriting Folio. This requires them to develop improvisation, composition and performance skills by combining and manipulating the elements of music. They use the keyboard and guitar to develop their listening, composition, technical and expressive performance skills. Students structure rhythmic and melodic compositions using music notation conventions. They rehearse and perform music and compose using techniques and expression appropriate to style. 

In Semester 2, students engage in active music-making in small ensembles as well as independently. Students complete a variety of performance tasks and take part in a number of small and whole-class performances. They use various music technologies, including GarageBand, to create their own compositions. Students develop their understanding of musical language, identifying and analysing key musical elements within diverse repertoire.They develop a deeper understanding of theoretical concepts through practical application within a small ensemble context. 

Students will explore the nature and purpose of philosophical enquiry. In their first unit, students explore ideas of justice. They consider the purpose of punishment and design of prisons. In the next unit they explore ideas of consciousness in both humans and animals. In the second semester, ideas of war and morality; as well as the nature of aesthetics and architecture. Along the way, students will dive into a range of thought experients to develop skills in Socratic dialogue, logical reasoning, critical enquiry and creative thinking. 

Students create and present numerous speeches throughout the term which will contribute to a dynamic digital portfolio. Students will also have the opportunity to present their work to the larger school community and in external public speaking competitions. Students develop their skills in public speaking and debating in the context of Great Debates in History and Society. They learn how to research, write and deliver both persuasive and informative speeches to a specific audience. They also refine key critical and creative thinking skills as they engage with these broader societal concepts. 

Within their speeches students explore big ideas in society, which include modern historical perspectives, human rights, environmental issues and political movements. They develop their analytical and reasoning skills by engaging in class debates, exploring counter-arguments and creating their own debate topics. 

In semester 1, students engage in practical learning experiences with a focus on ceramic techniques and architectural design. They learn various clay methods to create ceramic mugs inspired by mythical creatures from different cultures globally, honing their foundational clay skills and cultural appreciation. Students also explore architectural concepts through the creation of cardboard castles, drawing from the innovative designs of Antoni Gaudi. This hands-on approach enables students to blend form, function, and creativity in their castle designs, showcasing their understanding of architectural principles and imaginative expression.

In Semester 2, students develop a range of key skills, completing standalone skill-building tasks, as well as applying the design process in response to set themes, prompts and concepts. Students investigate the works sculptors to inspire their ideas. They explore the use of abstract and geometric shape in creating form, and learn about public artworks and commissions. Students also explore texture in clay by creating several elevated ceramic tiles inspired by plant-based forms. Students' understanding of abstraction is developed this semester.

In STEM, Year 8 students will use the Stanford Design Model to engage in problem-based projects addressing real-world issues. This model follows six steps: Empathise (understand needs and emotions), Experiment (engage with technology and concepts), Define (articulate the problem), Ideate (generate ideas), Prototype (build tangible representations), and Test (gather feedback). 

Across Semester 1, students explore the intersection of art and technology by using AI and robotics to create artistic works while considering the ethical implications of technology in creative industries. Students will develop and refine their knowledge of 3D printing by designing and printing their own Pokemon that has adapted to a future where climate change is a reality. They will then learn about bee conservation, researching the environmental and agricultural importance of bees, the threats they face, and potential solutions to support their survival. 

Across Semester 2, students examine the role of robots in the modern world before applying their knowledge to design and build their own robots using LEGO.  Next, students explore the role of STEM in trapping and gathering for food in cultures across the world. Students design their own non-lethal trap that utilises simple machines to effectively catch a prey of their choice. Finally, students learn about space exploration and design and build their own space shuttle.

In Semester 1, students experiment textiles as 3 dimensional artworks through various forms and mediums. Students will also design and make an apron in Term 2. Students use the design process to complete a portfolio of work that illustrates their idea development, designing and sewing/decoration samples. Students reflect on and evaluate their work in a production portfolio. They learn how to work with different materials, along with following patterns and detailed technical instructions. 

In Semester 2, Students learn a variety of sewing and embellishment techniques to develop a handmade soft toy, based on the drawing of a primary-aged student. Students further develop their skills by experimenting with a range of embroidery techniques to add further interest to their toys. Students will learn how to follow instructional procedures to create small fabric products. Students gain confidence in safe sewing techniques using machines and trouble-shooting processes to work independently. Assigned tasks are presented in a digital portfolio of work which will document idea development, production and the sewing skills gained through the unit.

In Semester 1, students explore the structural elements of mystery fiction, poetry and journaling. The focus in Year 8 is on spoken-word and slam poetry, so students are exposed to spoken word poets who have performed at the internationally renowned storytelling competition, The Moth, as well as analysing in-depth Amanda Gorman’s 2021 inauguration poem, The Hill We Climb. After analysing spoken-word and slam poetry, students will have the opportunity to craft their own spoken-word piece and perform it, enhancing their public speaking skills. Additionally, students are challenged to develop their reflective writing through journaling practice, including artistic, gratitude and daily journaling. Students will develop skills to user writing as a form of creative and personal expression. 

In Semester 2, students will examine the language and structural elements of short stories, with particular focus on multiple narratives and symbolism in order to develop a deeper understanding of how authors develop meaning and messaging around culture and belonging through their writing. In the Personal Essay Writing unit, students will engage with essay writing through thematic exploration of identity, culture, popular culture and the human psyche. Throughout the Journalism unit, students practice interviewing skills and are introduced to the conventions of opinion pieces. 

Students who are particularly keen to contribute to the Writing Anthology are further encouraged to take this course as a way to develop their skills in writing for leisure.

In Semester 1, students communicate original cartoon character concepts and futuristic cityscapes using manual and digital drawing methods. They improve their critical and creative thinking skills as they undertake the design process in response to exciting design briefs. Students improve their visualisation drawing skills as a means to communicate their ideas. Their work is inspired by a range of contemporary illustrators and designers. 

In Semester 2, students study industrial and environmental design, working in a range of two and three-dimensional formats. Students learn to produce accurate, scaled technical drawings that describe objects and spaces. They explore the differences between observational, visualisation and presentation drawings. Students will also learn construction techniques in the model-making process for architecture using cardboard.