CARDIJN COLLEGE
Year 8 Subjects
Subjects are organised into semesters and students participate in a program of study which takes into account a balance between the major learning areas.
Choosing subjects for Year 8 is an important process. Each student will also need to read through very carefully, with family and Homeroom Teacher guidance, the course descriptions contained in this online course guide.
Core Subjects
The Cardijn College core subjects offered for Year 8 students are:
English
Course Duration – Full Year
Entry Point – Compulsory in Year 8
Subject Description
The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.
In Year 8, students engage with a variety of texts for enjoyment. They listen to, read, view, analyse, interpret, evaluate, create and perform a range of spoken, written and multimodal texts. Texts may include various types of media texts including online and digital texts, novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts are influenced by context, purpose and audience. They understand how the features of texts may be used as models for creating their own work.
Year 8 students create a range of texts whose purposes may be aesthetic, imaginative, reflective, informative, persuasive and/or analytical; for example, narratives, performances, reports and discussions, literary analyses and reviews for different audiences.
Content
In Responding to Texts students consider how authors communicate information, ideas, messages and perspectives to impact and influence the reader. They explore the relationship between purpose, audience, context, text structures and language features by engaging with a range of text types, including:
- Prose
- Poetry
- Drama
- Feature films and short visual texts
- Media texts (print and web-based)
In Creating Texts students create a range of texts by experimenting with language and stylistic features for a range of purposes and audiences. Students will produce responses (in written, oral or multimodal forms) that are intended to:
- Engage or entertain
- Inform and educate
- Persuade and critique
- Analyse and evaluate
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 English through the following assessment types:
- Assessment Type 1: Responding to texts
- Assessment Type 2: Creating texts
- Assessment Type 3: Language conventions
Health & PE
Course Duration – Full Year
Entry Point – Compulsory in Year 8
Subject Description
Health & PE empowers students to develop a range of strategies and develop resources to manage changes and transitions and investigate their impact on identities. Through this thematic approach, students evaluate the effects on wellbeing of relationships and valuing diversity. Students analyse factors and demonstrate skills to make informed decisions and propose and implement actions that promote actions that enhance their own, others’ and community health, safety and wellbeing. Students investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and consider how connecting to the environment can enhance health and wellbeing.
Students demonstrate control and accuracy when performing specific movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.
Content
Over the course of the year, Health & PE will include the following units:
Physical Education
- Group dynamics
- Athletics
- Net, wall and court divided games
- Invasion games
- Striking and fielding games
- Dance
- Fitness
- Sport education (SEPEP)
Health
- Personal fitness plan
- Game analysis
- Health professionals
- Community roles in sport
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Health & PE through the following assessment types:
- Assessment Type 1: Practical
- Assessment Type 2: Folio
Humanities and Social Science (HaSS)
Course Duration – Full Year
Entry Point – Compulsory in Year 8
Subject Description
In the Year 8 Humanities and Social Science (HaSS) course students will explore what it means to be an active citizen who is becoming aware of the contributions they make to a democratic society. Students will learn to appreciate the value of diversity and understand the perspective of others, and the complexities of the modern world. They will critique the social, economic, religious, environmental, and political viewpoints that influence past, present, and future societies. They will gain insights into the interrelatedness of humanity and our relationship with the environment.
Throughout the Year 8 HaSS course students will cultivate a variety of skills and capabilities that will aid them to become active and informed global citizens for the world. Students will further develop their ability to question, collect evidence, think critically, problem solve, evaluate research, and communicate effectively.
Content
Topic 1: History
- Medieval Europe and the Early Modern World
- Empires and Expansions
Topic 2: Civics and Citizenship
- Government and Democracy
- Citizenship, Diversity, and Identity
- Australian Law-Making
Topic 3: Geography
- Landscapes and Landforms
- Urbanisation
Topic 4: Economics and Business
- Market Economies
- Taxation
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 HaSS in a variety of ways. They complete six-seven summative assessments over the course of the year.
Mathematics
Course Duration – Full Year
Entry Point – Compulsory in Year 8
Subject Description
The study of mathematics is central to the learning, development and prospects of all young Australians. Through this course, students build on the adaptive reasoning and strategic competence from prior years to become more capable in working with ideas and implementing skills and knowledge. The conceptual understanding and procedural fluency develops in complexity, accuracy and less familiar contexts. The thinking skills support students to reach their potential in a modern and changing world.
Content
Students develop an understanding of number with rational and irrational numbers and developing understanding of exponents. Exploration of space includes Pythagoras’ theorem, congruence and similarities, measures of circles and exploring 3D spaces and shapes. Students will plan and conduct statistical investigations with a variety of distributions. Experiments of probability are representing in tables and charts. Algebra is developed further with graphing and solving linear equations.
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Mathematics through the following assessment types:
- Directed Mathematics Investigations
- Reflection on Thinking Tasks
- Mathematical Test
Religious Education
Course Duration – Full Year
Entry Point – Compulsory in Year 8
Subject Description
Religious Education fosters the integration of faith, culture and life. We embrace and apply Joseph Cardijn’s ‘See, Judge, Act’ methodology to our local, national and global communities and we support and encourage our students to become active contributors to our world. This is achieved by seeking to create environments that enhance learning, nurture young people and empower them to actively strive to serve others and be responsible for themselves, others and the environment. Students are invited to be engaged in the exploration and celebration of the Catholic story in all its richness and diversity through reflection, prayer and action for the good of others and the world.
The Religious Education curriculum is effectively derived from the Crossways Religious Education Curriculum and the Made in The Image of God: Human Sexuality Curriculum.
Content
- RE 101
- World religions
- Old Testament, new contexts
- Peace and harmony
- Project Compassion and social justice
- Made In the Image of God (human sexuality)
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Religious Education through the following assessment types:
- Evidence based learning / research based learning
- Art pieces
- Oral and group presentations
- Multimodal texts
- Work folios
- Inquiry
Science
Course Duration – Full Year
Entry Point – Compulsory in Year 8
Subject Description
Students are provided with opportunities to develop an understanding of scientific concepts, the practices used to develop scientific knowledge and the contribution of science to contemporary cultures and its application to our daily lives. Students can experience the thrill of scientific discovery by investigating phenomena using Scientific Method and by practising critical and creative thinking and problem solving. Students explore the impact of scientific discovery and new technologies on society and consider the ethical issues involved.
Strands studied under the Australian Curriculum are Science Understanding, Science Inquiry, and Science as a Human Endeavour. Together, the three strands of the Science curriculum provide students with a greater understanding and the skills required to develop a scientific view of the world and make informed decisions about local, national and global issues.
Content
The Year 8 Science course consists of the following areas of study:
Biological sciences:
- Cells
Chemical sciences:
- Elements, compounds and mixtures
- Physical and chemical change
Earth and space sciences:
- Plate tectonics
- The rock cycle
Physical sciences:
- Energy transfers and transformations
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Science through the following assessment types:
- Assessment Type 1: Investigations Folio
- Assessment Type 2: Skills and Applications Tasks
Elective Subjects
Students select at least one from Arts, Languages and Technology.
Arts
Design
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
In Design, students use traditional and contemporary art skills to produce aesthetically pleasing, functional and creative solutions to design problems. Students may explore different areas of design, such as graphic, product and environmental design. Students will work to a design brief and utilise traditional art techniques, digital media and product design skills, while also developing their entrepreneurial skills and mindset. They will make connections to real-world topics through the study of marketplace, popular culture and the ethical and social decisions linked to the making of their product.
Content
- Design principles and process
- Exploration of art materials and techniques, including an introduction to using Adobe software for design (Photoshop and Illustrator)
- Entrepreneurial skill and concept development in response to a design brief
- Resolution and presentation of design works
- Learning about design in different contexts
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Visual Arts: Design through the following assessment types:
- Assessment Type 1: Practical
- Assessment Type 2: Folio
Drama
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
Drama students learn to think, move, speak and act with confidence. In making and staging drama, they learn how to be focused, innovative and resourceful, collaborate and take on responsibilities for drama presentations. Students develop a sense of inquiry and empathy exploring and responding to drama works from different contexts.
Content
- Elements of Drama including space, movement, voice, characterisation
- Devising and performing Drama
- World Theatre
- Children’s Theatre
- Review writing
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Drama through the following assessment types:
- Assessment Type 1: Performance
- Assessment Type 2: Investigation
- Assessment Type 3: Folio
Music Advanced
Duration of Course – 1 Semester or Full Year
Entry Point – Beginning of Term 1 or Term 3
Subject Description
This course is designed for the proficient musician and provides the opportunity for students to develop and extend their musical understandings, abilities and potential in a range of contexts. Students refine and develop their musicianship and engage in learning that develops music literacy and cultural awareness that reflects the world of performers, composers and audiences. Students who are selected to be part of this course are expected to undertake additional music tuition through the College.
Students in Advanced Music are encouraged to learn a second instrument. The College may provide students with the opportunity to learn a brass or woodwind instrument at no cost. This is in addition to their principle instrument.
Content
- Solo and ensemble performance
- Theory and aural
- History and appreciation
- Analysis and review of performances
- Brass or woodwind tuition
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Music Advanced through the following assessment types:
- Assessment Type 1: Skills presentation
- Assessment Type 2: Skills development
Music Experience
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
This course is for students interested in music who may or may not have prior knowledge and ability. Students will begin to gain an understanding of music theory whilst having the opportunity to develop practical skills on rhythm section instruments. Students are also educated in other facets of music to improve their general knowledge and practical ability to prepare them for other music opportunities offered at the College, such as the co-curricular music ensembles.
Content
- Rhythm section practical work
- Theory
- Music appreciation
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Music Experience through the following assessment types:
- Assessment Type 1: Skills presentation
- Assessment Type 2: Skills development
Music Technology
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
Music Technology is designed for students who are passionately interested in music, but who may not have had any music experience. This technology-based course does not contain any music performance; however, students who play an instrument are still welcome to enrol. The Music Technology course focuses on foundational aspects of music technology such as remixing existing music, creating new music from loops, creating audio recordings and providing sounds effects for visual media. Students will use music technology software programs to create and manipulate sounds to produce new media that will engage an audience. The course supports students in developing skills that are used in the music industry and will prepare them for further study of Music Technology.
Content
- Using music technology software
- Creating remixes or mash-ups
- Creating multi-track audio recordings
- Designing sound for visual media
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Music Technology through the following assessment types:
- Assessment Type 1: Skills presentation
- Assessment Type 2: Skills development
Textiles
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
This course provides students with an introduction to the study of Textiles. Students will actively engage in learning about the properties and performance of textiles, textile arts and the role of textiles in society. Textiles involves students creating aesthetically pleasing and functional products with a range of materials and sewing techniques, including embellishments and hand sewing. They will also respond to the work of textile artists and designers. A key focus in this course is developing fundamental skills to be safe and productive in the use of sewing machinery and equipment.
Content
- Safety in the textiles area
- Use of sewing machines and other equipment
- Understanding sewing terminology and textile construction methods
- Design process and concept development
- Sustainable approaches within textiles
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Textiles through the following assessment types:
- Assessment Type 1: Investigation
- Assessment Type 2: Folio
Assessment Type 3: Product
Visual Art
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
In Visual Art students make and respond to diverse forms of art. Through engagement with traditional and emerging visual art techniques and themes, students explore and communicate meanings and messages relevant to their personal worlds. Like all art forms, the visual arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.
Content
- Exploration of different art forms and disciplines including drawing, painting, printmaking and sculpture
- Concept development
- Resolution and presentation of art works
- Learning about visual arts in different contexts
- Analysing and responding to artworks
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Visual Arts: Art through the following assessment types:
- Assessment Type 1: Practical
- Assessment Type 2: Folio
Languages
Indonesian
Duration of Course – Full Year
Entry Point – Beginning of Term 1
Subject Description
Through the study of languages, students develop knowledge and skills that enable them to communicate, and to draw comparisons across languages and cultures.
Students use spoken and written Indonesian in a range of personal and social contexts to describe people, places, events or conditions; to discuss likes, dislikes and preferences; to present information and talk about personal and social worlds. They explore the diverse culture of Indonesia and make comparisons between Australian and Indonesian culture and reflect on the differences between the English and Indonesian languages. They use Indonesian to collaborate and to problem-solve and reflect on how the Indonesian language, culture and identity are interconnected comparing this with their own language(s), culture(s) and identity.
Content. Over the course of the year, students will investigate the following topics:
- Animals
- Shopping
- Travel
- Food
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Indonesian through the following assessment types:
- Research tasks on Indonesian culture, geography and history
- Writing and presenting role-plays
- Listening to and analysing Indonesian songs
- Viewing Indonesian films
- Vocabulary and language tests
Italian
Duration of Course – Full Year
Entry Point – Beginning of Term 1
Subject Description
Through the study of languages, students develop knowledge and skills that enable them to communicate, and to draw comparisons across languages and cultures.
Students use spoken and written Italian in a range of personal and social contexts to describe people, places, events or conditions; to discuss likes, dislikes and preferences; to present information and talk about personal and social worlds. They explore the diverse culture of Italian and make comparisons between Australian and Italian culture and reflect on the differences between the English and Italian languages. They use Italian to collaborate and to problem-solve and reflect on how the Italian language, culture and identity are interconnected comparing this with their own language(s), culture(s) and identity.
Over the course of the year, students will investigate the following topics:
Content
- Pastimes and hobbies
- Nationalities and languages
- Modes of transport
- Food
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Italian through the following assessment types:
- Research tasks on Italian culture, geography and history
- Writing and presenting role-plays
- Listening to and analysing Italian songs
- Viewing Italian films
- Vocabulary and language tests
Technology
Digital Technologies
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
Students are enabled to further develop computational thinking, higher-order thinking and problem-solving skills through the use of a variety of software applications. This course facilitates the students to learn about digital technology principles and concepts in practical situations and assist the students to become confident digital creators in practical application contexts. Various digital technology related social and ethical issues will also be covered to encourage the students to use digital technologies in a responsible and safe manner.
Content
Using various software platforms students learn to be digital creators rather than digital consumers. Software platforms students can engage with include – Scratch (beginner programming), Thunkable (experienced programming), TinkerCAD (computer aided design, beginner CAD), Fusion 360 (computer aided design, experienced CAD) and Abode XD (experience interface designer). Students will learn to use the platform to create a user product.
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Digital Technologies through the following assessment types:
- Learning Tutorials 50%
- Project 50%
Food Technologies
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
Using food technologies, students develop skills in designing and using one’s imagination to develop the ultimate food product. The two term-based courses are fruit and vegetables (Good Food 1) and Eggs, the breakfast heroes (Good Food 2). The focus is on preparing food to share with others and learning to cook food which is easy to prepare at home. You will also learn about kitchen safety, hygiene and healthy eating.
Content
Practical rich course to develop skills and techniques. Dishes include, but not limited to – Breakfast Burrito with scrambled eggs, Bacon and Egg Roll with Aioli, Poached Eggs on Hash Browns, Ricotta Pancake, Apple Crumble Muffin, Muesli Bars, Stir Fry.
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Food Technologies through the following assessment types:
- Egg Investigation 25%
- Egg Breakfast Hero 35%
- Breakfast Mystery Bake 25%
- Glossary Task 15%
Robotics
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
The students will learn how to control and program virtual and real robots in a series of challenges of increasing difficulty and complexity. The virtual robots will make use of realistic virtual components emulating their physical world counterparts such as motors, sensors, and control units. The students will be using many mathematical concepts and skills in the problem-solving scenarios. Students will also consider the place of robots within our society and investigate the ethical and social implications of robotics and the morals behind the machine.
Content
Students will learn to program a VEX IQ robotics platform using block then C++ coding. The robot will be programmed to complete increasingly more complex tasks.
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Robotics through the following assessment types:
- Robot Revolution / Robot Ethics Task 20%
- EV3 Robot Challenges 80%
Tech Studies (Wood)
Duration of course: 1 Semester
Entry point: Beginning of Term 1 or 3
Subject Description
Using a variety of technologies, students develop skills in design and producing a product made from wood. Students develop foundation skills and then apply this knowledge to create several models. Projects are designed to facilitate the teaching of skills. Students then practise and establish the necessary skills in using power and hand tools and machinery in a safe workshop environment.
Content
Largely practical based. Student success is based on completing accompanying theory. Learnings include – Workshop Safety, Hand and Power Tools Safety, Induction and Use, as well as Design and Research skills.
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Design & Technology (Wood Materials) through the following assessment types:
- Wood Material Investigation 10%
- Products Investigations 20%
- Products 60%
- Evaluation Statement 10%
Virtual Worlds
Duration of Course – 1 Semester
Entry Point – Beginning of Term 1 or Term 3
Subject Description
Students develop skills in creating products in virtual reality (Virtual Worlds Unit 1 and 2). The focus for Unit 1 is on identify client needs, designing, coding and testing a virtual world platform and creating a product that meets the needs of the client and programming skills within the VR software. The focus for Unit 2 is similar to Unit 1 with further development of coding and scripting skills. Students learn about applications of this technology in a variety of fields such as medicine, engineering, education and tourism, also taking account of ethical considerations.
Content
Students create virtual 3D worlds using CoSpaces software. CoSpaces lets students build their own 3D creations, animate them with code and explore them in Virtual or Augmented Reality.
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Virtual Worlds through the following assessment types:
- Tutorials 50%
- Project 50%
Sports Academies
Students may choose to select one or more of the following:
Basketball Academy (boys/girls)
Duration of Course – Full Year
Entry Point – Beginning of Term 1
Subject Description
Cardijn College Academy Basketball is committed to the mission statement to improve the holistic development of all basketball students. The cornerstone principle of the program is to strengthen both the individual athlete and basketball teams of the College. The Academy program was developed in response to the growing interest in the sport in the southern area and the demand to access this sport within the curriculum.
The Basketball Academy aims to develop the student’s individual skills, decision making, tactical understanding and their ability to work co-operatively in a team. Students are involved in a range of skill development activities and competitive small sided games. Skills and capabilities will also be developed in goal setting, umpiring, nutrition and performance analysis.
All academy students are required to participate in Saturday morning school games in the Independent Schools Sports Association and are also encouraged to play at a club level. Students gain entry through a nomination and trial process conducted in Term 4 prior to beginning the Academy the following year.
Content
Practical session content includes:
- Individual Skill development (ball handling, passing, shooting, individual offense/defense)
- Team Offense Principles (motion offense, pick & roll play, transition play)
- Team Defense Principles (Man-to-Man, Zone, Press)
- Set plays and structures
- Skill and shooting competencies
- Introduction to strength & conditioning
Folio topics covered over the year will be selected from:
Topics
- Personal Player Analysis
- Goal Setting
- Performance analysis
- Coaching and feedback
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Basketball Academy through the following assessment types:
Assessment Type 1: Practical skills
- Teacher assessment
Assessment Type 2: Folio
- Journal
- Coaching
- Personal Player Analysis
Additional Information
All Academy students are REQUIRED to purchase a compulsory academy reversible training top (approx. $60) to wear during academy lessons, pay a $100 Sport Academy levy per Semester, plus purchase a Cardijn College basketball uniform.
Football Academy (boys/girls)
Duration of Course – Full Year
Entry Point – Beginning of Term 1
Subject Description
Cardijn College provides students with the opportunity to be part of a specialist football academy. The Cardijn Football Academy aims to develop the student’s football skills, decision making, tactical understanding and their ability to work cooperatively in a team. Students are involved in a range of skill development activities and competitive small sided games. Skills and understanding will also be developed in umpiring, coaching, goal setting and personal game analysis.
All academy students are required to participate in Wednesday after school games in the Independent Schools Sports Association. Students gain entry through a nomination and trialling process conducted in Term 4 prior to beginning the Academy the following year.
Content
Practical session content includes:
- Strength and conditioning
- Skill development (kicking, handballing, marking, tackling)
- Defensive actions
- Attacking patterns
- Decision making under pressure
Theory topics covered over the two semesters will be drawn from:
- Goal Setting
- Game analysis
- Positions, roles and responsibilities
- Learning and development through reflection
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Football Academy through the following assessment types:
Assessment Type 1: Practical skills
- Teacher assessment
Assessment Type 2: Folio
- Player Profile- About Me
- Game Analysis- Eyes of a Coach
- Positional roles- Set Plays
- Match/season reflections
Additional Information
All Academy students are REQUIRED to purchase a compulsory academy reversible training top (approx. $65) to wear during academy lessons, pay a $100 Sport Academy levy per Semester, plus purchase a Cardijn College football uniform.
Netball Academy (boys/girls)
Duration of Course – Full Year
Entry Point – Beginning of Term 1
Subject Description
Cardijn College provides students with the opportunity to be part of a specialist netball academy. Students are selected for this program through a trial selection process. The Cardijn Netball Academy aims to develop the student’s basic netball skills, decision making, tactical understanding and focuses on developing their ability to work effectively as part of a team. Students are involved in a broad range of both offensive and defensive activities, as well as game simulations. On top of this, students will participate in accredited umpire training, develop goal setting strategies, undertake game and performance analysis, whilst engaging Adelaide Thunderbird specialist sessions and tournaments against various accredited Netball Academy specialist schools.
All academy students are required to participate in Saturday morning competition, as part of the South Australian Catholic Secondary School Girls Sports Association (SACSSGSA). Students gain entry through a nomination and trialling process conducted in Term 4 prior to beginning the Academy the following year.
Content
Practical session content
Skill development of:
- Footwork / Movement
- Ball Handling
- Attacking
- Defending
- Shooting
- Team strategy / tactics (As per Netball Australia’s Netball Skills Curriculum)
Theory session content
- Goal setting
- Game & Performance Analysis
- Umpiring
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Netball Academy through the following assessment types:
Assessment Type 1: Practical skills
- Teacher assessment
Assessment Type 2: Folio
- Journal
- Season reflection
- Umpiring
- Fitness
Additional Information
All Academy students are REQUIRED to purchase a compulsory academy training top (approx. $40) to wear during academy lessons, pay a $100 Sport Academy levy per Semester, plus purchase a Cardijn College netball uniform.
Soccer Academy (boys/girls)
Duration of Course – Full Year
Entry Point – Beginning of Term 1
Subject Description
Cardijn College provides students with the opportunity to be part of a specialist soccer academy. Students are selected for this program through a trial selection process. The program aims to develop personal and team skills through training and games, representing Cardijn College in competition. Skills and understanding of both outdoor and futsal will be established.
Students gain entry through a nomination and trialling process conducted in Term 4 prior to beginning the Academy the following year. Students are required to represent the College in Saturday morning competition.
Content
The Year 8 Soccer Academy will cover mostly practical units which revolve around maximum individual participation and small sided games. The aim of the academy is to develop the following:
- Functional game skills
- Development of tactical awareness, insight and decision making through a game related approach to training
The foundations of the course are built around:
- Technical skills (ball control, passing, dribbling, shooting, movement off the ball)
- Building up from the back
- Attacking and defending
- Positional Games
- In-game analysis
- Conditioning and testing
Evidence of Learning
Students have the opportunity to demonstrate evidence of their learning in Year 8 Soccer Academy through the following assessment types:
Assessment Type 1: Practical skills
- Teacher assessment
Assessment Type 2: Folio
- Video Journal
- Positional play in Soccer
- Game Reflections
- Core Skills Folio
Additional Information
All Academy students are REQUIRED to purchase a compulsory academy reversible training top (approx. $65) to wear during academy lessons, pay a $100 Sport Academy levy per Semester, plus purchase a Cardijn College soccer uniform.
R – 9
GALILEE
ALDINGA
At Cardijn College Galilee in Aldinga, we offer education from Reception to Year 9, creating a nurturing environment where each student feels a unique sense of belonging. This campus is known for its focus on ecological awareness and community involvement.
7 – 12
MARIAN
NOARLUNGA DOWNS
Cardijn College Marian, located in Noarlunga Downs, educates students from Years 7 to 12. It is celebrated for its comprehensive curriculum and vibrant extra-curricular program that caters to a diverse student body, providing varied learning pathways that meet individual needs and aspirations.
10 – 12
MARCELLIN
CHRISTIE DOWNS
Cardijn College Marcellin in Christie Downs is focused on providing extensive vocational education and training opportunities for students in Years 10 to 12 and beyond. Our strong industry partnerships help extend relationships into our students’ future careers, offering real-world experiences that are second to none.