Design Technology


In this subject area students will develop a knowledge and understanding of Control Systems through the design and manufacture of electronic circuits. Students will have the opportunity to use computer design software to generate designs and drawings. This subject will utilise electronic learning and assessment tools as part of the course structure.


Students selecting manufacturing will learn how to use a variety of hand tools and workshop equipment to manipulate various materials to manufacture products.  Students will also learn to develop graphical drawing skills.

Control Systems - Robotics

Control Systems – Robotics will begin to develop students’ understanding of how to design, build and program a controlled system to perform a specific task. Students will be using Lego Midstorms kits to build and program their systems.


English involves the sustained and deliberate functional, critical and appreciative study of text structures and language features.

Through the study of English students will become:

  • Confident and effective speakers and listeners
  • Critical and appreciative readers and viewers
  • Creative and proficient writers and designers
  • Versatile language users
  • Accomplished interpreters, constructors and appreciators of literacy and non-literacy texts

Through the study of language and texts, students will develop:

  • Effective communications skills
  • Knowledge and understanding of the construction of language and texts
  • Knowledge and understanding of how language and texts are interpreted
  • An engagement with and appreciation of a wide range of text types

Student’s work will be assessed through reading and viewing, writing and designing and speaking and listening using the following elements:

  • Knowledge and understanding
  • Interpreting texts
  • Constructing texts
  • Appreciating texts
  • Reflecting

The Middle School Curriculum is organised so that students experience a range of genres and text types in a variety of contexts and modes over a three year period.


Business Studies

Year 7

This course is for one term only on a rotational basis. It allows students to gain experience and general knowledge in the business area, including financial literacy. This knowledge and experience will assist students intending on studying these subjects into the future. This subject is based on the 7-10 Economics and Business Australian Curriculum.

Topics covered by this course are broad and include:

  • Why is there a relationship between consumers and producers in the market?
  • Why is personal, organisational and financial planning for the future important for consumers and businesses?
  • How does entrepreneurial behaviour contribute to a successful business?
  • What types of work exist and in what other ways can people derive an income?

Year 8

This course is for one term only on a rotational basis. It allows students to gain experience and general knowledge in the business and economics area, including financial literacy. This knowledge and experience will assist students intending on studying these subjects into the future. This subject is based on the 7-10 Economics and Business Australian Curriculum.

Topics covered by this course are broad and include:

  • Why are markets needed, and why are governments involved?
  • Why do consumers and businesses have both rights and responsibilities?
  • What may affect the ways people work now and in the future?
  • How do different businesses respond to opportunities in the market?

Year 9

This course is for one semester only on an elective basis. It allows students to gain experience and general knowledge in the business and economics area, including financial literacy. This knowledge and experience will assist students intending on studying these subjects into the future. This subject is based on the 7-10 Economics and Business Australian Curriculum.

Topics covered by this course are broad and include:

  • How do participants in the global economy interact?
  • What strategies can be used to manage financial risks and rewards?
  • How does creating a competitive advantage benefit business?
  • What are the responsibilities of participants in the workplace and why are these important?

Food Technology

An introduction to healthy living, with the occasional treat. Students will learn about dietary needs and why food is important for growth and development.  We will be covering how food is digested and how long different foods take to go through our system.  Students will explore a variety of studies on how our body lets us know when we are deficient in a variety of vitamins and minerals.

Students will also be exposed to a variety of cooking techniques, both simple and complex. They will have the opportunity to prepare and sample a variety of foods. A variety of techniques will also be demonstrated to the students.  We will cover planning and preparing simple healthy main meals, snacks and desserts.

Students will also learn how to cook in a hygienic and safe environment. A variety of issues will be covered, from how to hold a knife correctly, how to put out a fat fire and how to prepare food hygienically.  Students will also learn about portion control, budgeting and consumerism.

Health and Physical Education (HPE)

The College's HPE key learning area (KLA) work program reflects the dynamic and multi-dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in contemporary Australian society.

The key learning area provides a foundation for developing active and informed members of society, capable of managing the interactions between themselves and their social, cultural and physical environments in the pursuit of good health.

 The key learning area offers students opportunities to develop knowledge, processes, skills and attitudes necessary for making informed decisions about:

  • Promoting the health of individuals and communities.
  • Developing concepts and skills for physical activity.
  • Enhancing personal development.

Students are encouraged to act, individually or collectively, in culturally appropriate ways to enhance health and wellbeing and to promote structures in society which support their own and others’ health and wellbeing.

HPE is a core subject for all students in Years 7, 8 and 9. Students have three 70 minute lessons per week for one semester. Across the span of the three years the program is condensed to allow for greater latitude in guiding students into possible pathways into senior school with the Athlete Development Program (ADP) and Fitness Education (FE) run in conjunction with HPE.

Active engagement in physical activity is a major emphasis in this key learning area. At Calamvale Community College, at least 70 % of available time in HPE is allocated to learning experiences that actively engage students in physical activity. This emphasis recognises that participation in physical activity promotes health and acknowledges the unique role of physical activity as a medium for learning.

All students in Years 7, 8 and 9 have their fitness monitored during a given semester. This is done using a variety of fitness tests and provides a curriculum framework when linking nutrition, fitness and exercise. The development, attainment and maintenance of a reasonable fitness to address obesity and diabetes involve developing knowledge, skills and attitudes within a meaningful and measurable context.

Calamvale Community College’s Middle School has a student body of around 700 individuals from a large number of ethnic backgrounds, geographic locations and socio-economic backgrounds. As a result, this program emphasises the social justice principals of diversity, equity and supportive environments and uses these principals to underpin units of work to maximise educational opportunities for all students.

 The Health and Physical Education key learning area at Calamvale Community College values the attributes which contribute to a lifelong learner and the program aims to provide opportunities to develop these attributes.  A lifelong learner is:

  • a knowledgeable person with deep understanding
  • a complex thinker
  • a creative person
  • an active investigator
  • an effective communicator
  • a participant in an independent world
  • a reflective and self-directed learner

Using the national curriculum as a strong tenant to the work program, the conclusion is that by delivering a strengths-based approach is essential to developing success for students in HPE. A strengths-based approach applied to the Health and Physical Education curriculum will acknowledge that most students come to the learning area feeling positive about their health. This is not dismissing the fact that some groups of young people are experiencing poor health. Rather, it recognises that all young people have particular strengths and developing positive attitudes and a repertoire of knowledge, understanding and skills can improve their health and wellbeing.

Language other than English (LOTE)


The study of German provides students with an opportunity to encounter the language and the culture of Germany.

Students encounter the data of a language-how it sounds and looks in a broad array of situations and styles and the ‘body language’ or other conventional ‘non-verbal behaviours’ that accompany it.

Students experience language as an enduring yet malleable tool for making meaning within culture and for exchanging meaning between cultures. They learn the differences of value, attitude and belief may be diverse and deep, just as are the potentials for finding common ground with and mutual respect for people.

Students experience repeated encounters with the German language, both face-to-face and via information and communication technologies, so that their comprehending and composing are based on this experience of German language in use and can develop over time.

The program will provide students with opportunities to:

  • Understand language as systems
  • Understand the relationship between language and culture
  • Use Learning Strategies


Mathematics in the Middle School, focuses on enabling students to experience mathematical concepts through a variety of methods to allow each student to achieve their potential in the critical. Students are either supported or extended in such class to support their individual abilities.

The mathematics curriculum is based on three strands

  • Numbers and Algebra
  • Measurement and Geometry
  • Statistics and Probability

With the aim of developing mastery of this critical subject. All students construct a personalised learning plan (PLP) in maths with their teacher and team. This focuses on the students identifying key concepts they need to work on and develop together with strategies they can use to improve.


At the College our goal is to improve our Science students’ knowledge and conceptual understanding as well as their ability to investigate phenomena scientifically. We also strive to develop their attitudes and values in an increasingly complex scientific world. Students perform many practical experiments throughout the three year course as well as observe demonstrations, and participate in a range of excursions.

Our emphasis within the Middle School science program is to assist students in developing the necessary skills to act as rational and creative thinkers. The program engages students in the acquisition of knowledge and the development of understanding.

The Middle School science program will allow students to learn about themselves and others, to have knowledge of scientific phenomena and to be able to process information from a scientific perspective.

Students are engaged in a well-balanced program that involves a variety of activities to cater for all learning needs. Classroom time is split between POD, the Environmental Centre and the state of the art laboratories in the Senior School.

Learning experiences

A variety of approaches to teaching and learning are utilised in order to maximise every students potential to achieve. These include:

  •  Laboratory activities and experiences
  •  Teacher exposition and questioning
  •  Computer software simulations and tutorial use
  •  Extended experimental investigations
  •  Self-directed and paced learning
  •  Library research and Assignment work
  •  Excursions
  •  Media presentations

Course Outline

Year 7

Chemical Science

Water: waste not, want not

During this unit students use a local water source to investigate the importance of water, for example the water cycle, properties of water and separation techniques used to provide clean drinking water.

Earth and Space Science

Sensational seasons and heavenly bodies

During this unit students learn about the interrelationship of the sun, Earth, the moon, and other planets. They explore seasons on Earth and on another planet, and the phases of the moon.

Biological Science

Organising organisms

During this unit students explore the impact of human activity on other organisms. They appreciate classification and the relationships between organisms as a platform for making predictions about the consequences of the human activity.

Physical Sience

Moving right along

During this unit students investigate forces, and how they can change the motion of an object. They consider the impact of friction on moving objects and appreciate the role of forces in their everyday lives.

Year 8

Chemical Science

What’s the matter?

During this unit students engage in a range of laboratory-based experiments and investigative learning experiences. They explore changes in matter at a particle level and distinguish between chemical and physical changes. Students also develop an appreciation that scientific knowledge changes as new evidence becomes available.

Earth and Space Science

We will rock you.

During this unit students investigate the dynamic nature of the rock cycle. They appreciate where and why rocks have been used in buildings and monuments in the local area.

Physical Sience

Energy for my lifestyle.

During this unit students investigate how energy is generated and transformed in order to meet society’s energy requirements while taking into account sustainability and ethical considerations. They research sustainable and renewable energy technologies.

Biological Science

Multiplying by dividing.

During this unit students explore how organisms reproduce, starting at a cellular level. They focus on cell structure, function and reproduction, and investigate the history, use and ethics of reproductive technologies in mammals.

Year 9

Physical Sience

Waves and particles.

During this unit students examine aspects of the chemical and physical sciences through atomic and wave models. Their understanding of these models is developed and reinforced through targeted activities.

Earth and Space Science

The changing Earth.

During this unit students explore the development of the theory of plate tectonics. They extend their learning from previous units by considering destructive changes in ecosystems.

Studies of Society and Environment (SOSE)

The SOSE Key Learning Area promotes the development of knowledge, processes, skills and values necessary to investigate controversial and challenging issues, promote critical thinking, make informed decisions and take action in order to enhance the ‘common good’.  The range of concepts, values and processes which underpin SOSE are drawn from various disciplines including history, geography, and economics. Consequently, SOSE provides opportunities for students to develop the understanding and skills necessary for the study of these subjects in their senior years at school. 

The main emphasis of the SOSE curriculum can be reflected as knowing and doing through inquiry. The learning outcomes for SOSE are organized into four strands:   
  • Time, Continuity and Change
  • Place and Space
  • Culture and Identity
  • Political and Economic Systems

Students undertake their learning through investigations in units of work such as:

  • Geospatial Skills
  • Sustainability and Stewardship of Rivers
  • Economics
  • Government Systems
  • Multiculturalism in Australia
  • Culture and Identity: Indigenous Perspectives
  • The ancient world
  • Medieval history
  • The Making of the modern world

Students demonstrate their learning by undertaking major assignments, writing short tests and examinations, and completing portfolio activities. Student learning of SOSE is assessed in terms of the following criteria:

  • Knowledge and understanding
  • Investigating
  • Communicating
  • Participating
  • Reflecting


Environmental Studies investigates the relationship between human beings and the environments in which they live. Environmental Studies provides students with practical skills as well as theoretical knowledge so that students can understand the complex relationships and processes that shape our living world.

Whilst aspects of environmental studies are taught in Science and SOSE, students also learn about caring for the environment through some of the modules which include Australian Bush Foods I, Australian bush Foods II, and Kitchen Gardens. The Sustainability Precinct provides a powerful teaching resource to catty out the practical elements of the module.

Students who participate in the Environmental Studies Module will, from time to time, have the opportunity to be involved in shaping the evolving landscape of the College. Supporting the ongoing improvement of the College’s Facilities, students will be involved in planning and undertaking various sustainability projects. These projects will include designing and planting out gardens planned to provide shade for students and beautify the College environment.

The Arts

The co-curricular offerings at Calamvale Community College support and build on the Middle School module offerings of Drama, Music, Visual Arts and Media.

Students have opportunities to participate in a wide range of co-curricular activities


  • Instrumental Music Program
  • Advance Music Camp
  • Artist in resident programs
  • Creative Generation
  • Logan Gallery Art Waves
  • Dance Troupe
  • Cheerleading
  • Calamvale Community College Art Exhibitions
  • Whole school performance programs (musicals, music at 6 and IGNITE)
  • Festivals and workshops
  • Writer’s camp

Students are encouraged to attend live performances and exhibitions. Out of school excursions and in-school incursions are made available to interested students as opportunities arise.


The Arts in any form allow students to learn in creative and practical ways. In Drama we are able to develop a wide range of skills that are transferable to any other Key Learning Area, social or workplace situation. Drama encourages students to critically and actively be aware of themselves and the world they live in. Students develop the ability to effectively communicate with others. Self-discipline, confidence and teamwork skills assist students to develop empathy and a clearer sense of self.

Students who study drama are assessed according to three focal areas:

  1. Forming - Creating and shaping dramatic action; transforming ideas into dramatic/artistic forms.
  2. Presenting - Using acting techniques in a variety of dramatic contexts.
  3. Responding - Demonstrating an understanding of the elements of drama and dramatic forms.

Students undertake learning through units of work such as:

  • Mask magic
  • Clowning around


Several different practical-based music modules are offered, with each one designed to enable students to develop a working knowledge of music theory and performance skills through the study of different music genres. The emphasis is to learn through participation and to gain experience through involvement. Recognition of prior learning and are features of the practical lessons.

Students undertake learning through units such as

  • Music Down Under
  • Foundation Music
  • Music Technology

Visual Art

Art offers a unique way for students to learn about their world. They are able to see and express their ideas, feelings and understanding of the world by designing, making and appraising art. Engaging students in Art’s learning gives them freedom to develop, explore and respond to their own and other’s experiences. Through Visual Art we express and share our world view, historical, cultural and personal. When students engage in Visual Arts, it is expected that they understand the diverse individual and communal expressions of Australia’s past, present and future through artworks including those created by Indigenous Aboriginals and Torres Strait Islander peoples.

Art’s unique language is composed of the elements and principles of design. In any work of art there is a thought process for the arrangement and use of this language to communicate particular meaning. The elements and principles of design are the building blocks used to create a work of art. The elements of design can be thought of as the things that make up a painting, drawing, design etc. The principles of design can be thought of as what we do to the elements of design. Understanding the principles and elements of design is fundamental for giving expression through art to ideas arising from our creative intelligence. How we apply the principles of design determines how successful we are in creating a work of art.

Student Artwork

Students undertake learning through units of work such as:

  • 3D Art
  • 2D Art
  • Digital Art
Last reviewed 16 October 2018
Last updated 16 October 2018