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2021

COURSE PLANNING GUIDE

YEARS 7-9

Course Planning Guide 2021: Years 7–9

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Table of contents Table of contents ................................................................................................................................................................................................. ii Introduction ......................................................................................................................................................................................................... 1

The Junior High School – the Years 7–9 Journey ........................................................................................................................................ 1 Ironbark ...................................................................................................................................................................................................... 1

Subject Overview for Students in Year 7 ............................................................................................................................................................. 2 Languages ................................................................................................................................................................................................... 2 Technology ................................................................................................................................................................................................. 2 The Arts ...................................................................................................................................................................................................... 2

Subject Overview for Students in Year 8 ............................................................................................................................................................. 3 English ........................................................................................................................................................................................................ 3 Languages ................................................................................................................................................................................................... 3 Studies of Society and Environment (SOSE) ............................................................................................................................................... 3 Technology ................................................................................................................................................................................................. 3 The Arts ...................................................................................................................................................................................................... 3

Subject Overview for Students in Year 9 ............................................................................................................................................................. 4 Subject Selection ........................................................................................................................................................................................ 4

Academic Advisors and Curriculum Leaders ........................................................................................................................................................ 5 Curriculum Leaders .............................................................................................................................................................................................. 5 Subject Unit Outlines ........................................................................................................................................................................................... 6

Christian Studies ......................................................................................................................................................................................... 6 English ........................................................................................................................................................................................................ 7 Health and Physical Education ................................................................................................................................................................. 13 Languages ................................................................................................................................................................................................. 15 Mathematics ............................................................................................................................................................................................ 29 Science ..................................................................................................................................................................................................... 35 Specialist Support Subjects....................................................................................................................................................................... 36 Studies of Society and Environment ......................................................................................................................................................... 37 Technology ............................................................................................................................................................................................... 40 The Arts .................................................................................................................................................................................................... 43

Appendices ........................................................................................................................................................................................................ 49 The College Mission and Values ............................................................................................................................................................... 49 Curriculum at St Peters ............................................................................................................................................................................. 49


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Introduction

The Junior High School – the Years 7–9 Journey

The Junior High School years at St Peters serve as a period of consolidation for students, during which time all students

continue to follow a core curriculum that places emphasis on continuing the study of all Key Learning Areas. There is more

choice on offer within the Key Learning Areas (KLAs) than is the case in the Upper Primary, but there is a quite deliberate

policy to delay any significant specialisation until students enter Senior School in Year 10.

In keeping with this practice of delaying specialisation, all students in the Junior High School follow a core curriculum that

reflects all the nine major KLAs and therefore have classes in English, Mathematics, Science, Studies of Society and

Environment (History and Geography), Technology, The Arts, Languages, Health and Physical Education and Christian Studies.

As is the case in other sub-schools, the delivery of English and Mathematics, is differentiated so that students can pursue

their studies at a pace and to a depth that is appropriate to their demonstrated skills and abilities.

Ironbark

During Year 9, all students attend Ironbark for a compulsory five-week period. Ironbark is the College’s outdoor education

centre that commenced in 1974 with the aim of providing exceptional opportunities for teenagers to learn life skills and

values, independence, teamwork and leadership, tolerance and friendship, and to trust in a loving God.

As part of their experience at Ironbark there are real-life challenges to be met under demanding conditions yet there is a

secure and supportive environment in which to become aware of their personal strengths and learn to face the unknown

with confidence. Students live together in a small community and actively participate in running the college farm, caring for

animals, maintaining machinery, and harvesting fruit and vegetables. Students also participate in a variety of adventure

activities including hiking, camping, orienteering, horse riding, abseiling, rock climbing and negotiating high ropes activities.

Christian Studies and the active encouragement of students exploring their developing sense of spirituality are also seen as

an important part of this unique and unforgettable learning and living experience.


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Subject Overview for Students in Year 7

All Year 7 Students are required to study subjects within all of the Key Learning Areas:

• Christian Studies;

• English;

• Health and Physical Education;

• Languages;

• Mathematics;

• Science;

• SOSE (History/Geography);

• Technology (Design and Digital);

• The Arts (two electives).

Languages

All students are required to study a language. Students may elect to extend their knowledge in the language they have

already been learning in Year 6, or they may choose to begin a new language. They may choose to study one of Chinese,

French, German or Japanese. They may not change from one language to another between Year 7 and 8.

English as an Additional Language support (EAL) or the Academic Skills Development Program (ASDP) may be allocated in the

place of the Languages Other Than English (LOTE) unit for some students. Enrolment in the EAL/ASDP classes is dependent on

the approval and recommendation of the Curriculum Leader – Exceptional Learners in consultation with Learning Support

and EAL teachers. Students who have not gone through the correct process for allocation to the EAL or ASDP courses will

automatically be placed in a Language class.

Technology

The Technology program in Year 7 includes units in both Design Technology - Food and Fashion and Digital Technology. Each

subject will be of one-semester duration and all students will enrol in these courses.

The Arts

All students study subjects from the Visual and Performing Arts areas in Junior High. In Years 7–8 these are offered on a

rotational basis across the two years. Each subject will be of one-semester duration.

• Art;

• Drama;

• Media;

• Music.


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All Year 8 Students are required to study subjects in all the Key Learning Areas:

• Christian Studies;

• English;

• Health and Physical Education;

• Languages;

• Mathematics;

• Science;

• SOSE (History/Geography);

• Technology;

• The Arts (two electives).

English

Students will be assigned to appropriate levels of study in Year 8 English based on demonstrated academic achievements

(NAPLAN and Year 7 English results) and the English teacher’s placement recommendation.

Languages

All students are required to study a language. Students are required to continue the language they have been learning in

Year 7, having chosen to study one of Chinese, French, German or Japanese. Students may not change from one language to

another between Years 7 and 8.

English as an Additional Language support (EAL) or the Academic Skills Development Program (ASDP) may be allocated in the

place of the Languages course for some students. Enrolment in the EAL/ASDP classes is dependent on the approval and

recommendation of the Curriculum Leader – Exceptional Learners in consultation with Learning Support and EAL teachers.

Students who have not gone through the correct process for allocation to the EAL or ASDP courses will automatically be

placed in a Language class.

Studies of Society and Environment (SOSE)

Students are required to study both History and Geography.

Technology

The Technology course in Year 8 includes aspects of both Design Technology - Materials and Graphics and Digital Technology.

This subject will be of one-semester duration and all students will enrol in the Technology course.

The Arts

All students study subjects from the Visual and Performing Arts areas in Junior High. In Years 7–8 these are offered on a

rotational basis across the two years. Each subject will be of one-semester duration.

• Art;

• Drama;

• Media;

• Music.


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To ensure adequate coverage of Key Learning Areas, the College prescribes core units of study in the belief that all students

should be exposed to the major fields of human study and knowledge. It also ensures opportunity for students to develop

the necessary skills for future success within either the Queensland Curriculum and Assessment Authority framework (QCAA)

or the International Baccalaureate Program (IB).

Students have some freedom to change subject units during the year, although multiple changes are undesirable. While the

College makes every effort to accommodate changes to subject selections, it is important to understand that it may not

always be possible for a student to change subject units, once the timetable has been finalised. Any change of subject unit

will usually involve a change of teacher, and in some instances, may involve a change of teacher in another subject. Please

note that the College has a class-size policy to maximise learning outcomes, therefore, a change of subject may not be

possible if a class is full.

All subject changes require written consent from parents and must be submitted to the Head of 7–12 Curriculum – Students.

Gaining approval to change a subject should not be taken for granted.

Subject Selection

Compulsory Requirements

• Christian Studies – whole year;

• English – whole year at a level assigned by the Curriculum Leader, based on demonstrated competencies, teacher

recommendations and consultation with parents (if required);

• Health and Physical Education– whole year;

• Mathematics – whole year;

• Science – whole year;

• SOSE (History/Geography) – whole year.

Specialist Support Subjects

English as an Additional Language support (EAL) and Academic Skills Development (ASDP), if required, need to be chosen

within the student’s subject electives, equivalent to two Semester Units. Enrolment in these classes is dependent on the

approval and recommendation of the Curriculum Leader – Exceptional Learners in consultation with Learning Support and

EAL Teachers.

Electives

Students are required to select any six (6) further semester units of study from the following list, from which four (4)

subjects will be allocated. Students need to select at least one Arts elective unit and one Technology elective unit. Note

that Languages and Specialist Support Subjects require two Semester Units.

Languages

(Whole year: two Semester Units)

Arts

(one Semester Unit each)

Technology

(one Semester Unit each)

Specialist Support

(Whole year: two Semester Units)

(College recommendation only)

Chinese

French

German

Japanese

Visual Art

Tradigital Art and Design

Drama

Music

Music Extension

Design and Technology

Food Technology

Graphics and Design

Digital Technology

Textile Technology

ASDP

EAL


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Academic Advisors and Curriculum Leaders

Listed here are College staff who may be able to provide information and guidance regarding student subject choices.

College staff member Name Phone number

Career Counsellor Ms Jacqui Estevao 3377 6518

Head of 7–12 Curriculum – Students Mrs Rachael Turnbull 3377 6523

Head of 7–12 Curriculum – Academic Staff Mr Simeon Milner 3377 6286

IB Diploma Coordinator Mrs Roslynne Midgley 3377 6261

VET Curriculum Leader Mrs Julie Walker 3377 6564

Director of Teaching and Learning Innovation Mr Peter MacDonald 3377 6249

Curriculum Leaders Area of Interest Curriculum Leader Subjects

Christian Studies Dr Trevor Collie Christian Studies

English Mr William Fitzgerald

English: Essential

English: Mainstream

English: Enrichment

Exceptional Learners Mrs Renata Rankin Academic Skills Development Program (ASDP)

English as an Additional Language Support (EALs)

Languages Mrs Anna Sliwinska

Chinese

French

German

Japanese

Mathematics Mr Douglas Bransgrove Mathematics

Physical Education Mr Ben Innes Physical Education

Science Ms Liz Holt Science

SOSE Ms Tracey Dowell Studies of Society and Environment

(History and Geography)

Technology Mr Danny Arrow


Food Technology

Graphics and Design

Digital Technology

Textile Technology

The Arts Ms Julie Seidel

Art

Drama

Media

Music and Music Extension


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Subject Unit Outlines

Christian Studies

Christian Studies as a discipline of learning introduces students to the world of religion and spirituality, which are

integral components of the fabric of all cultures. It acknowledges that all people are on a lifelong journey of faith

expressed in many dimensions of life, for example, relationships, community life, the environment, religious beliefs and

traditions, situations of human need and suffering, ethical and justice issues. It presents to students a Christian

worldview and a pathway for making meaning in their lives (LEA, 2005).

At St Peters, Christian Studies is a compulsory subject that provides opportunity for students to explore the Christian faith

tradition and its relevance for daily living. Throughout the course, students are encouraged to articulate their beliefs and

spirituality, as well develop the skills necessary for open, respectful dialogue in the classroom.

Furthermore, this course complements the Australian Curriculum by developing the seven identified general capabilities of

literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical behaviour, and

intercultural understanding.

During their years of schooling in Christian Studies, students develop the knowledge, processes and attitudes necessary to:

• become self-directed, insightful investigators and learners who are able to explore the Christian faith and understand its

relevance for life;

• understand better the purpose, meaning and significance that the Christian faith and other forms of spirituality have for

the lives of individuals and communities;

• identify the patterns of belief and the ways in which these have been influential in shaping their own lives and

interpreting their personal experiences;

• appreciate the various aspects of human experience that have prompted and continue to prompt the development of

both religious and non-religious interpretations of life;

• cultivate a respect and understanding for the different religious views they are likely to meet in the communities to

which they belong;

• develop a commitment to personal beliefs, attitudes and values in ways that maintain a respect for, and a sensitive

appreciation of the beliefs, attitudes and values of others;

• give generously of their time and energy to undertake activities and projects that benefit others and improve the quality

of life in their communities;

• engage in practical activities and employ strategies that promote peace, justice and reconciliation in the world;

• develop leadership skills and inter-personal skills that will create a safe, inclusive and respectful school community.

Year 7

The aim of the Year 7 course is to develop students’ understanding of their own identity, an awareness of the St Peters’ story

and the development of key Christian values. In Semester 1, students research and reflect on how specific values are an

integral component of their daily lives and impact on their interactions and relationships. Students explore different images

of God, examining fundamental Christian understandings, as well as other religious understandings of the ‘Divine’. In

Semester 2, the Old Testament is investigated through stories about significant people in the Bible, acknowledging what we

can learn from them and understand how their stories can tell us more about God. In this semester, students are also

introduced to the concept of ‘Grace.’ Students identify how God’s grace is evident in the world around us and the role it plays

in our lives.

Year 8

In this course, students explore the historical and cultural context of Jesus’ world in order to develop deeper understandings

that underpin Christianity. Students will investigate several key parables and explore ways of interpreting their meaning.

Students learn to recognise individual and corporate actions that can be considered biblically as either good or bad acts. In


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the final unit, students will explore the actions that Christian organisations (NGOs) undertake to uphold human rights

throughout the world.

Year 9

In this course, students explore the historical and cultural development of Christianity. Students investigate the beginnings of

the Jesus Movement, the Early Church and the impact of Christianity becoming the ‘official’ Roman religion. Following on,

students investigate the Reformation Church period, the impact on the Church and the significance this has had on both the

Church and the world. In addition, students explore the role that Church plays in modern society. The final unit takes up the

theme of vocation and service, providing opportunities for students to be involved in Service Learning. This unit of work

encourages students to reflect on the place of ‘service’ in their lives, both now and in the future.

English

During the compulsory years of schooling in English, students develop the knowledge, practices and dispositions

necessary to:

• understand how texts and language can be used to achieve personal, social, cultural and cognitive purposes in the

contexts of their working, public and private lives;

• understand how texts and language expression are shaped by:

○ Knowledge: values and practices of individuals and groups;

○ choices: with respect to purpose, text type, subject matter, roles and relationships, mode and medium.

During each respective course, students:

• select from a broad repertoire of language use in texts and contexts, language systems and literacy practices in English

to construct and reconstruct meanings in and through spoken, written, visual and multimodal texts;

• demonstrate a deep and high degree of control of textual resources and patterns in texts of increasing complexity;

• interpret and represent knowledge, values and practices in texts in innovative, creative and enterprising ways.

Year 8-10: Differentiation Strands

The College offers a range of differentiated subject strands at each respective year level in Years 8–10 to cater for the

language competence demonstrated by students. All English subject strands (Essential, Mainstream and Enrichment) have

been audited and revised to be congruent with the descriptors of the Australian Curriculum: English in Years 8–10

respectively.

English: Mainstream is provided for students who are progressing from the standard Year 7 subject English offerings and

who have achieved at a sound ‘C’ standard or higher at the conclusion of that year. In English, ‘Mainstream’ denotes the

mainstream or standard subject offering. Parents and guardians should understand that the suite of English: Mainstream

units in Years 8, 9 and 10 is designed to prepare their child for both the QCAA and IB Years 11 and 12 academic English

courses.

For students who demonstrate a particular gift for English, the English: Enrichment strand is offered in Years 8 and 9, with

the Year 10 Literature Option continuing this strand. The Year 10 Literature Option will anticipate both the IB English:

Literature and the QCAA Literature courses of Years 11 and 12. Students are selected for Year 8 English: Enrichment studies

based on a range of available criteria, including Year 7 English results, enrolment test scores and NAPLAN Literacy results.

Across Years 8–10 English: Enrichment and Literature Option, demonstrated and sustained superior achievement is a

requisite measure for students’ eligibility to remain in the course. It must be noted that the Enrichment units are

significantly more demanding than the Mainstream strand and this must be taken into consideration when accepting

placement in this course.

Distinct from the English: Mainstream offerings, Years 8–10 English: Essential provides worthwhile, targeted courses for the

students identified as experiencing a range of demonstrated language-processing difficulties.


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Year 7

Rationale

In Year 7 all students work in a heterogeneous (mixed ability) class, with all students undertaking the same course and

studying the same texts during the year. The Year 7 English course has been audited to be congruent with the descriptors of

the Australian Curriculum.

Prerequisite subjects

Year 6 English

Course outline

Term 1 Term 2

During the year, students engage with exercises on reading

comprehension, sentence structures, vocabulary

formations, spelling and punctuation.

In Term One, students also engage with persuasive and

narrative texts.

Students participate in a formal debate. In preparation for

NAPLAN sub-tests, students practise key literacy aspects

and become familiar with this type of assessment.

Afterwards, students read, react, analyse and respond to

the novel and film The Giver by Lois Lowry.

Assessment

• Narrative writing (formative);

• Persuasive writing.

Assessment

• Formal debate

• NAPLAN

• The Giver comparative essay

• Language skills exam

Term 3 Term 4

Students read, react, analyse and respond to the historical

fictional novel, Dragonkeeper by Carole Wilkinson.

Afterwards, students evaluate the news media.

Through the analysis of a range of differentiated texts,

students explore the theme of persecution and respond by

composing a free verse poem.

Assessment

• Dragonkeeper monologue.

Assessment

• Free verse poetry composition;

• Language skills exam.

Future pathways

All English subjects are foundational to recreation, paid-employment opportunities and lifelong experiences. Not only do

English subjects exercise the inherent intersection of language and thought, they are the means by which language can

examine and comment on itself and ideas.

Year 8

Year 8 Essential English

Rationale

Essential English is designed for students who would benefit from additional support in reaching National Curriculum

Achievement Standards for this year level. Texts vary from Mainstream English, but the units and tasks mirror those of all

Year 8 students, allowing for a smooth transition into Mainstream English, when suitable. Apart from Language Skills, all units

are one term in duration. All tasks set during a unit contribute to the final grade.

Prerequisite

Year 7 English.


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Course outline

Term 1

Narrative

Term 2

Poetry

Language Skills ongoing in the form of Firefly tasks to be completed weekly: punctuation, spelling, and grammar and word

work.

• The study of a Classic Starts text: an abridged version

of King Arthur and his Knights.

• The study of a range of poems and poets’ use of

structure, figurative language, imagery, sound devices,

rhyme and rhythm.

Assessment (continuous)

• Written Imaginative narrative, drafted in class with

teacher feedback and a virtual reality interpretation.

(Narrative 300 - 600 words)


• A number of short responses to text, culminating in a

timed response to a seen poem. Students may sit the

cross-grade exam where appropriate.

Term 3

Argument and Persuasion

Term 4

Drama

Language Skills ongoing in the form of in-class tasks to be completed weekly - punctuation, spelling, and grammar and

word work – culminating in a Term Four Grammar exam, where appropriate.

• Close study of characterisation in Anthony Horowitz’s

Stormbreaker, particularly, the hero and villain figures.

• Close study of dramatic elements in Alan Hopgood’s

play, And the Big Men Fly


•Two w ritten responses (paragraphs) to persuasive texts,

culminating in a persuasive presentation. (3-4

minutes)


•Oral presentation in the form of a sports analysis and

commentary;

Written exam: analytical essay to a seen question, pre-

scaffolded but completed under timed conditions

(conditions range based on individual student programs and

IEPs)

Future pathways

Mainstream English or continuation in Essential English stream.

Year 8 Mainstream English

Rationale

Mainstream English is designed for students who are reaching National Curriculum Achievement Standards for this year level.

Students are exposed to a range of texts which will allow them to demonstrate their knowledge, understanding and technical

control of English. Apart from Language Skills, all units are one term in duration. All tasks set during a unit contribute to the

final grade.

Prerequisite

Year 7 English.

Course outline

Term 1

Narrative

Term 2

Poetry


work.

• A novel study, focussing on allegory in narrative, and

exploring genre, style and technique.



rhyme and rhythm.


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• A number of short responses to text, cumulating in an

imaginative narrative, drafted in class with teacher

input. (400 -600 words)


• A number of short responses to text, including a panel

discussion, culminating in a written cross-grade exam

on an unseen poem. (90 minutes)

Term 3

Argument and Persuasion

Term 4

Drama

Language Skills ongoing in the form of Firefly tasks to be completed weekly - punctuation, spelling, and grammar and word

work – culminating in a Term Four cross-grade exam.

• The study of the persuasion, using Mao’s Last Dancer

by Li Cunxin as a source text, with a focus on both

opinion and evidenced argument.

• Close study of suspense and dramatic elements in

Adrian Flynn’s dramatic adaptation of Sir Arthur

Conan Doyle’s novel The Valley of Fear.


• A number of short responses to text, culminating in an

individual oral presentation. (3-4 minutes)



analytical essay response to an unseen question,

completed under timed conditions. (90 minutes)

Future pathways

English, English Literature or IB Literature.

Year 8 Enrichment English

Rationale

Enrichment English is designed for students who are exceeding National Curriculum Achievement Standards for this year

level. Students are exposed to a range of texts which will stretch them both conceptually and technically, allowing them to

demonstrate their knowledge, understanding and technical control of English. Apart from Language Skills, all units are one

term in duration. All tasks set during a unit contribute to the final grade.

Prerequisite

Year 7 English.

Basis of student selection for 8 Enrichment English

A combination of the following: B or higher in Year 7 English, Band 8 and above in Year 7 NAPLAN, above the 85th Percentile

in AGAT abstract and verbal reasoning. Additional teacher recommendation and support will also be considered.

Course outline

Term 1

Narrative

Term 2

Poetry


work.

• The study of a range of short stories by established

authors and detailed exploration of narrative

technique.

Class reading and study of Charles Dickens’ A Tale of Two

Cities – not assessed.



rhyme and rhythm.


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imaginative narrative, drafted in class with teacher

feedback. (400 -600 words)


• Discussion, writing and performing, culminating in a

cross-grade exam under timed conditions on an

unseen poem. (90 mins)

Term 3

Persuasion

Term 4

Analytical drama study

Language Skills ongoing in the form of Firefly tasks to be completed weekly - punctuation, spelling, and grammar and word

work – culminating in a Term Four cross-grade exam.

• The study of The Children's Homer, epic narrative

conventions and heroism. • Close study of the dramatic depiction of culture and

context in George Bernard Shaw’s Pygmalion.


• Short responses to text, including a persuasive oral,

culminating in a written analytical argument. (90 mins)


• Short form responses to text, culminating in a group

oral response. (3- 5 minutes per student)

Future pathways

English, English Literature, IB Literature.


English subjects exercise the inherent intersection of language and thought; they are the means by which language can


Year 9

Parents and students should note that it may appear that students are undertaking a considerable number of

assessments, but owing to Ironbark bookings, not all students from Term 2 onwards will undertake all of the

listed assessments.

Year 9 English Essentials

Rationale

Students read and respond to novel, drama and film studies. They compose a short story, compose and deliver an oral

assessment, and they learn about the requirements of the genres of analysis and argument. Students prepare for NAPLAN,

reflecting on and practising the literacy aspects. Control of language skills involving prose comprehension, sentence control,

vocabulary formations, spelling and punctuation is a year-long focus. In response to a first-novel study, the students write an

analytical essay. Additionally, students act out a prepared play performance and explain their choice of scene, examining

themes and ideas present in the studied texts through a spoken task. They write analytical essay, in examination conditions,

about aspects of their film study.


Year 8 English.

Course outline

Term 1 Term 2

• Persuasive writing;

• Narrative writing;

• NAPLAN practice: reading and language conventions.

• Analytical essay on first studied novel.

Term 3 Term 4

• Analytical essay on second novel study.

• Reading comprehension exam.

• Film study - analysis

• Drama performance and explanation



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Future pathways




Year 9 Mainstream English

Rationale

In the English Mainstream units, students engage with persuasive and narrative texts as well as language skills. Students

prepare for NAPLAN sub-tests, reflecting on and practising key literacy aspects. They prepare and sit for a poetry

comprehension exam. During the year, exercises on language skills focus on mastering prose comprehension, sentence

structures, vocabulary formations, spelling and punctuation. Later, students read and react to the novel “Mortal Engines”

and the play, "Lost in Yonkers" – with a view to their writing an analytical expository essay based on the novel and delivering

a scripted monologue/ dialogue in role.


Year 8 English.

Course outline

Term 1 Term 2

• Persuasive writing;

• Narrative writing;

• NAPLAN practice: reading and language conventions.

• NAPLAN Writing Tasks

• Poetry comprehension exam.

Term 3 Term 4

• Analytical essay writing about novel study;


• Language skills exam;

• Panel discussion – oral task on play text

• Written analytical essay on play text

Future pathways




Year 9 English Enrichment

Rationale

In this subject, students study a novel, epic and narrative poetry, The Merchant of Venice and a simplified version of Great

Expectations. Students prepare for NAPLAN, reflecting on and practising the literacy aspects. In respect of genres, students

read, respond to and write analytical essays, imaginative narratives, poetry and explain their interpretation of the Dickens

novel using Socratic dialogue practices. Reading comprehension and diverse language skills exercises are also undertaken

throughout the semester. These contribute to an overall language skills mark for the year.


Year 8 English

Course outline

Term 1 Term 2

• Narrative response to stimulus (40 minutes);

• Persuasive speech to stimulus (40 minutes).

• To Kill a Mockingbird study: Oxford Union Chamber

Debate (spoken).


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Term 3 Term 4

• Merchant of Venice exam;


• Great Expectations poster presentation (spoken);


Future pathways




NAPLAN – Literacy

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading,

writing, spelling and numeracy…

– from ACARA website on NAPLAN.

The skills tested in NAPLAN in both Year 7 and Year 9 are fundamental to a student’s language capability, observable in how

the student combines language and thinking in different contexts and for different purposes. Indeed, logical thinking in large

measure is tied to language capability.

Teaching of NAPLAN literacy sub-tests focuses on critical lifelong skills, exactly the same as in subject English – specifically:

the processes of reading comprehension with its levels and responses; how communication is governed and made intelligible

by word mastery and by grammar and punctuation patterns and conventions; and how writing unites intelligently structured

thought and language within a genre.

In short, the business of NAPLAN literacy teaching and learning is the same undifferentiated business as teaching literacy

skills which continues before and after the NAPLAN tests in subject English.

Health and Physical Education

The Health and Physical Education program aims to enable students to:

• access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and

others’ health, wellbeing, safety and physical activity participation across their lifespan;

• develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity

and wellbeing and to build and manage respectful relationships;

•investigate, understand and participate in movement skills, concepts and strategies to respond confidently,

competently and creatively in a variety of activities, contexts and settings;

• engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to

personal, social, cultural, environmental and health practices and outcomes;

• analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health

and physical activity locally, regionally and globally.

The curriculum is organised into two strands; Personal, social and community health and Movement and physical activity.

They are interrelated and inform and support each other. Course content focuses on supporting students to investigate

knowledge, understanding and participate in the six sub-strands.


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Strands Personal social and community health Movement and physical activity

Sub-strands • Being healthy, safe and active;

• Communicating and interacting for health

and wellbeing;

• Contributing to healthy and active

communities.

• Moving our body;

• Understanding movement;

• Learning through movement.

Focus areas • Alcohol, gambling, ethics and Ugly

parent syndrome;

• Food and nutrition;

• Health benefits of physical activity;

• Mental health and wellbeing;

• Relationships and sexuality;

• Safety.

• Active play and minor games;

• Challenge and adventure activities;

• Fundamental movement skills;

• Games and sports;

• Health-related physical activities;

• Rhythmic and expressive movement.

Students in Years 7–9 at St Peters Lutheran College study Health and Physical Education as a compulsory subject during

the year.

HPE Units

Core Health and Physical Education

Year 7

Students participate in a wide variety of both practical and written learning experiences. These units of study are age specific

and are designed to increase understanding of what it means to be healthy. The course also offers students opportunities to

become informed and active participants in the quest for optimal health and wellbeing.

The units which are explored in detail include:

Semester 1 Semester 2

Attitude to Gratitude, building a positive person Puberty, body image & staying healthy

Term 1 Term 2 Term 3 Term 4

Racket sports Athletics & Indigenous games Basketball & Netball Swimming

Year 8

Students participate in a wide variety of both practical and written learning experiences. These units of study are age-specific





Resilience & positive relationships Healthy lifestyle choices


Aquathon / Duathlon Football Volleyball Sports Aerobics

Year 9

Students participate in a wide variety of both practical and written learning experiences. These units of study are age-specific




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Risky business, making wise choices Eat well, live better


Touch Football Indigenous games Athletics Tennis

Languages

Chinese

Year 7 Chinese

Rationale

The study of Chinese provides students with unique opportunities to study a character-based language, which offers them

not only an understanding of another culture but also develops a unique visual dimension of thinking.

From the point of view of an English-speaking learner, it is important to know that Chinese is a character-based tonal

language with an easy grammatical structure. Students need to have a good ear for tonal differences and have a good visual

memory for characters. The Pinyin writing system assists in pronunciation of characters.

Students who choose Chinese in Year 7 will be taught the basics of the Mandarin language via the TPRS method (Teaching

Proficiency through Reading and Storytelling) which aims to achieve high levels of listening, speaking and reading proficiency.

The students learn approximately 120 words, both in Pinyin and in characters across the two semesters. The students should

be able to write 30 characters by the end of the year.

Language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and

cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by

effective planning and organisation, incorporating processes of self-management and self-monitoring.

Prerequisite subject

Nil.

Course outline

Term 1

Introductions

Term 2

Birthdays

• Greetings;

• Name, numbers and age;

• Chinese New Year.

• Dates, days of the week, birthdays;

• Places;

• Food and feelings.

Assessment

Weekly formative assessment/s.

Summative examination in Listening, Speaking, Reading

and Writing across the semester.

Assessment




Term 3

At home

Term 4

Shopping

• Family;

• Pets;

•Time.

•Colours;

•Clothes;

•Shopping.


16

Assessment




Assessment




This syllabus is designed for students who wish to study Chinese as an additional language and who have not studied the

language before. Students with some primary school Chinese experience may be beginners due to the limited exposure in

most primary schools.

Note: The Year 7 Chinese course is designed to teach Chinese as a second language. It is not of an appropriate level to extend

native speakers of the language. To this end, background speakers of Chinese will not be accepted into the course except by

permission from the Curriculum Leader (Languages).

Future pathways

Chinese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in Chinese can establish a basis for further education and employment in

many professions and industries. For example, those which value the knowledge of an additional language and the

intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international

relations, technology, sociology and education.

Year 8 Chinese

Rationale






Students who choose Chinese in Years 7 and 8 will be taught the basics of the Mandarin language via the TPRS method

(Teaching Proficiency through Reading and Storytelling) which aims to achieve high levels of listening, speaking and reading

proficiency.





Year 7 Chinese.

Course outline

Term 1 Term 2

• Daily routine;

• Meals;

• Sports.

• School subjects;

• Countries;

• Languages.

Assessment




Assessment




Term 3 Term 4

• Appearance;

• Clothes.

• Fast food;

• Hobbies.


17

Assessment




Assessment




This syllabus is designed for students who have studied Chinese as an additional language in Year 7.




Future pathways

Chinese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in Chinese can establish a basis for further education and employment in




Year 9 Chinese

Rationale






Students who choose Chinese in Year 9 will be taught the basics of the Mandarin language through the TPRS method

(Teaching Proficiency through Reading and Storytelling) which aims to achieve high levels of listening, speaking and reading

proficiency.





Year 8 Chinese.

Course outline

Term 1 Term 2

• My room;

• Activities. • Weather and seasons.

•Sickness and going to the doctor.

Assessment




Assessment




Term 3 Term 4

•Chinese and Western food.

• Halloween.

• Revision;

• Cultural focus.


18

Assessment




Assessment




This syllabus is designed for students who have studied Chinese as an additional language in Year 8.




Future pathways

The Year 9 program is a prerequisite for continued study of Chinese in Years 10 and 11/12 (IB or QCAA course). Chinese is a

general subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational

education or work. A course of study in Chinese can establish a basis for further education and employment in many

professions and industries. For example, those which value the knowledge of an additional language and the intercultural

understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international relations,

technology, sociology and education.

French

More than 300 million people speak French on the five continents. The influences of French culture are therefore evident

throughout the world, and for Australians who wish to participate effectively in global affairs, an understanding of the French

language and culture is a significant advantage. Learning French not only enhances professional and academic opportunities,

it is an accomplishment which brings great satisfaction and added confidence. The study of French broadens horizons and

enhances skills in analysing, structuring thought and critical thinking. French and English are linguistically close; hence the

learning of French lends itself to the extension of students’ vocabulary and structural knowledge of English.

Year 7 French

Rationale

French is a major world language, spoken as the first language in more than two dozen countries on five continents and as an

official language in 33 countries. For Australians who wish to participate effectively in global affairs, an understanding of the

French language and culture is a significant advantage. French and English are linguistically close; hence the learning of

French lends itself to the extension of students’ vocabulary and structural knowledge of English.

In this course students are introduced to the AIM pedagogy (accelerated integrated method), a high-frequency, verb-centred

language learning method introduced with gestures and contextualised through stories, drama and music to develop oral and

written fluency in French. Specifically-designed stories in the form of plays provide the context for language acquisition and

become the focus for a range of language activities that intrinsically help students develop confidence and competence in the

language using gestures.

Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,

social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are

characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.


Nil.

Course outline

Term 1 Term 2

• Entry routine;

• Classroom objects;

• Mme Chapeau – created story using high-frequency

language;

• Days of the week, months of the year.

• The Three Little Pigs – story;

• Personality traits (basic);

• Family members;

• Ordinal and cardinal numbers.


19

Assessment




Assessment




Term 3 Term 4

•Comment y aller – story

• Modes of transport;

• Quebec as a Francophone country;

• Tour de France;

• La Fête Nationale.

•Comment y aller – story cont.

• Reader – les aventures de Stephanie.

• Nationalities;

• Christmas in France.

Assessment




Assessment




This syllabus is designed for students who wish to study French as an additional language and who have not studied the

language before. For students continuing French from other schools, there are significant opportunities for enhanced

proficiency development, while students beginning study of the language are also provided with an innovative and enriching

program.

Note: Year 7 French is designed to teach French as a second language. It is not of an appropriate level to extend native

speakers of the language. For this reason, background speakers of French will not be accepted into the course except by


Future pathways

French is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in French can establish a basis for further education and employment in




Year 8 French

Rationale


official language in 33 countries. It belongs to the family of Romance languages derived from the spoken Latin language of

the Roman Empire.

The influences of French are evident throughout the world, and for Australians who wish to participate effectively in global

affairs, an understanding of the French language and culture is a significant advantage. Learning French not only enhances

professional and academic opportunities, it is an accomplishment which brings great satisfaction and added confidence.

In this course students continue learning through the AIM pedagogy (accelerated integrated method), a high frequency, verb-

centred language learning method delivered through stories, drama and music to develop oral and written fluency in French.

Specifically-designed stories in the form of plays provide the context for language acquisition and become the focus for a

range of language activities that intrinsically help students develop confidence and competence in the language.





Year 7 French.


20

Course outline

Term 1 Term 2

Louis la Grenouille:

•H obbies, pastimes;

•F riendship and sharing;

•N aturalist (thematic extension frog’s life cycle).

Chat Angora:

•D etective genre;

•F ood;

•C alendar – seasons, weather;

• Time.

Assessment




Assessment




Term 3 Term 4

Chat Angora:

• Tour de France;

• La Fête Nationale;

• Andre et sa famille (reader);

• French pioneers in Quebec.

Le Bistro des Animaux:

• Friendships and cooperation;

• Louisiana and the Bayou.

Assessment




Assessment




This syllabus is designed for students who wish to study French as an additional language and who have studied Year 7

French or similar. Other students with less formal language learning experience may also be able to meet the requirements

of the syllabus successfully.


speakers of the language. To this end, background speakers of French will not be accepted into the course except by


Future pathways

French is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in French can establish a basis for further education and employment in




Year 9 French


official language in 33 countries. It belongs to the family of Romance languages derived from the spoken Latin language of

the Roman Empire.

The influences of French are evident throughout the world, and for Australians who wish to participate effectively in global

affairs, an understanding of the French language and culture is a significant advantage. Learning French not only enhances

professional and academic opportunities, it is an accomplishment which brings great satisfaction and added confidence.




Our French sister school provides opportunities for language learning outside the classroom, as students take part in email

exchanges, hosting and visits to France in their senior years.


21


Year 8 French.

Course outline

Term 1

At home

Term 2

Daily life and French towns

• Daily chores;

• Describing one’s home.

• Everyday routines;

• Geography of France;

• Towns of France.

Assessment




Assessment




Term 3

Le Petit Nicolas

Term 4

New Caledonia and getting around

• Film study;

• Telling a story in the past.

• New Caledonia;

• Directions.

Assessment




Assessment




This syllabus is designed for students who wish to study French as an additional language and who have studied Year 8

French or similar. Other students with less formal language learning experience may also be able to meet the requirements

of the syllabus successfully. The Year 9 program is a prerequisite for continued study of French in Years10 and 11/12 (IB or

QCAA course).


speakers of the language. To this end, background speakers of French will not be accepted into the course except by


Future pathways

The Year 9 program is a prerequisite for continued study of French in Years 10 and 11/12 (IB or QCAA course). French is a


education or work. A course of study in French can establish a basis for further education and employment in many


understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international relations,


German

German has a strong history at St Peters but is also a significant language in today’s world. With recent increased economic

involvement by German companies in Australia, as well as educational, scholarship and employment opportunities for

Australian students and professionals in Germany and Europe, proficiency in German is proving to be a valuable additional

skill for young people looking to expand their study and work horizons.

As German and English are both Germanic languages, they share many cognates and grammatical features, the study of

which can significantly enrich students’ knowledge of their own language and their linguistic knowledge generally. This, along

with the range of support materials for German (within and beyond the college), also makes learning German more

accessible.

German continues to be an important language globally in commercial, scientific, technical and cultural fields. Germany and

Australia are significant trading partners, with increasingly close diplomatic, economic and strategic ties. Along with this,

Australia has a long and continuing tradition of German immigration, tourist inflow and cultural and educational exchange,


22

including significant links within the College itself, including the successful senior school exchange program with the

College’s partner school, Laurentius Gymnasium, in Neuendettelsau, Germany.

Year 7 German

Rationale

German has a strong history at St Peters, but is also a significant language in today’s world. With recent increased economic






with the range of support materials for German (within and beyond the college) also makes learning German more

accessible.




including significant links within the College, including the successful senior school exchange program with the College’s

partner school, Laurentius Gymnasium, in Neuendettelsau, Germany.


Nil.

Course outline

The course is divided into two streams, based on students’ prior learning: Beginning - students who have not studied German

previously; and Primary Entry - students who are continuing study from the primary school (one or more years of prior

learning).

Term 1 Term 2

• Beginning: foundation vocabulary, colours, numbers,

self-introduction, presentation.

• Primary Entry: presenting oneself, writing emails,

describing interests, making suggestions.

• Beginning: sports, hobbies, suggesting activities,

locating cities, countries, German-speaking countries.

• Primary Entry: health and injuries, requesting things,

narrating past events, travelling in town.

Assessment

Regular formative quizzes/assessment.



Assessment




Term 3 Term 4

• Beginning: school, daily routines, arranging to meet,

family.

• Primary Entry: train travel, gift-giving, attractions in

Munich, describing past events.

• Beginning: food and drink, daily routines (extended)

cultural information.

• Primary Entry: visiting friends, describing abilities and

people, weekend/holiday activities, birthday

invitations.

Assessment




Assessment




This syllabus is designed for students who wish to study German as an additional language and who have not studied the

language before. For students continuing German from the Junior School or from other schools, there are significant


23

opportunities for enhanced proficiency development, while students beginning study of the language are also provided with

an innovative and enriching foundation program.

Note: Year 7 German is designed to teach German as a second language. It is not of an appropriate level to extend native

speakers of the language. For this reason, background speakers of German will not be accepted into the course except by


Future pathways

The Year 7 and 8 programs are a prerequisite for continued study of German in Years 9/10 and 11/12 (IB or QCAA course).

There is also the opportunity to take part in the College’s exchange program in Year 10 and study for external certification in

language proficiency. German is a general subject suited to students who are interested in pathways beyond school that lead

to tertiary studies, vocational education or work. A course of study in German can establish a basis for further education and

employment in many professions and industries. For example, those which value the knowledge of an additional language

and the intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science,

international relations, technology, sociology and education.

Year 8 German

Rationale








accessible.







Year 7 German.

Course outline

The course is divided into two streams, based on students’ prior learning: Year 7 entry - students who began learning the

language in Year 7 (one year of prior learning); and Primary Entry - students who have continued study from the primary

school (two-plus years of prior learning).

Term 1 Term 2

• Beginning: presenting oneself, writing emails,

describing interests, making suggestions.

• Continuing: telling time, description and location of

items in rooms or house, talking about past events.

• Beginning: health and injuries, requesting things,

narrating past events, travelling in town, German-

speaking countries.

• Continuing: talking about school, party invitations,

comparing items, describing residence, giving advice.


24

Assessment




Assessment




Term 3 Term 4

• Beginning: train travel, gift-giving, attractions in

Munich, describing past events.

• Continuing: description of people and feelings,

characteristics, festivals and reporting.

• Beginning: visiting friends, describing house, holiday

activities, birthday invitations.

• Continuing: asking and giving permission, other

nationalities and sport, comparisons.

Assessment




Assessment




The Year 8 German course is designed for students who wish to study German as an additional language and who have

completed the Year 7 course.




Future pathways

The Year 7–8 program is a prerequisite for continued study of German in Years 9/10 and 11/12 (IB or QCAA course). There

is also the opportunity to take part in the College’s exchange program in Year 10 and study for external certification in

language proficiency.

German is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in German can establish a basis for further education and employment in




Year 9 German








accessible.







Year 8 German

Course outline

NB – while topics of the Year 9 course are common for all students, activities and assessment will take into account students’ prior

learning (ie. beginning Yr 7 or continuing from primary school) and current level of proficiency.


25

Course outline

Term 1 Term 2

• Revision, moving house, furniture, expressing feelings,

Cologne attractions;

• Text types: conversation, forum entry, personal

profile, diary entry.

• Celebrations, food/drink, football, nationalities,

comparing and contrasting;

• Text types: text message, interview, invitation, article.

Assessment




Assessment




Term 3 Term 4

• Getting around town, describing places, school and

study, dining, learning project;

• Text types: Article, instructions, comic, to-do list,

project.

• Film, media, technology, arranging items, giving

reasons, justifying, travel, writing extended text;

• Text types: song text, notice, email (formal), web

profile, travel blog.

Assessment




Assessment




This syllabus is designed for students who wish to study German as an additional language and who have completed the

Year 8 course.




Future pathways

The Year 9 program is a prerequisite for continued study of German in Years 10 and 11/12 (IB or QCAA course). There is also

the opportunity to take part in the college’s exchange program in Year 10 and study for external certification in language

proficiency. German is a general subject suited to students who are interested in pathways beyond school that lead to

tertiary studies, vocational education or work. A course of study in German can establish a basis for further education and

employment in many professions and industries. For example, those which value the knowledge of an additional language

and the intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science,

international relations, technology, sociology and education.

Japanese

Year 7 Japanese

Rationale

Japanese has an important place in the curriculum due to Australia’s location within the Asia-Pacific region. Learning

Japanese opens a new way of reading and writing and brings students into contact with ancient traditions reflected in the

unique use of a variety of character-based scripts.

Japanese is a character-based language and it has simple grammar and pronunciation. Some Katakana Japanese words have

been borrowed from English and other European languages. The Japanese writing systems of Hiragana and Katakana and

some Kanji will be learnt in the Junior High program.

The ability to communicate in an additional language such as Japanese is an important 21st century skill. Students develop

knowledge, understanding and skills that enable successful participation in a worldwide society. Communication in an

additional language expands students’ horizons and opportunities as national and global citizens.


26





Nil

Course outline

Term 1 Term 2

• Personal introductions and greetings;

• Likes and dislikes;

• Numbers;

• Hiragana.

• Family members and pets;

• Countries and capitals;

• Food and drink.

Assessment




Assessment




Term 3 Term 4

• Japanese food and recipes;

• Dates;

• Introduction to Katakana;

• Festivals and celebrations in Japan;

• School events in Japan.

• Hobbies and interests;

• Traditional sports and cultural activities.

Assessment




Assessment




This syllabus is designed for students who wish to study Japanese as an additional language and who have not studied the

language before. For students continuing Japanese from other schools, there are significant opportunities for enhanced

proficiency development, while students beginning study of the language are also provided with an innovative and enriching

program.

Note: Year 7 Japanese is designed to teach Japanese as a second language. It is not of an appropriate level to extend native

speakers of the language. For this reason, background speakers of Japanese will not be accepted into the course except by


Future pathways

The Year 9 program is a prerequisite for continued study of Japanese in Years 10 and 11/12 (IB or QCAA course). Japanese is a


education or work. A course of study in Japanese can establish a basis for further education and employment in many


understanding it encompasses, such as business, hospitality and tourism, law, science, international relations, technology,

sociology and education.

Year 8 Japanese

Rationale





27








Year 7 Japanese.

Course outline

Term 1 Term 2

• Hobbies – talking about hobbies and interests;

• Discussing levels of ability;

• Interviewing famous people about their abilities;

• Sport – traditional and western style sports and

traditional Japanese cultural pursuits – martial

arts/tea ceremony/flower arranging.

• Daily activities – asking where people are going and

with whom;

• Transportation – describing how people get to places;

• Japanese transportation system vs Australian – bullet

train and subway.

Assessment




Assessment




Term 3 Term 4

• Japanese school year – writing speeches and letters of

introduction;

• Daily activities – talking about things you do and don’t

do;

• After school clubs in Japan and Australia;

• Making suggestions – writing invitations;

• Expressing opinions and responding.

• Talking about what you did and did not do;

• School excursions – Japan and Australia;

• Manipulating adjectives – past tense, negative past;

• Self-introduction (advanced).

Assessment




Assessment




This syllabus is designed for students who wish to study Japanese as an additional language and who have studied Year 7

Japanese or similar.

Note: Year 8 Japanese is designed to teach Japanese as a second language. It is not of an appropriate level to extend native

speakers of the language. For this reason, background speakers of Japanese will not be accepted into the course except by


Future pathways

Japanese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in Japanese can establish a basis for further education and employment in


intercultural understanding it encompasses, such as business, hospitality and tourism, law, science, international relations,



28

Year 9 Japanese

Rationale










Students can continue their language learning outside the classroom through hosting and participation in visits to our sister

school in Japan in their senior years.


Year 8 Japanese.

Course outline

Term 1 Term 2

• Telling the time and other time words – Japanese

approach to punctuality;

• Polite v humble speech – invitations;

• Locations – talking about where activities take place;

• Japanese housing – traditional and modern;

• Using adjectives to describe surroundings.

• School life – Differences between Australian and

Japanese education systems;

• Extended letter writing;

• Shopping – large numbers used in Japanese currency

and making a purchase;

• Making requests;

• Japanese shops vs Australian shops – concepts of

service and hospitality.

Assessment




Assessment




Term 3 Term 4

• Seasons – importance of the four seasons in Japanese

life and culture;

• Weather – talking about weather patterns;

• Japanese seasonal foods and activities;

• Fashion and clothing – traditional Japanese

dress/modern street fashion;

• Contrasting characteristics using ‘but’;

• Extended descriptions using multiple adjectives.

• Physical appearance – describing people using

complex sentences;

• Self-directed project on cultural theme in the form of

blog/letter or multimodal presentation.

Assessment




Assessment




This syllabus is designed for students who wish to study Japanese as an additional language and who have studied Year 8

Japanese.


29

Note: The Year 9 Japanese course is designed to teach Japanese as a second language. It is not of an appropriate level to

extend native speakers of the language. For this reason, background speakers of Japanese will not be accepted into the

course except by permission from the Curriculum Leader (Languages).

Future pathways

Japanese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,

vocational education or work. A course of study in Japanese can establish a basis for further education and employment in




Mathematics

Year 7 Mathematics

Rationale

Year 7 Mathematics is taught across three content strands: Number and Algebra, Measurement and Geometry, and Statistics

and Probability. Students are involved in mathematical investigations and activities involving each of these content strands

throughout the year. They work to the proficiency strands of Understanding, Fluency, Problem Solving and Reasoning.

The major domains of mathematical knowledge in Year 7 Mathematics are Integers, Fractions, Decimals, Algebra, Geometry,

Measurement and Statistics. In examinations, students are assessed with questions that are Simple Familiar, Complex

Familiar and Complex Unfamiliar. Open-ended problem-solving tasks are also used to enhance student’s applications of the

concepts to real-world problems.

Assumed knowledge, prior learning or experience

Completion of Year 6 Mathematics.

Recommended subjects

Nil.

Course outline

Term 1

Integers and Fractions

Term 2

Statistics, Probability and Decimals

• Topic 1: Whole Numbers (review)

• Topic 2: Negative Numbers

• Topic 3: Fractions and Percentages.

• Topic 1: Statistics and Probability

• Topic 2: Decimals and Percentages.

Assessment

• Assessment 1: Examination (Term 1 material).

Assessment

• Assessment 1: Problem-solving and modelling task

(PSMT)

• Assessment 2: Examination (cumulative content).

Term 3

Number, Algebra and Equations

Term 4

Geometry and Measurement

• Topic 1: Number

• Topic 2: Algebra

• Topic 3: Equations.

• Topic 1: Geometry

• Topic 2: Polygons, Solids and Transformations

• Topic 3: Measurement.


30

Assessment

• Assessment 1: Problem-solving and modelling task

(PSMT)

• Assessment 2: Examination (cumulative content).

Assessment

Assessment 1: Examination (All content covered).

Future pathways

Achieving quality results in Mathematics in Years 7–10, enables students to be able to choose the Senior Mathematics course

that is required for their Tertiary education.

Mathematics is used in most careers, including medical, forensic, engineering, information technology, economics, business

and tourism.

Year 8 Mathematics

Rationale

Year 8 Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,

Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in

their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional

applications of mathematics are built.

The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical

reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and

unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

Assumed Knowledge, prior learning or experience

Completion of Year 7 Mathematics.


Nil.

Course outline

Term 1

Integers, Fractions and Percentages

Term 2

Measurement and Algebra

• Integers:

o four operations

o order of operations.

• Fractions and Percentages:

o four operations with fractions

o percentage increases and decreases

o profit and loss.

• Measurement:

o Conversions in length, area, volume and capacity

o Perimeters and areas of circles, parallelograms,

trapeziums, rhombuses and kites

o Volumes of prisms and cylinders

o Time involving 12- and 24-hour time.

• Algebra:

o Expand and factorise algebraic expressions

o Simplify algebraic expressions

o Index notation and index laws with positive indices

and the zero index


31

Assessment

Summative internal assessment 1 (15%):

• Examination – 70 minutes technology free.

Assessment


• Examination 1 – 40 minutes technology free

• Examination 2 – 40 minutes technology active.


• Problem Solving and Modelling Task – two weeks.

Term 3

Ratios, Rates, Solving Equations, and Probability and Statistics

Term 4

Linear Graphing and Geometry

• Ratio and Rates:

Solve rates and ratios problems.

• Solving Equations:

Solve linear equations

Verify solutions by substitution.

• Probability and Statistics:

o Calculate probabilities of events

o Represent events in two-way tables, Venn

Diagrams and Tree Diagrams

o Surveying and Sampling techniques

o Measures of centre and spread.

• Linear Graphing:

Plot linear relationships on the Cartesian plane.

• Geometry:

o Review of angles

o Congruent triangles and quadrilaterals.

Assessment


• Problem Solving and Modelling Task – two weeks.




Assessment




Future pathways



Mathematics is used in most careers, including medical, forensic, engineering, information technology, economics, business

and tourism.

Year 9 Advanced Mathematics

Rationale

Year 9 Mathematics provides students with advanced mathematical skills and knowledge in Number and Algebra,


their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional

applications of mathematics are built.

The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical

reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and

unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

Course outline

Although Year 9 students visit Ironbark at different times throughout the year, the sequence of topics will remain the same.

However, the timing as to when they are studied will vary from student to student.


32

Term 1 Term 2 or 3

• Number and Algebra:

o Decimals and significant figures

o Scientific notation

o Financial maths

o Distributive Law

o Solving linear equations

o Inequations

o Using and manipulating formulae

o Gradient.


o Venn diagrams and two-way tables

o Set notation

o Arrays and tree diagrams

o Experimental probability.

• Measurement:

o Pythagoras’s theorem

o 3D applications of Pythagoras’s Theorem.

• Number and Algebra:

o Compound interest

o Simultaneous equations

o Linear equations

o Index laws

o Factoring methods.

• Measurement:

o Trigonometric ratios

o Bearings

o Congruence

o Enlargement and similar figures.

Assessment


•Examination Part A: 45 minutes technology free

•Examination Part B: 45 minutes technology active.

Assessment


• Examination Part A – 45 minutes technology free

• Examination Part B – 40 minutes technology active.

Assessment task material is cumulative.

Term 3


Term 4


• Ratio and Rates:

Solve rates and ratios problems.

• Solving Equations:

o Solve linear equations

o Verify solutions by substitution.


o Calculate probabilities of events

o Represent events in two-way tables, Venn

Diagrams and Tree Diagrams

o Surveying and Sampling techniques

o Measures of centre and spread.

• Linear Graphing:

Plot linear relationships on the Cartesian plane.

• Geometry:

o Review of angles

o Congruent triangles and quadrilaterals.

Assessment


•Problem Sol ving and Modelling Task (PSMT).




Assessment




Assumed Knowledge

All preceding mathematics studies.


C standard in Year 8 Mathematics.


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Future pathways



Mathematics is used in most careers, including health sciences, forensics, engineering, information technology, economics,

business and tourism.

NAPLAN – Numeracy

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading,

writing, spelling and numeracy…

– from ACARA website on NAPLAN.

The NAPLAN numeracy tests undertaken by students in Years 7 and 9 measure their achievement in numeracy/mathematics.

As well as mathematical knowledge, skills and understanding, the main reference for numeracy is the Australian Curriculum:

Mathematics. The numeracy tests assess the proficiency strands of understanding, fluency, problem-solving and reasoning

across the three content strands of mathematics: number and algebra; measurement and geometry; and statistics and

probability.

The numeracy tests contain two types of items: multiple-choice and constructed response. In Years 7 and 9, students sit two

numeracy tests; one which does not allow the use of a calculator and one in which a calculator is permitted. The minimum

standards for numeracy (detailed on the ACARA website) describe some of the skills and understandings students are

generally expected to demonstrate at their particular year of schooling.

The standards are intended to be a snapshot of typical achievement and do not describe the full range of what students are

taught or what they may achieve.

Year 9 General Mathematics

Rationale

Year 9 General Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,


their personal, work and civic life, and provides the fundamentals for future mathematical study.

The curriculum focuses on developing foundational mathematical understanding, fluency and problem-solving skills. These

capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make

informed decisions and solve problems efficiently.


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Course outline

Although Year 9 students visit Ironbark at different times throughout the year, the sequence of topics will remain the same.

However, the timing as to when they are studied will vary from student to student.

Term 1 Term 2 or 3

• Number and Algebra: Decimals and significant figures

Scientific notation

Financial maths

Distributive Law

Solving linear equations

Using and manipulating formulae

Gradient.

• Probability and Statistics: Venn diagrams and two-way tables

Set notation

Tree diagrams

Experimental probability.

• Measurement: Pythagoras’s theorem

• Number and Algebra: Compound interest

Linear equations

Index laws

Factoring methods.

• Measurement: Trigonometric ratios

Bearings

Enlargement and similar figures.

Assessment Summative internal assessment 1 (15%): •Examination : 80 minutes technology active.

Assessment Summative internal assessment 2 (15%): • Examination: 80 minutes technology active. Assessment material is cumulative.

Term 3


Term 4


• Ratio and Rates: Solve rates and ratios problems.

• Solving Equations: Solve linear equations

• Probability and Statistics: Calculate probabilities of events

Represent events in two-way tables and Tree

Diagrams

Surveying and Sampling techniques

Measures of centre.

• Linear Graphing: Plot linear relationships on the Cartesian plane.

• Geometry: Review of angles

Congruent triangles and quadrilaterals.

Assessment Summative internal assessment 3 (15%): • Problem Solving and Modelling Task. Summative internal assessment 4 (10%): • Examination – 80 minutes technology active.

Assessment Summative internal assessment 5 (35%): • Examination – 80 minutes technology active.

Assumed Knowledge

All preceding mathematics studies.


D+/C- standard in Year 8 Mathematics.


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Future pathways

Achieving quality results in Mathematics in Years 7–10, enables students to be able to choose the Senior Mathematics course


Mathematics is used in most careers, including health sciences, forensics, engineering, information technology, economics,

business and tourism.

Science

Rationale

The Science units at St Peters reflect the assessment structure of QCAA senior syllabi whilst meeting the requirements of the

Australian Curriculum for P-10. Science has three interrelated strands: Science Understanding, Science as a Human

Endeavour and Science Inquiry Skills. STEM skills are also developed and assessed.

In general, students will study one area of science each term and complete one internal assessment; Data Test, Student

Experiment and Research Investigation. Years 7 and 8 have two Semester exams and year 9 has and end of year exam.

Students will rotate through units of work in Biology, Chemistry, Physics and Earth Science; however, not necessarily in that

order. This enables students to study each science discipline in depth as well as assist them to make informed decisions when

selecting senior subjects.

Course Outline

Classes study the strands in a different sequence (to accommodate the allocation of resources) - all students will cover all

strands during the year. Year 7 have an additional STEM unit in the subject chosen by the teacher ie Biology, Chemistry or

Physics


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Course Outline

Year 7 Year 8 Year 9

Biological Sciences Exploring how organisms

are all different and can be

organised through

classification.

Investigating how

interactions between

organisms can be described

using food webs and are

affected by humans.

Exploring body systems

including how organisms

reproduce, beginning at the

cellular level and

culminating in reproductive

technologies.

STEM project: code a sphero

or microbot to explain a

biological system.

Investigating stability and

change through the study of

further body systems and

ecosystems.

Chemical sciences Explain changes of state

using the particle theory.

Exploring mixtures and

solutions.

Investigating how

substances can be

separated.

Exploring matter and the

nature of chemical and

physical change.

Investigate the structure of

atoms and ionic bonding.

Exploring the patterns of

change through the

examination of chemical

changes.

Earth and Space Sciences Investigating the relative

positions of the earth, sun

and moon and how earth’s

resources are renewable

or non-renewable, focusing

on the water cycle.

Investigating plate tectonics,

earthquakes and tsunamis.

STEM project: design a low

rise building to survive an

earthquake or design

emergency flat pack

furniture for after a disaster.

Completed in the same term

as Iron Bark

Physical Sciences Investigating motion and

force and how gravity pulls

objects towards earth.

STEM project: design a

Rube Goldberg machine

Investigating the generation

of energy and its

transformation.

Discovering sustainable and

renewable energy

technologies.

Explore atomic and wave

models to explain chemical

and physical science.

Specialist Support Subjects

Enrolment in the ASDP or in EALs in Years 7–9 will replace a foreign language course. Acceptance into these programs can

only be made on the recommendation of the Head of Exceptional Learners. Students who have not gone through the correct

process to apply for these programs will automatically be placed in a Language class.

Academic Skills Development Program (ASDP): Years 7–9

(Exceptional Learners Department)

This Learning Support subject is designed for students with identified and specific educational needs.

At St Peters ASDP offers support to improve and assist the development of academic skills and processing strategies for

identified students. This subject uses an integrative approach, encouraging students to develop their skills and understanding

of core curriculum elements. ASDP is taught by learning support teachers who employ a wide range of instructional strategies

to promote the recognition of different learning styles and to raise confidence when approaching new and unfamiliar tasks.

Classes for this subject are restricted in size to ensure the establishment of a constructive and supportive environment.

Please note: ASDP classes need to be chosen by students as two of their elective units to ensure enrolment in

both semesters.


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English as an Additional Language Support (EALs): Years 7–9

(Exceptional Learners Department)

English as an Additional Language Support is offered to eligible students in addition to their other English subject.

Both resident and international EAL (English Mainstream as an Additional Language) students may be eligible based on their

English skills. These classes are designed to support the mainstream school program and assist in the acquisition of English

reading, writing, speaking, listening and viewing skills for all subjects.

Parents who wish to inquire about the suitability of EAL classes for their child should approach the Head of

Exceptional Learners.

Please note: ASDP classes need to be chosen by students as two of their elective units to ensure enrolment in

both semesters.

Studies of Society and Environment

Although History and Geography are distinct disciplines each with its own skill base, they both share components which are

common to a study of society and the environment.

History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of

history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and

others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from

earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities

that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other

ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is

interpretative by nature, promotes debate and encourages thinking about human values, including present and future

challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions, critically

analyse and interpret sources, consider context, respect and explain different perspectives, develop and substantiate

interpretations, and communicate effectively. At St Peters, History is a mandatory component of students’ work. It is a

subject taken by all students in Years 7–9 during the year.

Geography provides a structured way of exploring and explaining the characteristics of the places that make up our world,

through perspectives based on the concepts of place, space and environment. Studying geography develops students’

curiosity and wonder about the diversity of the world’s places and their peoples, cultures and environments. Through it

students can examine why places have their particular environmental and human characteristics, explore the similarities and

differences between them, investigate their significance and meanings to people, explain how they change over time, and

evaluate their futures. Students of geography investigate the effects of location on the characteristics of places, the

consequences of the interconnections between places, the significance of spatial distributions, and the management of the

space that is the surface of the earth. Geography emphasises the role of the environment in supporting human life, the

important interrelationships between people and environments, and the different understandings of these relationships. At

St Peters, Geography is a mandatory component of students’ work and is a subject studied by all students in Years 7–9 during

the year.

Year 7 History

The Ancient World: Investigating the Ancient Past

The theme in Year 7 is ‘The Ancient World’ and in the first unit of work, ‘Investigating the Ancient Past’ students are

introduced to what is entailed in the study of history, why the study of history is important and who is involved in preserving

the past. Students look at the discipline of archaeology, exploring the role of the archaeologist and the methods used to date

artefacts. They are presented with the concept of primary and secondary sources and their importance in guiding historical

inquiry.

Ancient Egypt

Students are introduced to the civilisation of Ancient Egypt and begin by looking at the geography of the area where Ancient

Greece developed and hypothesise how it influenced the civilisation. Students analyse the city-states of Athens and Sparta


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and explore the ways in which daily life in these two societies was both similar and different. Through looking at various

primary and secondary sources, students study the elements of ancient Greek religion, philosophers and warfare.

Ancient China

Students begin their investigations of Ancient China by examining aspects of life in the Imperial era, particularly in relation to

the construction of the Great Wall and the various dynasties linked to this significant architectural and engineering feat. The

unit culminates in the students creating a presentation that explains the changes over time, what caused the changes and

how these changes influenced the civilisation. Students research, make notes and gather evidence to present information

that compares aspects such as: governance, beliefs and values, philosophies, technology and inventions, conflict and roles

within Ancient Chinese society.

Year 7 Geography

In Year 7 students are introduced to the subject of Geography and the material studied gives them the opportunity to

explore places in a way that includes community perceptions and more personal perspectives. At the same time the subject

aims to develop specific geographical skills such as questioning, analysing, mapping, applying criteria and proposing

solutions. A framework for developing students’ geographical knowledge, understanding and skills is provided through the

inclusion of inquiry questions and specification of inquiry skills, including the use and interpretation of maps, photographs

and other representations of geographical data.

Water in the World

In Semester One, the term ‘resource’ is defined in order to gain an understanding of the importance of water to our planet.

This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it

connects places as it moves through the environment, its varying availability and its scarcity. By exploring case studies from

Australia and around the world, students investigate the fragility of a variety of environments. They gain an appreciation of

the environment as being the product of a variety of processes, supporting and enriching human and other life; recognising

that it is valued by people in different ways and that it has its own specific hazards. Hydrological and atmospheric hazards are

investigated in this course and students focus on a specific hazard as part of their research inquiry.

Place and Liveability

In Semester Two, the ‘Place and Liveability’ depth study examines factors that influence liveability and how it is perceived,

the idea that places provide us with services and facilities needed to support and enhance our lives, and that spaces are

planned and managed by people. Considering a range of factors relating to the concept of liveability, students evaluate the

liveability of selected places and identify liveability improvements for these communities.

Year 8 History

The Ancient to the Modern World

The theme in Year 8 is ‘The Ancient to the Modern World’. The subject provides a study of history from the end of the

ancient period to the beginning of the modern period, c AD 650–1750. This was when major civilisations around the world

came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly

changed. It was the period when the modern world began to take shape.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity

and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within

the following historical contexts: Medieval Europe (590–1500); and Spanish Conquest of the Americas (1492–1572), to

facilitate an understanding of the past and to provide a focus for historical inquiries.

Year 8 Geography

The material studied in Year 8 Geography gives students the opportunity to explore places in a way that includes perceptions

and more personal perspectives. At the same time the subject aims to develop specific geographical skills such as

questioning, analysing, mapping, applying criteria and proposing solutions. A framework for developing students’

geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specification of

inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.


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Landforms and Landscapes

Landforms and landscapes draws on the concepts of change, environment, scale and sustainability to investigate key

geomorphological processes and their resulting landforms. Students study the different ways landscapes are valued and

focus on a case study where the value of a particular landscape is under contention. At the end of the unit there is a study of

geomorphological hazards including the threats and opportunities posed by their impacts. The unit features environments in

Australia, a country in the Asia region, and a country from elsewhere in the world as appropriate.

Changing Nations

The second unit focuses on the changing human geographies of countries as revealed by migration. The spatial distribution of

population is a sensitive indicator of economic and social change, and has significant environmental, economic and social

effects, both negative and positive. The unit will investigate reasons behind the high level of urban concentration in Australia

and will compare this distribution with another country such as the United States. The redistribution of population resulting

from internal migration is examined through case studies and patterns of international migration to Australia are also

investigated.

Year 9 History

The Making of the Modern World

The theme in Year 9 is ‘The Making of the Modern World’. The subject provides a study of the history of the modern world

from 1750 to 1918. This was a period of industrialisation and rapid change in the ways people lived, worked and thought. It

was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power.

The period culminated in World War One 1914–18, the ‘war to end all wars’.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity

and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within

the following historical contexts: The Industrial Revolution; and World War One; to facilitate an understanding of the past

and to provide a focus for historical inquiries.

Year 9 Geography

The material studied in Year 9 Geography emphasises the interconnectedness between places and people. It introduces

students to some basic ideas on the location of economic activities and then broadens out to explore a range of local-global

connections. A framework for developing students’ geographical knowledge, understanding and skills is provided by inquiry

questions through the use and interpretation of a range of primary and secondary data along with several case studies.

Studies at this level also provide an opportunity to continue the development of specific geographical skills.

Biomes and Food Security

The Biomes and Food Security depth study focuses on investigating the role of the biotic environment and its role in food and

fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre,

and the environmental challenges and constraints on expanding food production in the future. These distinctive aspects of

biomes, food production and food security are investigated using studies drawn from Australia and across the world. The

course is introduced by an overview of biomes and an investigation of the links between the biomes and food production.

This introduction is followed by a study of the impact of food insecurity on the global community, the factors that contribute

to the insecurity of food supplies, as well as possible solutions to solve this growing global issue.

Exploring Global Connections

Here the focus shifts to the connections between Australia and its region as well as the world. This is explored initially

through the eyes of the student and the connections and contacts they have with the wider world in their everyday lives. The

unit then looks at the nature of Australia’s connections (with particular emphasis on social and economic connections), the

forces behind these connections along with the positive and negative impacts they bring about. The unit uses a study of

Tourism, a growing globalising force to further illuminate the impact of increasing global connections. The ability of a student

to act locally, but with a regional and global view of the consequences is investigated.


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Technology

During the compulsory years of schooling in Technology, students develop knowledge, practices and dispositions

necessary to:

• envision and create innovative products with sustainable practices.

• understand and follow productions procedures and manage processes and resources.

• understand the nature of information, materials and systems.

• develop and apply techniques for working with information, for manipulating and processing materials, and for

assembling, managing and controlling systems.

• reflect on, critically evaluate and respond to relationships between technology and society.

• use understandings about resources, processes and products of technology to participate effectively in society and

envision their preferred futures.

• recognise, and respond to, beneficial and non-beneficial impacts and consequences associated with the design and use

of products.

• consider appropriateness, contexts and management as they participate in decision-making processes related to

designing, developing and applying new technologies.

• use forms and conventions of technological language to communicate effectively with others.

• demonstrate ways of ‘working technologically’ in various contexts.

Aims

The Technology education program is a compulsory course of study which investigates the nature and functions of

technological resources through the application of inquiry, design and problem-solving methodologies. It requires students to

identify and understand a problem or need, select appropriate resources and strategies that may solve that problem,

implement a plan and evaluate the outcomes. Students are encouraged to be active participants in invention and innovation.

They are exposed to a range of intellectual challenges while developing practical skills associated with technological

equipment. The Technology education program should prove especially relevant to students by assisting them to cope with

present and future technological needs in a changing society.

Course Outline

The Technology education program has an emphasis on design projects in an environment with a specific range of resource

areas and includes the use of both natural and synthetic materials. The three resource areas in Technology include Materials,

Tools and Processes. All students are introduced to these elements through the modules of work described below.

Year 7

Design Technology - Food and Fashion

The Design and Technology Food and Fashion course in Year 7 introduces students to Textiles and Food Studies through the

completion of both theory and practical based tasks in the design workshop and kitchen. Students will develop a range of

practical skills and gain design experience whilst completing design-based tasks to create a machine sewn project and a hand

sewn project. As students participate in kitchen workshops they will also learn how to work safely, co-operatively and

hygienically to create healthy food snacks they could reproduce at home.

Throughout this Design and Technology course, students will apply their knowledge, creativity, and practical skills to

complete a range of assessment tasks including design-based projects, a presentation, and an exam.


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Digital Technology

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as

decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden

their experiences and involvement in national, regional and global activities.

Digital Technologies goes beyond students just being users of computers and programs that already exist, to being creators

of digital technologies with an understanding of computational thinking in order to solve problems. In this course, students

compare how data is secured and transferred in different network settings and explore how computers represent data in

binary. They further develop their understanding and skills in computational thinking through deconstructing problems,

developing algorithms and prototyping. Students use programming software such as LEGO Mindstorms and Python to

develop an understanding of basic programming constructs and apply these to complete a set of defined tasks. They also

create and communicate ideas online with consideration of social contexts.

Year 8

Design Technology - Materials and Graphics

This module has an emphasis on design projects in a workshop environment with a specific range of resource areas that

includes the use of both natural and synthetic materials.

The design process and safety form the core of these modules. The design process is applied to all of the projects and

consists of aspects that include: Human Need, Research, Designing, Making and Appraising. The three resource areas in

Design and Technology include Materials, Tools and Processes. All study topics in each of these resource areas listed below

are covered during the course of study:

• materials – working with a range of natural, engineered and synthetic materials.

• tools – working with a range of hand tools, some machinery and associated equipment.

• processes – processing a range of materials by such methods as forming, combining, conditioning and finishing.

A number of design projects are given to students in a typical design and technology workshop environment, working with a

range of hand tools, some machinery and materials which would possibly include various timbers, metals, reconstituted

timbers and plastics. Students are also introduced to 3-D computer-aided drawing (Autodesk Inventor), laser-cutting

technology and 3-D printing.

Graphics involves the communication of ideas and concepts by means of a universal visual language, where the student’s

intellectual and manipulative skills are developed relative to graphical presentation. It is a course of study that provides an

opportunity for students to gain an understanding of graphical communication across a broad spectrum of applications.

The ability to communicate effectively is an essential requirement in every field of endeavour. Graphics provides the

opportunity to express simple and complex information through visual imagery and representations, encouraging clearer and

more efficient communication.

The study of structured graphics provides a firm basis on which further studies may be built. Graphics is contextual by nature

and comprises four main units of learning. Students use Computer Aided Design software (Autodesk – Inventor) to do their

drawing work. The following include some of the associated area of study which are studied in Years 9 to 12:

Product Design Engineering Design

Commercial design

Cabinet design

Packaging design

Industrial design (component/assembly)

Cabinet design


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Built Environment Business Graphics

Architectural (residential, commercial)

Interior decorating

Landscape design/surveying

Marine (boat, yacht)

Civil (bridge, road)

Transport vehicle (car, bus, train)

Furniture and set design

Stationery

Advertising posters/brochures

Graphs/charts/diagrams

Page and document design

Product presentation

Logos/corporate identification

Packaging

Year 9

The Technology Program allows students to specialise where they all elect one Technology subject for one semester. Subjects

include foundation Design and Technology, Food Technology, Graphics, Information Technology (IT) and Textile Technology.


This course is STEM based (Science, Technology, Engineering, Maths) and involves prototyping and project-based learning in

a workshop using traditional as well as ‘high-tech’ cutting edge equipment. In this introductory unit of work, students will be

required to manufacture a variety of practical projects in a design and technology workshop. They will be required to follow

production procedures, manipulate and process a range of materials, use a range of hand tools, operate a variety of

machinery and to demonstrate safe practices in a workshop environment.

Students will work with wood, metal, plastics and composite materials when making their projects. They will be required to

complete the manufacture of a variety of functional high-quality products. More specifically, students will be allowed to

modify the design of their products according to a set of specifications placed upon them. Students are also introduced to

computer-aided drawing, laser-cutting technology and 3-D printing.

Food Technology

Throughout this Food Technology course, students will explore the concept of a balanced diet in order to develop their

knowledge and skills relating to the preparation of nutritionally balanced meals. Learning will take place through student

participation in theory-based lessons, practical cooking workshops, and the completion of food-based experiments which

explore the properties of ingredients and their role in body. Students will focus on food hygiene, kitchen safety skills, and

nutritional considerations while making a variety of healthy recipes that would be suitable for their lunch box, after school

snacks, and dinner.

Throughout this course students will apply their knowledge to complete a range of assessment tasks, including folio-based

assessment items in which students use the design process to create food solutions, practical kitchen tasks, a presentation,

and a short response exam.

Graphics and Design

In this introductory unit of work, students will learn how to express information through graphical representations. Students

will be introduced to a range of fundamental 2-D and 3-D drawing techniques, including orthographic, isometric, oblique and

perspective projection. Students will be required to produce detailed drawings as well as learn how to apply basic illustration

techniques used in graphic design.

Learning will take place using some drawing equipment as well as with 2-D and 3-D computer graphics modelling software,

including Autodesk Revit Architecture, Inventor and AutoCAD. Most of this unit is completed using a computer where

students will solve computer-aided design (CAD) tasks. This course is strongly linked to a range of associated career options

such as architecture, building, engineering, surveying, town planning, commercial art and graphic design.

Digital Technology

In Digital Technology, students develop the underpinning knowledge and understanding of digital systems and

representation of data; the foundations of all information systems and digital solutions. Through projects, they use

computation thinking skills and learn to think logically, algorithmically, recursively and abstractly.


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Learning will take place through using a range of digital systems. Data analysis and modelling using Excel, programming in the

Python language, digital design in creating an animated game and physical computing using the Micro:Bit microcontroller.

The content covered in this course helps provide the students with many of the fundamental skills necessary for the Senior

subjects, ICT and Digital Solutions.

Textile Technology

In this introductory unit of work, students develop an understanding of how fashion designers develop their ideas and apply

their designs to garments. The initial focus will be on safety in the fashion room. Students will then be introduced to

elementary pattern reading, embellishing techniques, manipulating of fabrics and basic machine skills. There is a focus on

sustainability and slow fashion, with an oral on this topic, other assessments will be based on students understanding of this

topic and how it relates to the practical items made in class. Students will be required to construct a bag, a pair of boxer

shorts, embellish a t-shirt and recycle denim clothing from their cupboards to refresh and renew clothing that needs a new

lease of life.

The Arts

During the compulsory years of schooling exploring The Arts is mandatory as students engage in, and reflect on, experiences

in a number of arts strands to develop the knowledge, skills, techniques, processes and dispositions necessary to:

• create, present and reflect on art forms with confidence, skill, enjoyment and aesthetic awareness;

• express ideas, feelings and experiences through the symbol systems, techniques, technologies and processes

appropriate to each of the arts;

• communicate with an intended audience through the forms and processes of the arts;

• understand, critically evaluate and appreciate the impact of the cultural, social, spiritual, historical, political and

economic contexts of arts works in the construction of meaning;

• respect and value cultural diversity, address equity issues and establish supportive environments to promote their

involvement in, and understanding of, the arts as discerning consumers and creative practitioners;

• understand the unique contribution of each of the arts as well as the collaborative nature of many arts practices;

• understand that learning in the arts is valued as a creative, problem solving pursuit, with the goal of equipping

21st century learners for their personal and working lives into the future.

There are four strands in The Arts Key Learning Area offered at St Peters:

• Drama;

• Media (inclusive of Film and Television);

• Music;

• Visual Arts (Art and Design)

Overview of the Arts

The Arts curriculum at St Peters is designed to excite the imagination, encourage students to reach their creative and

expressive potential and provide extensive and diverse experiences and understanding of the Arts from Years 7–12. The

program aims to develop creativity, imagination, aesthetic and critical thinking and technical knowledge within a making and

responding framework.

St Peters places an emphasis on practice and appreciation of the disciplines within the Arts by referencing local, regional and

global cultures, histories and Arts traditions. This also prepares students for senior studies within The Arts.

The focus in Junior High is participation and exposure to core aesthetic skills, ensuring that opportunities are provided

regularly to demonstrate what students know and can do across the modes of learning and expression. Students are

encouraged to actively extend and challenge themselves in order to develop their personalities, and confidence in the areas

of creativity, innovation and collaboration though practical and reflective processes. St Peters recognises the importance of

broadening the capacity of students to make informed, responsible and compassionate decisions about themselves and

others so they can make a valuable contribution as communicators and collaborators to their cultural world.


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Expectations

All Arts subjects require students to demonstrate group skills, teamwork and respectful collaboration. Teachers will design a

range of learning approaches, resources and activities that engage students and provide scaffolding. Students are required to

participate, contribute in a timely manner and critically reflect upon practical and theory work. Students can expect regular

homework and will find requirements and guidelines on Firefly and other eLearning platforms where scaffolding, timelines

and schedules will be posted.

Year 7–8

Students will study the following Arts subjects over a two-year program in Years 7–8. Each subject will be of one-semester

duration.

• Art;

• Drama;

• Media;

• Music.

Art

Representations

Students research and explore the process of communicating ideas using the elements and principles of design by

developing, constructing and evaluating visual imagery and responses from a variety of historical and contemporary contexts

including artworks by Aboriginals and Torres Strait Islanders.

This course places and emphasis on the links between visual literacy, the understanding of materials, techniques and

technologies and aesthetic awareness. Students analyse artworks, explore process and research intent and purpose thus

empowering them to create and communicate ideas for audiences and display.

Discrete or combined forms are studied: drawing, design, painting, photography, printmaking, sculpture, ceramics, time

based media and installation, framed in a task format to explore the elements and principles of design and contemporary art

forms in a relevant manner.

Responding involves the appraisal process and reflection with a focus on description, analysis, interpretation and the

evaluation of images and objects within a context.

Concepts include: length, size, similarity and difference, weight, repetition, sequence, categories, variation, position,

movement, direction, tone, space, balance, contrast, pattern, proportion, symbolism, composition, depth, abstraction,

representation and non-representation.

Assessment for this unit may involve:

• Process planning, journaling or Folio;

• Presentation of resolved artwork;

•Responding tasks, or critique.

Drama (Foundations)

Please note that there are no prerequisites for this subject.

This unit is divided into two sequences. The first unit, introduces students to fundamental concepts and skills (the Elements

of Drama; stage craft, including voice and movement; and Improvisation) through a series of games and role-plays.

Culminating in the presentation of short improvised scenes, students will also participate in the reflection, critique and

deconstruction of how they and their peers apply these skills and knowledges in performance.

The second sequence builds upon the fundamental skills and concepts and applies them to the development of characters.

Students partake in a play study of Two Weeks with the Queen, examining how characters are developed through language,

movement and relationships and how actors portray these characters in performance. Students rehearse and present

extracts of the text for their peers as a showcase of their learning in this unit.


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•written analysis and evaluation of themselves and peers within a performance;

•writing in role in response to stimulus;

•performance of an extract of published playtext.

Media

Representation and Story

Media artworks will be explored through analysis and the production of ideas.

Students will develop knowledge, understanding and skills to present points of view using images sound and text. Learning

about cross media forms by referencing animation, film, art, magazine cover design, television and radio advertising will

teach students how the media can inform, entertain, persuade and educate audiences.

Making tasks will focus on the identification and organisation of ideas. The manipulation of conventions and representations

to create meaning through the use of technologies and software will require students to edit and refine images, mix sounds

and consider appropriate distribution of media products and institutional contexts.

Responding tasks will focus on critical analysis, interpretation, evaluation and reflection on a broad range of media art works

and practices including their own.

In this unit students work individually and collaboratively to create and respond to media art artworks. They will:

• plan ideas through storyboarding and journaling;

• capture, create or select images and sound through filming, photography or using stock footage or appropriation;

• manipulate images, text and sound through editing, developing sequence and presenting ideas;

• analyse, evaluate, reflect and interpret through critique and presentation.


• process planning and journaling;

• written test or assignment;

• presentation to an audience.

Music

You’ve Got the Music in You

This unit aims to develop a broad and integrated understanding of the six musical elements: pitch, timbre, duration,

structure, texture and expressive techniques. Students study, perform and create music from a varied repertoire, including

Art music, world music and popular music. They understand and respond to a range of musical elements through singing,

listening and playing instruments.


• ensemble performance (instrumental and vocal) and individual performance;

• aural and visual analysis – a test and an assignment;

• instrumental composition.

Year 9

Units in Year 9 are currently offered in the areas of

• Visual Art;

• Tradigital Art and Design;

• Drama;


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• Music.

Visual Art (Form, Stylisation and Abstraction)


Form is explored through a focus on visual qualities and relationships by researching and embracing observation, stylisation,

abstraction and deconstruction. The focus will be on two-dimensional imagery and links to three-dimensional form as a lens

to stylisation in contemporary art practice and diverse contexts.

Making and appraising tasks will emphasise the creative space and inquiry learning model.

Students will engage in a selection of tasks:

• Observation to Stylisation: The deconstruction of drawings and observations into stylised imagery through collage,

mixed media and construction;

• Abstraction and Non-representation: A focus on sensibilities and media with exploration, deconstruction and

reconstruction a key approach to art making through painting and sculpture;

• Light and Other Inspirational Sources: The observation of light, colour and compositional arrangements, along with the

nature of abstraction, will facilitate a study of representation and non-representation within a contemporary context.

Traditional and contemporary imagery from Australian, Asian and European artists and the cultural context of Aboriginal and

Torres Strait Islanders will be introduced and referenced.


• Making: Folios (two)

• Responding and Reflecting: (one) written analysis.

Tradigital Art and Design


This unit explores a range of Traditional art and Digital studio processes with a specific function or purpose in the

creative world.

Tasks will be selected from CD or album cover design, an urban sculpture project, photography and poster design which

provides links between art and design.

Students will investigate and make creative forms for specific purposes and audiences. A range of tools, techniques,

processes and technologies will be employed to construct imaginative responses to researched ideas and briefs. Art and

design works produced by students will demonstrate an understanding of the contemporary design industry and cultural

awareness. Responses to practical tasks will be contextualised and resolved with reference to the knowledge acquired from a

study of Design theory and the analysis of professional visual examples.


• process planning and journaling;

• assignment or critique;

• presentation of resolved work to an audience.

Drama (Magic of the Theatre)

This unit aims to strengthen Year 7 and 8 students’ exploration of role, the elements of Drama and introduce a variety of

conventions and styles of Drama. The application of stagecraft and working as an ensemble will be essential elements in the

creation of dramatic meaning.

Year 9 Drama explores the creating and extending of a role via process drama as a means of devising and creating theatre.

Students also explore the Elizabethan world through Shakespeare’s A Midsummer Night’s Dream focusing on the themes and

acting styles of this era.

During the semester of study, students will explore:


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•Characterisation – exploring roles and relationships and situations in a variety of contexts; investigating a variety of feelings,

actions and consequences in real or imagined events to support dramatic action;

•Elements of Drama – the building blocks of drama, which include role, situation, relationship, place, space, language,

movement, dramatic focus, tension, symbol, mood and contrast;

•Skills of performance (including energy, focus, movement and voice), stagecraft, stage business.


•Making: Creating a role, presenting a character via extended improvisation and a Shakespearean script;

•Responding: Written analysis and evaluation of a performance

Music

Year 9 Music is offered at Core and Extension levels. Both courses aim to consolidate and develop knowledge and skills in the

three strands – performing, composing and analysing. Students will also study music theory and apply this knowledge to each

of these strands.

Music A (Core): Foundations and Film Music

Year 9 Music is ideal for students who have enjoyed Music in Year 7 or 8 and would like to continue their studies, but who

may not have a significant background in co-curricular music. All students who participate in Year 9 Music will learn the skills

of analysing, composing and performing repertoire from a variety of genres, with a focus on film music. By studying music in

Year 9, students will develop strong foundations for excellence in the study of music in Years 10–12.

This unit aims to develop a broad and integrated understanding of the functions of music in film, and the ways in which

musical elements can be manipulated to enhance meaning on screen. Students study a varied repertoire of film scores, both

aurally and visually, and perform music from film; classical and contemporary genres.


• ensemble performance and individual performance (chosen instrument or voice);

• aural and visual analysis tests;

• composition.

Students selecting Year 9 Music should have completed Music in either Year 7 or 8 OR have completed/be studying Grade 1

Music Theory/Music Craft. Students are expected to be currently studying or prepared to study an instrument or voice and

should be participating in one of the school’s many and varied co-curricular musical ensembles.

In Year 9 Music A students are strongly encouraged to select Music C (Semester 2) if they intend to study Music in Year 10.

Music B (Extension): Film Music

Year 9 Extension Music is ideal for students who have enjoyed Music in Year 7 or 8 and who have a significant background in

co-curricular music – both in performing and in Theory/Musicianship to a Grade 2 level. They should currently be learning an

instrument or voice and be able to easily read music. Students who select Music Extension in Year 9 will have the opportunity

to be involved in a Music course which challenges, fosters and develops their existing expertise. By studying music in Year 9,

students will develop strong foundations for excellence in the study of music in Years 10–12.

This unit aims to develop a broad and integrated understanding of the functions of music in film, and the ways in which

musical elements can be manipulated to enhance meaning on screen. Students study a varied repertoire of film scores, both

aurally and visually, and perform music from film; classical and contemporary genres.




• composition.


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Students selecting Year 9 Music B should have completed Year 7 or 8 Music OR have completed/be studying Grade 2 Music

Theory/Music Craft. Students are expected to be currently studying an instrument or voice and should be participating in one

of the school’s many and varied co-curricular musical ensembles.

In Year 9 Music B students are strongly encouraged to select Music C (Semester 2) if they intend to study Music in Year 10.

Music C: Score It!

Students selecting Year 9 Music C must enrol in Year 9 Music A or B (Extension) Unit 1. Students are expected to be currently

studying an instrument or voice and should be participating in one of the school’s many and varied co-curricular musical

ensembles.

This unit aims to develop students’ understanding of instrumental timbres and piano writing styles. It provides the

opportunity for students to further develop their compositional skills though analysing, orchestrating and performing pieces

featuring the different instrumental families. They will also study the changing piano styles and techniques that have evolved

from the Baroque period to the modern day.




• composition.

In Year 10, they are encouraged to choose both Music units. However, after consultation with their class teacher, students

may select to complete only Unit 1 or Unit 2 and still enter Senior QCAA or IB Music provided they are continuing their music

studies outside of the classroom.


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Appendices

The College Mission and Values

Excellence in Christian Co-education

• God’s Love

• Holistic Education

• Excellence in Teaching, Learning and Academic Care

• Respectful Relationships

• Service to others

• Belonging to and Building Community

Curriculum at St Peters

Guiding Principles

That every child learns every day

So that fine young men and women, capable of managing their own learning, are formed, who use their gifts to lead and

serve their communities and, in doing so, make a difference to the world.

Curriculum at St Peters

• is based on understanding a view that human life is part of the whole of creation under the lordship of Christ;

• recognises that literacy and numeracy are basic and essential skills for learning;

• is structured to incorporate the eight nationally recognised Key Learning Areas (KLAs) and, in keeping with Lutheran

Education Australia policy, additionally incorporates the study of a ninth KLA, that of Christian Studies;

• is very broad and provides a diverse range of learning experiences that centre on the individual student and his/her

needs, abilities and interests;

• actively incorporates appropriate technology within its delivery;

• is based on the concept that all students should study an essential common curriculum that will introduce them to the

major fields of human study and knowledge;

• is flexible and structured in such a way as to provide for the learning needs of all who are committed to the College;

• promotes an appreciation of cultural diversity and aims to promote multiculturalism and develop a sense of

internationalism within the college community; and

• aligns with the National Goals for Schooling (Melbourne Declaration on Educational Goals for Young Australians) and A

Vision for Learners and Learning (Lutheran Education Australia).

Course Planning at St Peters – A Rationale

The College believes that education is central to improving the human condition. We believe the quality of being human

resides in the capacity to reason, to have a significant capacity to choose a future, to understand our environment, to act and

make judgments within the Christian framework and to see ourselves in the wider Australian and global context.

We believe these qualities can be fostered by a curriculum that has in broad terms the following purposes:

Preparation for Personal Growth and Lifelong Learning: developing self-respect, self-discipline and resilience, accepting the

legitimate rights of others, having knowledge of cultural traditions and a range of cultural interests, developing a consistent

and acceptable moral code based on Christian values, gaining skills in critical thinking, communication and problem solving.


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Preparation for citizenship in a democratic society: taking an interest in local, national and international political and social

issues, voting intelligently, understanding and supporting the legal system, taking responsibilities within the community.

Preparation for vocations: development of appropriate skills and attitudes, making career and associated course path

choices at appropriate times.

When planning courses of study, students of the College are encouraged to follow programs that are consistent with the

following learning beliefs:

• learning goes beyond the academic: it includes the spiritual, physical, emotional and social;

• learning is lifelong;

• learning follows developmental stages: it is a process not an event;

• learning is facilitated when the individual needs of the student are met.

We also believe that students whose course of study has a narrow focus are not adequately prepared for life. Because of this

we require that students have a course of study which has a balance of units across all the Key Learning Areas during Prep–

Year 10.

The Senior Years of Schooling

The Senior School – Years 10 to 12

To ensure adequate Key Learning Area (KLA) coverage the school prescribes a minimum quantum of study in English,

Mathematics, Science and SOSE at Year 10 level. In addition to this, students are required to study a prescribed minimal

amount of Physical Education and Christian Studies each year. This policy of maintaining such a significant core curriculum

at St Peters has arisen from our belief that all students should be exposed to the major fields of human study and knowledge.

Successful participation in the International Baccalaureate also requires that students maintain a balanced and broad

education.

Outside these prescriptions, there is a very wide range of subjects from which students can choose to complete their Senior

Schooling, including some that articulate directly with University and TAFE colleges.

Most students at St Peters currently seek entrance to university upon graduation from school. This can be achieved either via

the award of an ATAR (Australian Tertiary Admissions Rank) or through the award of an International Baccalaureate (IB)

Diploma.

Significantly, there are also a growing number of St Peters students seeking participation in vocational programs which result

in the award of nationally recognised certificates and industry competencies. These qualifications all contribute to the award

of a Queensland Certificate of Education and are highly regarded by employers.

With the degree of flexibility and choice available there are opportunities for students to achieve worthwhile aims in the

whole variety of programs on offer at St Peters. Courses of study in the Senior School at St Peters are flexibly arranged to

allow students to fully explore their area of interest and relative strength. However, there are necessary guidelines to be met

if students are to maintain eligibility for the award of either an IB Diploma or an ATAR. For this reason, specially-trained staff

carefully check intended courses of study and changes to these programs are only made after appropriate consultation with

the Careers Guidance Counsellor, IB Diploma Coordinator, or the Heads of 7–12 Curriculum.

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