Introduction
The purpose of this booklet is to:
• provide an outline of the subjects offered at Pymble in Year 8
• provide information and advice to assist students and parents when making elective subject choices.
Pattern of study
The pattern of courses undertaken by students proceeding through Stage 4 and Stage 5 is governed by regulations set down by NESA This pattern of courses involves a mandatory core curriculum that occupies about 60 per cent of available teaching time. Schools are free to program the remaining time by offering additional courses of study.
The Pymble curriculum program involves two main areas:
1. Mandatory core curriculum in Year 8
• English
• Mathematics
• Science
• Geography
• History
• Personal Development, Health, and Physical Education (PDHPE)
• Religion and Ethics
• Technology
2. Elective curriculum in Year 8
Students entering Year 8 select two elective subjects. There is a wide range of subjects available which allows for a variety of student interests and abilities. The elective subjects offered for Year 8 are:
• Agriculture
• Architectural Design
• Chinese*
• Digital Technologies
• EAL/D (English as an additional language) (by invitation only)
• Financial Literacy
• French*
• German*
• Introduction to Dance and Choreography
• Introduction to First Nations Studies
• Introduction to Philosophy
• Japanese*
• Latin
• Literacy and Learning (by invitation only)
• Music
• Visual Arts
(*continued study from Year 7)
Mandatory subjects
English
(Head of Learning Area: Mrs Amanda Reynolds, mreynolds@pymblelc.nsw.edu.au)
The study of English aims to guide students to grow as effective communicators and to foster a love of literature. Language and text shape our understanding of ourselves and our world. This allows us to relate with others, and contributes to our intellectual, social and emotional development. In English K–10, students study language in its various textual forms, which develop in complexity, to understand how meaning is shaped, conveyed, interpreted, and reflected.
Students engage with literature from Australia, including the rich voices of Aboriginal and Torres Strait Islander Peoples, and from across the world. These texts communicate in distinctive ways and are shaped by lived experiences, knowledge, cultures, and connections. By exploring historic and contemporary texts, representative of a range of cultural and social perspectives, students broaden their experiences and become empowered to express their identities, personal values and ethics.
Students build on the foundational literacy skills developed in early years. This enables them to learn about and control language in a range of increasingly sophisticated contexts. Through interrelated practices and experiences in understanding and creating texts, students learn about the power, purpose, value and art of English. The development of these interconnected skills and understandings supports students to become confident communicators, critical and imaginative thinkers, and informed and active participants in society.
Mathematics
(Head of Learning Area: Mrs Catrina Kerr, ckerr@pymblelc.nsw.edu.au)
Mathematics is a reasoning and creative activity employing abstraction and generalisation to identify, describe and apply patterns and relationships. The symbolic nature of mathematics provides a powerful, precise, and concise means of communication. The study of mathematics provides opportunities for students to appreciate the elegance and power of mathematical reasoning and to apply mathematical understanding creatively and efficiently.
The study of the subject enables students to develop a positive self-concept as learners of mathematics, obtain enjoyment from mathematics and become self-motivated learners through inquiry and active participation in challenging and engaging experiences. Students follow the same syllabus in Mathematics but there are three pathways offered at Pymble: Core, Enrichment and Accelerated pathways. Girls are placed into the appropriate pathway according to their ability and performance.
Science
(Head of Learning Area: Mrs Kylie Cooley, kcooley@pymblelc.nsw.edu.au)
The study of Science enables students to develop knowledge, understanding of, and skills in applying the processes of working scientifically. They will develop an appreciation of the contribution of science to finding solutions to personal, social, and global issues relevant to their lives now and in the future. They will develop a willingness to use evidence and reason to engage with and respond to scientific and technological ideas as informed, reflective citizens. They will develop knowledge in the domains of the physical world, Earth and space, the living world and the chemical world, whilst also increasing their understanding about the nature, development, use and influence of science.
Geography
(Head of Learning Area: Mr Trevor Lucas, tlucas@pymblelc.nsw.edu.au)
Geography is the study of places and the relationships between people and their environments. It is a rich and complex discipline that integrates knowledge from natural sciences, social sciences, and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with, and responsibilities for the world, and propose actions designed to shape a socially just and sustainable future. Geographic education prepares students for effective participation in society. They learn to develop informed opinions on local and global issues like changing environments, and issues faced in the future world.
History
(Head of Learning Area: Ms Caragh Warth, cwarth@pymblelc.nsw.edu.au)
History gives a sense of perspective and offers us an insight into the past and into the world in which we live. In our information-rich age, it teaches how to critically assess and evaluate sources of information. It aims to build a sense of social justice in our students and to teach them the responsibilities of global citizenship.
The Mandatory History Stage 4 course is based on the Australian Curriculum which has adopted the approach of World History; that is, it aims to give students an understanding of the broad sweep of world history with time allocated for study of certain periods in-depth. This course taught in Year 8 involves the study of the Ancient and Medieval World, with exploration into Investigating History through Australian History, human remains and archaeological tools. Ancient China and Ancient Rome or Egypt, the Khmer Empire and the Medieval Europe.
Personal Development, Health and Physical Education
(Head of Learning Area: Mrs Alison Cruz, acruz@pymblelc.nsw.edu.au)
Personal Development, Health, and Physical Education (PDHPE) contributes significantly to the cognitive, social, emotional, physical and spiritual development of students. It provides opportunities for students to learn about, and practice ways of adopting and maintaining a healthy, safe and active life. It also involves students learning through movement experiences that are both challenging and enjoyable, and improving their capacity to move with skill and confidence in a variety of contexts. PDHPE promotes the value of physical activity in students’ lives.
Religion and Ethics
(Head of Religion and Ethics, Mrs Edwina O’Brien eobrien@pymblelc.nsw.edu.au)
As a school of the Uniting Church in Australia, Pymble Ladies’ College provides for the religious education of its students. It does this through a study of Christianity focusing on the person of Jesus the Christ, the importance of the Bible and God’s message of love and reconciliation. In line with the inclusive nature of the Uniting Church and its commitment to interfaith dialogue, Religion and Ethics also provides for the study and comparison of other faith traditions.
Religion and Ethics at Pymble Ladies’ College aims to help students:
• Develop an understanding of the beliefs of Christianity and other religions.
• Reflect upon their own beliefs.
• Examine the impact of beliefs in the world.
• Develop tolerance, respect, understanding and compassion towards others.
Technology
(Head of Learning Area: Mr Peter Ellis, pellis@pymblelc.nsw.edu.au)
This is a practical course designed to develop an understanding of a range of technological activities and their applications to the personal, commercial, industrial, and global domains. A problem-solving approach will be undertaken so that students will learn how to use various forms of technology to address design briefs. This will involve processes of researching, analysis of data and information, designing, making, evaluating, communicating, marketing, and managing a range of projects. Throughout the mandatory program students will gain valuable transferable skills in communicating, collaborating, critical thinking, problem solving, digital literacy, project management, creativity, and innovation.
Elective subjects in Year 8
Agriculture
(Head of Learning Area: Mrs Kylie Cooley, kcooley@pymblelc.nsw.edu.au)
The Year 8 course will incorporate elements of several subject areas such as geography, science, data analysis, biology, soil chemistry, engineering, climatology, technology, and nutrition. Agriculture will equip our students with knowledge and understanding of issues relating to food and fibre production, both within Australia and globally. The course will cover topics such as:
1. Urban Farming
2. Poultry or Vegan?
3. 21st Century Agricultural Technology
4. Renewable energy
Students will have the opportunity to perform practical activities at the Ag plot, engage in research opportunities and work collaboratively in team situations The course will equip students with an understanding of the complexities of food and fibre production in the current global context and develop balanced attitudes toward clean, green food/fibre production, the natural environment and sustainability in the Australian agricultural industry. Agriculture offers students a student-centred learning environment with teamwork and problem-solving opportunities. Assessment will be based on both practical competencies (including some skills-based assessment) and a number of hand-in research assignments.
Architectural Design
(Head of Learning Area: Ms Brigiat Maltese, bmaltese@pymblelc.nsw.edu.au)
Students investigate a range of architectural approaches and develop resolved solutions to design intentions. They present rendered images and objects and develop skills in thinking creatively and problem solving – harnessing knowledge about site, space, forms, structure and materials. Digital rendering programs associated with architectural practice, such as Photoshop and Illustrator extend student representations. These applications are used as a tool to support and develop the drawings and models made by students.
Students investigate the relationships between the role of the architect, the needs of the client, and the context in which architecture is designed. Different styles of architecture and interiors are explored within the context of historical, modern and post-modern culture as students imaginatively create works inspired by buildings past and present.
The emphasis is on creating designs for interior and architectural spaces.
Semester 1
• Introduction to architecture and interiors
• How do architects work
• Examination of iconic buildings - How and why they were created
• Investigation of Historical, Modern and Post-Modern styles of architecture
• Creation of 2D (drawings) and/or 3D (models) based on innovative solutions.
Semester 2
• Exploration of architecture and interiors
• How do architects consider and create interior spaces
• Investigation of interior styles including Traditional, Modern and Post Modern
• Creation of plans and elevations for interiors, including mood boards aligned to intentions.
Chinese
(Head of Learning Area: Ms Salina Bussien, sbussien@pymblelc.nsw.edu.au)
Chinese is the language of communication of approximately one-quarter of the world’s population. It is one of the official languages of the United Nations. Among the many spoken varieties of the language, Mandarin is pre-eminent. Chinese is also recognised as one of the fastest-growing languages in New South Wales and has one of the largest groups of non-English background speakers in Australia.
In Year 8, students continue to develop their reading, listening, writing and speaking skills and use Chinese as a method of communication with growing confidence in everyday situations within and beyond the classroom. Topics studied in Year 8 include school life, hobbies, food and drinks, Chinese cuisine and restaurants, house, and neighbourhood. Chinese culture plays an important role and is integrated with language learning. Students engage in learner-centered activities and groups projects to consolidate their language skills. They enhance their intercultural capability by reflecting on and understanding their own and others’ languages, cultures and identity. Lessons make regular use of video clips, online content and tools for extension work and communicative activities.
(*A student choosing Chinese should have studied this language in Year 7)
Digital Technologies
(Head of Learning Area: Mr Peter Ellis, pellis@pymblelc.nsw.edu.au)
Digital Technologies introduces students to future-ready skills in using various digital tools to develop solutions for a variety of problems. Students explore three domains of digital based solutions – the Internet of Things, Mechatronics and Coding. Student learning is driven through a careful blend of explicit instruction, exploration and application. At the end of this course, students use the skills and understanding they have developed to design and implement a solution for a real-world problem.
The best solutions are always built on a deep understanding of the needs of their audience and require a user-based design approach built on empathy skills. Furthermore, any successful creation always requires multiple failures to learn from. This builds resilience and fuels creativity as students work together to resolve the problems to improve their prototypes on the quest for the ideal solution. As a result, during this course students will develop resilience, collaboration skills, creativity and empathy in the context of the digital domains they explore.
The Digital domains explored include:
Internet of Things (IoT): Students work together to design and create various ‘escape room’ style puzzles. This requires students to understand the fundamentals of sensors and output devices like actuators and also builds on Stage 4 Micro:bit coding skills.
Mechatronics: Students are given a challenge and must design a robot and code to compete in this challenge. Example challenges include: guiding a robot autonomously through a maze; picking up a ball; autonomously moving a ball into a goal zone amongst gradually increasing challenges.
Coding: Students are introduced to a new app building platform that allows them to convert their dreams into an app that can be published onto various app stores. The students will write a brief of their app and identify the problem it is solving and the intended audience.
Final Project: The final project allows each student to increase and apply their skills across the digital domains. Students will have an opportunity design, build, test and finally market their product as part of an end of year digital celebration of ideas.
EAL/D (English as an additional language)
(Head of Learning Area: Ms Lora Lim, llim@pymblelc.nsw.edu.au)
This course is designed to provide additional assistance in the development and consolidation of English language skills for students who study English as a second or third language. The underpinning goal of this program is to provide instruction and opportunities for each student to practice, and gain confidence and capability in reading and writing skills, as well as to develop an increased awareness of how to apply learning strategies effectively. The EAL/D elective also provides opportunities for academic support across a range of learning areas and provides students with cultural knowledge to assist them in their future studies in an Australian academic environment. This course requires a flexible approach to enable individual learners to reach personal targets.
(By invitation only)
Financial Literacy
(Head of Learning Area: Mr Trevor Lucas, tlucas@pymblelc.nsw.edu.au)
This course introduces the knowledge, understanding, skills, and values, which are essential for a young person to successfully participate in the commercial world. It provides a unique opportunity to gain the financial skills and competencies that will be required of an educated and responsible individual in modern society, no matter what career path they follow.
Students complete much of the course through engagement with digital technology, state and nationwide competitions and learning activities. Students also have the opportunity to showcase their IT skills and cross-curricular learning.
Topics:
• Money management (including goal setting, entrepreneurship)
• Budgeting (saving and managing credit)
• Investing (including ASX Share Market Game) for future wealth
• Diversified investing (property, shares, $20 Boss)
• Global links (trade, aid, investment, employment)
• Travel (insurance, security, planning, budgeting).
French
(Head of Learning Area: Ms Salina Bussien, sbussien@pymblelc.nsw.edu.au)
French is one of the major languages in the world. It is spoken in parts of Europe, Canada, North America, the Middle East, the West Indies, the Indian Ocean and South Pacific regions. It is a language of international affairs, trade, and diplomacy.
The Year 8 course offers a variety of learner-centered tasks and projects that provide the opportunity for development and consolidation of the skills of listening, speaking, reading and writing. It also equips learners with intercultural capability, allowing them to reflect on and understand their own and others’ languages, cultures and identity. Topic areas studied in Year 8 deal principally with the everyday life of young people in French-speaking countries such as school life, hobbies, sport, home and neighbourhood. Lessons encourage learners to use French as a means of communication in class, group and pair activities. Students subscribe to a language learning website to extend their vocabulary and comprehension skills. The visit of French exchange students presents opportunity for further enrichment.
(*A student choosing French should have studied this language in Year 7)
German
(Head of Learning Area: Ms Salina Bussien, sbussien@pymblelc.nsw.edu.au)
With Germany’s prominence as a major world industrial nation, the study of German has relevance in the pursuit of many future careers. German and English are based on the same linguistic roots and principles, sharing a common core of concepts and vocabulary. The focus is on similarity rather than difference.
The German course gives students the opportunity to learn how to access and respond to information, create texts, and interact in the target language, enabling them by the end of Year 8 to communicate with German speakers in familiar situations.
Students find the lively approach of the learner-centered course, Ganz Klasse, enjoyable. Topics are selected for their relevance to the experiences of teenagers. Beginning with a cartoon story, each chapter successfully integrates the communicative approach with a thoroughly planned program for the teaching of German grammar. Through familiar characters, the learning experience is enhanced, while giving information on the culture and lifestyle of the German people. Lessons make regular use of video clips, online content and tools for extension work and communicative activities. Students subscribe to a language learning website to expand their vocabulary and comprehension skills. The visit of the German exchange students provides extra enrichment in the classroom.
(*A student choosing German should have studied this language in Year 7)
Introduction to Dance and Choreography
(Head of Learning Area: Mr Marcus Stafford, Mstafford@pymblelc.nsw.edu.au)
This inclusive course is designed to engage both experienced dancers and those interested in exploring various aspects of dance, giving a taste of what it is like to study academic dance. The course aims to build a technical foundation in dance performance, allowing students to experience different major dance styles. Through training in fundamental body skills applicable to a range of styles, students can gain insight into the world of dance. Additionally, students will have the chance to develop their choreography skills by studying dance composition. This involves contributing to both whole class/cohort performances and creating smaller pieces in pairs, trios, or small groups for classwork.
Throughout the course, students will explore a diverse range of dance styles. These range from traditional forms worldwide to classical ballet and contemporary commercial dance. Alongside these explorations, students will also be introduced to physical, mental, and technological tools that benefit performers and choreographers, enhancing their skills.
The course will cover the following topics:
• Foundations: Dip your toes into developing Dance Technique, Performance Quality, and Dance for Wellbeing.
• Dance Throughout the Ages: An Introduction to Traditional and Cultural Dance Forms as a trial experience.
• Dance Styles: Exploring Classical Ballet, Jazz, Musical Theatre, Acro Dance, Virtual Dance, and Lyrical in a taste tester format.
• Introduction to the Elements of Dance and Choreography: Understanding Space, Time, Dynamics, and Relationships as a preliminary trial.
This course may assist with building foundational knowledge for those wishing to study dance later.
Introduction to First Nations Studies
(Head of Learning Area: Mrs Caragh Warth, cwarth@pymblelc.nsw.edu.au)
This exciting and important course for Year 8 places emphasis on the significance of Dreaming, Country/Place, kinship and language in First Nations communities, cultures and histories. Students have an opportunity to learn about First Nations spirituality, art, sport, language and the histories of peoples and Country. This course also delves into the impact that colonisation has had upon First Nations peoples across the continent. Students will engage with First Nations local communities and organisations through excursions throughout the year. Students will focus on the development of research skills, oral and written communication skills, ethical practices when working with First Nations communities, developing an understanding of Country and Place and the analysis of sources of information.
Introduction to Philosophy
(Head of Learning Area: Mrs Caragh Warth, cwarth@pymblelc.nsw.edu.au)
Introduction to Philosophy is a course which teaches students the essential skills of logic, reason, and critical thinking through a critical engagement with the deepest questions about their world and themselves. Although Philosophy has been described as “as the discipline of disciplines, [and] as the science of the sciences”, NSW school students often do not have the opportunity to study it. In this course, students connect with the great minds of the past through the study of seminal philosophical texts, such as Plato’s Dialogues, and ponder fundamental questions, such as “What is the nature of reality?”, “What is right and wrong?” and “Where does knowledge come from?” In doing so, they are provided with a deeper foundation of understanding for all other academic subjects and for the complexity of the workplace, life, and the contemporary world. They will cultivate their communication skills and ability to rigorously formulate, articulate, and defend their views.
Students who have a strong work ethic, enjoy reading and writing and demonstrate self-autonomy will enjoy the opportunity Introduction to Philosophy provides for intellectual challenge, discussion, independent research, and student choice.
Japanese
(Head of Learning Area: Ms Salina Bussien, sbussien@pymblelc.nsw.edu.au)
Japanese is a culturally interesting and practical language relevant to Australia’s developing role in South-East Asia. It is the language of one of our largest trading partners, spoken by about 123 million people.
The coursebook called ii Tomo focuses on intercultural awareness and offers interesting activities to support and reinforce the structures to be learned. A variety of role-play situations provides the opportunity for developing the skills of listening, speaking, reading and writing to a high degree.
Students continue learning the Japanese writing system, having started with Hiragana in Year 7, Katakana is added in Year 8 Kanji, a script comprised of the Chinese characters used in Japan, is introduced gradually throughout the course. Japanese culture plays an important role and is integrated with language learning. Students have opportunities to participate in cultural activities such as kimono dressing and obento making, calligraphy, etc. Cultural assignments are prepared on laptops enabling the students to write in Japanese on their computer and students are aware when seasons and festivals are taking place in Japan. The visit of Japanese exchange students in Term 3 provides further enrichment in the classroom.
(*A student choosing Japanese should have studied this language in Year 7)
Latin
(Head of Learning Area: Ms Salina Bussien, sbussien@pymblelc.nsw.edu.au)
The principal aim in studying Latin is to acquire a first-hand acquaintance with some of the greatest literature ever written. There are other practical benefits to be gained as well.
As more than half the words in the English language are derived from Latin, students will gain a greater insight into the meaning, spelling and origin of English words, and will readily understand the specialist terminology of science, law and medicine. Latin also provides an excellent basis for the study of those modern languages descended from it, such as French, Italian and Spanish. In learning a Classical language, students will develop skills in analytical thinking, attention to detail, systematic memorisation and clarity of expression - skills which can be applied in many different fields.
In Year 8, students will learn the fundamentals of Latin grammar and syntax. At the same time, they will explore key themes of Roman history, culture, and mythology. Various activities are offered to enrich the study of Latin, such as the Year 8 Latin camp and inter-school competitions.
Literacy and Learning
(Head of Learning Area: Ms Lora Lim, llim@pymblelc.nsw.edu.au)
This course is designed to provide additional assistance in the development and consolidation of literacy and learning skills for students with identified learning needs. The underpinning goal of this program is to provide instruction and opportunities for each student to practice, and gain confidence and capability in reading and writing skills, as well as to develop an increased awareness of how to apply learning strategies effectively. This course requires a flexible approach to enable individual learners to reach personal targets. Literacy and Learning also provides opportunities for academic support across a range of learning areas.
(By invitation only)
Music
(Head of Learning Area: Mr Marcus Stafford, mstafford@pymblelc.nsw.edu.au)
The study of Music in Year 8 continues to explore the six musical concepts through development of the three core disciplines of performance, composition and listening. It is expected that Elective Music students participate in at least one College ensemble where possible. This can be instrumental or choral. All students are encouraged to join the College choir as this will help develop their aural awareness and ensemble skills.
Each unit of work is an engaging exploration into a variety of musical genres ranging from the medieval period through to contemporary popular music. Activities in the course include:
• Singing or playing their chosen instruments as a class ensemble: these group performances will comprise the bulk of performance activities; there will also be ample opportunity to experience playing other instruments and to use various technological resources as performance tools; plus students will also be given the chance to perform as a soloist
• Composing in various styles for different combinations of performing media using the latest software and equipment
• Developing listening skills that promote aural awareness, musical appreciation, and analytical techniques.
Visual Arts
(Head of Learning Area: Ms Brigiat Maltese, bmaltese@pymblelc.nsw.edu.au)
Visual Arts encompasses in depth experiences in both artmaking and the study of artists and artworks. In this way, students develop critical and creative thinking skills. The emphasis is on artmaking experiences with a 70% assessment weighting. Critical and Historical studies form 30% of this course. Students also use a visual arts diary to record their artmaking processes, and the study of artists and their work.
Artmaking is focused on the development skills with direct instruction using a range of approaches. A diversity of art forms is explored; painting, digital media, printmaking, drawing, ceramics and/or sculpture. Students develop confidence in the use of specific art materials and develop both traditional and innovative ways of expressing their ideas. They also develop an understanding of the process of making artworks through exploring various themes including portraiture, still life, landscape and interiors.
Critical and Historical Studies develops the capacity to write about artists and artworks in an informed and articulate manner. Students learn to critically analyse artworks and examine works within a context of time and place. They also study artists and artworks to inform their own artmaking, using artists as ‘mentors’. Artists studied are from a range of cultures and include both contemporary and historical examples
Advice on making elective choices for Years 8
The electives offered provide opportunities for students to develop and extend their capabilities in a range of areas.
There are five main aspects to consider when making these elective choices:
1. Choices should meet the individual needs of students in terms of their academic capabilities and interest, by providing challenging opportunities which extend their breadth of experiences and encourage them to reach their potential. It is ideal to choose subjects which provide these challenges.
2. Students should choose subjects which interest them and which they will enjoy studying.
3. Subjects should be chosen in line with their level of ability. Most of the electives offered are suitable for all levels of academic ability. However, for languages, girls need to have demonstrated in their Year 7 work, the interest in, and ability to, study a foreign language.
4. The only Years 11 and 12 subjects for which the equivalent Year 8 to 10 courses are a prerequisite are the Higher School Certificate Continuers language courses. At present Pymble offers these HSC courses in French, German, Japanese, Latin and Classical Greek. Students are able to commence Latin in Year 8, and Classical Greek in Year 9. There is also the option of HSC Italian Beginners which can be studied in Years 11 and 12 only.
5. Students and parents should not be concerned about HSC results, or the scaling procedures applied to HSC subjects. This is quite irrelevant at the Year 8 level.
If students have trouble in making subject choices or if they have additional questions to ask, they should contact the Director of Studies (7-12)