Year 7 and 8 Handbook

Year 7 & 8 Handbook 2024

An Introduction to Years 7 and 8

The Middle Years of schooling are an exciting and dynamic time. Moving into Year 7, students are developmentally ready for this next stage in their learning journey and the further challenge, variety and growth opportunities that await.

Our programs and extraordinary care at Year 7 via the three Wellbeing Mentors, the Middle Years Coordinator, the teaching staff, our team of psychologists and the Deputy Principal –Student Wellbeing and Development, enable our students to find friends, work together and explore a range of areas through curriculum activities and opportunities. In all ways, students are encouraged to grow in independence, resourcefulness and organisation whilst also challenging their thinking and helping them to learn key content and skills.

Our Integr8 Transition Program enables students and parents to feel a part of the year level before they even begin Year 7 and this feeling of community extends throughout the Middle Years.

In Year 8, the academic program evolves in alignment with students’ development, and they continue to grow in the key subject areas whilst also pursuing either a second language or a breadth subject. This is a year where students continue to make connections within their year level and throughout the school. A greater emphasis on critical and creative thinking and on student agency is evident, along with a need for more responsibility and a greater volume of work.

We love working with students at these year levels, ensuring that they are supported in all aspects of their development, and in working effectively with their families who walk alongside us in this learning journey.

Katrina Brennan Principal

Overview

Students in Years 7 and 8 comprise the Middle Years at Shelford Girls’ Grammar.

Students study a wide range of subjects designed to offer broad experiences and understandings in a range of core subject areas; develop and consolidate their literacy, numeracy, observational, research and performance skills; and provide opportunities so that they can develop new interests and pursue their passions. Our curriculum is based on the Victorian Curriculum standards and reflects the value we place on a liberal education that is relevant, dynamic and inspiring to our students.

Year 7 is an exciting year of change. Students are engaged by new ideas and experiences, and in the social opportunities afforded their entry into the Senior School. Year 7 students participate in a thorough and bespoke Transition Program, Integr8, which supports their entry into secondary school. The Peer Support Program, facilitated by Year 10 Peer Leaders, runs across the year as a continuing element of the Transition Program. Another important part of the Transition Program is the Year 7 Camp at Marysville.

Year 8 students continue to master the skills and knowledge started in Year 7, but the program is meaningfully and deliberately differentiated from the Year 7 experience. Year 8 students are encouraged to better understand their learning preferences and talents, to take calculated risks, trying new studies and topics they may not have otherwise attempted. The journey through the Middle Years culminates with the Year 8 Camp to Eildon.

In each class, students are inspired by their teachers, enriched by our expectations as a community and motivated by their peers. All students are encouraged to strive for their best, to set suitable goals for their progress and work hard for their future. Students in Year 8 also participate in the Strive Activities Program: a series of exciting adventures designed to expose students to diverse activities, develop novel skills and cultivate resilience.

Middle Years Coordinator

The Middle Years Coordinator oversees the classes, activities and programs in the Middle Years.

As the Year Level Coordinator for Year 7 and Year 8, the Middle Years Coordinator also oversees the academic and pastoral development of each student in Years 7 and 8, providing continuity in the experience of and support for each students’ progress and wellbeing in the Middle Years.

The Middle Years Coordinator manages the Quærite Wellbeing Program for Years 7 and 8 in conjunction with the Wellbeing Mentors and school psychologists. This includes devising, implementing and managing all special programs and Years 7 and 8, running assemblies, organising activities and camps for each year level.

Contact with the Middle Years Coordinator can be made by email or by phone during school hours.

Wellbeing Mentors

A Wellbeing Mentor is appointed to each home group in the senior school. A home group is a pastoral class. The Mentor is to guide and monitor students’ academic and social development and to be the first point of contact for both students and their parents within the school community. The Wellbeing Mentor meets with their home group each day, works closely with the Middle Years Coordinator to deliver the Quaerite Wellbeing Program and provides a safe, caring and cooperative environment within the Middle Years

The Quærite Wellbeing Program

Our students’ wellbeing is at the heart of all our activities at Shelford Girls’ Grammar The Quærite Wellbeing Program is a personal development program operating throughout the whole school. ‘Quærite’ is Latin, drawn from the school’s motto, and means ‘seek’. The program develops skills, knowledge, attitudes and understandings which enable students to value and lead healthy lives as contributing members of society.

Students in Years 7 and 8 experience much change in their lives. The Quærite Wellbeing Program supports students through these changes by offering meaningful, as-needed, structured and safe opportunities to seek an understanding of oneself, the dynamics of community and the importance of respectful relationships. Through a variety of themes, the school seeks to nurture the physical, social and emotional development of each student. Divided into four themes across the year, the program is sequential from Year 7 to 8 but flexible to meet the needs of students as they develop. The Program compliments and enhances the efforts made by families and community groups to support young people.

Each theme comprises activities and opportunities for reflection run by Wellbeing Mentors, school psychologists, teaching staff and guest speakers. The Peer Support Program, peer teaching projects, role plays, physical learning experiences, guest speakers, excursions and incursions are some of the activities that help engage students’ wellbeing, participation and learning for personal development

Year 7 Themes

• Connection in Community

• Healthy Body, Healthy Mind

• Thrive

• Cyber Safety

Year 8 Themes

• One Year Wiser

• Self and Others

• Connections

• Integrity

Year 7 Camp

Year 7 students attend a three-day program at Camp Marysville, Marysville. The primary focus of this camp is to provide further opportunities for students to consolidate friendships. This camp provides new challenges, experiences and team building opportunities in a stimulating environment. Some of the activities include abseiling, canoeing, cycling, a bushwalk, bush tucker cooking, the famous Year 7 Camp Disco, and team building activities. The activities provide foundation for subsequent outdoor education experiences.

Year 8 Camp

Year 8 students take part in a three-day program at Eildon’s Camp Jungai. During this camp, students are involved in a range of activities that provide new challenges and develop their skills in leadership, teamwork, communication and resilience. These activities include Trangia cooking, a ropes courses, a leap of faith challenge, skills initiatives activities, solo time for reflection and mindfulness, navigation skills and practise and bushwalking. This camp introduces students to camping skills which they will need for their Year 9 camp experience.

The End of Year Program

With a cross-curriculum focus and the General Capabilities of the Victorian Curriculum in mind, students from Years 5 to 8 work together in a themed End of Year Program which adds depth and richness to their learning. This biennial program occurs at the end of Term 4 each year and encourages the 21st century skills of creativity, collaboration and communication within the cross-curricular framework of Science, Technology, Engineering, the Arts and Mathematics in one year and Languages, Performing Arts, English and Humanities in the alternate year.

Service Learning

Service Learning is the shared relationship between the giving of time and energy to improve a situation and the learning that is gained by that experience. It provides an opportunity to think critically and creatively as students work with each other and community partners. Reflection activities help to measure students’ understanding, allowing them a chance to share their feelings, grow emotionally, internalise new concepts and evaluate the impact of the activities. The learning is planned and through hands-on experience embeds itself deeply in the recipient and provokes reflection and further action.

Service Learning activities allow our students to be courageous, constructive and compassionate world citizens with a will to contribute. The Year 7-8 Service Learning program links specific learning outcomes with genuine opportunities for service in the community.

The focus of our Service Learning is varied and changes as new opportunities are investigated. Examples of some current learning initiatives include:

• Community Service Committee

• Eat Up

• The Nappy Collective

• Shelford Winter Appeal

At Years 7-8 students are encouraged to identify and carry out independent Service Learning acts that align with and develop their own skills and interests. Examples of age appropriate opportunities include:

• Compass Community Care

• St Kilda Mums

• One Girl

• RCD Foundation

• Oaktree

• Improving our natural environment through wilderness conservation activity, locally and interstate, including physical work and active research.

Service Learning is embedded in the School's curriculum and in special programs such as our Selfless Act program. Students apply their classroom knowledge to the planning and implementation of service activities. The experiential nature of these activities encourages the learner to make cross-curricular connections; strengthening their skills and understanding while building relationships with peers, staff and community partners.

Senior School Study Support

Study Support is a timetabled class taught by teachers from the Student Enrichment and Support Faculty Students attending these classes receive general literacy instruction to develop reading and writing skills across all subject areas and targeted literacy and numeracy support for specific classes in which students are enrolled. Study Support teachers also help develop students’ metacognitive awareness of themselves as learners and a range of study skills to assist them to be more independent learners who are well-organised advocates of their own learning. In Years 7 and 8, students participate in Study Support in lieu of either French or Japanese.

The Learning Student and Enrichment coordinator recommends enrolment for some students to address their identified individual learning needs. Students may not enroll without prior approval. Further information is available by contacting the Middle Years Coordinator.

Future Pathways and Careers Program

The Future Pathways and Careers Program, 4Sight, was introduced in 2021 and develops each student’s career knowledge and skills throughout Years 7–12. It will assist students in making informed decisions about their study, training and career options. The program has been aligned with Future Ready, the National Career Education Strategy. The program is named 4Sight as it encompasses four main areas: Identify, Participate, Engage and Create:

Identifying their passions, skills and interests is the main focus for Years 7 and 8. Participating in opportunities to explore different career paths, engaging with potential employers, training providers and alumni and creating an Individual Career Pathway Plan is the main focus for Years 9–12.

Year 7 and 8 Curriculum

The Year 7 and 8 Curriculum at Shelford Girls’ Grammar aims to:

• Enable students to meet and exceed the standards established by the Victorian Curriculum and provide meaningful differentiation for students in remediation, challenge and interest

• Encourage progressive skill development across a range of learning areas

• Engage students’ curiosity and support their mastery of the skills and knowledge expected

• Cultivate student focus and appropriate self-discipline, motivate students in their learning and promote their resilience

• Build subjects and units composed of rigorous, relevant and purposeful work

• Present significant experiences to students that they may cultivate good character

• Prepare students for future studies.

Summary of Course: Year 7

The Year 7 program is deliberately broad, offering students a range of experiences from which they can begin to learn about their passions, strengths and learning preferences. Students in Year 7 study the same subjects for the year, but a graduated and relevant program across each semester. All students in Year 7 study the following subjects:

• Digital Technologies

• Drama

• English

• Food Studies

• French

• Humanities (incorporating Geography, History and Civics & Citizenship)

• Japanese

• Mathematics

• Music

• Physical Education

• Quærite Wellbeing Program

• Science

• Visual Arts

Summary of Course: Year 8

The Year 8 curriculum offers students a study program meaningfully differentiated from the Year 7 experience, and foster opportunities for students to take calculated risks and try studies they may not have otherwise attempted. All students in Year 8 study the following subjects:

• Digital Technologies

• Drama

• English

• Food Studies

• Humanities (incorporating Geography, History, Economics)

• Language – French or Japanese, or French and Japanese

• Mathematics

• Music

• Physical Education

• Quærite Wellbeing Program

• Science

• Visual Arts

• Breadth Subjects – If undertaking one language only

Year 8 students have the choice to either continue a study of two languages, French and Japanese, or to study one Language and study the Year 8 Breadth Subjects. Breadth Subjects offer divergent experiences for learning and enrichment in areas that a student may not otherwise encounter in a mainstream curriculum at Year 8. These subjects are rooted in the school’s values of respect, integrity, creativity and passion, and seek to curate appropriate experiences for students to develop these values in a meaningful way.

To determine the Year 8 course, students make the following selection using an online selection program:

• One language of either Japanese or French and two semester-length Breadth Subjects

Or, alternatively;

• Two languages, both Japanese and French

Some students may seek permission to study a language through an external provider.

Subject Descriptions

Breadth subjects (Year 8)

Theatre Production

Students will perform an original work of theatre which is rehearsed, prepared, managed and executed entirely by the class. Students will learn about and take up roles relevant to the production of a work of theatre. Students will examine and learn about the principles of theatre performance and technology, safe work in the theatre and will make the sets to be used in the class production. They will perform their work to a live audience and manage all facets of the front of house and performance.

Film Studies

Students live in a world dominated by visual material. Countless frames of information pass before their eyes every day but how many students are able to critically analyse this information? Students will learn not only to appreciate the aesthetic and literary aspects of film, they will learn to become critical consumers and producers of visual media. In the practical component of the course, students will investigate contemporary and emerging techniques in camera use and software editing to produce films individually and in groups. They will also participate in a film festival.

Digital Technology

Year 7

Students work on developing their knowledge of the Microsoft 365 suite that enables them to effectively use programs across all of their subject areas. They explore a range of digital dilemmas that incorporate issues around the use of social media, cyberbullying and the fair use of media. Students distinguish between different types of networks and learn how the internet works. They learn the basics of coding and develop their understanding of programming languages, including block based and text. Students then develop, test and modify a text based adventure game applying their coding knowledge.

Year 8

Students further explore the impact of social media on their daily lives and delve deeper into the positives and negatives when using these applications. They explore ways in which they can limit the data that these companies collect. Students acquire data from a range of sources and evaluate their authenticity, accuracy and timeliness. They analyse and visualise data using software to create an information piece. Students extend their knowledge of programming and design a user experience through the use of a general programming language.

Drama Year 7

Students collaborate to devise, interpret and perform drama. Students develop and refine their expressive skills to convey ideas and dramatic action using conventions of different performance styles. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama. Students explore the origins and characteristics of a performance style, which culminates in an assessed Group Devised Performance and written evaluation and reflection.

In their practical work, students build upon their understanding of status, relationships and intentions through the use of voice and movement to sustain character and situation. In addition, they use focus, tension, space and time to enhance their performance work in both devised and scripted drama. Students also investigate and explore how stagecraft is used in a range of performance styles and apply this to shape their own dramatic works.

Year 8

Students identify and analyse how the elements of drama are used, combined and manipulated through an exploration of different performance styles. They apply this knowledge in the drama they make and perform. Students collaborate to devise, interpret and create drama. They are also encouraged to manipulate the elements of narrative and structure to control and communicate meaning.

They apply different performance styles and their conventions to convey status, relationships and intentions. They use performance skills and stagecraft to shape and present dramatic works to an audience. As they make and respond to drama, students explore ways meaning is created in drama and consider social, cultural and historical influences. They evaluate directors’ intentions, and the expressive and performance skills used by actors and actor-audience relationships in drama they view and perform.

This course builds on previous experience and examines a number of improvisational and scripted performance works. Students experiment with and apply the performance skills of focus, timing, energy and actor-audience relationships. They also explore use of conflict, contrast, symbol, rhythm and climax to enhance their performance works. Finally, students reflect upon their own performances and evaluate how they and others communicate meaning and intent through dram

English

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.

In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

The range of literary texts comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters.

These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in visual form.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.

Year 7

Reading and viewing

Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.

Writing

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.

Speaking and listening

Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. They create texts structured and coherent texts for a range purposes and audiences.

Year 8

Reading and viewing

Students understand how text structures are influenced by the selection of language mode and how this varies for different purposes and audiences. They explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. Students compare different texts which explore similar themes.

Writing

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes selecting language to influence audience response. When creating and editing texts for specific effects, they consider intended purposes and the needs and interests of audiences.

Speaking and listening

Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can be expressed in new ways. They create texts for different purposes to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns fo

Food Studies

Year 7

The central focus of this course is for students to gain a basic knowledge of food and nutrition and its relationship to health. Students develop an understanding of food preparation and presentation techniques through practical ‘hands on’ production of food, and learn to work safely and hygienically in the kitchen. They develop an understanding of the nutritional properties of food and sound food selection using, The Australian Guide to Healthy Eating. Students use a workbook to record activities, design activities and complete evaluation questions after each practical session.

Year 8

The focus of this course is on nutrition and a healthy lifestyle, particularly during adolescence. Students study the key nutrients required at this lifespan stage and identify the major elements in the prevention of illness and disease. They develop an understanding of ways to make changes to their diet and lifestyle to incorporate a wider variety of foods to meet the nutritional needs of adolescence. They continue to undertake practical food production activities, which help them develop an understanding of healthy eating and food choice. They develop an understanding of the nutritional properties of food and sound food selection using the Australian Guide to Healthy Eating. Students use a workbook to record activities, design activities and complete evaluation questions after each practical session.

Languages French

Shelford uses the Accelerated Integrated Method of teaching French in Year 7 and Year 8. The program is called “Histoires en action!” and is based on the use of stories and music. It is well suited to learners of all styles and the range of motivating activities helps students to develop confidence in their ability to communicate in French. Further information about this program can be found at via this link.

Year 7

The aim of this course is to introduce the students to the French language and the culture associated with Francophone communities. Part of the course focuses on language learning from a holistic perspective. To do this, Shelford uses the Accelerated Integrated Method of teaching. The Program is called “Histoires en action!” and is based on the use of stories and music. It is well suited to learners of all styles and the range of motivating activities helps students to develop confidence in their ability to communicate in French. Further information about this program can be found via this link.

Year 8

Please note: Year 8 French is a prerequisite for Year 9 French.

The course transitions from the Accelerated Integrated Method of French learning used in Year 7 to a more traditional approach. The curriculum maintains its focus on oral fluency and language patterns, moving from informal to more formal grammar presentation. At this level, the students process, manipulate and adapt the elements and constructions covered. Group work is an integral activity as students develop cooperative learning skills.

Students incorporate progressively more advanced language patterns into their spoken and written responses. Students participate in discussion, research and presentation of cultural aspects of French speaking communities. They then transition to a traditional course, using a textbook, involving a more analytical approach to syntax and grammar, taking a thematic approach to the language. This exposes them to a broad range of oral, aural and written texts and activities, in order to increase their competency in building complex sentences in both spoken and written situations.

Japanese

Year 7

The aim of the Year 7 course is to develop students’ ability to understand, speak, read and write in Japanese on topics related to their personal world and their interests. Students are also exposed to the culture of contemporary Japan in a context which is relevant to students of their own age in Japan.

Students will learn to read and write the hiragana character writing system and master a number of kanji characters. This course is designed for both beginner students and students who have had previous experience of learning Japanese. They cover the language necessary to communicate on topics including greetings, introductions, likes and dislikes, counting, the family and describing towns. As they move through the course, they build on material from previous units to develop their ability to express their ideas and expand the range of language patterns they can use.

Year 8

Please note: Year 8 Japanese is a prerequisite for Year 9 Japanese.

The study of Japanese contributes to student personal development in a range of areas including communication skills, intercultural understanding, cognitive development, literacy and general knowledge. It provides students with a direct means of access to the rich traditional and popular cultures of Japan. Japan and the Japanese-speaking communities have an increasing influence in Victoria through innovations in science, technology, design, retail, fashion, cuisine, sport and the arts.

The Year 8 Japanese course continues to develop the students’ ability to understand, speak, read and write in Japanese on topics related to their personal world and their own interests. Language learning is complimented by relating cultural aspects of contemporary Japan and the Japanese people. Students will become proficient in the hiragana writing system, and they will begin to look at the Katakana script. In addition, they will explore a number of Kanji related to the topics. Students cover the language necessary to communicate on topics including daily and weekly routines, restaurants and school life.

Humanities

Year 7

Students enter Humanities classes with a wide range of perceptions, knowledge, skills, values and attitudes about the world. The study of Humanities at Year 7 aims to expand and refine students’ inquiry and research skills. Inquiry based research assignments, both group and individually based, form a major component of the assessment in this subject. Students follow through the process of planning, data collection and representation and interpretation of both written and visual evidence to complete their investigations. Other items of assessment include practical mapping and graphing exercises, annotated visual displays, essay writing, role play activities, field work and unit tests.

Geography – Natural World

In this unit students are taught the skills of a geographer. They study different types of maps and learn to interpret data in the atlas. Various natural environments are investigated including rainforests and rivers, assessing the impact of human settlement. Students study the significance of water as a vital resource, focusing on how it is used, distributed and managed throughout the world. Fieldwork is undertaken so that students learn how to carry out a geographic inquiry.

History – Ancient Civilisations

This unit provides students with an awareness of the immense variety of human experiences throughout time. Students learn how to analyse primary and secondary sources and compare differing viewpoints about the past They will also begin to appreciate the importance of historical evidence in explaining past societies. This unit involves the integrated study of a range of ancient civilisations including Egypt, Greece, China and Rome. Topics include daily life, government, civics and citizenship, warfare, trade, economics, exploration and legacies. Students develop an ancient civilisation museum to showcase their learning.

Civics and Citizenship

In this unit students learn about the key features of Australia’s system of government and explore how this system aims to protect all Australians with a focal point on the development of the Australian Constitution. Students also learn about their role as active citizens.

Year 8

Students undertake three disciplines studying units which focus on Geography, History and Economics and Business. The program includes an emphasis on self-directed, inquiry-based learning and a variety of ICT skills are taught. The course focuses on the interaction of people with the environment at a local, national and global scale, enabling them to participate as active and informed citizens in our global community.

History – Medieval History

The medieval era was full of mystery, intrigue and change. This unit investigates a time of connection between the ancient and modern world from c.1000AD to c.1600AD. Students will study feudalism and its strict social hierarchy, daily life, the importance of religion and the monarchy, the legal system and the expansion of knowledge. The unit begins with an overview of social and political history addressing the above ideas. The depth study includes a focus on Medieval Europe and Shogun Japan.

As an inquiry-based course, key questions and hypotheses will drive students’ discoveries of what life was like. These investigations will be conducted through the use of a variety of research and analysis tasks. Students will use a range of primary and secondary written and visual sources and ICT skills to collate, summarise and present findings. Assessment is based on class work, analysis exercises and thinking routines, research tasks, essay and a test.

Geography – City to Surf

In Geography, students’ study both the human and natural world. They will investigate the natural processes which have shaped coastlines throughout Australia ranging from the rocky Twelve Apostles to the sandy beaches of the Gold Coast. Coastal landforms are both dynamic and fragile, requiring protection and management. Students develop a variety of mapping and sketching skills.

As a second depth study, students will gain an understanding of urbanisation. Focusing on Asia, USA and Australia, the growth of cities will be analysed. By using maps, graphs and appropriate geographical language, students will learn how to explain spatial contrasts between countries. The importance of urban planning, living conditions, cultural diversity and environmental issues are all discussed.

Economics and Business

In Economics, students explore the interdependence of consumers and producers in the market learning how markets operate domestically and globally. As a part of their Business studies, students look at the characteristics of entrepreneurs and successful businesses. Students will also consider the ways in which work can contribute to individual and societal wellbeing.

Mathematics

Many individual differences are addressed within the framework of our Mathematics curriculum. This is achieved through the provision of open-ended mathematical investigations and challenging problems. These problems can be undertaken using simple numerical techniques or by the combination of mathematical concepts to develop new, more sophisticated concepts. In each case, students build upon and extend their present mathematical knowledge. There are tests at the end of each topic. In some cases, it is more appropriate to design an individual program for a student. This would be done in consultation with the Director of Student Enrichment and Support and Middle Years Coordinator.

Year 7

Measurement and geometry

• Angles

• Polygons

• Parallel and perpendicular lines

• Area and perimeter of rectangles, squares, triangles, circles and composites of these shapes

• Cartesian coordinates

Number and algebra

• Number properties including primes and divisibility

• Operating with whole numbers, fractions, decimals and percentages

• Number patterns, indices, estimation and directed numbers

• The concept of algebra, descriptive algebra, formulae, substitution, simplification and equation- based problems

Statistics and probability

• Investigate equally likely outcomes and summary statistics

Mathematics

Year 8

Measurement and geometry

• Angles in parallel lines and prisms

• Transformations and congruence

• Perimeter, area and surface area using figures, solids and nets of shapes related to rectangles, squares, triangles, circles and composites of these shapes

• Pythagoras’ theorem

• Linear graphs

Number and algebra

• Indices

• Estimation, directed number and ratio

• Fractions, decimals and percentages

• Expansion, simplification and substitution using algebraic equations and solutions to multistep equations

• Solving and manipulating in equations

Statistics and probability

• Interpreting graphical information, summary statistics

• Calculating probabilities with multiple events and representing probabilities with Venn and tree diagrams

Music

Year 7

Instrumental Program: Beginner

Beginner students make and create music in a band setting, learning to play an instrument with tuition from specialist teachers. Students receive a group lesson once a week on one of the following instruments: Flute, Oboe, Clarinet, Trumpet, French Horn, Trombone Electric Bass and Percussion.

As part of the Instrumental Program, students will develop their playing, listening and improvisational skills as well as looking at strategies for rehearsing, interpreting and presenting as part of an ensemble.

Instrumental Program: Extension

Students already taking instrumental lessons at Shelford or outside of school will be placed in the Extension group. Students work together as a class ensemble to further develop technical skills as well as developing their ensemble skills. The instrumental environment develops playing, listening and improvisational skills and encourages strategies for rehearsing, interpreting and presenting as part of an ensemble. In classroom activities, students continue to explore and experiment with sound and musical elements and present their creative ideas through performance and composition. Students respond to a range of musical styles and describe and discuss the expressive, technical and artistic qualities of the music. Students will also study theory of music at the appropriate A.M.E.B. level for their individual ability.

Choral Classes

Regular singing has been shown to help with a range of benefits, from relieving anxiety through to building self-esteem. Shelford Girls Grammar has a long tradition of being a singing school and all students from JDC through to Year 8 participate in the Choral Program. In Year 7, students continue to build on the skills already developed in previous years and work together to present a range of choral material. Throughout the year there are many opportunities for students to perform, either as a year level or as a whole school.

Year 8 Classroom Music

The Kodaly philosophy forms the basis of the classroom music program. Singing forms the basis of the program and through this students will continue to build on their musicianship skills. Students will continue to develop their skills using solfa and rhythm names, which they will use to continue exploring and experimenting with sound.

Instrumental Program: Extension

Students already taking instrumental lessons at Shelford or outside of school will be placed in the Extension group. Students work together as a class ensemble to further develop technical skills as well as developing their ensemble skills. The instrumental environment develops playing, listening and improvisational skills and encourages strategies for rehearsing, interpreting and presenting as part of an ensemble. In classroom activities, students complete practical work and class activities. Assessment areas include: the development of musicianship skills, reading and interpreting written notation; aural skills; and the ability to work collaboratively and creatively in ensemble contexts. Extension students are required to undertake a formal A.M.E.B. theory examination.

Choral Classes

Regular singing has been shown to help with a range of benefits, from relieving anxiety through to building self-esteem. Shelford Girls’ Grammar has a long tradition of being a singing school and all students from JDC through to Year 8 participate in the Choral Program. In Year 7, students continue to build on the skills already developed in previous years and work together to present a range of choral material. Throughout the year there are many opportunities for students to perform, either as a year level or as a whole school

Physical Education

Physical Education in Years 7 and 8 provides an environment for students to develop their knowledge, understanding and skills that will enable them to confidently, competently and creatively participate in a range of physical activities. It will also help students to be resilient, make decisions, and take actions to promote their health and physical activity participation. Students learn how to enhance their own and others’ health, wellbeing and physical activity participation, in varied and changing contexts. The program offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable, and physically active.

Year 7

Game Sense

Using the Game Sense approach, lessons will focus on students developing tactical and strategical understandings that are transferable across all sports within the following categories. These tactical and strategic skills will be taught within modified games that replicate the foundations for the following sports:

• Invasion: Basketball, Netball, AFL, Rugby, Handball

• Net/Wall: Tennis, Volleyball, Badminton, Table Tennis

• Strike/Field: Softball, Tee Ball, Cricket, Baseball

• Target: Bowling, Frisbee Golf, Vortex Darts

Athletics

Our run, jump and throw program will allow students to develop fundamental skills for all athletic events through the use of modified games and activities. This aims to prepare them for successful participation and confidence at the House Athletics Carnival.

SEPEP: Soccer

Students will adopt a variety of roles and responsibilities while engaging in a student-driven soccer tournament. Each student is a player and will also undertake one or two other roles throughout the unit. Students will determine strategies that enable diverse groups to collaborate and produce successful movement outcomes, demonstrate leadership skills and resolve conflict which may arise.

Dance: Historical

Students explore the skills associated with dance across different decades. They will have the opportunity to create and perform a synchronised routine which will reflect their chosen decade/s. Whilst creating their routines, students will develop appropriate social, emotional and physical skills in order to successfully choreograph and perform their routine.

Year 8

Game Sense

Using the Game Sense approach, lessons will focus on students developing tactical and strategical understandings that are transferable across all sports within the following categories. These tactical and strategic skills will be taught within modified games that replicate the foundations for the following sports:

• Invasion: Basketball, Netball, AFL, Rugby, Handball

• Net/Wall: Tennis, Volleyball, Badminton, Table Tennis

• Strike/Field: Softball, Tee Ball, Cricket, Baseball

• Target: Bowling, Frisbee Golf, Vortex Darts

Athletics

Our run, jump and throw program will allow students to develop fundamental skills for all athletic events through the use of modified games and activities. This aims to prepare them for successful participation and confidence at the House Athletics Carnival.

SEPEP: Basketball

Students will adopt a variety of roles and responsibilities while engaging in a student-driven basketball tournament. Each student is a player and will also undertake one or two other roles throughout the unit. Students will determine strategies that enable diverse groups to collaborate and produce successful movement outcomes, demonstrate leadership skills and resolve conflict which may arise.

Dance: Cultural

This unit allows students to research and explore different types of cultural and traditional dances from around the world. To start the unit, the students will take a trip to South America! Learning the fundamentals of Salsa by an external dance teacher. Students will then have the opportunity to create and perform a synchronized routine based on their chosen culture. Whilst creating their routines, students will develop appropriate social, emotional and physical skills in order to successfully choreograph and perform their routine. Students demonstrate an understanding of intercultural connectedness, through exploring the various forms of dances unique to specific regions/cultures of the world.

Year 7

Students learn to work safely in a science laboratory and how to correctly use a wide variety of scientific equipment. They recognise the differences between pure substances and mixtures and describe a range of physical separation techniques. They investigate relationships between organisms and their environment using food chains and food webs and classify and organise diverse organisms based on observable differences. Students will investigate the effects of applying different forces to familiar objects and the effective of unbalanced forces on motion.

Students learn to identify simple machines and explain how they work to simplify a job. They explain how the relative positions of the Earth, sun and moon affect phenomena on earth, and they describe situations where scientific knowledge from different science disciplines has been used to solve a realworld problem.

Students identify questions that can be investigated scientifically, plan fair experimental methods, identifying variables to be changed and measured, select equipment that improves fairness and accuracy and describe how they considered safety and draw on evidence to support their conclusions. In their practical work they will summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods, and communicate their ideas, methods and findings using scientific language and appropriate representations.

Year 8

Students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They also become familiar with the periodic table and investigate the differences between elements, compounds and mixtures. They learn to identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. Students learn to compare processes of rock formation, including the time scales involved, explore cells and cellular organelles, developing an understanding of specialised cells, and investigate the structure and function of a range of body systems, exploring the functions that enable them to survive and reproduce.

Students examine different science knowledge used in a variety of occupations and explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to solve contemporary problems.

Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. In their practical work, they identify variables to be changed, measured and controlled, construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. Students also use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

Visual Arts

Year 7

Creating and Making

Students use a variety of starting points to develop artworks in both two and three-dimensional areas of study. All students involved in the visual arts program create and make artworks using the materials and techniques from the following areas.

Drawing

Students learn technical skills through developing their knowledge of the aesthetics of art and acquire the understanding of spatial relationships and tonal drawing whilst improving their observation skills.

Painting

Students will manipulate art elements and principles. They will create paintings inspired by selected art movements that incorporate the style and technique into their own artworks.

Printmaking

Students will learn different techniques of relief printing using different materials.

Ceramics

Students work in ceramics utilising design skills and varied techniques and processes.

Exploring and Responding – Art Theory

Students will build their knowledge of artists and art movements from traditional and current periods and cultures. From their understanding students will explore their own personal beliefs and opinions whilst learning how to criticise artworks studied. Students will begin to understand the composition of artworks by recognising the aesthetics in Art.

Within their practical study students learn specific techniques and use a range of tools to design, plan, implement and evaluate solutions. Safety issues and standards are taught regarding the equipment and techniques the students are working with.

Students are provided criteria that they will use as a base for the completion of each task. These criteria will vary according to each task but will consist of the students being able to achieve outcomes related to their workbooks, including sketches of ideas, a folio which presents students’ final resolved art works and extended responses in which students analyse the content, structure and aesthetic qualities of art works.

Year 8

Creating and Making

Year 8 Art students will be introduced to new materials and techniques. The students will explore and manipulate art elements and principles. They will use their experiences and direct observation to find solutions to art problems. Students will be guided in analysing, discussing and comparing the composition of images and forms from a range of cultural and historical contexts. They will begin to understand the visual characteristics within particular styles, periods and media; and develop and build an understanding of art terminology. All the students involved in the Visual Arts program create and make artworks from the following areas:

Ceramics

Students learn hand building techniques

Painting

Inspired by the art styles explored and observation, students will learn how to apply colour theory and a range of techniques

Drawing

Drawing from direct observation will be covered throughout the year. Focus will be on understanding proportion, perspective and the use of tone to create form.

Printmaking

Lino Cut (Relief) printmaking techniques and processes will be covered. Students will undergo an exploration of pattern from different cultures in developing their designs.

Materials technology

Students research the origins, properties and processes used with selected materials. They learn specific techniques and use a range of tools to design, plan, implement and evaluate a solution to a particular design problem. Safety issues and standards are taught regarding the equipment and techniques the students are working with.

Exploring and Responding – Art Theory

Students will continue to build their knowledge of artists and art movements from traditional and current periods and cultures. From their understanding students will explore their own personal beliefs and opinions whilst learning how to criticise artworks studied. Students will begin to understand the composition of artworks by recognising the aesthetics in Art.

Students are provided criteria that they will use as a base for the completion of each task. These criteria will vary according to each task but will consist of the students being able to achieve outcomes related to their workbooks, including sketches of ideas, a folio which presents students’ final resolved art works and extended responses in which students analyse the content, structure and aesthetic qualities of art works.