Middle school handbook 12a by ST Spyridon College

ST SPYRIDON COLLEGE

Middle School Curriculum Handbook Years 7-9

November 2012

2013  

 συ

CONTENTS

Mission Statement

The St Spyridon College Middle School

The Middle School Pastoral Care Program

Senior School Staff

Middle School Curriculum Offerings (Years 7 to 9)

Year 9 and 10 Elective Subjects

SUBJECT OUTLINES 

Year 7

11-21



Year 8

22-32



Year 9

34-50

K-12 Subjects

Mission Statement “We promote educational excellence within a caring environment” At St. Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success. We endeavour to develop the whole person – strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community. In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

THE ST SPYRIDON COLLEGE MIDDLE SCHOOL The St Spyridon College Middle School comprises the Years 7 to 9. Our Middle School aims to incorporate the strengths of both primary and secondary settings. We aim to provide a strong learning focus within a caring environment. We encourage student-focused methodologies that engage students in thinking, questioning and problem solving, and we ensure that research skills are developed and appropriately used. Teachers are explicit about the skills and knowledge-demands of their programmes, and they support students to meet them. Importantly, teachers are clear about the values imparted by them in the subject-content they teach. They encourage students to critically assess the values-basis of the texts they read and view. Assessment is explicitly linked to coursework and defines both skills and knowledge components. Links across subject areas are explicitly discussed, so that students are aware of them and can make appropriate connections and reference.

Our Middle School Aims To:  Be responsive to the emotional, physical and intellectual needs of adolescents and emerging adolescents  Minimize trauma of transition from primary to secondary  Create a team approach to the complexities facing modern adolescence  Manage discipline matters in a way that enhances understanding of appropriate behaviours and personal responsibility  Afford the Year 9s the opportunity for leadership as the oldest group in the Middle School  Create more leadership opportunity for educators who work together as a team in a dynamic and highly professional environment.

THE MIDDLE SCHOOL PASTORAL CARE PROGRAM The Middle School Pastoral Care program aims to develop best practice in responding to the social and emotional development of adolescent students. Teachers relate to Middle School students with warmth, understanding and individual care. We impart and discuss values and provide challenges and rites of passage that give students a strong sense of belonging. Our program includes a Community Service component, that is designed to develop in young people the virtues of responsibility, compassion and charity that are fundamental to a Greek Orthodox person.

The Dean of Middle School is responsible for the Pastoral and Academic Care of students in Years 7 to 9. The Year Adviser has the major role in the care of students in a particular Year. Each class is assigned a Homeroom Teacher, who develops the closest relationship with the individual class. Typically, a Homeroom teacher takes one lesson of Pastoral care, which includes life-skills, studyskills and discussion of Student Representative Council matters.

The Pastoral Care Program has four components as follows: 

Personal Skills development



Community awareness and responsibility



Academic Skills Development



Global consciousness and local action

Every Newsletter carries a report on Middle School Pastoral Care activities.

Ms G. Kokinelis

Mrs A. Katsogiannis

Dean of Middle School

Principal Senior School

ST SPYRIDON COLLEGE SENIOR SCHOOL 2011 HEAD OF COLLEGE

Mrs E. Stefanou-Haag PRINCIPAL SENIOR SCHOOL

Mrs A. Katsogiannis CREATIVE ARTS AND TECHNOLOGICAL AND APPLIED STUDIES TEAM Mr G. Georgoulopoulos Mrs V. Grillakis Ms M. Pringle Miss C. Savva Mr L. Sobolevski Mrs O. Lambi – Assistant

MANAGEMENT TEAM Dean of Middle School Ms G. Kokinelis – Yr 6-7 Transition Adviser Dean of Senior Programs Mr P. Meintanis ORTHODOX STUDIES TEAM Father S. Scoutas Father S. Drapaniotis Mrs C. Mio Mr A. Picardi

MATHEMATICS TEAM Mr A. Kollias – Curriculum Leader Mr A. Condous Mrs H. Dalakiaris Miss M. Kalithrakas

ENGLISH, HISTORY & DRAMA TEAM Dr V. Hickie – Curriculum Leader Ms L. Davis Ms E. Gambriell Mrs D. Kefalouros Mrs R. Kiedja Ms G. Kokinelis Mrs E. Mulligan Mr L. Rawle Mr. C. Reynolds

P.D. HEALTH P.E. TEAM Mr P. Meintanis – Curriculum Leader Mr A. Condous – Boys Sport Mr F. Kaldis Ms K. O’Shea – Girls Sport Mr V. Zafiropoulos CAREERS ADVISER & STUDENT WELFARE ADVISER Mrs R. Fatouros – Student Welfare Adviser Mrs A. Skerman – Careers Adviser

LANGUAGES OTHER THAN ENGLISH TEAM Mrs M. Faletas – Curriculum Leader Mrs V. Alexandropoulou Mrs V. Belajcic Miss E. Gambriell Mrs A. Petrakis

STUDENT SUPPORT Ms M. Barbouttis

SCIENCE TEAM Mr J. Croft – Curriculum Leader Mr D. Giles Dr L. Srinivasan Mrs E. Dubossarsky – Assistant

LIBRARIAN Ms R. Bishop Mrs C. Papadakis – Assistant SCHOOL ADMINISTRATION TEAM Mrs S. Balayannis Mrs D. Cross Mrs M. Diakanastasis Mrs A. Kringas

SOCIAL SCIENCES TEAM Mrs C. Mio – Curriculum Leader Ms. N. Gonzalez Ms D. Kladakis Mr V. Zafiropoulos

MIDDLE SCHOOL CURRICULUM OFFERINGS (YEARS 7 TO 9) YEAR 7

YEAR 8

YEAR 9

Orthodox Studies Pastoral Care English Human Society and its Environment (HSIE) - History - Geography Mathematics Modern Greek or Serbian Personal Development, Health and Physical Education (PDHPE) Science Music Technology Visual Arts

Orthodox Studies Pastoral Care English Human Society and its Environment (HSIE) - History - Geography Mathematics Modern Greek or Serbian Science Personal Development, Health and Physical Education (PDHPE)

Elective Subjects: - Classical Greek - Commerce - Drama - Food Technology - Geography (elective) - History (elective) - Information and Software Technology (IST) - Music - Physical Activity and Sport Studies (PASS) - Visual Arts

YEAR 9 and 10 ELECTIVE SUBJECTS TWO SUBJECTS WILL NEED TO BE CHOSEN FROM THE LIST BELOW

 Classical Greek  Commerce  Drama  Food Technology  Geography (elective)  History (elective)  Information and Software Technology (IST)  Music  Physical Activity and Sport Studies (PASS)  Visual Arts

YEAR 7 ENGLISH Scope of Course Students in Stage 4 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Years 7 to 10. Over the two years of Stage 4, students will work towards course outcomes through close reading of texts, listening and viewing. During Stage 4, all students must study:

Fiction

at least two works

Poetry

a wide range of types of poems

Film, or film on video or DVD

at least two works

Nonfiction

at least two works

Drama

at least two works

In Year 7 students must study examples of 

spoken texts



print texts



visual texts



media and multimedia which should, over Stages 4 and 5, include texts drawn from radio, television, newspapers, the internet and CD-ROMs.

The selection of texts must give students experience of: 

a widely defined Australian literature, and other Australian texts including those that give insights into Aboriginal experiences and multicultural experiences in Australia



literature from other countries and times



cultural heritages, popular cultures and youth cultures



picture books



everyday and workplace texts



a range of social, gender and cultural perspectives

These minimum requirements are organised into Units of Work, a series of lessons that involve students in the activities of talking, listening, reading and writing around an area of interest. Each Unit has a particular focus (e.g. The Fairy Tales as a genre) but will involve the study of a variety of different texts. Assessment Assessment for Year 7 students is ongoing and is built into the program. Students complete a number of tasks during school and for homework in each Unit of Work and these tasks form part of the Assessment Program. This form of assessment includes across the form test in grammar and spelling. The only Formal Assessment for Year 7 occurs in Term 4 during the Yearly Examination. A Reading Program is an important part of the course in each year and is integrated into the sequence of learning tasks. All students are encouraged to read widely across all genres of fiction and non-fiction and a number of set tasks based on the reading program are completed each term. These are often creative tasks and students may be asked to respond to the books they have read in one of the text types being studied in other lessons.

YEAR 7 GEOGRAPHY (MANDATORY) HSIE Rationale

Geography involves the study of people, cultures, societies and environments in different places and at different times. Students develop knowledge and understanding about diverse societies, local and global environments and relationships between these environments and societies.

Students learn about what Geographers do and about the tools geographers use to investigate the distribution of human and natural phenomena on earth’s surface.

Scope of Course

In Year 7 students will study “Global Geography”. During this semester students will study the following topics: 

Investigating the world – To describe the nature and role of Geography in investigating the diversity of environments throughout the world.



Global environments – To understand the geographical processes that form and transform diverse global environments and to identify types of human communities and their interactions within environments.

Assessments

Assessment is school based.

Assessment can take the form of tests, assignments/projects,

fieldwork, oral presentation, performance activities.

YEAR 7 HISTORY (MANDATORY) HSIE Rationale Year 7 History forms part of the continuum of learning from primary HSIE key learning areas through to Stage 6 History in Years 11 and 12. Year 7 History provides students with opportunities to develop knowledge, skills, attitudes and values that they will need throughout their future and a number of Inquiry Questions, studied in relation to two societies. The Ancient World Scope to the Course Overview The overview is approximately 10% of teaching time of The Ancient World. The course considers an overview of the Ancient World, and three (3) Ancient World depth studies. Each with four (4) depth study key inquiry questions. Students briefly outline:   

The theory that people moved out of Africa around 60 000 years ago and migrated to other parts of the world including Australia The evidence or the emergence and establishment of ancient societies, including art, iconography, writing, tools and pottery Key features of ancient societies (farming, trade, social classes, religion, rule of law)

Depth Studies There are three (3) Ancient World depth studies: Key inquiry question for the following three (3) Ancient World depth studies:  How do we know about the ancient past?  Why and where did the earliest societies develop?  What emerged as the defining characteristics of ancient societies?  What have been the legacies of ancient societies? Depth Study 1 Investigating the Ancient Past (including ancient Australia)



Depth Study 2 The Mediterranean World ONE of the following to be studied  Egypt OR  Greece OR  Rome

Depth Study 3 The Asian World ONE of the following to be studied  India OR  China

For the Depth Studies the course examines The Language of time to describe the Ancient World Recognition of objects from the Ancient World Geographical features of Ancient Societies Significant myths and legends from Ancient Societies Daily Life Rights and Freedoms Beliefs and Values Significant people The legacy of the society

Assessment Assessment in Year 7 history is based on 40% class-based activities, and 60% assignments and tests. There is a formal examination in Term 4.

YEAR 7 MATHEMATICS Rationale The study of mathematics provides opportunities for students to learn to describe and apply patterns and relationships; reason, predict and solve problems; calculate accurately both mentally and in written form; estimate and measure; and interpret and communicate information presented in numerical, geometrical, graphical, statistical and algebraic forms. The ability to make informed decisions, and to interpret and apply mathematics in a variety of contexts, is an essential component of students’ preparation for life in the twentyfirst century. Key competencies as described in the Mathematics Years 7–10 Syllabus (2002) will be developed through classroom teaching. The key competencies are: 

collecting, analysing and organising information



communicating ideas and information



planning and organising activities



working with others and in teams



using mathematical ideas and techniques



solving problems



using technology

Aim The aim of Mathematics in Year 7 is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning. Topics 1. Number: Integers 2. Measurement: Length and area 3. Geometry 4. Number: Decimals and Fractions 5. Algebra 6. Data Assessment of student learning will incorporate measures of students’: 

ability to work mathematically



knowledge, understanding and skills related to: Number; Patterns and Algebra; Data; Measurement; and Space and Geometry.

Assessment schedule: Task* Weighting

Term 1 20%

Term 2 20%

Term 3 20%

Yearly 40%

* Tasks may include one or more of the following: Writing tasks, book work, quizzes, unit tests, open book tests, take home tests, assignments, projects and presentations.

YEAR 7 MODERN GREEK Rationale Learning Greek at St. Spyridon is a program designed to provide educational opportunities that: 

engage and challenge all students to maximise their individual talents and capabilities for lifelong learning



enable all students to develop positive self-concepts and their capacity to establish and maintain safe, healthy and rewarding lives



prepare all students for effective and responsible participation in their society, taking account of moral, ethical and spiritual considerations



encourage and enable all students to enjoy learning, and to be self-motivated, reflective, competent learners who will be able to take part in further study, work or training



promote a fair and just society that values diversity



promote continuity and coherence of learning, and facilitate the transition between primary and secondary schooling

Scope of Course The satisfaction of engaging with the study of Modern Greek and of developing communication skills in the language will contribute to a student’s intellectual enrichment. In addition, the study of Modern Greek assists learners in the study of other Indo-European languages. From ancient Greece through the Byzantine era and to modern times, Greek has been a dynamic language influencing other languages and cultures. The study of Modern Greek contributes further to multicultural Australian society by promoting understanding, empathy and cooperation. It also provides learners with a sound foundation in all areas of study. The study of Modern Greek provides students with opportunities for continued learning and for future employment, both domestically and internationally, in areas such as commerce, tourism, hospitality and international relations. The topics covered in the Year 7 course are of the suggested topics by the Board of Studies e.g. Me, My family and friends, sports and hobbies, neighbourhood and home and school life. In addition, students in Year 7 study aspects of Ancient Greece to gain an insight into their heritage.

Assessment The assessment cycle is continuous; students receive and give themselves feedback on what they have learnt, and what needs to be done to continue their learning. Students gain information about their learning through feedback from teachers and from self-assessment and peer assessment. The challenge and complexity of assessment tasks increase to enable students to develop evaluative independence as they assess their own knowledge, understanding and skills, and determine ways to improve their learning. Assessment strategies in Modern Greek allow students to demonstrate the level of their acquisition of the language, their understanding of Modern Greek as a system and the interconnections between Modern Greek and English, and their developing awareness of the interdependence of language and culture.

YEAR 7 MUSIC Rationale

The program at St. Spyridon College is designed so that students can emerge as musically sensitive individuals with the capacity and desire for music to play a significant and continually developing role in their future. Music making individually and in groups (as performers, composers and listeners) will enrich the physical, aesthetic, emotional, intellectual and social development of all students. The aim of the Music program is to provide students with the opportunity to acquire the knowledge, understanding and skills necessary for active engagement and enjoyment in performing, composing and listening, and to allow a range of music to have a continuing role in their lives. Students will develop knowledge, understanding and skills in the concepts of music through:  performing as a means of self-expression, interpreting musical symbols and developing solo and/or ensemble techniques  composing as a means of self-expression, musical creation and problem solving  listening as a means of extending aural awareness and communicating ideas about music in social, cultural and historical contexts. Students will increasingly value and appreciate the aesthetic value of music and the enjoyment of engaging in performing, composing and listening.

Scope of Course

In Year 7 students will be learning how to:

identify the sounds of different rock and orchestral instruments

read and write rhythms and pitch

techniques on playing keyboard.

Assessment

Student will be assessed on:

listening skills

performing simple melodies on keyboards

project on chosen instrument

score reading.

YEAR 7 ORTHODOX STUDIES Rationale As an Orthodox Institution, St Spyridon College shares in a close relationship with the Greek orthodox Archdiocese and the wider Orthodox community. The college’s ideals are founded on the person of Jesus Christ and His Holy Gospel. Among the aims of the college is the formal teaching of religion and Orthodox Studies in particular. The Orthodox Studies program at St Spyridon College sets out to teach the Christian message whilst taking account of the realities and needs of students living in a changing, secular, multicultural and pluralistic society while strictly maintaining Orthodox beliefs and traditions, and developing in all students religious values and attitudes, knowledge and skills which will:      

Enable them to make sense of everyday life experiences in the broader contexts of mystery, complexity, confusion and awe; Instil within them a deep love for and commitment to their own religious tradition and heritage; Inspire them to celebrate and respond to God’s action in their lives. Enable them to gain access to and understanding of the traditions of the Orthodox Church, its history and its teachings; Encourage them to celebrate and share their traditions with others; Enable them to value religion as a distinctive response to the human search for ultimate meaning and purpose in life.

Scope of Course Term 1 - Introduction to Biblical Studies: This unit will introduce students to the Bible as the Word of God. It will discuss issues of authorship and interpretation within the context of the Orthodox faith before proceeding to overview the major sections of the Old Testament and their theological themes. It will also focus on the historical and social settings of the Old Testament, leading to a study of the Chosen People and their leaders appointed by God. Parallels with the New Testament will also be highlighted throughout this unit. Term 2- The Patriarchs: This unit will introduce students to the Patriarchs of the Hebrew people. Students will explore the call and lives of the Patriarchs and identify the virtues of each. Students will also describe how the Patriarchs prefigure the Saviour Jesus Christ through the exploration of typology. Term 3- Moses and the Hebrew People: This unit discusses the life of Moses as an historical leader as well as a symbolic prefiguration of Christ, as well as the plight of the Hebrew nation and its connection to Christianity. It will also explore the place of the 10 Commandments as foundations for Christian living and seek to apply them to the contemporary teenager. The unit will also focus on the journey of the Hebrew people from slavery in Egypt to the Promised Land of Canaan and draw parallels with Christ’s freeing of humanity from slavery to salvation and eternal life. Term 4- The Spiritual Food of the Old Testament: In this unit students explore the Wisdom and Prophetic Literature of the Old Testament as a source of faith and comfort for the faithful in their daily struggles. Students will examine Psalms of the Old Testament, used most often in Orthodox worship, and discuss their meaning, relevance and significance to the Orthodox Christian. Students will also explore the prophecies concerning the Incarnation of the Saviour and their fulfilment in the birth of Jesus Christ.

YEAR 7 PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION

Rationale

Personal Development, Health and Physical Education is concerned with the development of the whole person and the improvement of quality of life for all. The course is concerned with developing the knowledge and skills and fostering the attitudes that will empower students to adopt healthy lifestyles.

There is ample evidence to indicate that, despite a high standard of living, significant social and health problems exist in Australia. Many of these problems can be associated with the lifestyles adopted by individuals, particularly with respect to drug use, accidents, diet, physical activity, sexual activity, as well as a number of high risk behaviours. Because of their association with certain behaviours, many modern diseases are therefore largely preventable depending on the choices made by individuals.

Scope of Course The PDHPE course consists of four content strands. They are 

Self and relationship



Movement skill and performance



Lifelong physical activity



Individual and community health

Within these four strands students will develop skills in communicating, decision-making, interacting, planning and problem solving.

In Year 7 students will study the following topics: Summer Fun

Adolescence & Change

Changes & Challenges

Risky Business

Assessments It is important that Students in PDHPE are assessed in a number of ways to address all aspects of knowledge and understanding, values and attitudes and skill.

Assessment used may include tests and examinations, performance, research projects, class presentations and oral presentations.

YEAR 7 TECHNOLOGY Rationale Technology is part of a package of studies to be completed, satisfying the requirements of the Board of Studies. At St Spyridon, study requirements in Technology are completed in Years 7 and 8.

In completing these studies, students develop skills in designing, and producing and evaluating quality design solutions. These enable students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques. Scope of Course The syllabus provides students with many educational opportunities included to: 

engage and challenge students in different ways



enable students to develop skills in technologies, a fascination with innovation and creation and experimentation.



solve problems and generate quality solutions

Students must complete all of the three areas of studies, using different design specialization and technologies. Year 7 Year 7 courses are combined with, and complimented by computers. All three courses are completed. 1. 2. 3.

Products Information and Communication Products

Assessments Generally, assessments will be ongoing and take the form of portfolios and practical projects. Each module carries a similar weight. Each topic takes approximately 15 weeks.

Area of Study

Design Specialisation

Technologies

Project

Products

Industrial

Timber

Childs toy or

Information and

Promotional

Media

Product Advertising

Food Technology

Food Tech

Poster

Communication Product

YEAR 7 SCIENCE Rationale

Science provides a distinctive view and way of thinking about the world. The study of science has led to an evolving body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the biological, physical and technological world. An understanding of science and its social and cultural contexts provides a basis for future choices and ethical decisions about local and global applications and implications of science. Through the study of science, students investigate phenomena that occur over a range of scales, from the subatomic to the cosmological, from events that take place almost instantaneously to processes occurring over billions of years, from the origins of the universe to contemporary phenomena. Scope of the Course

The study of science provides opportunities for students to develop the skills of working scientifically by engaging them in thinking critically and creatively in problem-solving processes. Students work individually and in teams in planning and conducting investigations. They are encouraged to critically analyse data and information, evaluate issues and problems, develop questions for inquiry and investigation, and draw evidence-based conclusions. Students are called upon to apply and communicate their findings, understanding and viewpoints in a scientifically literate way when making decisions about the environment, the natural and technological world. Our year 7 students are initially introduced to the laboratory and how it used to plan and conduct experiments, make accurate observations and draw conclusions from what they have observed. They are introduced to the scientific method and prepare written scientific reports to communicate their findings. For terms 2, 3 and 4 students are taken on a journey:

from the particles

where they investigate the characteristics and interactions of particles in matter,

to cells

which are the building blocks of life,

to all living things

where they investigate how living things have been classified

to the earth

where they explore Earthâ&#x20AC;&#x2122;s interior, rocks, oceans and atmosphere,

to the universe

where they stretch their scope to the moon, solar system, our galaxy and beyond.

Assessment In year seven, students are exposed to a variety of assessment items such as practical examinations, extended writing tasks, oral presentations and secondary research tasks. This provides an opportunity to highlight individual strengths and weaknesses whereupon the Stage 4 program can be adapted to cater for the specific needs of the current student cohort. It is important that assessments address all aspects of learning, such as knowledge and understanding, scientific skills, logical deduction, communication, problem solving and experimental design.

YEAR 7 SERBIAN Rationale Learning the Serbian language at St. Spyridon College provides access to, and a clearer understanding of, a significant part of the culture, traditions, attitudes and values of Serbian speaking countries and communities. Students of Serbian backgrounds will develop their linguistic skills and their ability to interact effectively with Serbian speakers. In studying the Serbian language, students gain an appreciation of the rich diversity of Australian culture and the role of the Serbian heritage within it, while the ability to communicate in Serbian promotes intercultural and socio-cultural understanding, harmony and co-operation. Scope of Course The effective delivery of Serbian will emphasize the equal significance and independence of the objective. However, depending on the stage of learning, one or other of the objectives may be emphasized at any given time. Using Serbian Students will develop the knowledge, understanding and the listening, reading, speaking and writing skills necessary for effective interaction in Serbian. Making Linguistic Connections Students will explore the nature of languages as systems by making comparisons between Serbian and English, leading to an appreciation of correct application of linguistic structures and vocabulary. Moving Between Cultures Students will develop knowledge of the culture of Serbian-speaking communities and an understanding of the independence of language and culture, thereby encouraging reflection on their own cultural heritage.

The organisational focus for students of Serbian in Years 7 â&#x20AC;&#x201C; 9 is based on the topics (About Me, About You, Family and Pets, On the Weekend, School Life). An effective communicative approach is drawn from real life situations. It is not intended that every aspect of the topic be taught as a complete unit at the time. The depth of presentation and the time spent on the elements of the topic will depend on the level of the studentâ&#x20AC;&#x2122;s linguistic competence at the time and will determine the extent of each of the language features required (grammar, tenses, vocabulary).

Assessment Assessments are on-going, both formative (classroom questioning and teacher observation), and summative (formal--tests, examinations, projects). The assessment strategies for Serbian include: -

Listening and responding to spoken texts

Reading and responding to written texts

Class speeches and short talks

Composition and dialogues; letter writing; plan, draft and edit when construction their own text

Reading aloud

Problem solving activities; matching stimuli with pictures

Identifying the main ideas in a variety of written and spoken texts.

ICT Project

YEAR 8 ENGLISH Scope of Course Students in Stage 4 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Years 7 through 9. Over the two years students will work towards course outcomes through close reading of texts, listening and viewing. During Stage 4, all students must study: Fiction Poetry Film, or film on video or DVD Nonfiction Drama

at least two works a wide range of types of poems at least two works at least two works at least two works

In Year 8 students must study examples of 

spoken texts



print texts



visual texts



media and multimedia which should, over Stages 4 and 5, include texts drawn from radio, television, newspapers, the internet and CD-ROMs.

The selection of texts must give students experience of:      

a widely defined Australian literature, and other Australian texts including those that give insights into Aboriginal experiences and multicultural experiences in Australia Literature from other countries and times Cultural heritages, popular cultures and youth cultures Picture books Everyday and workplace texts A range of social, gender and cultural perspectives.

These minimum requirements are organised into Units of Work, a series of lessons that involve students in the activities of talking, listening, reading and writing around an area of interest. Each Unit has a particular focus (e.g. The Fairy Tales as a genre but will involve the study of a variety of different texts. Assessment Assessment for Year 8 students is ongoing and is built into the program. Students complete a number of tasks during school and for homework in each Unit of Work and these tasks form part of the Assessment Program. This form of assessment includes across the form test in grammar and spelling. The only Formal Assessment for Year 8 occurs in Term 4 during the Yearly Examination. A Reading Program is an important part of the course in each year and is integrated into the sequence of learning tasks. While are encouraged to read widely across all genres of fiction and non-fiction, a number of set tasks based on the reading program are completed each term.

YEAR 8 GEOGRAPHY (MANDATORY) HSIE Rationale

Geography involves the study of people, cultures, societies and environments in different places and at different times. Students develop knowledge and understanding about diverse societies, local and global environments, and relationships between these environments and societies.

Students learn about what geographers do and about the tools geographers use to investigate the distribution of human and natural phenomena on earths surface.

Scope of Course

In Year 8 students will study “Global Geography”. During this semester students will study the following topics: 

Managing Global Environments –to understand the impacts of global geographical issues on environments and the need for appropriate management



Global Citizenship – to understand the characteristics of global citizenship and examine how individuals and groups affect the quality of global environments and the well-being of people

Assessments

Assessment is school based. Assessments can take the form of tests, assignments/projects, fieldwork, oral presentations and performance activities.

YEAR 8 HISTORY (MANDATORY) HSIE Rationale Year 8 History forms part of the continuum of learning from primary HSIE key learning areas through to Stage 6 History in Years 11 and 12. Year 8 History provides students with opportunities to develop knowledge, skills, attitudes and values that they will need throughout their future. The course considers a number of Inquiry Questions, studied in relation to indigenous peoples. The Inquiry Questions for Year 8 are:   

What can we learn about Aboriginal and indigenous peoples? What has been the nature and impact of colonization on Aboriginal, indigenous and non-indigenous people? What can we learn about societies and civilizations of the past?

Scope of Course The topics studied in Year 8 include: 

At least one of the following studies of Indigenous Peoples, Colonization and Contact History: North America South America Central America Africa Pacific Region China South Asia South East Asia



For these societies, the course examines issues such as: Daily Life Rights and Freedoms Beliefs and Values Significant people The impact of contact with non-indigenous peoples The legacy of the society Medieval Europe The Renaissance

Assessment Assessment in Year 8 History is based on three class tasks and a final exam.

YEAR 8 MATHEMATICS Rationale

The study of mathematics provides opportunities for students to learn to describe and apply patterns and relationships; reason, predict and solve problems; calculate accurately both mentally and in written form; estimate and measure; and interpret and communicate information presented in numerical, geometrical, graphical, statistical and algebraic forms. The ability to make informed decisions, and to interpret and apply mathematics in a variety of contexts, is an essential component of students’ preparation for life in the twentyfirst century. Key competencies as described in the Mathematics Years 7–10 Syllabus (2002) will be developed through classroom teaching. The key competencies are:       

collecting, analysing and organising information communicating ideas and information planning and organising activities working with others and in teams using mathematical ideas and techniques solving problems using technology

Aim The aim of Mathematics in Year 8 is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning. Topics 1. Number: Percentages 2. Pythagoras’ Theorem 3. Probability 4. The circle 5. Geometry 6. Algebra 7. Number: Ratio and Rates 8. Area and Volume 9. Data Assessment of student learning will incorporate measures of students’:  ability to work mathematically  knowledge, understanding and skills related to: Number; Patterns and Algebra; Data; Measurement; and Space and Geometry. Assessment schedule: Task* Weighting

Term 1 20%

Term 2 20%

Term 3 20%

Yearly 40%

* Tasks may include one or more of the following: Writing tasks, book work, quizzes, Topic tests, open book tests, take home tests, assignments, projects or presentations.

YEAR 8 MODERN GREEK Rationale Learning Greek in St. Spyridon is a program designed to provide educational opportunities that: 

engage and challenge all students to maximise their individual talents and capabilities for lifelong learning



enable all students to develop positive self-concepts and their capacity to establish and maintain safe, healthy and rewarding lives



prepare all students for effective and responsible participation in their society, taking account of moral, ethical and spiritual considerations



encourage and enable all students to enjoy learning, and to be self-motivated, reflective, competent learners who will be able to take part in further study, work or training



promote a fair and just society that values diversity



promote continuity and coherence of learning, and facilitate the transition between primary and secondary schooling

Scope of Course The satisfaction of engaging with the study of Modern Greek and of developing communication skills in the language will contribute to a student’s intellectual enrichment. In addition, the study of Modern Greek assists learners in the study of other Indo-European languages. From ancient Greece through the Byzantine era and to modern times, Greek has been a dynamic language influencing other languages and cultures. The study of Modern Greek contributes further to multicultural Australian society by promoting understanding, empathy and cooperation. It also provides learners with a sound foundation in all areas of study. The study of Modern Greek provides students with opportunities for continued learning and for future employment, both domestically and internationally, in areas such as commerce, tourism, hospitality and international relations. The topics covered in the Year 8 course are of the suggested topics by the Board of Studies e.g. daily routine, eating and drinking, Greek celebrations and shopping for food.

YEAR 8 ORTHODOX STUDIES Rationale As an Orthodox Institution, St Spyridon College shares in a close relationship with the Greek orthodox Archdiocese and the wider Orthodox community. The college’s ideals are founded on the person of Jesus Christ and His Holy Gospel. Among the aims of the college is the formal teaching of religion and Orthodox Studies in particular. The Orthodox Studies program at St Spyridon College sets out to teach the Christian message whilst taking account of the realities and needs of students living in a changing, secular, multicultural and pluralistic society while strictly maintaining Orthodox beliefs and traditions, and developing in all students religious values and attitudes, knowledge and skills which will:      

Scope of Course Term 1 - The Coming of Christ: Students will be guided through a comprehensive introduction to the books of the New Testament as well as the lands and people of Palestine in the time of Jesus Christ. It is a module dedicated to presenting the events of Jesus’ life from His birth to the beginning of His ministry. Term 2- The Teachings of Jesus: Students will be presented with Jesus’ teachings through a selection of His sermons and parables as foundations for Christian living. They will identify ways of applying these teachings in contemporary society. Term 3- Jesus performs Miracles: Students will explore Jesus as healer and servant. They will examine the miracles of Jesus and discuss how He brought the Grace, power and kingdom of God into the world through His miracles. Students will also explore how Jesus revealed Himself as God, Lord and Master of creation through His miracles. Term 4- The Passion of Christ: This unit describes the last week of Jesus’ life. Students will examine key moments and events in the life of Jesus as He approaches His awe-inspiring sufferings. They will explore the Biblical narratives and discuss key themes and ideas from these. They will also discuss the salvific consequences of the Death and resurrection of Jesus Christ.

YEAR 8 PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION Rationale Personal Development, Health and Physical Education is concerned with the development of the whole person and the improvement of quality of life for all. The course is concerned with developing the knowledge and skills and fostering the attitudes that will empower students to adopt healthy lifestyles. There is a ample evidence to indicate that, despite a high standard of living, significant social and health problems exist in Australia. Many of these problems can be associated with the lifestyles adopted by individuals, particularly with respect to drug use, accidents, diet, physical activity, sexual activity, as well as a number of high - risk behaviours. Because of their association with certain behaviours, many modern diseases are therefore largely preventable depending on the choices made by individuals. The predominance of behaviour – related problems in Australian society, coupled with the high cost of these problems both to the community and to its individual members, strongly supports the need for preventive measures. Educating the community is one way of preventing social and health problems or, where they exist, of minimising their effect. Education programs must develop in individuals the capacity to make informed decisions. The PDHPE course has a fundamental role to play as part of that educative process. The Year 8 course is based on the principal that individuals must make personal decisions and these decisions will impact on their health. This course enables and encourages students to make informed decisions related to health, physical activity, lifestyle and life planning.

Scope of Course The PDHPE course consists of four content strands. They are: 

Self and relationship



Movement skill and performance



Lifelong physical activity



Individual and community health

Within these four strands, students will develop skills in communicating, decision-making, interacting, planning and problem solving. In Year 8 students study the following topics:  

 

Get Active, Get Healthy Health Matters

Drugs – Reality and Risk First Aid

Assessments It is important that Students in PDHPE are assessed in a number of ways to address all aspects of knowledge and understanding, values and attitudes and skill. Assessment used may include tests and examinations, performance, research projects, class presentations and oral presentations.

YEAR 8 TECHNOLOGY Rationale Technology is part of a package of studies to be completed, satisfying the requirements of the Board of Studies. At St Spyridon, study requirements in Technology are completed in Years 7 and 8.

engage and challenge students in different ways



enable students to develop skills in technologies, a fascination with innovation and creation and experimentation.



solve problems and generate quality solutions

Students must complete all of the three areas of studies, using different design specialization and technologies. Year 8 Year 8 courses are combined with, and complimented by computers. All three courses are completed. 1. 2. 3.

Products Information and Communication Built environments

Assessments Generally, assessments will be ongoing and take the form of portfolios, practical project, and theory tasks. Each module carries a similar weight. Each topic takes approximately one Term. Area of Study

Design Specialisation

Technologies

Project

Products

Accessories

Textile

Cushions

Information and

Digital Media

Media

Website design

Interior Design

Graphics/Model Making

Model House

Communication Built Environment

YEAR 8 SCIENCE Rationale Science provides a distinctive view and way of thinking about the world. The study of science has led to an evolving body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the biological, physical and technological world. An understanding of science and its social and cultural contexts provides a basis for future choices and ethical decisions about local and global applications and implications of science. Through the study of science, students investigate phenomena that occur over a range of scales, from the subatomic to the cosmological, from events that take place almost instantaneously to processes occurring over billions of years, from the origins of the universe to contemporary phenomena.

Scope of the Course The year eight course builds upon the previous year’s work with greater emphasis on research techniques and using scientific models theories and laws to explain nature. The course covers the following: Elektron - Students develop a greater understanding of the atom and how electrons are responsible for all chemical reactions. Then the students investigate the electron’s role in electricity. Synergia – Students explore the component parts and function of organ systems within plants and animals and how these systems work together sustain the organism. Oikos –

Students explore the interactions that occur within ecosystems and how this affects the populations of species.

Energia – Students investigate energy transformations and application of this to everyday life, with particular emphasis on heat, light and sound. Assessment Students build upon the written, practical and communicative skills addressed in Year 7 and aim to work more independently on scientific research, practical skills development and communication of scientific concepts and processes in both written and oral form. With guidance, the students will work on a team research project that requires them to design, conduct, analyse and discuss a scientific practical investigation. This project will be repeated in Year 10 when they will be required to conduct an individual project with less guidance.

YEAR 8 SERBIAN Rationale Learning the Serbian language at St. Spyridon College provides access to, and a clearer understanding of, a significant part of the culture, traditions, attitudes and values of Serbian speaking countries and communities. Students of Serbian backgrounds will develop their linguistic skills and their ability to interact effectively with Serbian speakers. In studying the Serbian language, students gain an appreciation of the rich diversity of Australian culture and the role of the Serbian heritage within it, while the ability to communicate in Serbian promotes intercultural and socio-cultural understanding, harmony and co-operation.

Scope of Course The effective delivery of Serbian will emphasize the equal significance and independence of objective. However, depending on the stage of learning, one or other of the objectives may be emphasized at any given time. Using Serbian Students will develop the knowledge, understanding and the listening, reading, speaking and writing skills necessary for effective interaction in Serbian. Making Linguistic Connections Students will explore the nature of languages as systems by making comparisons between Serbian and English, leading to an appreciation of correct application of linguistic structures and vocabulary. Moving Between Cultures Students will develop knowledge of the culture of Serbian-speaking communities and an understanding of the independence of language and culture, thereby encouraging reflection on their own cultural heritage.

The organisational focus for students of Serbian in Years 7 â&#x20AC;&#x201C; 9 is based on the topics (Making Friends; House and Home; Hobbies and sport; On the weekend). An effective communicative approach is drawn from real life situations. It is not intended that every aspect of the topic be taught as a complete unit at the time. The depth of presentation and the time spent on the elements of the topic will depend on the level of the studentâ&#x20AC;&#x2122;s linguistic competence at the time and will determine the extent of each of the language features required (grammar, tenses, vocabulary).

Listening and responding to spoken texts

Reading and responding to written texts

Class speeches and short talks

Composition and dialogues; letter writing; plan, draft and edit when construction their own text

Reading aloud

Problem solving activities; matching stimuli with pictures

Identifying the main ideas in a variety of written and spoken texts

YEAR 8 VISUAL ARTS (Mandatory Stage 4) Rationale In Year 8, the Visual Arts program provides opportunities for students to experience various forms of visual expression (eg painting, sculpture, printmaking). Through historical and critical studies they discover the meanings behind art works. This programme is concerned with developing students’ abilities to make and study images and objects which have a range of meanings and purposes. Visual Art encourages students to understand the works they make, and those of others, in terms of: 

The deeply felt subjective experiences of individuals involved in making and responding to art works



cultural values and social meanings



communicative value made possible by the use of symbols



appreciating the beautiful things in life.

Scope of the Course 

Students will engage in the making of artworks



Students will engage in critical studies of artworks



Students will engage in historical studies of artworks.

Students will explore:  drawing  painting  sculpture  printmaking. while studying  Aboriginality  portraiture and maskmaking  sculpture. Students will explore the above subject matter through the making of artworks using a variety of mediums. Students will also complete critical and historical studies relevant to the subject matter. Assessments In Year 8 Visual Art 50% of assessment is based on student art making and 50% on critical and historical study of art. Assessments relate to students art making, research projects and possibly a yearly examination.

YEAR 9 CLASSICAL GREEK Rationale: The study of languages provides opportunities for students to become more accepting of diversity, more respectful of others and more aware of their place in the international community . Contemporary research and practice have established a clear link between the learning of languages and improved literacy skills. Even limited exposure to language learning is shown to increase metalinguistic awareness and enhance general cognitive development. The process of teaching and learning languages focuses on linguistic systems and patterns The need to move between linguistic systems assists students to develop enhanced mental dexterity. The study of an inflected language enables students to demonstrate precision of thought and clarity of expression, and to develop skills in critical and analytical thinking. The satisfaction of engaging with the study of Classical Greek, at St. Spyridon College, will contribute to a student’s intellectual enrichment. Students’ knowledge of the development of language and literature, and their appreciation of ancient and modern cultures and civilizations, are enhanced by the study of Classical Greek. Classical Greek is the Greek spoken and written by the people of the area around Athens in the fifth century BC, the language of their literature, and the language of their Greek-speaking contemporaries throughout the eastern Mediterranean. It is the language of some of Europe’s earliest written stories, and the language of its first drama and philosophy. Classical Greek is an important precursor to Modern Greek, which is widely spoken around the world. Scope of course: Students study the prescribed text by the Board of Studies “Athenaze” and work with the following chapters: The Athenian Farmer, The Geography of Athens, Medicine and Trade, The Persian Empire/battles of Thermopylae and Salamis. The course components are the following:  Reading and Responding activities,  Translating Classical Greek passages into English,  Analyzing Classical Greek passages from the prescribed text or related texts,  Making linguistic connections (Grammar and Syntax)  Moving between cultures (projects/essays in English about the ancient Greek world) Assessment: Students will be assessed on all the above components. (listed under Scope of course) The assessment will include formal examination, class tasks, continuous informal activities and projects/essays.

YEAR 9 COMMERCE Rationale The aim of Commerce is to enable young people to develop the knowledge, understanding and skills to research and develop solutions to consumer, financial, legal, business and employment issues in order to make informed and responsible decisions as individuals and as part of the community.

St. Spyridon College-Senior School will be offering a 200 hour course in Commerce over Years 9 and 10. Much of the content builds on the current Syllabus content. Students will continue to study aspects of consumers, business, government, money and records, law, labour.

Scope of Course Students will study Core Part 1 and Core Part 2 as essential learning and a minimum of five (5) options.

Core Part 1

Part 2

(40 indicative hours)

1.1 Consumer Choice

2.1 Law and Society

1.2 Personal Finance

2.2 Employment Issues

Options (15-25 indicative hours each) Note: The options may be studied in any order or pattern 1.

Investing

Promoting and Selling

E-commerce

Global Links

Towards Independence

Political Involvement

Travel

Law in Action

Our Economy

10. Community Participation 11. Running a Business 12. School-developed Option

Assessment Assessment is school based. Assessment can take the form of tests, assignments/projects, fieldwork, oral presentations and performance activities.

YEAR 9 DRAMA Rationale Drama is a dynamic learning experience that caters for a diverse range of students and prepares them for effective and responsible participation in society, taking account of moral, ethical and spiritual considerations.

Drama encourages a cooperative approach to exploring the world through enactment. The collaborative nature of this art form engages students in a creative process of sharing, developing and expressing emotions and ideas. It is a form of action in which students take on a role as a means of exploring both familiar and unfamiliar aspects of their world. They portray aspects of human experience while exploring the ways people react and respond to different situations, issues and ideas.

In Drama, students can communicate in complex and powerful ways how they perceive the world. They can investigate, shape and symbolically represent ideas, interests, concerns, feelings, attitudes, beliefs and their consequences.

Self-confidence, motivation and self-esteem are developed through the devising,

workshopping, rehearsing and performing of individual and collaborative works.

Scope of Course

Elements of Drama

Improvisation and Playbuilding

Dramatic Forms and Performance Styles (including Physical Theatre and Melodrama)

Scripted Drama (Children’s Theatre)

Assessment -

Playbuilding based on a Theme

25%

Group Devised Performance using the conventions of Physical Theatre

20%

Scripted Melodrama Scenes

20%

Children’s Theatre

25%

Theatre Review

10%

Performance Opportunities Students are given various opportunities throughout this course to perform each of their practical assessment pieces for their school community, including a performance of their Children’s Theatre piece for the infants at St Spyridon College Junior School.

YEAR 9 ENGLISH Rationale English in Years 7 to 10 is based on a spiral structure with the skills developed in the K to 6 Syllabus as a foundation. The work covered in each year builds on already developed skills through a sequence of learning experiences of increasing variety and complexity.

A Reading Program is an important part of the course in each year and is integrated into the sequence of learning tasks. While are encouraged to read widely across all genres of fiction and non-fiction, set tasks based on the reading program are completed each term.

Scope of Course The Year 9 Program at St. Spyridon College is based on Stage 5 requirements of the Board of Studies. Students in Stage 5 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 4 to Stage 5. During Stage 5 (Years 9 and 10), all students must study: 

a minimum of 2 works of Fiction



a variety of Poetry texts drawn from different anthologies or from the works of two poets



at least 2 visual texts drawn from film video or DVD and a variety of other visual texts



at least two works of non fiction



at least two works of fiction.

In each Year students must study examples of 

Spoken texts



Printed texts



Visual texts



Media and multimedia which include texts from radio, television, newspapers, internet and CD-ROM’s

These minimum requirements are combined into units of work that give students experience of: 

a wide variety of literature from Australia and from other countries in order to give insight into Aboriginal and multicultural experience in Australia



Shakespearian drama



Cultural heritage, popular culture and youth cultures



Picture books



Everyday and workplace texts



A range of social, gender of cultural perspective

Assessment Assessment for Year 9 students is ongoing and is built into the program. Students complete a number of tasks during school and for homework in each Unit of Work and these tasks form part of the Assessment Program. This form of assessment includes across the form test in grammar and spelling. The only Formal Assessment for Year 9 occurs in Term 4 during the Yearly Examination.

YEAR 9 FOOD TECHNOLOGY Rationale The focus of the Food Technology program at St Spyridon College is on the study of food technology as applied to the domestic, community, commercial and industrial settings. Within our programs we endeavour to ensure students acquire the knowledge, skill and attitudes about the production, processing, properties, marketing, nutritive value and consumption of food.

Scope of Course The stage 4 and stage 5 program of Food Technology at St Spyridon College provides opportunities for students to: 

Gain an understanding of the diverse range of activities involved in food production.



Evaluate relations between food technology, nutritional status and the quality of life.



Design solutions in response to specific food needs.



Develop environmental and social responsibility in the design and use of food and food technologies.

The Focal Issues have been integrated into each unit of work based upon Processes, Content Components and Perspectives and include: 

Unit 1 -Food in Australia



Unit 2 -Food Selection and Health



Unit 3 -Food Equity



Unit 4 -Food Product Development

Within the program students develop skills in the following: 

Collecting, analysing and organising information.



Communicating ideas and information.



Managing and using resources.



Working with others and with teams

Assessments Within the Food Technology course the assessment process requires the gathering of information and making judgements about student achievement based on the Course Performance Descriptors for a variety of purposes. The overall purpose of our schools assessment policy includes: 

Give students the opportunity to demonstrate their achievements.



Assist student learning



Evaluate and improve teaching and learning programs



Provide students with progressive feedback on their achievement in the course.

YEAR 9 GEOGRAPHY (MANDATORY) HSIE Rationale

In Stage 5 students build on their developing spatial understanding by using geographical tools to investigate Australian environments and how people manage these environments.

Scope of Course

In Year 9 students will study “Australian Geography”. During this semester students will study the following topics: 

Investigating Australia’s identity – To describe the location, size and other unique characteristics of Australia that influence Australian identity at local, national and global scales



Changing Australian Environments – To explain how and why environments in Australia are changing.

Assessments

Assessment is school based. Assessment can take the form of tests, assignments/projects, fieldwork, and oral presentations, performance activities.

YEAR 9 HISTORY (MANDATORY) Rationale Stage 5 History has been designed to provide students with an understanding of Australian History since 1901. Students learn about significant developments in Australia’s social, political and cultural history. They also study Australia’s international relationships, and the changing rights of Aborigines and other groups. Students learn the skills to undertake historical inquiry, and to communicate their understanding of history. This course is studied for 100 hours over Years 9 and 10,

and includes at least one site study, and

development of skills in Information and Computer Technologies. The subject is examined at the School Certificate, but only Year 10 topics are examinable.

Scope of Course The following topics are covered: 1.

Australia to 1914



How people lived in 1900



Working conditions



Reasons for Federation



Australian Constitution



White Australia.

Australia and World War 1



Why Australia was involved



The Gallipoli Campaign and the Anzac legend



Aspects of the Home Front.

Australia Between the Wars



People, events, groups and politics during the 1930s.

Australia and World War 2



The experience of Australians serving in World War 2



The impact of the war on Australian civilians.

Assessment Assessment in Year 9 is based on four assessment tasks and a yearly examination.

YEAR 9 HISTORY (ELECTIVE) Rationale

History Elective is offered in Years 9 and 10 to students who wish to do more than Mandatory Australian History. The Elective course allows students the opportunity to follow diverse interests in History across a range of historical eras and themes. It is an enquiry-based subject that looks at the contribution of past societies to our understanding of the present, and the nature of significant issues in the modern world.

The broad nature of the course allows classes to follow interests in ways not possible in the Mandatory course. Diverse topics such as the Vikings, the Black Death, the rise of Islam, the Renaissance, Medieval India and Japan, Africa, Nazi Germany, Gandhi and Mandela can be covered.

Scope of Course

A range of Historical Inquiries can be studied from the following topics: 1. Constructing History 2. Ancient, Medieval and Early Modern Societies 3. Thematic Studies.

Assessment

History Elective in Year 9 is assessed by a range of research-based assignments, exams, and class-based exercises.

YEAR 9 INFORMATION & SOFTWARE TECHNOLOGY (Computing Studies)

Rationale

In a recent study it was determined that youngsters spent up to six hours a day in front of a screen. Parents felt that the internet access by their children was justified as “homework” was the primary reason for access. It was found, in fact, that only 9% of the time spent on the Web was in fact for looking up information for schoolwork. 34% played games, 32% used it for instant messaging, 31% visited social networking sites and 28% watched videos.

Scope of Course The core content cannot be taught in isolation: it must be integrated with options in the form of projects. As such, it is planned to allow all of the core to be taught over the course of study. Core

Options

      

The Internet & Website Development Robotics & Automated Systems Artificial Intelligence, Simulation & Modelling Authoring & Multimedia Digital Media Database Design Software Development & Programming Networking Systems

Design, Produce and Evaluate Data Handling Hardware Issues Past, Current and Emerging Technologies People Software.

Assessment Practical activities, involving the use of robots, creation of animations for digital stories and animations using Flash; the use of databases to analyse the First Fleet database – and the creation of an independent database; the use of Spreadsheets to create simulations to monitor budgets and create charts as a graphical representation of the data, are but just some of the very practical yet necessary skills in today’s technological society that everyone is required to have. The course is designed to be skilled based where students will clearly demonstrate abilities which are invaluable in most if not all aspects of modern life.

YEAR 9 MATHEMATICS Rationale The study of mathematics provides opportunities for students to describe and apply patterns and relationships; solve problems; calculate accurately both mentally and in written form; estimate and measure; and interpret and communicate information presented in numerical, geometrical, graphical, statistical and algebraic forms. The ability to make informed decisions, and to interpret and apply mathematics in a variety of contexts, is an essential component of students’ preparation for life in the twenty-first century. Key competencies as described in the Mathematics Years 7–10 Syllabus (2002) will be developed through classroom teaching. These include: collecting, analysing and organising information; working with others and in teams; using mathematical ideas and techniques; solving problems and using technology. The aim of Mathematics in Year 9 is to further develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning. There are two pathways for Stage 5 in Year 9, Pathway A and Pathway B. This allows for flexibility in developing suitable programs for students. The order in which the topics are taught is the same. The depth of treatment will be different. Topics 1. Rational numbers 2. Indices 3. Consumer arithmetic 4. Perimeter, Area, Surface area and Volume 5. Probability 6. Geometry 7. Algebra 8. Trigonometry 9. Number 10. Data  

Assessment of student learning will incorporate measures of students’: ability to work mathematically knowledge, understanding and skills related to: Number, Patterns and Algebra, Data, Measurement and Space and Geometry

Assessment schedule:

Task Weighing

Term 1 20%

Term 2

Term 3

Yearly

20%

40%

YEAR 9 MODERN GREEK Rationale Learning Greek at St. Spyridon is a program designed to provide educational opportunities that: 

engage and challenge all students to maximise their individual talents and capabilities for lifelong learning  enable all students to develop positive self-concepts and their capacity to establish and maintain safe, healthy and rewarding lives  prepare all students for effective and responsible participation in their society, taking account of moral, ethical and spiritual considerations  encourage and enable all students to enjoy learning, and to be self-motivated, reflective, competent learners who will be able to take part in further study, work or training  promote a fair and just society that values diversity  promote continuity and coherence of learning, and facilitate the transition between primary and secondary schooling. Scope of Course The study of Modern Greek enables learners to gain access to, and to appreciate the rich culture, history, art, science and literature of Greece. Students will obtain linguistic competence which allows them to communicate with Greek speakers in Australia and around the world. In addition, the study of Modern Greek assists learners in the study of other Indo-European languages. From ancient Greece through the Byzantine era and to modern times, Greek has been a dynamic language influencing other languages and cultures. The study of Modern Greek contributes further to multicultural Australian society by promoting understanding, empathy and cooperation. It also provides learners with a sound foundation in all areas of study. The study of Modern Greek provides students with opportunities for continued learning and for the future employment, both domestically and internationally, in areas such as commerce, tourism, hospitality and international relations. The topics covered in the Year 9 course are of the suggested topics by the Board of Studies e.g. shopping for clothes, healthy living, making arrangements and holidays. Assessment Assessment is used to determine the students’ initial knowledge, understanding and skills, to monitor student progress and to collect information to report student achievement. The assessment cycle is continuous; students receive and give themselves feedback on what they have learnt, and what needs to be done to continue their learning. Students gain information about their learning through feedback from teachers and from self-assessment and peer assessment. The challenge and complexity of assessment tasks increase to enable students to develop evaluative independence as they assess their own knowledge, understanding and skills, and determine ways to improve their learning. Assessment strategies in Modern Greek allow students to demonstrate the level of their acquisition of the language, their understanding of Modern Greek as a system and the interconnections between Modern Greek and English, and their developing awareness of the interdependence of language and culture. Teachers of Modern Greek employ a range of assessment strategies to ensure that information is being gathered regarding the knowledge and understanding that are being acquired, and the skills that are being developed. Strategies are appropriate to the outcomes being addressed, are manageable in number and are supportive of the learning process.

YEAR 9 MUSIC

Rationale Music permeates society, and plays an important part of life. It is a significant part of every culture. The study of music fosters an awareness and appreciation of culture and various cultural traditions and provides opportunities to gain insights into the beliefs and values of students’ own and other societies. The aim of the Music program is to provide students with the opportunity to acquire the knowledge, understanding and skills necessary for active engagement and enjoyment in performing, composing and listening, and to allow a range of music to have a continuing role in their lives. Students will develop knowledge, understanding and skills in the concepts of music through:  performing as a means of self-expression, interpreting musical symbols and developing solo and/or ensemble techniques  composing as a means of self-expression, musical creation and problem solving  listening as a means of extending aural awareness and communicating ideas about music in social, cultural and historical contexts. Students will increasingly value and appreciate the aesthetic value of music and the enjoyment of engaging in performing, composing and listening.

Scope of Course Students will explore the music of different cultures and generate and develop ideas for creating and making music. And identify and distinguish features of music which locates it in a particular time, place or culture through the topics of: 

Reggae music



Jazz music



Rock music

Assessment Students will be assessed on: Composing a jazz piece (improvisation); Perform in a variety of different styles Identifying the concepts of music through listening Compose a short riff.

YEAR 9 ORTHODOX STUDIES Rationale As an Orthodox Institution, St Spyridon College shares in a close relationship with the Greek orthodox Archdiocese and the wider Orthodox community. The college’s ideals are founded on the person of Jesus Christ and His Holy Gospel. Among the aims of the college is the formal teaching of religion and Orthodox Studies in particular. The Orthodox Studies program at St Spyridon College is a Board Endorsed Course. It sets out to teach the Christian message whilst taking account of the realities and needs of students living in a changing, secular, multicultural and pluralistic society while strictly maintaining Orthodox beliefs and traditions, and developing in all students religious values and attitudes, knowledge and skills which will:      

Scope of Course Term 1 – Readings from the Old Testament Students examine the major events of Genesis and their relevance, importance and symbolism to Christianity. Students will also discuss the Old Testament as a source of spiritual and historical wisdom. Through selected readings students will discover new themes and analyse and highlight the fundamental doctrines of the Orthodox Faith as found in the Book of Genesis. Term 2 – The Creed Students will explore the fundamental beliefs of the Orthodox Church. Students will examine the circumstances that required the formulation of the Creed. Students will analyse the meaning of each of the articles of faith as stated in the Nicene-Constantinopolitan Creed. Students will also discover the faith expressed in the Creed in the Holy Scriptures and other sacred writings. Term 3 – The Sacramental Life of the Church Students will explore the institution of the Seven Sacraments of the Orthodox Church in the Holy Scriptures and the sacraments as the means by which Christ sanctifies the members of His Church, giving them the grace to lead Christ-like lives. Students will also examine the rubrics of each of the seven sacraments and describe the transmission of Grace through them. Students will also identify the sacred elements and vessels used in each of the sacraments. Term 4 – Orthodox Worship Students will trace the development of worship from Creation in both Hebrew and non-Hebrew contexts, culminating in the teaching of Jesus Christ and His Church as the most authentic form of worship. Students will discuss worship from its roots in the Old Testament to the Last Supper, and then from the catacombs to the Golden Age of Byzantium. Students will also examine the tangible aspects of Orthodox worship and the cycles of worship within the ecclesiastical year. Assessment Although Orthodox Studies is not purely an academic pursuit, a number of tasks need to be satisfactorily completed. As a Board Endorsed Course assessment is ongoing and tasks are in the form of tests and examinations in the periods set out by the College as well as research projects, assignments, essays and oral presentations.

YEAR 9 PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION Rationale 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, productive 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. It promotes the value of physical activity in their lives. PDHPE provides the opportunity for young people to learn about issues that are likely to impact on them now and in the future. The issues that affect young people include physical activity, mental health, drug use, sexual health, nutrition, supportive relationships, personal safety, gender roles and discrimination. Young people who have a feeling of connectedness with parents, family and school have lower levels of smoking, drinking, other drug use, suicidal thinking, risky sexual behaviour and exposure to violence. The PDHPE curriculum plays an important role in enhancing resilience and connectedness. It is designed to be affirming and inclusive of those young people who experience a range of challenges in managing their own health. Through learning in PDHPE, students have opportunities to develop personal coping strategies for everyday life. Scope of Course The PDHPE course consists of four strands. They are:    

Self and Relationships Individual and Community Health] Movement Skill and Performance Lifelong Physical Activity

These four content strands are studied in both Stage 4 (Years 7-8) and Stage 5 (Years 9-10) so that students experience a coherent pattern of study for four years. Topics studied in Year 9 are:    

Active for Life Healthy Food Habits Drug Use Relationships

Assessments It is important that students in PDHPE are assessed in a number of ways to address all aspects of knowledge and understanding, values and attitudes and skill. Assessment used may include tests and examinations, performance, research projects, class presentations and oral presentations.

YEAR 9 PHYSICAL ACTIVITY AND SPORTS STUDIES Rationale Physical Activity and Sports Studies provides for a comprehensive study of physical activity and movement. It incorporates a study of the way the body functions and how to prepare to move efficiently in a variety of contexts. It includes study of the social issues related to physical activity and its role in the lives of the individual and Australian society. It also has a focus on moving with skill in order to enjoy participation and to achieve performance goals.

Scope of Course The content is organised in three modules within the following three Areas of Study: Topics studied in Year 9 are: 

Body System



Physical Activity and Sport for specific groups



Coaching



Physical Fitness

Assessments There is a requirement for a strong focus on practical application. It is expected that all students will experience one module from each of the three areas of study as outlined by the Board of Studies. This includes: 

Foundations of physical activity – Body systems and energy for physical activity



Physical activity and sport in society – Australia’s sporting identity



Participation and performance – Coaching and leading.

Assessment It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, understanding and skills. Teachers of Physical Activity and Sports Studies will provide students with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

YEAR 9 SCIENCE Rationale Science provides a distinctive view and way of thinking about the world. The study of science has led to an evolving body of knowledge organised as an interrelated set of models, theories, laws, systems, structures and interactions. It is through this body of knowledge that science provides explanations for a variety of phenomena and enables sense to be made of the biological, physical and technological world. An understanding of science and its social and cultural contexts provides a basis for future choices and ethical decisions about local and global applications and implications of science. Through the study of science, students investigate phenomena that occur over a range of scales, from the subatomic to the cosmological, from events that take place almost instantaneously to processes occurring over billions of years, from the origins of the universe to contemporary phenomena.

Scope of the Course At stage 5, students will further develop their understanding of the concepts within science with greater emphasis on using their imagination to solve problems; making inferences from available information and observations; making deductions by looking at trends and patterns in data and processing and synthesising concepts to explain natural phenomena and the functioning of science. The topics to be studied include: Think Big - Students investigate what “Theory” means in science and how scientific theories can change over time. They apply these concepts to “The Big Bang Theory” and “The theory of Plate Tectonics”. Light – Students explore the behaviour of light through practical investigations and, through research find how this understanding has lead to many technological advances within society. Alchemy - Students investigate types of chemical reactions. By studying the structure of the periodic table, students are able to make predictions regarding particular reactions and discuss the relationships between commonly occurring elements. Continuum of Life – Students investigate how living things reproduce and the variations in the number of offspring and the degree an organism cares for its young.

Assessments It is important that students in Science are assessed in a variety of ways to address all aspects of knowledge and understanding, skills, problem solving and experimental design. The assessment items build upon the skills developed in stage 4 and require students to address topics with greater complexity of content and further refinement of skills within the laboratory, data collection and presentation and written research.

YEAR 9 SERBIAN LANGUAGE Rationale Learning the Serbian Language at St. Spyridon College provides access to, and a clearer understanding of, a significant part of the culture, traditions, attitudes and values of Serbian speaking countries and communities. Students of Serbian backgrounds will develop their linguistic skills and their ability to interact effectively with Serbian speakers. In studying the Serbian language, students gain an appreciation of the rich diversity of Australian culture and the role of the Serbian heritage within it, while the ability to communicate in Serbian promotes inter-cultural and socio-cultural understanding, harmony and co-operation. Scope of Course The effective delivery of Serbian will emphasize the equal significance and independence of objectives. However, depending on the stage of learning, one or other of the objectives may be emphasized at any given time. Using Serbian Students will develop the knowledge, understanding and the listening, reading, speaking and writing skills necessary for effective interaction in Serbian. Making Linguistic Connections Students will explore the nature of languages as systems by making comparisons between Serbian and English, leading to an appreciation of correct application of linguistic structures and vocabulary. Moving Between Cultures Student will develop knowledge of the culture of Serbian-speaking communities and an understanding of the independence of language and culture, thereby encouraging reflection on their own cultural heritage. The organisational focus for students of Serbian in Year 7-9 is based on the topics taught (Our local Area, Health and Fitness, Shopping, Holidays and Destinations). An effective communicative approach is drawn from real life situations. It is not intended that every aspect of the topic be taught as a complete unit at the time. The depth of presentation and the time spent on the elements of the topic will depend on the level of the student’s linguistic competence at the time and will determine the extent of each of the language features required (grammar, tenses, vocabulary).

Assessment Assessment is ongoing, both formative (classroom questioning and teacher observation), and summative (formal-test, examinations, projects). The assessment strategies for Serbian include: 

Listening and responding to spoken texts



Reading and responding to written texts



Class speeches and short talks



Composition and dialogues; letter writing; plan, draft and edit when construction their own text



Reading aloud



Problem solving activities; matching stimuli with pictures



Identifying the main ideas in a variety of written and spoken texts



Multiple choice, true or false questions

YEAR 9 VISUAL ARTS Rationale This Visual Arts programme provides opportunities for students to further develop and refine various forms of visual expression. Through critical and historical studies, students discover insight and layers of meaning within artworks. The programme is concerned with developing students’ abilities to make and study images and objects, which have a range of meanings and purposes. Visual Arts encourages students to understand the work that they make, and those of others, in terms of 

deeply felt subjective experiences of individuals involved in the making and responding to art works



cultural values and social meanings



communicating symbolic content to an intended audience



the appropriation of imagery and content and placing this information in a new context

Scope of the Course 

Students will engage in the making of artworks



Students will engage in critical and historical studies of artworks

During the course of the Year 9 Elective, students will develop an increasingly complex and sophisticated understanding of the Visual Arts and be able to express this through their artmaking practice and critical and historical studies. Students’ MATERIAL PRACTICE may include 

Drawing, Painting, Sculpture, Designed forms, Printmaking

Students’ CONCEPTUAL PRACTICE may include 

Defining elements of personal culture



Developing a personal visual language and communicating to the art audience

Students will also complete critical and historical studies on the relevant subject matter 

Communicating an understanding of artmaking practices.

Assessments In Year 9, Visual Arts assessment is based on 50% student art making and 50% critical and historical study. Assessments relate to students artmaking, research projects and yearly examination. Students will be assessed on their 

investigation of different material techniques and procedures to develop artworks employing a range of techniques



understanding of how the Frames can be used to develop a range of visual codes to communicate meaning



investigation of the agencies of the Conceptual Framework and how they communicate information about the artist, the artwork and the world in which they were created as interpreted by the art audience



consideration and development of different symbols and how they are interpreted by an audience



experimentation with visual qualities such as composition, colour, scale and texture and how they can communicate and represent ideas.

K â&#x20AC;&#x201C; 12 Subjects K -YEAR 6

YEAR 7

YEAR 8

English Mathematics Science & Technology Modern Greek Orthodox Studies Human Society and Its Environment P.D. Health P.E. Creative Arts

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE History/Geog P.D. Health, P.E. Technology Music Visual Arts

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health,P.E. Technology Music Visual Arts

YEAR 9 Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health,P.E.

Students choose 2 Subjects from the following

Classical Greek Commerce Drama Food Technology Geography (elective) History (elective) Information and Software Technology (IST) Music Physical Activity & Sports Studies (PASS) Visual Arts

YEAR 10

YEAR 11

YEAR 12

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health P.E.

Pastoral Care Orthodox Studies Students study a minimum of 13 units including English Ancient History Biology Business Studies Chemistry Drama Economics English Standard & Advanced English as a Second Language English Ext 1 Food Technology General Mathematics Geography Hospitality VET Information Processes & Technology Information Technology VET Legal Studies Mathematics Mathematics Ext 1 Modern Greek Continuers Modern History Music 1 P.D.Health P.E. Physics Serbian Sports Lifestyle and Recreation (1 unit) Visual Arts Visual Design (1 unit)

Pastoral Care Orthodox Studies Students study a minimum of 11 units including English Ancient History Biology Business Studies Chemistry Drama Economics English Standard & Advanced English as a Second Language English Ext 1 English Ext 2 Food Technology General Mathematics Geography History Ext Hospitality VET Information Processes & Technology Information Technology VET Legal Studies Mathematics Mathematics Ext 1 Mathematics Ext 2 Modern Greek Continuers Modern Greek Ext Modern History Music 1 P.D.Health, P.E. Physics Serbian Sports Lifestyle & Recreation (1 unit) Visual Arts Visual Design (1 unit)

Students choose 2 Subjects from the following

Classical Greek Commerce Drama Food Technology Geography (elective) History (elective) Information and Software Technology (IST) Music Physical Activity & Sports Studies (PASS) Visual Arts