Middle School Curriculum Information · 2018-07-24 · Walford Anglican School for Girls Inc. 316 Unley Road Hyde Park South Australia 5061 PO Box 430 Unley South Australia 5061 Tel

Walford Anglican School for Girls Inc.316 Unley Road Hyde Park South Australia 5061PO Box 430 Unley South Australia 5061Tel. 61 8 8272 6555 Email. [email protected]

CRICOS PROVIDER No 00563J

Middle SchoolCurriculumInformationIB MIDDLE YEARS PROGRAMYEARS 6 7 8 9

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Introduction Walford Anglican School for Girls has a strong tradition for dedication to excellence in the education of girls. As well as academic excellence, we aim to empower young women to participate with confidence, courage and compassion in our global world through an inspired education. The Middle School at Walford Anglican School for Girls comprises of Years 6 to 9. The learning and teaching program offered at the school is based on the International Baccalaureate Middle Years Programme (MYP). The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world. The curriculum framework comprises of eight subject groups, providing a broad and balanced education for early adolescents. The MYP curriculum framework allows students to meet the requirements of the Australian Curriculum. This booklet gives information about the curriculum and course delivery in Years 6-10. To view the current version of this booklet please refer to the school website http://www.walford.net.au, where any changes to subject offerings are changed in a timely manner. The Middle School curriculum offers a broad and balanced education giving girls the opportunity to experience a wide range of subjects. This enables them to make informed choices when they need to select subjects for their senior years. For each subject the course description, learning requirements and course content are outlined in the booklet. If you require any further information about the learning and teaching program in the Middle School, please do not hesitate to contact the school.

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Contents Introduction ………………………………………………………………………………………………………………………………1 Contents …………………………………………………………………………………………………………………………………2 Mission and Values ……………………………………………………………………………………………………………………...4 IB Learner Profile ………………………………………………………………………………………………………………………...5 Curriculum Principles …………………………………………………………………………………………………………………....6 Assessment Policy ………………………………………………………………………………………………………………………7 Homework Policy ………………………………………………………………………………………………………………………..12 IB Middle Years Programme …………………………………………………………………………………………………………….13 Assessment in the MYP ………………………………………………………………………………………………………………...15 Curriculum Overview …………………………………………………………………………………………………………………… 17 Year 6 ……………………………………………………………………………………………………………………………………26 Chinese: Language Acquisition ………………………………………………………………………………………………..27 Design ………………………………………………………………………………………………………………………….28 Drama: Arts ……………………………………………………………………………………………………………………29 English: Language and Literature ……………………………………………………………………………………………..30 French: Language Acquisition ………………………………………………………………………………………………...31 Humanities and Social Societies ………………………………………………………………………………………………32 Mathematics …………………………………………………………………………………………………………………..33 Music: Arts …………………………………………………………………………………………………………………….34 Health and Physical Education ………………………………………………………………………………………………..35 Religion and Values Education ………………………………………………………………………………………………..36 Science ………………………………………………………………………………………………………………………..37 Visual Art: Arts ………………………………………………………………………………………………………………….38 Year 7 …………………………………………………………………………………………………………………………………...39

Chinese: Language Acquisition ……………………………………………………………………………………………….40 Design …………………………………………………………………………………………………………………………41 Drama: Arts ……………………………………………………………………………………………………………………42 English: Language and Literature ……………………………………………………………………………………………..43 French: Language Acquisition ………………………………………………………………………………………………...44 Health and Physical Education ………………………………………………………………………………………………..45 Individuals and Societies ………………………………………………………………………………………………………46 Mathematics …………………………………………………………………………………………………………………..47 Music: Arts …………………………………………………………………………………………………………………….48 Religion and Values Education ………………………………………………………………………………………………..49 Science ………………………………………………………………………………………………………………………..50 Visual Art: Arts …………………………………………………………………………………………………………………51

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Year 8 …………………………………………………………………………………………………………………………………..52 Chinese: Language Acquisition ………………………………………………………………………………………………53 Design …………………………………………………………………………………………………………………………54

Drama: Arts ……………………………………………………………………………………………………………………55 English: Language and Literature …………………………………………………………………………………………….56 French: Language Acquisition ………………………………………………………………………………………………..57 Geography: Individuals and Societies ………………………………………………………………………………………..58 Health and Physical Education ……………………………………………………………………………………………….59

History: Individuals and Societies …………………………………………………………………………………………….60 Mathematics …………………………………………………………………………………………………………………..61 Music: Arts …………………………………………………………………………………………………………………….62 Religion and Values Education ……………………………………………………………………………………………….63 Science ………………………………………………………………………………………………………………………..64 Visual Art: Arts …………………………………………………………………………………………………………………65 Year 9 …………………………………………………………………………………………………………………………………..66

Chinese: Language Acquisition ………………………………………………………………………………………………67 Design …………………………………………………………………………………………………………………………68

Drama: Arts ……………………………………………………………………………………………………………………69 English: Language and Literature …………………………………………………………………………………………….70 French: Language Acquisition ………………………………………………………………………………………………..71 Geography: Individuals and Societies ………………………………………………………………………………………..72 Health and Physical Education ……………………………………………………………………………………………….73

History: Individuals and Societies …………………………………………………………………………………………….74 Mathematics …………………………………………………………………………………………………………………..75 Music: Arts …………………………………………………………………………………………………………………….76 Religion and Values Education ……………………………………………………………………………………………….77 Science ………………………………………………………………………………………………………………………..78 Visual Art: Arts …………………………………………………………………………………………………………………79

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Mission and Values Our Mission To empower young women to participate with confidence, courage and compassion in our global world through an inspired education.

Our Vision A globally pre-eminent school for girls in which learning flourishes.

Our Guiding Values and Beliefs (reflective of our Christian philosophy) • Faith, joy and appreciation of life and learning. • Respect and inclusion of all manner of diversity. • Courage and integrity to be one’s self and to make a difference. • Love, care and compassion for ourselves, others and the environment. • Responsibility and justice for one’s conduct and endeavour, and for each other.

We Aspire • For each student to achieve her personal best and to realise her potential. • For the highest standards of academic performance and excellence in education. • For strong relationships and partnerships with our students and our community. • To be a pre-eminent school of choice for students locally and farther afield. • To be informed and caring contributors to our local and global society. • To foster and grow creativity and innovation. • For long term security and sustainability. • For a reputable and recognised brand.

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IB Learner Profile The aim of all IB programs is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be: • Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

• Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

• Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

• Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

• Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

• Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

• Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

• Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

• Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

• Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

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Curriculum Principles

As an independent school, Walford has greater freedom in relation to the curriculum. The IBO MYP (International Baccalaureate Middle Years Programme) is the chosen framework for the Middle School Curriculum. The Australian Curriculum provides the content outline in subject areas. As an independent school, Walford has the flexibility to allow and encourage a variety of teaching and learning styles. Walford has a commitment to excellence in education in the delivery of all aspects of the curriculum. Walford has a commitment to the encouragement of individuals to reach their potential and to aim for excellence in all areas of the curriculum.

The curriculum All parts of the curriculum are valued. The concepts, knowledge, skills and values of each subject at each level are clearly built on those of the previous level so that students are aware of their progress from year to year. Assessment techniques in every subject cover a wide range and the MYP criteria used in assessment are clearly explained to students. Opportunities exist for engagement in critical and creative thinking and problem solving. Opportunities also exist in the school for students with particular strengths or weaknesses to access extension or support. Camps and excursions fulfil a valuable role in both the formal and informal curriculum and have an important place in each of the years of the Middle School. There is a coherence in the curriculum as a whole, avoiding overlaps between subjects, but encouraging the links between subjects. Opportunities exist for students to be made aware of their particular skills and abilities as they relate to future courses and careers. Opportunities exist in many areas for developing social skills.

Subjects within the formal curriculum Religion and Values Education is part of the curriculum with a formal approach taken at all year levels, as well as being an ongoing and integral part of a liberal education in the Anglican tradition. The subject areas of English, Mathematics, Science and Humanities are all central to the liberal education of individuals and have equal value in the education process throughout the Middle School years. All students in the Middle School study a language other than English, with opportunities to specialise in one or more languages in the later Middle School years. All students engage in a wide range of the creative and performing arts and design in the Middle School, with the opportunity to specialise in one or more of these in later years. Physical activity, linked with a knowledge of personal health, is part of the curriculum for all students throughout the Middle School. The use and appreciation of information and communication technology is part of all students' experience throughout the Middle School and all students use a range of digital technologies.

The curriculum in practice The curriculum as it is manifested in the classroom is relevant to students and should inspire learning, teaching and provide a curriculum that is innovative, challenging and internationally aware and which reflects a twenty first century approach. All subjects will allow for multiple means of reaching identified outcomes and for independent, co-operative and interactive learning styles. The particular learning styles of girls are recognised and used in classroom practice. Positive relationships between students and teachers are a valuable part of the learning process.

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Assessment Policy

Assessment and Reporting Policy The assessment of student achievement is a significant component in the planning of curriculum delivery at Walford. We recognise that what is assessed and how it is assessed and reported on, provides the strongest possible message about what is important and what is valued by the school in learning and teaching.

Assessment Principles At Walford, the following principles are applied: • Assessment should be carried out in order to assist with the students’ learning and academic development, to provide

information to relevant parties about the progress and achievement of individuals and to assist in the evaluation of teaching programs.

• Assessment should be carried out in a variety of styles (formal/informal, written/oral, individual/group, etc.) in accordance with the specified aims of the specific course.

• Assessment should be curriculum led and integrated into the delivery of the curriculum. • Assessment should be efficient and manageable. • Assessment tasks will have clear specifications. Due dates must be set. Work not handed in by the due date will be

deemed “Not completed”. • Assessment tasks will be clearly linked to specific objectives within the subject criteria and students will have a clear

understanding of which criteria are being assessed and when. Assessment in Practice Formal assessment throughout the school is criterion-referenced and a clear distinction is made between summative and formative tasks. The distinction between the two types of assessment is conveyed clearly to students in the Middle and Senior School, as are the criteria to be used in the assessment. In the Middle School, the International Baccalaureate grade scale indicates the academic achievement of students; “7” is used for the highest level of performance and “1” for the lowest level of performance. If a student is on an independent learning plan in any subject because of a specific learning need, the student may be awarded a modified grade, which takes into account the special circumstances. Students are also awarded an effort grade, where “7” indicates the highest level of effort applied in a subject and “1” indicates the lowest.

Reporting The progress of individual students is reported to parents several times a year. Formal written reports for all year levels are uploaded to the parent portal at the end of each semester. Students in Years 3, 5, 7 and 9 receive NAPLAN results in Term 3. In the Middle and Senior Schools reporting occurs through informal email or phone conversations, interim reports at the end of Terms 1 and 3 end of semester reports.

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Reporting Timeline • End Term 1 Interim report progress grade/effort grade Years 6 - 12 • Start Term 2 Parent Teacher interviews • End Semester 1 Full comprehensive reports Years 6 - 12 • End Term 3 Year 6 -11 Interim reports • Start Term 4 Year 6 -11 Parent Teacher Interviews • End Semester 2 Full comprehensive reports Year 6 -11, Year 12 Testimonials

Definitions Formative assessment: is information gained by a teacher about the current progress of student learning and is used to give feedback to the student during the learning process. It can be gained in many ways and in fact occurs informally during most classroom interactions. Much of the information and feedback interchange is oral, but some is non-verbal and some is written. The assessment information is used to inform teaching and learning activities and to recognise the positive achievements of each student.

Summative assessment: is meant primarily to give a status record and to provide valid and reliable reports of achievement of what has been learned by the student. This is undertaken most usually by written test or examination in closely supervised conditions, or with specific and controlled guidelines, but this will vary with the subject. Diagnostic Assessment: provides opportunities to determine and/or classify learning difficulties so that appropriate learning support and guidance can be provided. Evaluative Assessment is used to compare and aggregate information about students’ achievements so that it can be used to assist in curriculum development and the evaluation of the teaching and learning process.

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Deadlines for Summative Tasks Teachers will negotiate due dates (deadlines) for major assignments/projects/essays. Due dates will be fair and take into account other work due and any special events going on (for example, camps, excursions, swimming carnival etc.) Students are required to enter due dates into their diary. Teachers will enter the due date on shared electronic calendars dedicated to each year level. This is viewed only by staff and is used to assist teachers set or adjust due dates. Work must be submitted by the due date.

Summative work not handed in by the due date If you do not hand in the summative task by the due date and you do not have a note of explanation from your parent/caregiver, you will receive a score of zero for the criteria in that task. Your parent/caregiver will be contacted, either by phone, email or a diary note. You will be required to complete the overdue task at lunch time or after hours and you will need to submit the task to the teacher. All work will be assessed and returned to students, even if the marks are then disallowed. Therefore, all work set must be handed in, even if it is late. If you are unexpectedly absent on the day that summative work is due, you should make every effort to get it to the teacher that day. Ask someone (for example, a parent) to deliver it to the front office or email it to the teacher. If this is not possible, you are expected to hand the work in on the day that you return to school. Your parents should write a note in your diary to explain why you were absent.

Extensions for Summative Tasks Extensions must be negotiated ahead of the deadline, not on the day that the work is due, and may not be granted. Your request for an extension should be supported with a note from your parent/caregiver. If you do not hand in the work by the new deadline, the work is deemed late and the above sanctions apply.

Absent on the day of a test or presentation When you return to school, the teacher will require you to do the test or give the presentation as soon as is possible and reasonable. This may be in class or at lunchtime as organised by the teacher. If you are absent for the test or presentation without a good reason (as explained in a note from your parents), your work is deemed late and the above sanctions apply.

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Academic Integrity Walford Anglican School for Girls encourages students to pursue their education with personal honesty, commitment and integrity. Academic dishonesty cannot be condoned. Examples of academic dishonesty include:

Malpractice in Assessment and Examinations Malpractice is using or attempting to use materials, information, notes, study aids or other assistance in any type of examination or test which has not been authorised by the teacher.

• Students completing any type of summative task are prohibited from looking at another student’s materials and from using external aids of any sort (e.g. books, notes, calculators and conversation with others, text messaging) unless the teacher has indicated specifically in advance in writing that this will be allowed.

• Students may not acquire unauthorised information about a summative task and may not use any such information acquired by others.

Plagiarism Plagiarism is intentionally or carelessly presenting work of another as one’s own. It includes submitting an assignment purporting to be the student’s original work which has wholly or in part been created by another person. It also includes the presentation of the work, ideas, representations, or words of another person without customary and proper acknowledgement of sources. Students must consult with their teachers for clarification in any situation in which the need for documentation is an issue, and will have plagiarised in any situation in which their work is not properly documented.

• Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly acknowledged by citation in the text or in a footnote or endnote as specified by the teacher.

• When material from another source is paraphrased or summarised in whole or in part in one’s own words, that source must be acknowledged in a footnote or endnote, or by citation in the text.

• Information gained in reading or research that is not common professional knowledge must be acknowledged in a citation in the text or in a footnote or endnote.

• This prohibition includes, but is not limited to, the use of papers, reports, projects, and other such materials prepared by someone else.

Fabrication, Forgery and Obstruction Fabrication is the use of invented, counterfeited, altered or forged information in assignments of any type including those activities done in conjunction with academic courses that require students to be involved in out of classroom experiences. Forgery is the imitating or counterfeiting of images, documents, signatures, and the like. Obstruction is any behaviour that limits the academic opportunities of other students by improperly impeding their work or their access to education resources.

• Fabricated or forged information may not be used in any laboratory experiment, report of research, or academic exercise. Invention for artistic purposes is legitimate under circumstances explicitly authorised by a teacher.

• Students may not furnish to teachers fabricated or forged explanations of absences or of other aspects of their performance and behaviour. A medical certificate must accompany any absence for the presentation of a summative task in the Senior School.

• Students may not steal, change, or destroy another student’s work. Students may not impede the work of others by the theft, defacement, or mutilation of resources so as to deprive others of their use.

Complicity Complicity is assisting or attempting to assist another person in any act of academic dishonesty.

• Students may not allow other students to copy from their papers during any type of test or examination. • Students may not assist other students in acts of academic dishonesty by providing material of any kind that one

may have reason to believe will be misrepresented to a teacher. • Students may not provide substantive information about test questions or the material to be tested before a

scheduled examination unless they have been specifically authorised to do so by the teacher. This does not apply to examinations that have been administered and returned to students in previous semesters.

• Breaches of the Academic Integrity Essential Agreement must result in a score of zero for the offending piece of work for all students involved. Any subsequent breach while attracting a score of zero for the work may attract sanctions as determined by any of the following staff: Director of Studies, Head of School, Deputy Principal or Principal.

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Tips for Students • Avoid sharing with other students the details of a task done under test conditions. • Avoid handing in work that is not entirely your own (re-wording certain parts is still plagiarism). • Avoid copying the work of another student or allowing another student to copy your work. • Avoid having someone else do your work for you (such as a parent or tutor). • Avoid directly copying from a language translator device and including it into your work as though it was your writing. • Avoid attaching your name to any group assignment to which you have contributed significantly less that other

members of the group. • Avoid submitting an assignment you have already submitted in another subject. • Make sure that you fully understand a task that is set, seeking help from your teacher if you are at all unclear

about the requirements. • Be organised, avoid leaving work to the last minute. • Keep accurate records of sources of information you’ve used. • Acknowledge the images, ideas and writing of other using correct referencing protocols (referring to the Walford In-

Text Referencing or Footnoting and Bibliography guides). • Ask about policies regarding collaboration and citations at the beginning of each course. Teacher expectations may

differ from one another. • Ask questions – in class, immediately after class or as soon as practicable – about course content or course

procedures. If you are confused, you might ask for more clarification, different examples, or specific applications to help you understand. Other students will often have the same questions you do so your questions can enhance the overall effectiveness of the class. One of the best ways to learn is to ask questions.

• Prepare a revision sheet for the upcoming test. The process of making a revision sheet is a particularly effective method of improving your understanding of and memory for complex information.

• Refine your note-taking skills. Many students form the habit of transcribing whatever the teacher writes. To facilitate better review and study sessions, ask yourself frequent questions as you read or listen to a lesson: What is the key new idea here? How can I use this information? Can I anticipate what is coming next?

• Improve your time management, especially during the day and early evening. Procrastination more often leads to ineffective cramming and loss of sleep than to good performance under pressure. If you begin to work well before due dates and examinations, you are much more likely to learn the material, to be able to get help if you need it, to feel less stressed, to perform better, and to avoid poor decisions on very late nights. Little is learnt the night before a test. It is much more efficient to spend smaller blocks of time in the week leading up to a test. Plan ahead!

• Make use of the help that is available to you to master course material and to be efficient in your work. • Recognise the options you have, other than cheating, for dealing with academic pressure. • Set priorities and adjust your expectations to reduce the pressure you put on yourself. • Talk with one of the many people at school who may be able to offer you good suggestions: a teacher, your House

Tutor, the Director of Learning, IB DP Coordinator, SACE Coordinator or Counsellor. • If you feel tempted to cheat or plagiarise, try to identify the underlying reasons (e.g. self-expectations, external stresses,

fear of failure) and address them by talking with a friend, your parents, a teacher, your House Tutor, the Director of Studies, School Counsellor, or someone else with whom you feel comfortable discussing the difficulties you are having. It is often a simple matter for someone else to help develop a solution provided enough time is allowed.

Consequences of Academic Dishonesty For all students, if your teacher suspects you of intentional academic dishonesty, you will be approached, shown evidence and given the opportunity to explain.

In the Middle School:

• There will be the opportunity to review the Walford Academic Honesty Policy and to clarify the criteria for appropriate academic behaviour.

• You may be given the opportunity for revision or re-submission of your work. • Parents/caregivers will be notified by letter. • If this behaviour persists the issue will be referred to the Head of Middle School.

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Homework Policy Philosophy Homework has an important place in an individual student's education. Its role varies for different individuals, depending on the year level and the characteristics of the individual child. Homework allows students to use longer periods of time and more private reflective thinking than is possible in a group situation. Homework should have a purpose clear to the student and the teacher. It should also leave time for other activities that are also of value, such as reading, music practice, sport, special interests and family activities.

Timing of homework Years R - 2 Encouragement to read to parents, develop literacy skills and explore mathematics in their

daily lives Years 3 and 4 A maximum of 20 minutes per night (plus 15 minutes reading time) Year 5 A maximum of 30 minutes per night (plus 15 minutes reading time) Year 6 A maximum of 30 minutes per night (plus reading time) Year 7 A maximum of 45 minutes per night (plus reading time) Year 8 A maximum of 60 minutes per night (plus reading time) Year 9 A maximum of 75 minutes per night (plus reading time) Year 10 30 minutes each (4 subjects) Year 11 approximately 2½ hours per subject per week Year 12 approximately 3 hours per subject per week

Reading is crucial – and will often go beyond the time allocated. In the Middle and Junior School homework will not be set on Friday nights and weekend homework should only be revision, study or larger assignments. In the Senior School, it is up to each student to allocate her time throughout the weekdays and weekend. Similarly, holiday homework is not set in the Middle School. Students will usually have at least a week's notice of a major test or assignment, so that each student can plan her time for preparation within the overall pattern of other demands on her time.

Students' approaches to homework Self-organisation is central to homework. Homework in the junior years should help a student to develop self- organisation. In the middle and senior years, self-organisation is essential for a student to manage homework effectively. One of the main values of homework is to help a student develop skills as an independent learner. To aid this, the use of the diary is essential to record homework tasks, due dates, special events, and other personal activities which will influence homework schedules and timing.

Parents and homework Parents' expectations about homework vary. In general, the school expects that parents will provide an appropriate work environment for the student as their contribution to homework. It is the responsibility of the student and the teacher to check that homework is completed satisfactorily. Parents are encouraged to comment on and correspond with the teacher regarding any problems that a student might have had in completing a task.

Purpose of homework

• To allow time for individual thinking, writing, reading, reflection and application of learning. • To allow individual preparation for tests, presentations, creative tasks etc. • To allow time for consolidation of material for assignments, projects, essays etc. • To give practice at personal time management and independent learning. • To further develop skills which cannot be fully developed in the constraints of the school day.

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IB Middle Years Program The International Baccalaureate Middle Years Program is the framework for the Middle School curriculum.

Principles: The MYP aims to help students to develop their personal understanding and their sense of responsibility in their community. The principles of the MYP at Walford are:

• The curriculum in the middle years should be broadly based, with a breadth and balance of subjects. • Whilst the subjects are important and separate entities, the links between them should be emphasised. • MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance. • MYP students are aware of the importance of learning different learning techniques as well as content and concepts. • MYP students are empowered to participate in service within the community. • MYP students recognise the value of lifelong learning as an end in and of itself. • The international nature of the curriculum, and the global perspective that it encourages, is reflected within the content of

the subjects and in the co-curricular activities such as visits, exchanges, correspondence and other activities. • Teachers of the MYP must adhere to the principles of the program, and are trained through regular participation in IB

professional development sessions. The Curriculum: The MYP consists of eight subject groups: Language Acquisition, Language and Literature, Individuals and Societies, Science, Mathematics, Arts, Physical and Health Education and Design.

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Approaches to Learning (ATL) Approaches to learning figure in all subject groups and provide the foundation for independent learning. Students learn how to apply knowledge and skills in unfamiliar contexts. Developing these skills help students learn how to learn. Service as action (Community service) MYP students learn to be caring members of the community who demonstrate a commitment to service. Language and identity Exposure to languages other than their mother tongue allows MYP students to develop their intercultural understanding. MYP Projects The Personal Project in Year 10 provides students with the opportunity to demonstrate the skills and knowledge that they have learned over the course of the MYP. The Personal Project is driven by a global context and enriches the students’ knowledge, understanding and application of the Approaches to Learning and the IB Learner Profile.

Eight subject groups: The eight subject courses that students participate in over the course of the five years of the MYP are: 1 Language and Literature English Language and Literature 2 Language Acquisition We offer the choice of French and Chinese 3 Mathematics The mathematics course is the same for all students in the early years of the MYP

but it varies in later years so that in Year 10 students can do either Mathematics or General Mathematics. 4 Sciences This course is an integrated science containing elements of Physics, Chemistry, Biology, Geology and other Sciences. 5 Individuals and Societies The Humanities (made up of History and Geography units) are taught in Year 6 and

7 while History and Geography are taught as separate subjects in later years, with choices at Year 10. 6 Arts Art, Drama and Music are taught to all students in the early years of the MYP. At Year 10 students can choose from these subjects. 7 Physical and Health Education All students do Physical and Health Education as an integrated subject for Years 6-10. 8 Design Design is a component of the Year 6 and 7 courses for all students. Design subjects are offered as elective subjects in Years 8 and 9.

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Assessment in the MYP Assessment of student work in the MYP is based on the subject specific criterion which are made explicit to students in every task. The criterion by which student work is assessed is based on the MYP criterion listed below.

Arts Assessment Criterion (visual art, drama and music) Criterion A: Knowing and Understanding Demonstrate awareness of the art form studied, its context and how concepts are known and understood. Criterion B: Developing skills Demonstrate the acquisition and development of the skills and techniques of the art form studied. Criterion C: Thinking creatively Outline alternatives, perspectives and imaginative solutions and demonstrate the exploration of ideas. Criterion D: Responding Create an artistic response and evaluate the work of self and others.

Health and Physical Education Assessment Criterion Criterion A: Knowing and understanding How well the student applies and analyses physical and health terminology to communicate procedural, factual and conceptual understanding, solve problems and suggest solutions in familiar and unfamiliar situations. Criterion B: Planning and performing How well the student can design, explain, justify, analyse and evaluate a plan for improving physical performance and health. Criterion C: Applying and performing How well the student is able to demonstrate, analyse and apply a range of complex skills, techniques, strategies, and movement concepts through performance. Criterion D: Reflecting and improving performance How well the student can identify and develop goals, demonstrate, outline, summarise, evaluate and apply strategies to enhance performance.

Individuals and Societies (History/Geography) Assessment Criterion Criterion A: Knowing and Understanding How well subject knowledge, understanding and terminology is displayed. Criterion B: Investigating How well investigative skills and processes are demonstrated through research tasks. Criterion C: Communicating How well information and presentation of ideas is selected, structured, documented and communicated. Criterion D: Thinking Critically How well key concepts, issues, models, sources and arguments are synthesised and interpreted.

Language and Literature Assessment Criterion Criterion A: Analysing How well opinions, ideas, similarities and differences are analysed in texts. Criterion B: Organising Organisation of ideas, logical development of argument, use of referencing and formatting suitable to context. Criterion C: Producing text Personal engagement with the creative process and audience awareness. Criterion D: Using language Use of language in spoken and written tasks appropriate to purpose.

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Language Acquisition (French/Chinese) Assessment Criterion Criterion A: Comprehending Spoken and Visual Text How well the student interprets spoken and visual text to understand and engage in responses. Criterion B: Comprehending Written and Visual Text How well the student interprets written and visual text to understand and engage in responses. Criterion C: Communicating in Response to Text How well the student responds to spoken and/or written and/or visual text. Criterion D: Using Language How well language is used in spoken and/or written form.

Mathematics Assessment Criterion Criterion A: Knowing and Understanding Students select and apply mathematics to solve problems. Criterion B: Investigating Patterns Students describe patterns as relationships then apply and verify these patterns. Criterion C: Communicating Students use mathematical language and different forms of mathematical representations and present information in a logical structure. Criterion D: Applying mathematics in real-life contexts Students select, apply and analyse mathematical strategies to solve problems set in a real-life context.

Science Assessment Criterion Criterion A: Communication in Science How well observations, ideas, arguments and practical experiences are communicated using appropriate scientific vocabulary, language and conventions. Criterion B: Knowledge and understanding of science How well knowledge and understanding of scientific information and concepts are demonstrated. Criterion C: Attitudes in science How well equipment is used and procedures carried out safely. How well evidence is obtained, observations noted and accurate measurements made. Criterion D: Scientific Enquiry Ability to state a problem for testing, formulate a hypothesis, design and carry out an appropriate experiment, evaluate the procedure and reliability of results, and suggest improvements to the procedure.

Design Assessment Criterion Criterion A: Inquiring and Analysing How well a student can identify a problem, analyse a need and conduct an inquiry. Criterion B: Developing ideas How well a student can develop and present a solution using detailed specifications. Criterion C: Creating a solution How well reflection and evaluation of development and of the process of working are carried out. Criterion D: Evaluating How well a student tests a solution, evaluates success and identifies areas for improvement.

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17

Year 6 – 12 Curriculum Overview

18

18

English EAL

Year 12 English English Literary Studies

IB English

A

IB English

B EAL

Single Semester Subjects

IB English

A

IB English

B

Curriculum Overview

English (Language A)

Year 6 English

Year 7 English

Year 8 English

EAL

Year 9 English EAL

Year 10 English

EAL

Year 11

Full Year Subjects

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19

Year 7

Year 6

Year 8

Year 9

Chinese Continuers

Chinese Background French

Chinese Background

Chinese Continuers French

Chinese Continuers


Chinese Continuers


Year 10 Chinese Continuers



Chinese Background

IB Mandarin A

IB Mandarin B

French IB French B

IB Spanish

(ab initio) Spanish

(beginners)


IB Mandarin B

Chinese Background

IB Mandarin A

French IB French B

IB Spanish

(ab initio)

Spanish (beginners)

Language B

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20

Year 6 HASS

Year 7 Individuals and

Societies

Year 8 History Geography



Year 11 Modern History

IB Modern History Geography IB

Geography

IB Psychology

(SL) Economics

Business and

Enterprise Legal

Studies

Year 12 Modern History

IB Modern History Geography IB

Geography

IB Psychology

(SL) Economics

Business and

Enterprise Legal

Studies

Humanities

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21

Year 6 Design

Year 7 Design

Year 8 Design

Year 9 Design

Year 10

D&T Web Design

Year 11

Design

D&T Electronics

Year 12 D&T Web Design

Design and Technology

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22

Visual Arts

Year 6 Visual Arts Music Drama




Year 10 Music Drama

Year 11 Visual Art: Arts

IB Visual Arts Music

IB Music Drama

Year 12 Visual Art: Art

Visual Art: Design

Musicianship Solo Performance

Ensemble Performance

Individuals Study

Performance Special Study

IB Music Drama

IB Visual Art

Visual Art: Design

Arts

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Year 6 Science

Year 7 Science

Year 8 Science

Year 9 Science

Year 10 Science

Year 11 Chemistry IB Chemistry Physics IB Physics

IB Biology Nutrition Biology

Year 12 Chemistry IB Chemistry Physics IB Physics

Biology IB Biology Nutrition

General Science

Science

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Year 6 Maths

Year 7 Maths

Year 8 Maths

Year 9 Maths

Year 10 Maths General Maths

Year 11 Maths (3 units)

Maths (4 units)

Year 12 Maths Methods

Specialist Maths

IB Mathematics

HL

IB Mathematics

SL

IB Mathematics

HL

IB Mathematics

SL

Essential Maths

General Math

Mathematics

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Year 10 Personal Learning

Plan

Integrated Learning*

Year 11 Research Project

Integrated Learning* IB TOK IB CAS

Year 11 Research Project

Integrated Learning* IB TOK IB CAS

Year 6 Religious Education

Year 7

Year 8

Year 9

Religious Education

Religious Education

Religious Education

Health and PE

Health and PE

Health and PE

Health and PE

Year 10 Religious Education

Religious Education

Year 11

Duke of Ed Health and PE

Health and PE Outdoor Ed

Year 12 Physical Education

The Walford Project

Cross Disciplinary

* as part of a negotiated program

Physical and Health Education and Personal Development

26

Year 6 Year 6 is the first year of the Middle School and is seen as a bridge between

Primary and Secondary schooling.

All students study a common course of subjects.

• Chinese: Language Acquisition

• Design

• Drama: Arts

• English: Language and Literature

• French: Language Acquisition

• Health and Physical Education

• Humanities and Social Sciences

• Mathematics

• Music: Arts

• Religion and Values Education

• Science

• Visual Art: Arts

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Chinese: Language Acauisition Course Description: Proficiency in languages gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas. Learning additional languages expands students’ cognitive and analytical abilities. It fosters communicative ability, communication skills and appreciation and understanding of other cultures. This experience increases students’ self-knowledge and their understanding of the world. The learning of another language fosters intercultural awareness as well as the development of linguistic skills. Language acquisition in the MYP aims to encourage in the students an awareness and understanding of the perspectives of people from other cultures, and to provide a skills base to facilitate lifelong learning. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.

Learning Requirements: At the end of the course students should be able to:

• listen for specific purposes and respond to show understanding; • interpret visual text that is presented with spoken text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • read for specific purposes and respond to show understanding; • interpret visual text that is presented with written text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • interact and communicate in various situations; • express thoughts feelings, ideas, opinions and information in spoken and written form; • speak and write for specific purposes; • organise thoughts, feelings, ideas, opinions and information in spoken and written form • develop accuracy when speaking and writing in the target language.

In order to meet these objectives, teachers will concentrate on each of the macro-skills of language: listening, speaking reading, writing, viewing and interpreting.

Course Content:

The Year 6 Chinese course focuses mostly on oral work. Students become familiar with some characters buy mostly read in pinyin. The Chinese language system

• Greetings • Numbers and age • School and year level • My family and the Chinese family • Pets • Nationality • Food

Assessment: Assessment tasks:

Interactions, oral presentations, reading short texts, typing or handwriting simple texts and video response. Students will be assessed using the following MYP Criteria:

Criterion A Comprehending spoken and visual text Maximum 8 Criterion B Comprehending written and visual text Maximum 8 Criterion C Communicating in response to spoken and/or written and/or visual text Maximum 8 Criterion D Using language in spoken and/or written form Maximum 8

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Design Course Description:

Design aims to enable students to develop problem-solving, critical and creative thinking skills through the application of the design cycle. There are four stages of the design cycle: to inquire and analyse, develop ideas, create a solution and evaluate. Students are encouraged to collaborate and to apply practical and creative-thinking skills to solve problems in life, society and the environment. They explore the role of technology in both historical and contemporary contexts. Design intends to raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues.

Learning Requirements: • Inquiring and analysing: • Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the

need for a solution and conduct an inquiry into the nature of the problem. • Developing ideas: • Students write a detailed specification, which drives the development of a solution. They present the solution. • Creating the solution: • Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation. • Evaluating: • Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify

areas where the solution could be improved and explain how their solution will impact on the client or target audience.

Course Content: Students will approach the key themes that are explored each term in a variety of subject areas, from a Design and Technology perspective. This will include the use of information technology and/or materials to investigate, plan, create and evaluate a Design product. Students will use information technology, solar and battery technology and materials to investigate, plan, create and evaluate a Design product. Through this program, students will apply creativity, engineering and mathematical skills to build creations integrating LittleBits Electronics and the latest Lego Mindstorms EV3 robots. The second project will enable students to design and race a battery powered car, and create themed pageant floats. Students will also learn skills in Adobe Photoshop and other visual programs to enter a poster design competition.

Assessment: Students will be assessed using the following MYP Criteria:

Criterion A Inquiring and Analysing Maximum 8 Criterion B Developing ideas Maximum 8 Criterion C Creating the solution Maximum 8 Criterion D Evaluating Maximum 8

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Drama: Arts Course Description: Drama aims to promote the all-round development of the student by providing learning experiences based upon co- operation and collaboration. Students will learn to apply the basic elements of drama working in groups and as individuals.

Learning Requirements: Knowing and Understanding: Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialised language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to:

• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology

• demonstrate an understanding of the role of the art form in original or displaced contexts • use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

Developing skills: The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realisation. The point of realisation could take many forms. However, it is recognised as the moment when the students makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to:

• develop the acquisition and development of the skills and techniques of the art form studied • demonstrate the application of skills and techniques to create, perform and/or present art

Thinking creatively: The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realise their artistic identity. In order to reach the aims of arts, students should be able to:

• develop a feasible, clear, imaginative and coherent artistic intention • demonstrate a range and depth of creative-thinking behaviours • demonstrate the exploration of ideas to shape artistic intention through to a point of realisation.

Responding: Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to:

• construct meaning and transfer learning to new settings • create an artistic response that intends to reflect or impact on the world around them • critique the artwork of self and others.

Course Content: Improvisation and drama games 3 levels of role, staging terminology, creative dance using a poem/song as stimulus, script writing, puppetry using Asian folktales and fables.

Assessment: Assessment is done in accordance with MYP criteria:

• Knowing and understanding • Developing skills • Thinking creatively • Responding

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels. Teachers use their judgement to select the descriptor that best matches the student’s work overall.

• Learning process journals • Reflection tasks • Practical Work

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English: Language and Literature Course Description: The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 6, students engage with a variety of texts for enjoyment as a way of developing their understanding of how texts, including media texts, are influenced by context, purpose and audience.

Learning Requirements: The aims of the teaching and learning of MYP Language and Literature: English are to encourage and enable the student to:

• use language as a vehicle for thought, creativity, reflection, learning, self-expressions and social interaction • develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • develop critical, creative and personal approaches to studying and analysing literary and non-literary works • engage in literature from a variety of cultures and representing different historical periods • explore and analyse aspects of personal, host and other cultures through literary and non-literary works • engage with information and communication technology in order to explore language • develop a lifelong interest in reading widely • apply Language and Literature skills and knowledge in a variety of real-life contexts.

Course Content:

• Reading and Listening; Students study a range of written and oral texts that include traditional and contemporary texts of Aboriginal and Torres Strait Islander peoples, texts from and about Asia, as well as classic and contemporary world literature.

• Written Language; Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, reports, and explanations. Other activities include writing personal journals, letters and poetry. The writing tools of alliteration, metaphors and similes will be practised.

• Language Conventions; theme, topic and personal spelling lists; spelling rules and tests; word building, root words, antonyms and synonyms, homonyms, word families, compound words, syllabification

• Grammar/Formalities; nouns, adjectives, verbs, adverbs, pronouns, conjunctions; speech marks, commas, colons etc.; tense; sentence forms

• Publishing Conventions using ICT; layout; design; presentation • Viewing; Guided viewing of visual texts such as: film, television, posters, pictures, picture books, magazines, as well as

other multi-modal texts; development of viewing skills; learning how to analyse texts and substantiate points of views about them.

Assessment: A range of formative and summative assessment tasks are given which may include text responses, reading comprehensions, journal entries, letters, diary entries, book reviews, newspaper articles, script writing, critical reading, poetry analysis and writing, creative writing, reports, oral presentations, drama performance, explanations and discussions. The use of ICTs will be an integral part of many of the assessment tasks completed over the year and work will be assessed individually and in groups. Assessment Criteria: The following criteria are used in assessment. Note that not all criteria are used for every task.

Criterion A Analysing Maximum 8 Criterion B Organisation Maximum 8 Criterion C Producing text Maximum 8 Criterion D Using language Maximum 8

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French: Language Acquisition Course Description: Proficiency in languages gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas. Learning additional languages expands students’ cognitive and analytical abilities. It fosters communicative ability, communication skills and appreciation and understanding of other cultures. This experience increases students’ self-knowledge and their understanding of the world. The learning of another language fosters intercultural awareness as well as the development of linguistic skills. Language acquisition in the MYP aims to encourage in the students an awareness and understanding of the perspectives of people from other cultures, and to provide a skills base to facilitate lifelong learning. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.


• listen for specific purposes and respond to show understanding; • interpret visual text that is presented with spoken text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • read for specific purposes and respond to show understanding; • interpret visual text that is presented with written text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • interact and communicate in various situations; • express thoughts, feelings, ideas, opinions and information in spoken and written form; • speak and write for specific purposes; • organise thoughts, feelings, ideas, opinions and information in spoken and written form; • develop accuracy when speaking and writing in the target language.

In order to meet these objectives, teachers will concentrate on each of the macro-skills of language: listening, speaking, reading, writing, viewing and interpreting.

Course Content:

• Greeting someone, saying and spelling your name, saying your nationality; • Asking how someone is and replying, asking for and giving information about others, describing others; • Introducing yourself, saying what languages you speak, saying where you live, agreeing and disagreeing.

As part of the French Curriculum, the School also offers to students in Year 10 and 11 a study tour and homestay experience in France once every two years as an optional component.

Assessment: Assessment Tasks: Speaking: Role plays, oral presentations, conversations. Writing: Descriptions, personal responses to visual or spoken texts, posters. Comprehension: Interpretation of visual or spoken texts e.g. stories, cartoon strips, recordings of songs and dialogues, clips.

Students will be assessed using the following MYP Criteria:

Criterion A Comprehending spoken and visual text Maximum 8 Criterion B Comprehending written and visual text Maximum 8 Criterion C Communicating in response to spoken and/or written

and/or visual text Maximum 8

Criterion D Using language in spoken and/or written form Maximum 8

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Humanities and Social Sciences Course Description: MYP Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole. In year 6 students focus on the following Australian Curriculum key questions of inquiry:

• Why and how did Australia become a nation? • How did Australian society change throughout the twentieth century? • Who were the people who came to Australia? Why did they come? • What contribution have significant individuals and groups made to the development of Australian society?

Learning Requirements: The aims of the teaching and learning of MYP Individuals and Societies are to encourage and enable the student to:

• appreciate the range of human and environmental commonalities and diversities • understand the interactions and interdependence of individuals, societies and environments in different contexts • understand how both environmental and human systems operate and evolve over time • identify and develop a concern for human and environmental well-being • act upon opportunities to be a responsible global citizen • develop effective inquiry skills to achieve conceptual understanding in humanities.

Course Content: The topics through which these topics are explored are:

History Geography

• Key figures and events that led to Australia’s Federation • Experiences of Australian democracy and citizenship,

including the status and rights of Aboriginal people and/or Torres Strait Islander people, migrants, women and children.

• Stories of groups of people who migrated to Australia • The contribution of individuals and groups to the

development of Australian society since Federation.

• Bugs and biomes – environmental sustainability • Population patterns – movement of people to

Australia • Adaptations to natural disaster risks in Australia and

the countries of similar climatic conditions • Local planning – community issues

Note that an integrated approach in line with MYP principles is often adopted within the above topics.


Criterion A Knowing and understanding Maximum 8 Criterion B Investigating Maximum 8 Criterion C Communicating Maximum 8 Criterion D Thinking Critically Maximum 8

Assessment tasks will vary depending on the topics studied. Assessment tasks may include written responses, creative tasks, tests, oral presentations, mapping tasks and group work activities. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.

33

Mathematics Course Description: In the Australian Curriculum, the proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

Learning Requirements: Mathematics aims to ensure that students:

• are confident, creative users and communicators of mathematics • are able to investigate, represent and interpret situations in their personal and work lives and as active citizens • develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes • are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics

and Probability • recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an

accessible and enjoyable discipline to study Course Content:

• Number/Algebra: Number operations and place value, fractions, decimals, integers, percentages, money and financial mathematics, time, patterns and algebra

• Measurement and Geometry: Units of measurement, perimeter, area, volume, transformations, coordinates, and angles

• Statistics and Probability: Collecting and collating data, representing data, using graphs, chance Assessment: Students will be assessed using the following MYP Criteria:

Criterion A Knowing and Understanding Maximum 8 Criterion B Investigating patterns Maximum 8 Criterion C Communicating Maximum 8 Criterion D Applying mathematics in real life contexts Maximum 8

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Music: Arts Course Description: While participating in activities involving singing, playing percussion instruments, moving, listening and creating, students will develop an awareness and understanding of voice, rhythm & beat, melody & pitch, tempo, form and dynamics.

Learning Requirements:

• To develop and strengthen the understanding and enjoyment of music. • To encourage the communication of musical thinking and feeling. • To explore and develop ideas through creating, making and presenting. • To encourage the development of performance and stage skills, as well as collaborative learning skills, through Music. • To develop skills in music theory and applied (aural) theory through performance and class singing.

Content:

• Theory • Kodaly • Instruments of the orchestra • Baroque music • Children’s games and music • North Indian music • Singing in the Rain – musical • Handbells

Text Books:

• Music Theory for Cool Cats – Preliminary Book A, Treble Clef Theory, Deana Dodds • Additional music books as required by individual students.



For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels. Teachers use their judgment to select the descriptor that best matches the student’s work overall.

35

Health and Physical Education Course Description: Physical Education contributes to the total education and development of each child. The aims of this course are to

• encourage the development of ‘intelligent performers’ • to encourage students to understand the importance of a balanced, healthy lifestyle. • to encourage students to be lifelong participants and develop their self-concept through physical activity.

As a result of participating in MYP Health and Physical Education, students will develop the ways they can use their knowledge, their ability to think critically and creatively and their responsibility for themselves and others around them.


• To learn and develop physical skills. • To develop an awareness of the relationship between physical skills learnt and potential leisure time activities. • To encourage an appreciation of the short and long-term benefits of a physically active lifestyle. • To understand the principles of nutrition, adequate rest and physical activity. • To be aware of ourselves and to understand growth and development. • To recognise and respect individual differences and explore relationships with others. • To understand and recognise the nature of a safe environment and the need for rules. • To further develop knowledge of diseases and their causes and the nature and causes of disability. • To develop decision-making skills and responsible attitudes and behaviours.

Course Content:

• Water Skills • Aquatics • Basic Strokes • surfing, snorkelling, canoeing, surf skiing, body • Stroke development boarding at Port Noarlunga • Water Safety • Survival Skills • Sport Skills • Netball, Basketball, Volleyball, Gymnastics, Athletics, Minor Games, Soccer, Softball • Fitness • Circuits • Creative Movement/Dance • Individual skills without/with equipment/apparatus, Sequence building, performance

Assessment: Students will be assessed using the following MYP Criteria: Criterion A: Knowing and understanding How well the student communicates understanding. Criterion B: Planning and performing How well the student can construct, outline and analyse a plan for improving health or physical activity. Criterion C: Applying and performing How well the student is able to apply a range of skills, techniques, strategies and movement concepts. Criterion D: Reflecting and improving performance How well the student can identify issues and apply strategies to enhance performance.

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Religion and Values Education Course Description: Religion and Values education facilitates both an understanding and an appreciation of the values, faith, lifestyle and history of the Christian faith as well as fostering an understanding and appreciation of the other major world religions increasingly represented in our multi-cultural society. Our RAVE program is based on Dr Peter Vardy’s 5 strand model of Religious Education and aims to educate the ‘whole person’ and provide young women with a framework of meaning and purpose with which to face the challenges lying ahead as they enter adult life. Through regular worship in the Chapel of St Elizabeth and our weekly Principal’s Assembly, each student is also encouraged to develop a serious approach to spirituality and values. Learning Requirements The RAVE program aims to provide:

• knowledge and understanding of the key beliefs, practices and literature of the Christian faith • knowledge of the existence of religions other than Christianity and some knowledge and appreciation of beliefs and

practices. • recognition and respect for the religious/spiritual journey.

In addition, the RAVE program will contribute to the personal capacities and social skills of students.

Specifically, students will develop:

• a knowledge and understanding of religion, religious phenomena, and issues within and across traditions; • an ability to engage in analysis of contemporary issues and beliefs; • skills of critical inquiry; • an ability to reflect upon and appreciate the responses of religious adherents to contemporary issues and challenges; • an appreciation of the value of stillness, reflection and meditation.

Course Content: Building upon prior learning, experiences and interests students will:

• examine scripture and stories from the Old and New Testament to understand the relevance and meaning in our current time.

• gain an appreciation and understanding of alternative faith perspectives by examining the beliefs of the main world religions. • be given the opportunity to think through and discuss the consequences of current world issues. • be given the intellectual space to explore different approaches to and evaluate various ethical issues. • actively participate in a variety of prayer and mindfulness activities to help them gain inner confidence and to recognise the

value of silence and stillness. Assessment: Students will be assessed using the following MYP Criteria: Criterion A: Knowledge and Understanding Students use religious terminology in context and demonstrate knowledge and understanding of concepts through developed descriptions, explanations and examples. Criterion B: Investigating Students demonstrate investigative skills by acquiring research skills and processes associated with this discipline. Criterion C: Thinking critically Students analyse concepts, events, issues, models and arguments, interpret different perspectives and synthesise information in order to make valid, well-supported arguments. Criterion D: Communicating Students communicate information and ideas using an appropriate style for the audience and purpose and document sources of information using a recognised convention. Assessment Procedures:

Students will be assessed having considered participation, respect, discussion, interest, contribution and completion of set work.

• Activities include role plays, debates, videos, discussions and journal work.

37

Science Course Description: This course endeavours to foster an interest in science and a curiosity and willingness to speculate about and explore the world. Students should be able to engage in communication of and about science, value evidence and scepticism, and question scientific claims made by others. They should be able to identify and investigate scientific questions, draw evidence-based conclusions and make informed decisions about their own health and wellbeing. Science is a human endeavour that students should learn to appreciate and apply to daily life.

Learning Requirements: The aims of the teaching and study of MYP sciences are to encourage and enable students to:

• develop curiosity, interest and enjoyment towards science and its methods of inquiry • acquire scientific knowledge and understanding • communicate scientific ideas, arguments and practical experiences effectively in a variety of ways • develop experimental and investigative skills to design and carry out scientific investigations and to evaluate evidence to

draw a conclusion • develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations, judge

arguments and make informed decisions in scientific and other contexts • develop awareness of the possibilities and limitations of science and appreciate that scientific knowledge is evolving

through collaborative activity locally and internationally • appreciate the relationship between science and technology and their role in society • develop awareness of the moral, ethical, social, economic, political, cultural and environmental implications of the

practice and use of science and technology • observe safety rules and practices to ensure a safe working environment during scientific activities • engender an awareness of the need for and the value of effective collaboration during scientific activities.

Course Content:

• How can I work like a scientist? • How do living things grow and survive in the environment? • Exploring physical and chemical changes. • How can sudden geological changes or extreme weather affect the Earth’s surface? • How do electrical circuits transfer and transform electricity? • How can electricity be generated from alternate resources?

Assessment: The following criterion are used in assessment. Note that not all criterion are used for each task.

• Criterion A: Knowing and understanding Maximum 8 points • Criterion B: Inquiring and designing Maximum 8 points • Criterion C: Processing and evaluating Maximum 8 points • Criterion D: Reflecting on the impacts of science Maximum 8 points

Assessment tasks will vary with each topic studied. Assessment tasks may include research tasks, data analysis tasks, practical investigations, oral presentations and tests. The use of ICTs will be an integral part of some of the assessment tasks.

38

Visual Art: Arts Course Description: The visual arts have contributed to all cultures and societies throughout time. Experience in a wide range of visual arts activities adds a creative and cultural dimension to students’ development that will benefit them for the rest of their life. While traditional practices in the arts for example, painting, sculpture and ceramics, have traditionally provided cultural records, contemporary practice and access to technology have given the tools of visual arts a very broad palette. The process of making ideas a reality using the skills and practices of visual arts is an integral part of the substance of the MYP visual arts curriculum. At Walford we provide an exciting and stimulating Visual Arts Middle Years program that addresses MYP criteria whist being mindful of the content of the Australian Curriculum requirements. Students gain confidence in their abilities and develop insights and a greater understanding and appreciation of the visual arts both as practitioners and consumers.

Learning Requirements: In this subject, students are expected to:

• demonstrate awareness of the art form studied, including the use of appropriate language; • demonstrate awareness of the relationship between the art form and its context; • demonstrate awareness of the links between the knowledge acquired and artwork created; • demonstrate the acquisition and development of the skills and techniques of the art form studied; • demonstrate the application of skills and techniques to create, perform and/or present art; • identify an artistic intention; • identify alternatives and perspectives; • demonstrate the exploration of ideas; • identify connections between art forms, art and context, or art and prior learning; • recognise that the world contains inspiration or influence for art; • evaluate certain elements or principles of artwork.

Course Content:

• Drawing • Painting • Printmaking

The process journal is used to document activities and practical tasks. Assessment: Students will be assessed using the following MYP Criteria:


For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels. Teachers use their judgement to select the descriptor that best matches the student’s work overall.

39

Year 7

All students study a common course of subjects.


• Design

• Drama: Arts




• Individuals and Societies

• Mathematics

• Music: Arts


• Science

• Visual Art: Art

40

Chinese: Language Acquisition Course Description: Proficiency in languages gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas. Learning additional languages expands students’ cognitive and analytical abilities. It fosters communicative ability, communication skills and appreciation and understanding of other cultures. This experience increases students’ self-knowledge and their understanding of the world. The learning of another language fosters intercultural awareness as well as the development of linguistic skills. Language acquisition in the MYP aims to encourage in the students an awareness and understanding of the perspectives of people from other cultures, and to provide a skills base to facilitate lifelong learning. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.


• listen for specific purposes and respond to show understanding; • interpret visual text that is presented with spoken text; • engage with the text by supporting opinion and personal response with evidence and examples form the text; • read for specific purposes and respond to show understanding; • interpret visual text that is presented with written text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • interact and communicate in various situations; • express thoughts, feelings, ideas, opinions and information in spoken and written form; • speak and write for specific purposes; • organise thoughts, feelings, ideas, opinions and information in spoken and written form; • develop accuracy when speaking and writing in the target language

Course Content:

The Year 7 Chinese course emphasises oral work but students are also exposed to a greater number of characters. Reading comprehension is in characters with considerable pinyin.

• Self-introduction (review) • Colours • Describing my family and pets • Address • What’s in the classroom? • Activities • Days and date • Appearance

As part of the Chinese Curriculum, the School also offers to students in years 9 and 10 a study tour to China once every two years as an optional component. Our Chinese sister school, the Shanghai Number 3 Girls High School usually visit Walford every alternate year. The aim of this component of the curriculum is to develop a greater understanding, awareness and general knowledge of the culture of China.

Assessment: Assessment Tasks: Interactions, reading comprehension, handwrittern poster, video response and keynote presentation to class. Students will be assessed using the following MYP Criteria:

Criterion A Comprehending spoken and visual text Maximum 8 Criterion B Comprehending written and visual text Maximum 8 Criterion C Communicating in response to spoken and/or written and/or visual text. Maximum 8 Criterion D Using language in spoken and/or written form Maximum 8

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Design aims to enable students to develop problem-solving, critical and creative thinking skills through the application of the design cycle. There are four stages of the design cycle: to inquire and analyse, develop ideas, create a solution and evaluate. Students are encouraged to collaborate and to apply practical and creative-thinking skills to solve problems in life, society and the environment. They explore the role of technology in both historical and contemporary contexts. MYP Design intends to raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues.

Learning Requirements: • Inquiring and analysing: • Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse

the need for a solution and conduct an inquiry into the nature of the problem. • Developing ideas: • Students write a detailed specification, which drives the development of a solution. They present the solution. • Creating the solution: • Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and

evaluation. • Evaluating: • Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify


Course Content: Students will use information technology, systems (robotics) and materials to investigate, plan, create and evaluate a Design product. Through this program, students will apply creativity, engineering and mathematical skills to build a marble race maze. Cinematic techniques and a variety of various materials will be explored to convey a story using stop motion. Students will also improve their skills in Photoshop and InDesign to develop their own confectionary brand.



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Drama: Arts Course Description: Students will now build upon the foundations of drama covered in year 6. They will develop performance vocabulary as they learn the basic principles of dramatic production.





• develop the acquisition and development of the skills and techniques of the art form studied. • demonstrate the application of skills and techniques to create, perform and/or present art





Course Content: Students will explore characterisation through writing and presenting a monologue. A study of indigenous theatre and Australian drama form an important part of the course as well as learning and performing a poem through physical theatre.


• Knowing and understanding • Developing skills

• Thinking creatively • Responding


• Developmental Workbook • Reflection tasks • Practical work

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English: Language and Literature Course Description: The English Curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 7, students listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

Learning Requirements: The aims of the teaching and learning of MYP Language and Literature: English are to encourage and enable the student to:

• use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction • develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • develop critical, creative and personal approaches to studying and analysing literary and non-literary works • engage in literature from a variety of cultures and representing different historical periods • explore and analyse aspects of personal, host and other cultures through literary and non-literary works • engage with information and communication technology in order to explore language • develop a lifelong interest in reading widely • apply Language and Literature skills and knowledge in a variety of real-life contexts.

Course Content:

• Reading and Viewing: Individual choice under teacher guidance and some shared texts including 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. Reading exercises and activities are designed to develop student’s understanding and greater enjoyment of novels, poetry, film and short stories.

• Writing: Students study a wide variety of writing activities in prose and poetry designed to develop word knowledge and understanding. Writing for a variety of purposes. Developing word processing and research skills.

• Language Conventions and Literary Terms: Teaching of conventions and terms such as spelling patterns, complex sentences, extended metaphors, narrative viewpoint, and contrast.

• Oral: Formal and informal discussion and debates on set topics • Aural: Daily instructions, teacher reading, group work, digital texts and DVDs. Dramatic presentations and debating.

Assessment: A range of formative and summative assessment tasks are given which may include text responses, reading comprehensions, journal entries, letters, diary entries, book reviews, newspaper articles, script writing, critical reading, poetry analysis and writing, creative writing, reports, oral presentations, drama performance, explanations and discussions. The use of ICTs will be an integral part of many of the assessment tasks completed over the year and work will be assessed individually and in groups. Assessment Criteria: The following criteria are used in assessment. Note that not all criteria are used for every task.


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French: Language Acquisition Course Description: Proficiency in languages gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas. Learning additional languages expands students’ cognitive and analytical abilities. It fosters communicative ability, communication skills and appreciation and understanding of other cultures. This experience increases students’ self-knowledge and their understanding of the world. The learning of another language fosters intercultural awareness as well as the development of linguistic skills. Language acquisition in the MYP aims to encourage in the students an awareness and understanding of the perspectives of people from other cultures, and to provide a skills base to facilitate lifelong learning. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes. Learning Requirements: At the end of the course students should be able to:

• listen for specific purposes and respond to show understanding; • interpret visual text that is presented with spoken text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • read for specific purposes and respond to show understanding; • interpret visual text that is presented with written text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • interact and communicate in various situations; • express thoughts, feelings, ideas, opinions and information in spoken and written form; • speak and write for specific purposes; • organise thoughts, feelings, ideas, opinions and information in spoken and written form • develop accuracy when speaking and writing in the target language.


Course Content:

• Talking about family/describing relationships with others; • Easter in France and French-speaking countries; • Asking/talking about pets; • Talking about school and school subjects; • Giving time; • Talking about dates.

As part of the French Curriculum, the School also offers to students in Year 10 and 11 a study tour and homestay experience in France once every two years as an optional component. The aim of this component of the curriculum is to develop a greater understanding, awareness and general knowledge of the culture of France. It also provides an opportunity to enhance and further develop language proficiency.

Assessment: Assessment Tasks: Speaking: Role plays, oral presentations, conversations Writing: Descriptions, personal responses to visual or spoken texts, posters Comprehension: Interpretation of visual or spoken texts e.g. stories, cartoon strips, recordings of songs and dialogues, clips.



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Health and Physical Education Course Description: Physical Education contributes to the total education and development of each child. The aims of this course are to




• To demonstrate and learn physical skills. • To understand and recognise the nature of a safe environment and the need for rules. • To evaluate the fitness demands of an activity. • To evaluate the physical requirements of different physical activities, and develop an appreciation of a physically

active lifestyle. • To link a series of basic movement patterns and create sequences to express ourselves through movement. • To participate in an activity that requires communication. • To make decisions about appropriate behaviour. • To discuss feelings and attitudes to the body, sexuality and relationships.

Course Content:

• Water Skills * basic strokes * water safety • Team Games * hockey * cricket

* netball * basketball * soccer

• Individual Activities * gymnastics * dance * athletics * creative games

• Growth and Development * relationships/peer pressure * drug education - smoking and Healthy Lifestyle * changing and growing * body image and self-esteem Practices * myself and others * active lifestyle

* resilience * relationships

Assessment: Students will be assessed using the following MYP Criteria: Criterion A: Knowing and understanding How well the student communicates understanding. Criterion B: Planning and performing How well the student can construct, outline and analyse a plan for improving health or physical activity. Criterion C: Applying and performing How well the student is able to apply a range of skills, techniques, strategies and movement concepts. Criterion D: Reflecting and improving performance How well the student can identify issues and apply strategies to enhance performance.

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Individuals and Societies Course Description: MYP Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole. In year 7 students focus on the following Australian Curriculum key questions of inquiry:

• 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?




History Geography

• Overview of the ancient world • Water in the world • Investigating the ancient past • Place and liveability • The Mediterranean world - Ancient Greece • The Asian world - Ancient China

Note that an integrated approach in line with MYP principles is often adopted within the above topics.


Criterion A Knowing and understanding Maximum 8

Criterion B Investigating Maximum 8 Criterion C Communicating Maximum 8 Criterion D Thinking Critically Maximum 8

Assessment tasks will vary depending on the topics studied. Assessment tasks may include persuasive and analytical writing, creative tasks, tests, oral presentations and mapping tasks. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.

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Learning Requirements: Mathematics aims to ensure that students: • are confident, creative users and communicators of mathematics; • are able to investigate, represent and interpret situations in their personal and work lives and as active citizens; • develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes; • are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and

Statistics and Probability; • recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an

accessible and enjoyable discipline to study. Content:

• Number and Algebra: Index notation, square numbers, operations using integers, fractions, decimals, percentages, ratios, money and financial mathematics, patterns and algebra, coordinates

• Measurement and Geometry: Units of measurement, perimeter area, volume, 3D perspectives, transformations, angles

• Statistics and probability Collecting and collating data, representing data, using graphs, statistical measures, chance

Problem-solving and problem-solving strategies and use of information technology are integrated within the course.

MYP Assessment: Students will be assessed using the following MYP Criteria:

Criterion A Knowing and Understanding Maximum 8 Criterion B Investigating patterns Maximum 8 Criterion C Communicating Maximum 8 Criterion D Applying mathematics in real-life contexts Maximum 8

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• To develop and strengthen the understanding and enjoyment of music. • To encourage the communication of musical thinking and feeling. • To explore and develop ideas through creating, making and presenting. • To encourage the development of performance and stage skills, as well as collaborative learning skills,

through Music. • To develop skills in music theory and applied (aural) theory through performance and class singing.

Course Content:

• Theory • Kodaly • Elements of music • Performance (keyboard and ukulele) • Program music • Classifying instruments • The Planets

Text Books:

• Listen to the Music (Sixth edition), J J Dorricott • Theory books as required by individual students




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Religion and Values Education Course Description: Religion and Values Education facilitates both an understanding and an appreciation of the values, faith, lifestyle and history of the Christian faith as well as fostering an understanding and appreciation of the other major world religions increasingly represented in our multi-cultural society. It is an integral part of a liberal education in the Anglican tradition.


• To demonstrate the reality of the Christian faith and tradition from the Anglican perspective. • To build upon the actual experience of the students and encourage deeper, formal study of their faith experiences. • To assist the students in understanding that life is an intellectual, physical, emotional, social and spiritual reality.

Course Content:

• An introduction to the historical life of Jesus Christ and its manifestation in the Christian year. • An introduction to the history of the church and the Bible with particular reference to the Anglican tradition. • A study is made of the history of the Jewish faith. • A study of leadership and qualities of a good leader. • Preparation for stillness in daily life.

Assessment: Students will be assessed using the following MYP Criteria: Criterion A: Knowledge and Understanding Students use religious terminology in context and demonstrate knowledge and understanding of concepts through developed descriptions, explanations and examples. Criterion B: Investigating Students demonstrate investigative skills by acquiring research skills and processes associated with this discipline. Criterion C: Thinking critically Students analyse concepts, events, issues, models and arguments, interpret different perspectives and synthesise information in order to make valid, well-supported arguments. Criterion D: Communicating Students communicate information and ideas using an appropriate style for the audience and purpose and document sources of information using a recognised convention.

Assessment Procedures: Students will be assessed having considered participation, respect, discussion, interest, contribution and completion of set work.

• Activities include role plays, debates, videos, discussions and journal work,

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• develop curiosity, interest and enjoyment towards science and its methods of inquiry • acquire scientific knowledge and understanding • communicate scientific ideas, arguments and practical experiences effectively in a variety of ways • develop experimental and investigative skills to design and carry out scientific investigations and to evaluate evidence

to draw a conclusion • develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations, judge




Course Content:

• How can I work like a scientist? • Why separate? • How do ecosystems remain balanced? • How can we organise and classify organisms? • Is the Moon necessary for life on Earth? • Will our resources on Earth survive? • What makes objects move?


Criterion A Knowing and Understanding Maximum 8 Criterion B Inquiring and designing Maximum 8 Criterion C Processing and evaluating Maximum 8 Criterion D Reflecting on the impacts of science Maximum 8


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• demonstrate awareness of the art form studied, including the use of appropriate language; • demonstrate awareness of the relationship between the art form and its context; • demonstrate awareness of the links between the knowledge acquired and artwork created; • demonstrate the acquisition and development of the skills and techniques of the art form studied; • demonstrate the application of skills and techniques to create, perform and/or present art; • identify an artistic intention; • identify alternatives and perspectives; • demonstrate the exploration of ideas; • identify connections between art forms, art and context, or art and prior learning; • recognise that the world contains inspiration or influence for art; • evaluate certain elements or principles of artwork.

Course Content:

• Drawing: Introduction to ‘Drawing on the Right Side of the Brain’, observation drawing using a variety of media and techniques

• Navigating the Elements of Art • Painting: colour theory is studied with an exploratory use of media • Printmaking: monoprinting and ‘relief’ methods • Sculpture: exploration of three dimensional forms • Art appreciation: students are introduced to a range of artists and styles in historical, contemporary and cultural

contexts The process journal is used to document activities and practical tasks.




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Year 8

All students in Year 8 study a common core of subjects, with a choice of languages.


• Design

• Drama: Arts



• Geography: Individuals and Societies


• History: Individuals and Societies

• Mathematics

• Music: Arts


• Science


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Course Content:

The Year 8 Chinese course focuses on both oral interaction and reading, writing and typing texts in Chinese characters. • Greetings • Numbers and age • Natiionality • My school and school in China • Family and home • Days and dates • In the classroom • Food and dining out

As part of the Chinese Curriculum, the School also offers to students in Years 9 and 10 a study tour to China once every two years as an optional component. Our Chinese sister school, the Shanghai Number 3 Girls High School usually visit Walford every alternate year. The aim of this component of the curriculum is to develop a greater understanding, awareness and general knowledge of the culture of China. It also provides an opportunity for language proficiency development.

Assessment: Assessment Tasks: Interactions, orah presentations, video comprehension and reading comprehension of texts in Chinese characters.

Writing: composing and presenting texts in Chineses characters. Students will be assessed using the following MYP Criteria:

Criterion A Comprehending spoken and visual text Maximum 8

Criterion B Comprehending written and visual text Maximum 8 Criterion C Communicating in response to spoken and/or written and/or visual text Maximum 8 Criterion D Using language in spoken and/or written form Maximum 8

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Learning Requirements: • Inquiring and analysing: • Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse

the need for a solution and conduct an inquiry into the nature of the problem. • Developing ideas: • Students write a detailed specification, which drives the development of a solution. They present the solution. • Creating the solution: • Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and

evaluation. • Evaluating: • Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify


Course Content: Students will use 3D printing, coding and materials selection to investigate, plan, create and evaluate a Design product. Through this program, students will apply creativity and coding skills to develop a computer app. Students will also integrate 3D printing with Photoshop and InDesign skills to develop their own cookie cutting products and brand.



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Drama: Arts Course Description:

Students will continue to learn about contemporary and historical theatrical movements. They will experience and respond to a diversity of forms and styles. They will further explore the role of the script writer and actor through acting preparations activities.


• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology.

• demonstrate an understanding of the role of the art form in original or displaced contexts. • use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.




• develop a feasible, clear, imaginative and coherent artistic intention. • demonstrate a range and depth of creative-thinking behaviours. • demonstrate the exploration of ideas to shape artistic intention through to a point of realisation.


• construct meaning and transfer learning to new settings. • create an artistic response that intends to reflect or impact on the world around them. • critique the artwork of self and others.

Course Content: Ritual and Greek Tragedy will be explored through practical and textual workshops. Students will work collaboratively to devise theatre for a young audience based on the idea of sustainabiliity. The will also study the work of contemporary physical theatre companies and create a performance piece using some of their techniques.


• Knowing and understanding • Developing skills

• Thinking creatively • Responding


• Developmental workbook • Reflection tasks • Practical Work

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English: Language and Literature Course Description: The English Curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 8, students listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts. These include newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and texts from other times and cultures. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

Learning Requirements: Over the course of the year students will respond to:

• Poetry: Students read a wide range of poetry and write their own poems following an introduction to figurative language.

• Language Conventions and Literary Terms: Language exercises from a variety of resources including nominalisation, learning and accurate spelling of familiar and new words, teaching of rhetorical devices such as metaphor, irony, pun and parody.

• Writing: Writing for a variety of purposes including critical reading. • Oral and Aural: Class discussions, prepared talks, ICT presentations, role-play, group work, evaluations of novels

and other shared texts. • Reading: Shared texts and independent choice under teacher guidance. Student responses to a wide range of

authors and genres. Course Content: A diverse range of texts is studied (including novels, films, poetry and plays) addressing themes and issues such as prejudice, different cultures, relationships and current affairs.

Assessment: A range of formative and summative assessment tasks are given which may include text responses, reading comprehensions, journal entries, letters, diary entries, book reviews, newspaper articles, script writing, critical reading, poetry analysis and writing, creative writing, reports, oral presentations, drama performance, explanations and discussions. The use of ICTs will be an integral part of many of the assessment tasks completed over the year and work will be assessed by individually and in groups. Assessment Criteria: The following criteria are used in assessment. Note that not all criteria are used for every task.


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French: Language Acquisition Course Description: Proficiency in languages gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas. Learning additional languages expands students’ cognitive and analytical abilities. It fosters communicative ability, communication skills and appreciation and understanding of other cultures. This experience increases students’ self-knowledge and their understanding of the world. The learning of another language fosters intercultural awareness as well as the development of linguistic skills. Language acquisition in the MYP aims to encourage in the students an awareness and understanding of the perspectives of people from other cultures, and to provide a skills base to facilitate lifelong learning. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.


• listen for specific purposes and respond to show understanding; • interpret visual text that is presented with spoken text; • engage with the text by supporting opinion and personal response with evidence and examples from the text: • read for specific purposes and respond to show understanding; • interpret visual text that is presented with written text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • interact and communicate in various situations; • express thoughts, feelings, ideas, opinions and information in spoken and written form; • speak and write for specific purposes • organise thoughts, feelings, ideas, opinions and information in spoken and written form • develop accuracy when speaking and writing in the target language.


Course Content:

• Saying and spelling your name, making contact, giving personal information • Talking about musical preferences and tastes and activities, asking personal questions • Talking about differences, introducing your family, talking about nationality • Talking about sport and sporting activities, describing people • Talking about school life and timetables, making an appointment • Talking about fashion and making purchases, describing someone’s style • Describing our home and organising our bedroom, talking about everyday activities • Talking about holidays and making plans


Assessment: Assessment Tasks: Speaking: Role plays, oral presentations, conversations. Writing: Descriptions, personal responses to visual or spoken texts, posters. Comprehension: Interpretation of visual or spoken texts e.g. stories, cartoon strips, recordings of songs, dialogues and clips.



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Geography: Individuals and Societies Course Description: MYP Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole.

Learning Requirements The aims of the teaching and learning of MYP Individuals and Societies are to encourage and enable the student to:


Course Content: Units that are studied in year 8 Geography are

• Landforms and Landscapes • Changing nations



Assessment tasks will vary depending on the topics studied. Assessment tasks may include fieldwork reports, broadsheets, mapping tasks, creative tasks, tests, oral presentations and group work activities. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.

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Health and Physical Education Course Description: Physical Education contributes to the total education and development of each child. The aims of this course are to :




• To demonstrate and learn physical skills. • To define beliefs of appropriate behaviour – especially assertiveness. • To explain why rules may be necessary. • To link a series of basic movement patterns. • To participate in an activity that requires communication. • To co-operate and work as a group. • To discuss feelings and attitudes to the body, body image and self-esteem. • To understand the implications of preventative medicine. • To develop skills of protective behaviour

Course Content:

• Water Skills

o advanced strokes o water confidence

o introduction to life saving o Bronze Star

• Individual Sports o gymnastics o athletics

o fitness

• Team Games o hockey o football

o softcrosse o softball o soccer

• Emotional and Social Development o camp skills

• Protective Behaviours o Drug Education – Alcohol o harm minimisation

• Health Lifestyle o fitness factors and basic exercise

physiology o Australian and community health issues o Fit and Healthy

Assessment: Students will be assessed using the following MYP Criteria: Criterion A: Knowing and understanding How well the student communicates understanding and solves problems in familiar and unfamiliar situations. Criterion B: Planning and performing How well the student can design, explain and analyse a plan for improving physical performance and health. Criterion C: Applying and performing How well the student is able to apply a range of appropriate skills, techniques, strategies and movement concepts. Criterion D: Reflecting and improving performance How well the student can identify issues and apply strategies to enhance performance.

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History: Individuals and Societies Course Description: The aims of the teaching and learning of MYP Individuals and Societies are to encourage and enable the student to:


Learning Requirements: In year 8 students focus on the following Australian Curriculum key questions of inquiry:

• How did societies change from the end of the ancient period to the beginning of the modern age? • What key benefits and values emerged and how did they influence societies? • What were the causes and effects of contact between societies in this period? • Which significant people, groups, or ideas from this period have influenced the world today?


• Overview of the ancient to modern world • The Western and Islamic World – The Vikings (c.790-c.1066) • The Black Death in Asia, Europe and Africa (14th century plague) • The Asia-Pacific world – Japan under the Shoguns (c.794-c.1867)


Criterion A Knowing and understanding Maximum 8 Criterion B Investigating Maximum 8

Criterion C Communicating Maximum 8 Criterion D Thinking Critically Maximum 8

Assessment tasks will vary depending on the topics studied. Assessment tasks may include essays, sources analysis, creative tasks, tests, oral presentations and group work activities. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.

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• are confident, creative users and communicators of mathematics; • are able to investigate, represent and interpret situations in their personal and work lives and as active citizens; • develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes; • are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and


accessible and enjoyable discipline to study. Content:

• Number and Algebra: Index laws, operations using integers, decimals, percentages, ratios, money and financial mathematics, algebraic concepts including operations, expanding brackets, factorising, equation solving, graphing lines on coordinate axes

• Measurement and Geometry: Units of measurement and conversions, perimeter, area, volume, time, transformations, properties of congruent triangles and quadrilaterals

• Statistics and probability: Sampling processes, statistical measures, effect of outliers, complementary events, Venn Diagrams

Problem-solving and problem solving strategies and use of information technology are integrated within the course. MYP Assessment: Students will be assessed using the following MYP Criteria:

Criterion A Knowing and Understanding Maximum 8 Criterion B Investigating patterns Maximum 8

Criterion C Communicating Maximum 8 Criterion D Applying mathematics in real-life contexts Maximum 8

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• To develop and strengthen the understanding and enjoyment of music. • To encourage the communication of musical thinking and feeling. • To explore and develop ideas through creating, making and presenting. • To encourage the development of performance and collaborative learning skills. • To develop skills in music theory and applied (aural) theory through keyboard performance and class singing.

Course Content:

• Music appreciation: Rock music, composition, music from the movies, World Music • Theory: Beat, rhythm, pitch, tempo, dynamics, note names and values, time signatures

and key signatures. • Singing: Vocal ranges and techniques, sight singing and repertoire. • Performance: Group performance and sound exploration

Text Book: Listen to the Music (6th edition), J J Dorricott Appropriate level theory books for individual students

Assessment:

Students will be assessed using the following MYP Criteria: • Knowing and understanding • Developing skills • Thinking creatively • Responding For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels. Teachers use their judgment to select the descriptor that best matches the student’s work overall.

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• To acquaint the students with the life and person of Jesus Christ through the exploration of specific biblical texts. • To introduce the students to world religions. • To continue to foster in the students a desire to develop their spiritual lives. • To assist the students in learning to make moral judgements and decisions.

Course Content:

• A study of the Easter story and the life of Christ through the Anglican tenets of “Scripture, reason and tradition”. • A study of the philosophy, traditions and beliefs of other religions related to the concept of suffering. • An exploration of personal beliefs using symbolism and design. • A beginning study of current social and moral issues. • Stillness skills for daily life. • An introduction to meditation.



• Activities include role plays, debates, videos, discussions and journal work.

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Course Content:

• How does science work? • What forms can energy take? • What are living things made of? • What are substances made of? • What form can matter take? • What causes matter to change? • How do the cells of the body obtain oxygen? • What happens to what I eat? • Is the Earth static? • How will my body change as I grow up?




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• demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language;

• demonstrate knowledge of the role of the art form in original or displaced contexts; • use of acquired knowledge to inform their artwork; • demonstrate the acquisition and development of the skills and techniques of the art form studied; • demonstrate the application of skills and techniques to create, perform and/or present art; • outline a clear and feasible artistic intention; • outline alternatives, perspectives, and imaginative solutions; • demonstrate the exploration of ideas through the developmental process to a point of realisation; • outline connections and transfer learning to new settings; • create an artistic response inspired by the world around them; • evaluate the artwork of self and others.

Content:

• Drawing: expansion of ‘Drawing on the Right Side of the Brain’ concepts, observation drawing using a variety of media and techniques.

• Painting: acrylic and watercolour techniques. Development of compositional elements. Emphasis on the development of a personal style.

• Art appreciation: students are introduced to a range of artists and styles in historical, contemporary and cultural contexts. Formal analysis of artworks.

The process journal documents the process used to resolve practical tasks and is an integral part of the course requirements. Homework is also an expected requirement of the course. The iPad is used as a tool in the visual arts for research and practical applications.




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Year 9

All students in Year 9 study a common course and continue the language

chosen in Year 8.


• Design

• Drama: Arts



• Geography: Individuals and Societies


• History: Individuals and Societies

• Mathematics

• Music: Arts


• Science


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• listen for specific purposes and respond to show understanding; • interpret visual text that is presented with spoken text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • read for specific purposes and respond to show understanding; • interpret visual text that is presented with written text; • engage with the text by supporting opinion and personal response with evidence and examples from the text; • interact and communicate in various situations; • express thoughts, feelings, ideas, opinions and information in spoken and written form • speak and write for specific purposes • organise thoughts, feelings, ideas, opinions and information in spoken and written form • develop accuracy when speaking and writing in the target language.


Course Content:

• Clothes and colours • Appearance • Chines celebrities and TV shows • Sports • Pets • Languages • Shopping • My day • What are they doing? • Weather

As part of the Chinese Curriculum, the School also offers to students in Years 9 and 10 a study tour to China once every two years as an optional component. Our Chinese sister school, the Shanghai Number 3 Girls High School usually visit Walford every alternate year. The aim of this component of the curriculum is to develop a greater understanding, awareness and general knowledge of the culture of China. It also provides an opportunity for language proficiency development. Assessment: Interactions, oral presentations, video comprehension and reading comprehension of texts in Chinese characters. Writing: research, compose and present texts in Chinese characters



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Learning Requirements: • Inquiring and analysing: • Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the

need for a solution and conduct an inquiry into the nature of the problem. • Developing ideas: • Students write a detailed specification, which drives the development of a solution. They present the solution. • Creating the solution: • Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation. • Evaluating: • Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify


Course Content: Students will use information technology, systems (robotics) and materials to investigate, plan, create and evaluate a Design product. Through this program, students will apply engineering techniques to create a mood light using microcontroller electronics. Students will also explore the latest in presentation and cinematic techniques to create movies of various genres.



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Drama: Arts Course Description: Students will use drama for exploring and expressing their individual and social identities.










Course Content: Technical theatre, film-making, script interpretation, improvisation, character building. Students study the work of Konstantin Stanislavski and apply this learning to developing realistic characters. Film-making will comprise the second unit.


• Knowing and understanding • Developing skills • Thinking creatively • Responding • Practical work

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels. Teachers use their judgment to select the descriptor that best matches the student’s work overall. The Developmental workbook is used to show all of the above learning requirements and will be assessed once per term.

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English: Language and Literature Course Description: The English Curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 9, students interpret, create, evaluate, discuss and perform a wide range of literary texts including a Shakespearean play, a historical fiction novel, contemporary and classic poetry and film. Students will also develop a critical understanding of the contemporary media, and the difference between media texts.

Course Content: A diverse range of texts is studied (including novels, films, poetry and plays) addressing themes and issues such as prejudice, different cultures, fantasy, comedy, relationships and current affairs.

Learning requirements: Over the course of the year students will respond to:

• Poetry: Students read and analyse a range of contemporary and classic poetry. • Language Conventions and Literary Terms: Language exercises from a variety of resources, teaching of literary

techniques such as allusion, extended metaphor, metonymy, symbolism, personification and hyperbole. • Writing: Writing for a variety of purposes including a formal essay and critical reading. • Oral and Aural: Class discussions, prepared talks, ICT presentations, role-play, group work, evaluations of novels

and other shared texts. • Reading: Shared texts and independent choice under teacher guidance. Student responses to a wide range of

authors and genres including one Shakespearean play. Assessment: Assessment tasks will vary depending on the topics, skills and texts studied. These will include: narrative, expository, recount, procedures, performances, reports, discussions, essays, literary analyses, and multi-modal responses. Assessment Criteria: The following criteria are used in assessment. Note that not all criteria are used for every task. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.


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French: Language Acquisition Course Description: Proficiency in languages gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas. Learning additional languages expands students’ cognitive and analytical abilities. It fosters communicative ability, communication skills and appreciation and understanding of other cultures. This experience increases students’ self-knowledge an understanding of the world. The learning of another language fosters intercultural awareness as well as the development of linguistic skills. Language acquisition in the MYP aims to encourage in the students an awareness and understanding of the perspectives of people from other cultures, and to provide a skills base to facilitate lifelong learning. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.

Learning requirements: At the end of the course students should be able to:



Course Content:

• Directions and places in town • Food • Friendships, relationships and feelings – health • News, press and meia • Talking about past experiences and life stories • The environment and ecological actions • Money • The future and future choices


Assessment: Assessment Tasks: Speaking: Role plays, oral presentations, conversations Writing: Descriptions, personal responses to visual or spoken texts, posters Comprehension: Interpretation of visual or spoken texts e.g. stories, cartoon strips, recordings of songs and dialogues, clips



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Geography: Individuals and Societies Course Description: MYP Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole.

Learning Requirements: The aims of the teaching and learning of geography are to encourage and enable the students to:


Course Content: Units that are studied in year 9 Geography are

• Geographies of Interconnections • Biomes and food security

Assessment:



Assessment tasks will vary depending on the topics studied. Assessment tasks may include fieldwork reports, broadsheets, mapping tasks, creative tasks, tests, oral presentations and group work activities. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.

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Health and Physical Education Course Description: Health and Physical Education contributes to the total education and development of each child. The aims of this course are to

• encourage the development of ‘intelligent performers’ • to encourage students to understand the importance of a balanced, healthy lifestyle. • To encourage students to be lifelong participants and develop their self-concept through physical activity.



• To demonstrate and learn physical skills. • To define beliefs of appropriate behaviour. • To identify strategies to encourage good nutrition. • To recognise the features of a safe environment. • To explain why rules may be necessary. • To evaluate the fitness demands of an activity. • To link a series of basic movement patterns. • To participate in an activity that requires communication. • To co-operate and work as a group. • To discuss feelings and attitudes to the body and sexuality. • To understand values are changing.

Course Content: • Water Skills

o advanced stroke technique o Bronze medallion

• Individual Sports o athletics o badminton

o aerobics o dance o table tennis

• Team Games o netball o cricket o AFL

o touch o water polo o basketball

• Health Lifestyle o harm minimisation o sexual health o fitness testing and improvement o risk taking

Assessment:

Students will be assessed using the following MYP Criteria: Criterion A: Knowing and understanding How well the student communicates understanding and solves problems in familiar and unfamiliar situations. Criterion B: Planning and performing How well the student can design, explain and analyse a plan for improving physical performance and health. Criterion C: Applying and performing How well the student is able to apply a range of appropriate skills, techniques, strategies and movement concepts. Criterion D: Reflecting and improving performance How well the student can identify issues and apply strategies to enhance performance.

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History: Individuals and Societies Course Description: MYP Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole.



Course Content: In year 9 students focus on the following Australian Curriculum key questions of inquiry:

• What were the changing features of the movements of people from 1750 to 1918? • How did new ideas and technological developments contribute to change in this period? • What was the origin, development, significance and long-term impact of imperialism in this period? • What was the significance of World War I?

The topics through which these topics are explored are: • Overview of the making of the modern world • Making a better world: The Industrial Revolution (1750-1914) • Australia and Asia – Making a nation • World War I

Assessment:


Criterion A Knowing and understanding Maximum 8 Criterion B Investigating Maximum 8 Criterion C Communicating Maximum 8 Criterion D Thinking critically Maximum 8

Assessment tasks will vary depending on the topics studied. Assessment tasks may include essays, sources analysis, creative tasks, tests, oral presentations and group work activities. The use of ICTs will be an integral part of many of the assessment tasks completed over the year.

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Mathematics Course Description: In the Australian Curriculum, the proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.


• are confident, creative users and communicators of mathematics; • are able to investigate, represent and interpret situations in their personal and work lives and as active citizens; • develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes; • are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and


accessible and enjoyable discipline to study. Course Content:

• Number and Algebra: Index laws, scientific notation, direct proportion, simple interest, algebraic concepts including expanding brackets, linear equation solving, coordinate geometry including linear graphs, distance between two points, gradient and midpoint of two points.

• Measurement and Geometry: Area, surface area, volume, transformations, similar triangles, Pythagoras’ theorem, right angled trigonometry

• Statistics and probability: Tree diagrams, sampling processes, statistical measures of centre and spread, shape of data, stem-and-leaf plots, histograms.

Problem-solving and problem-solving strategies and use of information technology are integrated within the course. Assessment:


Criterion A Knowing and Understanding Maximum 8 Criterion B Investigating patterns Maximum 8 Criterion C Communicating Maximum 8 Criterion D Applying mathematics in real-life contexts Maximum 8

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Music: Arts Course Description:

While participating in activities involving singing, playing percussion instruments, moving, listening and creating, students will develop an awareness and understanding of voice, rhythm & beat, melody & pitch, tempo, form and dynamics. Learning requirements:

• To develop and strengthen the understanding and enjoyment of music. • To encourage the communication of musical thinking and feeling. • To explore and develop ideas through creating, making and presenting. • To encourage the development of performance and collaborative learning skills. • To develop skills in music theory and applied (aural) theory through performance. • To perform an individual part with confidence and control in both solo and group performance.

Course Content:

• Music Appreciation: Musicals, Blues. • Theory: Tones, semitones, scales, key signatures, time signatures, rhythmic and melodic dictation. • Aural awareness: Recognition of intervals, scales, triads and tonality. • Composition: Using 12 bar blues pattern. • Performance Instrumental and vocal, individual and group performance.

Assessment:




Text Book: Appropriate level theory books for individual students

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• Discuss and explore faith and life issues at a deeper level. • To assist the students in developing a moral sensibility and approach to life that includes a study of the Christian

tradition, and an ongoing exploration of Christian Scripture. • To continue to foster the individual student's spiritual growth. • To introduce the students to other traditions and beliefs and philosophies. • Stillness for daily life.

Course Content:

• A study of sacred spaces. An exploration of the relationship between sacred spaces, religion and daily life. • A study of philosophy, traditions and beliefs of other religions. • A study of community issues through literature, film and interview and a study of related scripture texts. • An overview of Buddhism and its links with Christianity. • Stillness skills as part of daily life. • Meditation activities.



• Activities include role plays, debates, videos, discussion and journal work.

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Course Content: • Atomic structure – what’s inside the atom? • What affects energy transfer through an electrical circuit? • Nerves and hormones? • How is heat and sound energy transferred through different mediums? • Light. • How can radiation affect us? • Microbes and the immune response. • Acids and bases. • Sustainable ecosystems. • What is Truth? – Scientific methods. • Plate tectonics.

Assessment: The following criteria are used in assessment. Note that not all criterion are used for each task.



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Visual: Arts Course Description: The visual arts have contributed to all cultures and societies throughout time. Experience in a wide range of visual arts activities adds a creative and cultural dimension to students’ development that will benefit them for the rest of their life. While traditional practices in the arts for example, painting, sculpture and ceramics, have traditionally provided cultural records, contemporary practice and access to technology have given the tools of visual arts a very broad palette. The process of making ideas a reality using the skills and practices of visual arts is an integral part of the substance of the MYP visual arts curriculum. At Walford we provide an exciting and stimulating Visual Arts Middle Years program that addresses MYP criteria whist being mindful of the content of the Australian Curriculum requirements. Students gain confidence in their abilities and develop insights and a greater understanding and appreciation of the visual arts both as practitioners and consumers.


• demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of appropriate language;

• demonstrate knowledge of the role of the art form in original or displaced contexts; • use acquired knowledge to inform their artwork; • demonstrate the acquisition and development of the skills and techniques of the art form studied; • demonstrate the application of skills and techniques to create, perform and/or present art; • outline a clear and feasible artistic intention; • outline alternatives, perspectives, and imaginative solutions; • demonstrate the exploration of ideas through the developmental process to a point of realisation; • outline connections and transfer learning to new settings; • create an artistic response inspired by the world around them; • evaluate the artwork of self and others.

Content:

• Drawing: Further development of skills. Drawing is all important to communicate the development and refinement of visual ideas.

• Printmaking: Lino ‘relief’ printing to produce an edition of prints. • Sculpture: Exploration of three dimensional forms. • Art appreciation: Students are introduced to a range of artists and styles in historical, contemporary and cultural

contexts. Formal analysis of artworks. The process journal documents the process used to resolve practical tasks and is an integral part of the course requirements. Homework is also an expected requirement of the course.




Walford Anglican School for Girls Inc.316 Unley Road Hyde Park South Australia 5061PO Box 430 Unley South Australia 5061Tel. 61 8 8272 6555 Email. [email protected]

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Middle School Curriculum Information · 2018-07-24 · Walford Anglican School for Girls Inc. 316 Unley Road Hyde Park South Australia 5061 PO Box 430 Unley South Australia 5061 Tel