MIDDLE SCHOOL HANDBOOK 2019 - maranatha.vic.edu.au · Middle School Program and Information Pastoral Care Underpinning quality teaching practice and a safe and supportive learning

MIDDLE SCHOOLHANDBOOK

2019

CONTENTS WELCOME TO MIDDLE SCHOOL ............................................................................................................... 3

MIDDLE SCHOOL PROGRAM AND INFORMATION................................................................................... 4

Pastoral Care ................................................................................................................................................................. 4

Home Group Teachers .................................................................................................................................................. 4

Inquiry Flow Chart ......................................................................................................................................................... 4

The School Day .............................................................................................................................................................. 5

Lockers .......................................................................................................................................................................... 5

Textbooks & Stationery ................................................................................................................................................. 5

ICT in Middle School ...................................................................................................................................................... 6

Uniform ......................................................................................................................................................................... 7

CURRICULUM ........................................................................................................................................... 11

Assessment ................................................................................................................................................................. 11

Support........................................................................................................................................................................ 11

Mathematics and English Tutoring ......................................................................................................................... 11

Education Support................................................................................................................................................... 11

Extension Programs: Literacy and Mathematics ........................................................................................................ 12

Year 9 Extension Programs ......................................................................................................................................... 12

Co-Curricular Programs ............................................................................................................................................... 12

Camps and Activities ................................................................................................................................................... 13

YEAR 7 SUBJECT INFORMATION ............................................................................................................ 14

Accelerated Reader ..................................................................................................................................................... 14

Band ............................................................................................................................................................................ 14

Biblical Living ............................................................................................................................................................... 14

Chinese Language, Culture and Society (Mandarin) ................................................................................................... 15

English ......................................................................................................................................................................... 15

Health and Physical Education .................................................................................................................................... 16

Humanities (History, Geography, Civics & Citizenship, Business & Economics) ......................................................... 16

Mathematics ............................................................................................................................................................... 17

Science ........................................................................................................................................................................ 17

YEAR 8 CORE SUBJECTS ........................................................................................................................ 18

Accelerated Reader ..................................................................................................................................................... 18

Biblical Living ............................................................................................................................................................... 18

Chinese Language, Culture and Society ...................................................................................................................... 19

English ......................................................................................................................................................................... 19


Humanities (History, Geography, Civics & Citizenship, Business & Economics) ......................................................... 20

Mathematics ............................................................................................................................................................... 20

Science ........................................................................................................................................................................ 21

YEAR 7/8 ELECTIVES ............................................................................................................................... 22

Maranatha Christian School Page 2

Art ............................................................................................................................................................................... 22

Design & Metal............................................................................................................................................................ 22

Drama .......................................................................................................................................................................... 22

Food Technology ......................................................................................................................................................... 23

Graphics ...................................................................................................................................................................... 23

Information Technology .............................................................................................................................................. 24

Product Design (Textiles) ............................................................................................................................................ 24

Woodwork .................................................................................................................................................................. 25

YEAR 9 PROGRAMS AND INFORMATION ............................................................................................... 26

Year 9 Core Subjects ................................................................................................................................................... 26

Year 9 Elective Subjects .............................................................................................................................................. 26

Biblical Living ............................................................................................................................................................... 26

Commerce and Law..................................................................................................................................................... 26

English ........................................................................................................................................................................ 27


History ......................................................................................................................................................................... 28

Mathematics ............................................................................................................................................................... 28

Science ........................................................................................................................................................................ 28

Study Skills .................................................................................................................................................................. 29

YEAR 9/10 ELECTIVES ............................................................................................................................. 30

Applied Science ........................................................................................................................................................... 30

Art ............................................................................................................................................................................... 30

Chinese Language, Culture and Society ...................................................................................................................... 31

Food Technology ......................................................................................................................................................... 31

Information Technology .............................................................................................................................................. 31

Media .......................................................................................................................................................................... 32

Music ........................................................................................................................................................................... 32

Theatre ........................................................................................................................................................................ 32

Visual Communication and Design ............................................................................................................................. 33

Woodwork .................................................................................................................................................................. 33


Welcome to Middle School Welcome to Middle School at Maranatha Christian School. Our purpose is to provide a safe, positive and engaging environment that will enable our students to become persistent learners, critical thinkers and effective communicators. These skills prepare our students for success in senior school and beyond.

Middle School is an exciting time. All of our students benefit from the passion specialist teachers bring to their subjects. We care about students and we care about their education. Our staff recognise the role they have in helping your child reach their full potential.

Our school holds strong beliefs about the relationships we build with our parents and our community. We partner with parents to ensure students are prepared to be lifelong learners. We provide a caring and dynamic learning environment where all students can achieve their potential.

Parents and students, are encouraged to do the following to flourish in Middle School: • Communicate with staff and other students in a respectful and positive way.• Ask questions, examine possibilities, and challenge yourself to find solutions.• Have a positive growth mindset.• Contribute to the school community in a collaborative manner.

Parents, please make time to do the following: • Ask your child specific questions about what he/she did at school each and every day. For example, “What

was the most interesting thing you did in mathematics class today?” or “Tell me about your scienceexperiment.”

• Stay informed about your child’s performance on homework and assessments by using the parent portalin SEQTA. Your interest and concern in their school progress will motivate them.

• Communicate with your child’s teachers (using SEQTA) to establish a successful home/schoolpartnership.


Middle School Program and Information

Pastoral Care Underpinning quality teaching practice and a safe and supportive learning environment is the Pastoral Care Program. Maranatha Christian School has always sought to provide mechanisms and processes to ensure students flourish, not only academically, but emotionally and spiritually as well. Teachers are sensitive to the needs of students and are compassionate role models.

Home Group Teachers Students begin each day with Home Group. This is a devotional time with their Home Group Teacher. The Home Group Teacher becomes directly responsible for their care. They seek to provide guidance and support for your child as they get to know them through the Middle School years. Home Groups take on a horizontal structure within a particular House, meaning that students will included within a combination of Years 7 – 9 students from either Acacia, Grevillea, Kurrajong or Warratah, dependant upon to which House they have been assigned.

Parents may notify Home Group Teachers of any relevant events that are likely to affect their child. For example a family holiday, a difficult time within the family, success in an area of their lives outside of school such as a dance competition or sporting achievement.

Inquiry Flow Chart If you have any queries or concerns, please see the table below to assist you with whom your point of contact should be:

Middle School (Year 7 to 9)

Inquiry Who to ask? Academic Progress Subject Teacher (first point of contact for most issues)

Head of Subject (second point of contact for particular subjects) Head of Middle School (second point of contact for overall issues) Head of Endeavour Hills (unresolved concerns)

Pastoral and Behavioral Concerns (including uniform)

Home Group Teacher (first point of contact for most issues) Student Support Coordinator (unresolved issues) Head of Middle School (serious concerns) Head of Endeavour Hills (unresolved concerns)

Curriculum Subject Heads (first point of contact) Head of Curriculum - Middle (unresolved issues)

Teacher Concerns Head of Endeavour Hills (after speaking to teacher) Principal (if still unresolved)

School Policies Principal


The School Day School commences at 8.40am with Assembly on Monday and Home Group on Tuesday, Thursday and Friday. Students are dismissed from classes at 3.30pm. The shuttle bus to Officer leaves at 3.25pm. After the last bus has left any Middle School students waiting for a parent, must wait in the School Library.

School Times are listed below:

Monday Tuesday, Thursday & Friday Wednesday 8.15 Shuttle students arrive 8.20 Shuttles departs Officer

8.40 Warning bell 8.45 – 9.15 Assembly (30) 9.15 – 10.05 Period 1 (50) 10.05 – 10.55 Period 2 (50)

10.55 – 11.20 Recess (warning bell at 11.15) 11.20 – 12.10 Period 3 (50) 12.10 – 1.00 Period 4 (50)

1.00 – 1.45 Lunch (warning bell at 1.40) 1.45 – 2.35 Period 5 (50) 2.35 – 3.30 Period 6 (55)

3.25 Shuttle and MET bus students leave / prayer 3.30 Shuttles and MET depart

8.15 Shuttle students arrive 8.20 Shuttles departs Officer

8.40 Warning bell 8.45 – 9.00 Home Group (15) 9.00 – 9.55 Period 1 (55) 9.55 – 10.50 Period 2 (55)

10.50 – 11.15 Recess (warning bell at 11.10) 11.15 – 12.05 Period 3 (50) 12.05 – 12.55 Period 4 (50)



8.15 Shuttle students arrive 8.20 Shuttles departs Officer

8.40 Warning bell 8.45 – 9.35 Period 1 (50) 9.35 – 10.30 Period 2 (55)

10.30 – 10.55 Recess (warning bell at 10.50) 10.55 – 11.45 Period 3 (50) 11.45 – 12.40 Period 4 (55) 12.40 – 1.00 Devotion (20)



Lockers Each year students will be allocated a locker. All belongings must be kept in the student’s locker. Students are expected to purchase their own lock for their locker. Please note: items are left at the student’s own risk. The School will not be responsible for any property lost in these locker areas. Lockers must be locked at all times.

Textbooks & Stationery Students will be provided with a list of required textbooks and stationery items at the end of the school year, in time for the following school year. Copies of these lists can be obtained via SEQTA. Textbook are supplied by Lamont Books. Address: 6 Technology Circuit, Hallam Ph: 8787 1700 While stationery lists are provided, and Lamont are able to supply, parent discretion is permitted in regards to where stationery is purchased.


ICT in Middle School iPads Students in Years 7 & 8 use iPads as a tool to facilitate learning inside and outside of the classroom. iPad specifications and the required applications for the iPads in each year are available via SEQTA.

BYOD From Year 9 onwards, students are required to bring their own device to use at school. Minimum specifications are provided via SEQTA to ensure students have a device that will operate effectively within the school environment.

SEQTA SEQTA is the School’s Learning Management System (LMS). It is used for curriculum delivery, report writing, assessment, pastoral care documentation and communication - for staff, parents and students. SEQTA is the central ‘hub’ of information and is accessible by all parts of the Maranatha Community. It is essential that students and parents have access to SEQTA to remain up to date with relevant information and communication. Login details will be provided through the enrolment process.

Digital Discipleship The Digital Discipleship Program has been implemented to ensure that responsible and respectful use of technology is encouraged. The modules below are incorporated into classes at varying levels, and along with the biblical perspective, are aligned with the School's values and attributes.

In order to use your device and the School’s network, student must first complete the Digital Discipleship Program to show that they understand how to use technology and the internet responsibly.

An indiscretion in relation to use of technology may result in the student losing access to the network and needing to complete the course again.


Uniform The uniform expectations are as follows: Girls Summer Uniform Shoes: Plain, black leather, buckle/lace up school shoes (white socks must be worn) Socks: White socks (anklets or tennis socks are not permitted) Dress: Maranatha School dress Jumper: Maranatha School jumper (Middle - Blue) Blazer: Maranatha School blazer Sun hat: Maranatha Cap or Broad brimmed School hat (Middle – Blue) Maranatha Cap Note: Any garment worn under the shirt or dress must not be visible. Boys' Summer Uniform Shoes: Plain, black, leather, lace up school shoes (socks must be worn) Socks: Grey socks (anklets or tennis socks are not permitted) Shirt: White short-sleeved, button-through shirt (can wear straight cut shirt) Trousers: School grey, must have a waistband or belt carriers. Trousers must be of poly-cotton or wool blend material. Shorts: School grey school shorts without external, cargo-style pockets Jumper: Maranatha School jumper (Middle - Blue) Blazer: Maranatha School blazer belts: plain black (no ornate buckles are permitted) Sun hat: Maranatha cap or broad brimmed School hat (Middle – Blue) Note: Any garment worn under the shirt must not be visible Girls' Winter Uniform Shoes: Plain, black leather, buckle/lace up school shoes Socks: Navy opaque tights Jumper: Maranatha School jumper (Middle – Blue) Blazer: Maranatha School blazer Shirt: White long-sleeved button-through school shirt Skirt: Maranatha School skirt School Tie: Maranatha School tie (Middle – Blue) Slacks: Regulation blue school trousers may be worn instead of skirt (with navy socks) Scarf: Optional, Middle - colour must be navy Note: Any garment worn under the shirt or skirt must not be visible. Boys' Winter Uniform Shoes: Plain, black, leather, lace up school shoes (socks must be worn) Socks: Grey Shirt: White button-through long sleeve school shirt Trousers: School grey, must have a waistband or belt carriers. Trousers must be of poly-cotton or wool blend material. Jumper: Maranatha School jumper (Middle - Blue) Blazer: Maranatha School blazer Belts: Plain black (no ornate buckles are permitted) School Tie: Maranatha School tie (Middle – Blue) Scarf: Optional, Middle - colour must be navy Note: Any garment worn under the shirt must not be visible. Sports Uniform Sun hat: Maranatha cap or broad brimmed School hat Shorts/Pants: Maranatha School shorts or Maranatha School tracksuit pants Top: Maranatha School polo shirt and Maranatha House coloured polo shirt Runners: Athletic non-marking (no casual street shoes) Socks: White Optional: Maranatha rugby top (Middle - microfibre) All students must wear the full sports uniform when representing the School at sporting fixtures. Students not correctly attired will be withdrawn from the team.


GIRLS WINTER UNIFORM BOYS WINTER UNIFORM

GIRLS AND BOYS SUMMER UNIFORM


UNISEX SPORT UNIFORM

The following guidelines are taken from our uniform policy. The full policy can be found in the Parent Handbook, accessible via SEQTA.

Girls’ Dress and Skirt Length • Girls' dress and skirt hems must be on or below the knee.

Jewellery • Students are not permitted to wear jewellery of any description apart from a wrist watch. No neck

chains to be visible• Students with pierced ears must wear only one set of matching plain studs (no stones or clear

plastic) or small round sleepers in the lower ear. Sleepers and studs must be either gold or silver• No other piercing or tattooing is acceptable

Nails/Make up • Make up or coloured nail polish is not permitted to be worn. Clear nail polish is acceptable• Nails must be cut short. Under no circumstances are fake nails to be worn

Hair • Hair is expected to be acceptably groomed, unostentatious and a single natural colour. Where

students’ hair falls below shoulder level it must be pinned or tied back• Fringes should be above the eyebrows or pinned back at all times• Headbands, elastic bands, combs and clips must be of a plain nature. Acceptable colours are blue,

black, white or made from the summer uniform dress fabric. Senior School students may also wearplain maroon coloured items

• Boys must be clean-shaven (no beards, moustaches or side burns are allowed) at school

School Blazer


• The blazer is part of both the summer and winter uniform for senior students. It must be worn to andfrom school on all days except when the morning forecast is 26 degrees or above.

• Blazers must be worn when attending assemblies, home group, representing the school and takingpart in excursions.

Shoes • School shoes are defined as plain black leather shoes (black buckle/lace up school shoes), without

coloured tags, tongues, stitching or visible brand names.• Boots, suede shoes, basketball boots, sports type shoes or ballet type shoes are not considered to

be school shoes.• Heels must not be higher than 2.5 cm.• Shoes should always be clean.

PE Uniform • All students can wear their PE uniform on a Wednesday.• Year 7 to 10 students wear their PE uniform on the days they have timetabled PE lessons.


Curriculum The Middle School scope and sequence of curriculum is designed to provide students with the opportunity to experience the full plethora of subject offerings at Maranatha Christian School. By ensuring that students have engaged with all subjects, we can be sure that they will have a better understanding of their passions and strengths when selecting subjects in their senior years.

(More information about individual subjects taught in Middle School can be obtained later in this Student Handbook)

Assessment Assessment is used by teachers in various forms to determine student understanding at any given point within a unit. Assessment may be formative (during the learning processes) or summative (at the completion of a unit of work). Assessment tasks are used by teachers to inform their teaching practice and guage student progress, but student understanding of key topics is also strengthened and challenged during the process. For future improvement, students are given detailed and constructive feedback on assessment tasks. Details regarding types of assessments and when they are due are available via SEQTA, as are the feedback comments in relation to any completed assessment. Homework Students in Years 7 to 9 are encouraged to establish good work and study habits at home. Homework is an opportunity for students to extend their understanding of the concepts addressed in class and consolidate their learning. For Years 7 & 8 students, we recommend at least one hour of homework per night to stay engaged and up-to-date with the curriculum covered in class, while one and a half hours is recommended for Year 9 students. Revision of work, reading novels and music practice should also be done if homework has been completed in less than the required time. SEQTA provides details of expected homework as prescribed by the class teacher. Examinations All Year 7 and 8 students prepare for, and undertake, examinations during Term 4. Year 9 students complete mid-year and end-of-year examinations. Class teachers support and encourage this skill as they help develop the study habits necessary to succeed during examination time. The study skills and discipline required to excel in VCE need to be intentionally taught and cultivated over a number of years. Students should expect the examinations to include the topics covered within the semester. Support Mathematics and English Tutoring This is a service provided by the school whereby students are welcome to attend extra tuition during a lunchtime. Tutoring provides an excellent opportunity for improvement for all students. It is designed to support those who have difficulty in these subjects, but also as a means of extra contact for a student who may need once off help for a particular area of study. Education Support All funded students are supported by our outstanding Education Support Team. Much of this help will come within the classroom, where an Education Support staff member will be available to assist the student directly. On occasion, a student may be withdrawn from an agreed upon class, and will spend time at the Wellbeing Centre undergoing more intensive support for core subjects.


Extension Programs: Literacy and Mathematics Literacy At Year 7 and 8, students who show considerable progress in their literacy are invited to be part of an English Excel class. Students are extended in their use of vocabulary, language analysis, text response and persuasive writing. These are areas of the curriculum that are prioritised in VCE with official outcomes. The purpose of having these students looking at this content early is two-fold as it develops their analysis and critical thinking skills which impacts all areas of their English, as well as preparing them to present more sophisticated responses in Years 10-12. Numeracy At Year 7 level, we run an Excel class. Based on recommendations from the Year 7 teachers and assessment, students come out of one regular Mathematics class per week and have a time dedicated to working on problem solving and higher order thinking skills. Students are also introduced to some different areas of Mathematics that are not specifically in the standard curriculum to broaden their experience of Mathematics at the younger levels. Students compete in the Australian Maths Problem Solving Olympiad (APSMO) as part of this program.

At Year 8 level, we have an Advanced Maths class. Students are expected to take responsibility for their learning. Students are taught all of the Year 8 content by the end of Term 3 (approximately). In Term 4 they are introduced to some Year 9 and Year 10 content. This gives them a distinct advantage when undertaking Year 9.

Year 9 Extension Programs Within each subject, students who show a special aptitude for the material presented may avail themselves of the opportunity to complete extension work set by their teacher. However, more specifically to Literacy and Mathematics, Year 9 classes may be streamed. This allows students who are competent to move forward, while other classes focus on honing their skills and building confidence.

Co-Curricular Programs Inter-School Sport Every fortnight students participate in an inter-school sport program as part of the CSEN sports network. Tryouts for relevant sports occur at the start of each term. The teams are selected and the students compete in that sport for the entire school term. Teams have the opportunity to win the pennant for the school, as well as be considered for the weekly Most Valuable Player, Season Champion and Sportsmanship awards. During Term 4, all students participate in Rally Day where they select one sport and play in a team for the entire day.

Community Service Our Middle School Community Service Program is an integral part of who we are as a school. Every alternate Wednesday, students are involved in various activities serving the school and broader community. The program is designed to encourage personal growth and empathy within our students as they seek to assist others in an otherwise often self-seeking world. Year 9 Learning Beyond Limits In Year 9, students have the exciting opportunity to be part of the ‘Learning Beyond Limits’ program. It aims to broaden student knowledge and deepen their experience in areas of school and life which, in many curriculum systems, are often left untouched or simply not prioritised. At Maranatha there are four such weeks, spread across the academic year. The aims are:

• Promote personal independence and responsibility and to challenge students academically, physically and mentally.

• Take learning out of the school/classroom environment and into the real world. Engaging with curriculum content in a tangible and practical way.

• Foster a greater sense of community and develop new friendships as well as strengthen existing ones.

• Increase respect and appreciation for the environment.

While it does remove the student from the classroom, it enages the student with the content in a valuable and innovative way, ensuring that they recognise the validity of the curriculum and its application to life.


Year 9 “Live Life. No Regrets” An adaptation of the well-known program “No Apologies”, Live Life, No regrets is designed to be an informative time that helps students understand a biblical image of relationships. It covers topics such as, dating, marriage, relationships and identity. Students, with guidance from teachers, are encouraged to listen to the relevant speakers and talk about these topics in a safe and secure environment that fosters respect and biblical teaching.

Clubs and Programs Each year at Maranatha Christian School there are various clubs and programs that run during lunchtime for students to join. In some instances, these clubs offer opportunities to compete at an interschool level. While other programs, may be run by the Senate and students are welcome come and go as they please. The connections developed with the older students are invaluable as the Middle School students look to these inspiring young men and women of God as rolemodels.

Camps and Activities Year 7 students have a camp during the second week of Term 1. The aim of having it this early allows students to cultivate strong friendships and connections. It is important to us that this group starts the year well.

In Term 4, just prior to early commencement, the Year 7 students have a week of activities with the boys and girls attending separately. The activities are based around specific gender issues, body image, friendships and relationships.

In Year 8, students finish the academic year by attending an adventure camp. It is an exciting way to see out the school year.

Year 9 students complete their year with an interstate camp to Tasmania. The focus of the camp, in addition to the social aspect, is on many of the historical facets of our convict past, as well as engaging physically with the natural beauty and ruggedness of the area.


Year 7 Subject Information

Core Subjects

Accelerated Reader Band Biblical Living Chinese Language, Culture and Society (Mandarin) English Health and Physical Education Humanities Mathematics Science Accelerated Reader Rationale: Accelerated Reader aims to foster independent reading skills and through this, to enhance the literacy capabilities of each student. Through the program, each student's reading range is ascertained and each student then individually seeks to build on this foundation by selecting and reading further texts within this range. Regular quizzes and tests are tracked by staff, so that students are both supported and challenged to grow in their reading, comprehension and vocabulary abilities. Accelerated Reader uses data tracking and regular reading practice to enable every student to flourish and succeed as an independent reader. By developing these reading skills each student is also equipped with a gradually developing capacity to imaginatively engage a diverse range of narratives, thereby embracing a diversity of thinking and experience, celebrating those differences and thinking through their Christian faith in relation to these narratives. Students are encouraged to cultivate these habits at home.

Band Rationale: At Maranatha Christian School, students will be encouraged to explore the God-given creative side of their nature. They will be encouraged to experiment with sounds and to create their own music, but also to learn to interpret other composers’ works through performance.

Topics Covered:

• Performance skills • Instrumental skills • Musical genres • How to create a composition

Biblical Living Rationale: Biblical Living aims to develop a coherent overview of living Christianity throughout Year 7 at Maranatha Christian School. This includes an understanding of God, the person of Jesus, the Bible, faith and salvation through every day examples and experiences. A variety of teaching and learning strategies including self reflection and sharing with their peers are employed to make the subject both relevant and enjoyable for each student, wherever they may be on their faith journey.

Throughout the course, students are encouraged to ask questions and to seek answers from both their teachers and their peers. Students are expected to participate fully in the class and to be respectful of the opinions, insights and decisions of others.


Topics Covered:

• How does the Bible fit together • The story of God’s Word - The Big Picture • Relevance of the stories for us today

Chinese Language, Culture and Society (Mandarin) Rationale: Year 7 Mandarin is designed to teach students Chinese in a real-life context. Students learn all the necessary material in each unit to engage others in meaningful communication and gain a better understanding of the Chinese culture. Students are offered a wide variety of communicative and engaging classroom activities to help students practise key vocabulary and grammar structures. The course also includes pieces on Chinese culture, both contemporary and traditional, to help students understand more about China, its language and people. Topics Covered:

• Introduction of China • Introduction of Pinyin and Characters • Greeting People & introducing oneself

English Rationale: The study of English is foundational to the learning and development of students throughout their education. Through it, they develop skills which will allow them to become active and informed global citizens who engage critically with the world around them. The English curriculum allows opportunity for students to convey ideas and emotions through various mediums and reflect critically on written, visual and multi-modal texts. Through activities and assessments, students are encouraged to become confident communicators, whether this be through the written or spoken word, and are encouraged to analyse texts through reading, listening, writing and speaking. In doing so, the study of English becomes a pathway to which students can engage critically with the world around them and learn to analyse texts in different mediums in order to develop informed opinions. Topics Covered: • Text Response Writing: ‘Wonder’, ‘Once’ & ‘Mulan’ (film) • Persuasive Writing • Narrative Writing: ‘Boy’ • Comparative Writing: ‘Short Stories’ • Language Conventions


Health and Physical Education Rationale: Through Health and Physical Education, the students will be provided with an understanding of health issues as well as the skills needed to confidently participate in sport and recreational pursuits. They will be encouraged to develop lifelong commitments to sport and recreation that promotes a healthy lifestyle. Through participation in the Health and Physical Education program, a positive sense of self, resilience, compassion and integrity will ensue. Topics Covered: • Fitness • Striking/Fielding Sports • Invasion Sports • Minor Games • Health & Wellbeing

Humanities (History, Geography, Civics & Citizenship, Business & Economics) Rationale: Humanities uses a range of strands to develop students' skills in engaging thoughtfully and critically with contemporary society and the world around them. Through investigative learning, students gain the ability to ask questions, and to find answers about themselves and the world in which they live. The Year 7 Humanities curriculum provides a framework in which students can actively and reflectively engage with the big questions of life: questions about self, about society, the environment, our contemporary world and the historical significance of events. Through Humanities students will explore issues of this world and apply it to their daily lives in order to develop a deeper understanding of who they are in Christ and what would be the Biblical response. Topics covered: • Business and Economics: Social Enterprise • Geography: Water in the World and Livability • History: Ancient Civilisations • Civics and Citizenship: The Australian Parliamentary System


Mathematics Rationale: The Year 7 Mathematics course continues to consolidate the foundation for further studies in Mathematics and for some, tertiary studies and eventual career paths involving mathematical understanding. Some aspects of the course provide essential skills for daily living in an increasingly technological society. Students will appreciate Mathematics as an intellectual and enjoyable activity based on numerical order which, in turn, reflects the order of God’s creation.

Topics Covered: • Whole Numbers• Integers• Fractions• Decimals• Number Properties• Patterns• Algebra

Science Rationale: The study of Science enables students to organise knowledge of our physical and biological environment by a range of processes, including observation, classifying, measuring, predicting, testing, experimenting, interpreting and inferring from data; to creatively pose and test ideas; to design, construct and manipulate apparatus and machines; to solve problems and develop skills and attitudes to relate Science to everyday life. Students begin the year by considering what science is. Is Science sovereign over God or is God sovereign over Science? These issues are considered as students learn to use the scientific method to investigate and write up practical activities.

Topics Covered: • The Scientific Method, Equipment & Safety• Habitats & Interactions• Classification• Mixtures• Properties of Substances


Year 8 Core Subjects Accelerated Reader Biblical Living Chinese Language, Culture and Society (Mandarin) English Health and Physical Education Humanities Mathematics Science

Accelerated Reader Rationale: Accelerated Reader continues in its aims to foster independent reading skills and through this, to enhance the literacy capabilities of each student. Through the program, each student's reading range is ascertained and each student then individually seeks to build on this foundation by selecting and reading further texts within this range. Regular quizzes and tests are tracked by staff, so that students are both supported and challenged to grow in their reading, comprehension and vocabulary abilities. Accelerated Reader uses data tracking and regular reading practice to enable every student to flourish and succeed as an independent reader. By developing these reading skills each student is also equipped with a gradually developing capacity to imaginatively engage a diverse range of narratives, thereby embracing a diversity of thinking and experience, celebrating those differences and thinking through their Christian faith in relation to these narratives. Students are encouraged to cultivate these habits at home.

Biblical Living Rationale: Biblical Living aims to develop a coherent overview of living Christianity throughout Year 8. This includes an understanding of God, the person of Jesus, the Bible, faith and salvation through everyday examples and experiences. A variety of teaching and learning strategies including self-reflection and sharing with their peers are employed to make the subject both relevant and enjoyable for each student, wherever they may be on their faith journey.

Topics Covered: • The Hisotry of the Church• Martyrdom• Crusades• Reformation• Why are there different denominations?


Chinese Language, Culture and Society Rationale: Year 8 Mandarin is designed to teach students Chinese in a real-life context. Students learn all the necessary material in each unit to engage others in meaningful communication and gain a better understanding of the Chinese culture. Students are offered a wide variety of communicative and engaging classroom activities to help students practise key vocabulary and grammar structures. The course also includes pieces on Chinese culture, both contemporary and traditional, to help students understand more about China, Chinese language and its people. Topics Covered: • Types of animals • Expressing likes and dislikes • Counting • Animals • Mandarin descriptions • Everyday life in China

English Rationale: The English curriculum teaches the appreciation and enjoyment of the use of language in a variety of forms and contexts. The focus is on assisting the student to foster the ability to use language appropriately to express feelings and to convey ideas. In this sense, language is used as a medium to inform, to discuss, to persuade to entertain and to argue. The study of English is centered on the deliberate analysis of texts and contexts, through reading, speaking, listening and writing. The text forms could include print media, electronic formats, popular fictional writing, non-fiction, plays, films, and multimedia texts. Through the study of texts, students develop critical thinking skills, and appreciate the register used in various contexts. Students learn to control language according to purpose, audience and situation, by applying correct grammar and by learning to spell accurately. The ability to recognize how language works will assist students to succeed at school and in contexts outside school, helping them to lead a fulfilling life in modern Australian society and the global community. The interaction with texts allows students to acquire knowledge, skills and personal attributes that enable them to read, view and listen critically and to think, speak and write with clarity and confidence.

Topics Covered: • Text Analysis: ‘Runner’, ‘The Boy in the Striped Pyjamas’ (film) & ‘Grimms Short Stories’ • Conventions of Language • Poetry • Persuasive Language & Oral Communication


Health and Physical Education Rationale: Through Health and Physical Education, the students will be provided with an understanding of health issues as well as the skills needed to confidently participate in sport and recreational pursuits. They will be encouraged to develop lifelong commitments to sport and recreation that promotes a healthy lifestyle. Through participation in the Health and Physical Education program, a positive sense of self, resilience, compassion and integrity will ensue.

Topics Covered: • Athletics • Fitness • Striking/Fielding Sports • Invasion Sports • Minor Games • Health & Wellbeing

Humanities (History, Geography, Civics & Citizenship, Business & Economics) Rationale: Year 8 Humanities aims to develop students who are capable of being proactive local and global citizens. It does this by preparing them with the knowledge and understanding of both the natural and human factors on which this world operates. Students critically analyse these factors and seek to determine how they may affect change and thus, become effective stewards of their resources and the world around them.

Topics covered: • Geography: Landforms, Landscapes and Urbanisation and Sustainability • History: Medievil Civilisations • Civics and Citizenship: Laws & Citizens

Mathematics Rationale: In Mathematics at Year 8, the aim is to give our students an increasing awareness of the mathematical laws governing our universe and the manner in which these mathematical laws can be applied in such a diverse way in our everyday lives, confirming the orderly and predictable nature of our creator God. This course will continue to consolidate on skills learnt in Primary classes as well as in Year 7. Some outcomes of the course will provide students with essential skills for daily living in an increasing technological society. These skills are essential whether or not a student continues on to tertiary studies.

Topics Covered: • Integers • Fractions, Decimals & Percentages • Measurement • Algebra • Lines, Shapes & Solids • Equations & Inequalities


Science Rationale: Science seeks to develop students’ abilities to ask questions, and to find answers about aspects of God’s creation. The Year 8 Science curriculum provides a framework in which students can actively and practically investigate, verify and apply the laws governing the created physical world. Furthermore, this curriculum aims to deliver teaching and learning programs that support students to develop capacities to confidently manage themselves and their relationships with others, to make sense of the world in which they live, and effectively participate in that world.

Topics Covered: • Biological Science: Cells, Living Systems, Growth & Reproduction • Physics: Energy • Chemical Science: Element, Compounds & Mixtures • Earth Science: Plate Tectonics


Year 7/8 Electives Art Rationale: The aim of Visual Art this semester is to teach students how to improve their observational drawing skills and learn how to draw in different mediums using various art elements. Students will research different artists and their styles, applying similar techniques to their own work.

Topics Covered: • Observational drawing• Design process• Designing an unusual ceramic building• Watercolour techniques and application• The elements and principles of design

Design & Metal Rationale: The aim of Design & Metal is to prepare students with an understanding of the design process and to give them basic construction techniques with metal and plastics. Through the semester, students will have the opportunity to develop their creativity and skill in working with different materials to produce functional and decorative products.

Topics Covered: • Workshop safety• Tinkercad Design• 3D Printing Design• Metalworking skills – cutting, welding, pot-rivetting, filing

Drama Rationale: The aim of Year 7 Drama is to develop students’ grasp of the basic skills of drama. This enables them to understand and interpret the world through physical movement and role play. In doing so, students also develop the ability to work in teams, to communicate their ideas through theatre and to reflect upon and evaluate their work.

Topics Covered: • Movement• Improvisation and theatre sports• Role play & characterisation• Group interaction• Journaling


Food Technology Rationale: The aim of Food Technology is to develop students' skills and design processes involved in the area of cooking. They will have opportunities to demonstrate creativity in the presentation of their recipes whilst learning essential cooking skills involving measuring, knife skills, safe use of appliances and general health and safety in the kitchen.

Topics Covered: • Health & safety• Utensils & cooking appliances• Healthy eating• Recipes• Practical exercises

Graphics Rationale: Graphic Communication teaches and encourages students to think and communicate visually. In this unit, students will develop an understanding of the basic techniques involved in 2D and 3D drawing, using a range of rendering techniques. Students explore how designs present messages and reflect cultural and historical contexts. They generate, develop and present designs creatively. Drawing techniques will be applied to tasks such as a Two Point Perspective City and Skateboard Design. Students explore the elements and principles of design through the use of mixed median and Adobe Photoshop.

Topics Covered: • Two Point Perspective City: researching existing

cities, exploring Photoshop basics and technicaldrawing skills.

• Logo analysis & design• Skateboard design: composition and layout• Mixed media and Adobe Photoshop


Information Technology Rationale: The aim of Information Technology is to equip students with vital ICT skills and knowledge for their future in our modern age. A broad range of programs and topics have been carefully selected to equip students with fundamental abilities and skills. The growing issue of cybersafety is addressed extensively in order to prepare students to engage safely online and encourages them to apply their knowledge from a Christian worldview. The programs covered are applicable to the real world and students are able to demonstrate their creativity and knowledge through various Performances of Understanding.

Topics Covered • Cyber-safety• iMovie• Coding• Website design

Product Design (Textiles) Rationale: In Textiles students are encouraged to develop their skills in using tools and equipment to produce various textile products. They will be introduced to the sewing machine and learn the main functions and safe use of this piece of machinery. This unit provides students with the opportunity to fashion their initial ideas into concrete objects. Along the way students will learn more about their own weaknesses and strengths, as well as experience success in a variety of ways, and have something to keep of their own creation.

Topics Covered: • Use of the Bernina sewing machine• Design and construction of cushion with foiled motif• Design and construction of a pencil case with applique decoration and zipper• Evaluation of embroidered artworks• Investigation of fabric types


Woodwork Rationale: In Woodwork students are encouraged to develop their skills in using tools and equipment to craft a model. They explore a range of factors that affect product design and technological innovation, including function, aesthetics and social, environmental and economic factors. This unit provides students with a wonderful opportunity to visualise abstract forms and fashion them into concrete objects. In other words, to create using a beautiful example of God’s own creation.

Topics Covered: • Workshop safety• Measuring & cutting• Sanding• Wood plane• Chiselling• Finishing• Wood burning


Year 9 Programs and Information

Year 9 Core Subjects Biblical Living English Commerce and Law Health and Physical Education History Mathematics Science Study Skills

Year 9 Elective Subjects Applied Science Art Chinese Language Culture and Society (Mandarin) Food Technology Information Technology Media Music Project Based Learning Theatre Studies Visual Communication Design/Digital Design Woodwork

Biblical Living Rationale: Biblical Living aims to develop a coherent overview of living Christianity throughout Year 9. This includes an understanding of God, the person of Jesus, the Bible, faith and salvation through everyday examples and experiences. A variety of teaching and learning strategies including self-reflection and sharing with their peers are employed to make the subject both relevant and enjoyable for each student, wherever they may be on their faith journey.

Topics Covered: • God’s Amazing Love• Respecting Self• Respecting Others

Commerce and Law Rationale: Commerce and Law gives students a solid understanding of the fundamentals of democracy, economics, finance and careers, which are important in today's globalised world. The curriculum also develops students’ abilities to wisely manage their resources, time, gifts and talents. The curriculum delivers teaching and learning programs that will support students in learning to confidently manage themselves and their relationships with others, make sense of the world in which they live and effectively participate in that world. Students may choose to continue building on Year 9 Commerce and Law by pursuing similar subjects at Year 10 or VCE level.

Topics Covered: • Politics, Parliament and Government• Micro & Macro Economics• Personal Finance• Careers


English Rationale: The study of English is centred on the deliberate analysis of texts and contexts through reading, speaking, listening and writing. Through the study of texts, individuals learn to make sense of the world around them and develop critical thinking skills through analysing and processing how language works and considering viewpoints that differ from their own. Students learn to control language according to purpose, audience and situation by applying correct grammar and by learning to spell accurately. The interaction with texts further allows students to acquire knowledge, skills and personal attributes that enable them to read, view and listen critically and to think, speak and write with clarity and confidence. These skills are built and developed in order to assist students to succeed at school and in contexts outside school, as they lead lives in modern Australian society and the global community.

Topics Covered: • Language Analysis• Creative Writing• Debating• Text Response: Variant, Romeo and Juliet (film), The Happiest Refugee & Paper Boats

Health and Physical Education Rationale: Through Health and Physical Education, the students will be provided with an understanding of health issues as well as the skills needed to confidently participate in sport and recreational pursuits. They will be encouraged to develop lifelong commitments to sport and recreation that promote a healthy lifestyle. Through participation in the Health and Physical Education program, a positive sense of self, resilience, compassion and integrity will ensue.

Topics Covered: • Fitness• Court & Net Sports• Invasion Sports• Minor Games• Health & Wellbeing


History Rationale: The Year 9 curriculum provides a study of the history of the modern world from 1750 to 1918. It was a period of industrialisation, nationalism and rapid change in the ways people lived, worked and thought. The colonisation of Australia was part of the expansion of European power and this period culminated in World War 1 as the 'war to end all wars.' The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

Topics Covered: • Industrial Revolution• Early settlement & relations between the Europeans and Indigenous Australians• Federation• World War I

Mathematics Rationale: Mathematics has been described as “the science and art of pattern”. Even though it deals with concepts such as number and space, Mathematics studies patterns arising from the real world. These patterns can be used to make predictions about the behaviour of real things which can be tested and proved.

Topics Covered: • Review of Number and Financial Maths• Linear & Simultaneous Equations• Measurement & Geometry• Pythagoras' Theorem

Science Rationale: In Science at Year 9, the aim is to build further upon the basic concepts in the major branches of Science including Biology, Chemistry, Physics and Psychology. The curriculum provides a framework in which students can actively investigate and verify the laws governing God's creation. This course aims to develop students' capacities to confidently manage themselves and their relationships with others, and make sense of the world in which they live so that they can effectively contribute to it.

Topics Covered: • Scientific Inquiry Skills• Materials• Reaction Types• Heat, sound and light• Electromagnetic Radiation• Electricity• Body Coordination• Disease• Ecosystems• Plate Tectonics


Study Skills Rationale: The ability to comprehend, retain and then reproduce information for assessment is a fundamental skill for students of all ages. Students need to be equipped with techniques that will enable them to undertake any learning outcome with efficiency to maximise their results. Effective study skills have the potential to encourage greater achievement, limit stress associated with school and provide the means necessary for individuals to take responsibility for their learning, thereby encouraging students to realise the full potential of their God given gifts and talents.

Topics Covered: • Yourself• Your Space• Relevant Tips & Tricks• Examination skills


Year 9/10 Electives

Applied Science Forensic Science & Horticulture In this unit research plant and animal nutrition, growth and reproduction. They develop an understanding of the conditions in which plants and animals grow and reproduce. They evaluate the effectiveness and sustainability of agricultural or horticultural practices. Students investigate the structure, function, nutrition and growth of plants. They explore animal nutrition, digestion, growth and development, and make comparisons between production methods. Students will also inquire and learn how to apply forensic analysis including analysing trace chemical, biological and physical evidence. Students will learn about forensic techniques including but not limited to toxicology, arson, finger print and bloodstain pattern analysis.

Astronomy & Marine Biology In this unit students will study the amazing lifeforms that inhabit freshwater and marine habitats. From the smallest plankton to the largest whale, students will appreciate their adaptations for survival and study the human impact on such ecosystems. They will conduct various scientific practicals including dissections as well as a field trip to a marine habitat where they will use techniques for surveying aquatic organisms. Students will also explore the field of Astronomy, including the current investigations for life on other planets. Students will learn about modern methods of observational astronomy, an overview of the scientific method, age and origin of the Solar System, descriptions of the planets and partake in discussions of the possibility of life on other planets.

Art Ceramics The Visual Arts allows students to further investigate and develop concepts and skills taught previously. Students develop their ideas through exploration and research of a variety of styles and techniques which is explored through a diverse range of methods and materials that artists use to communicate. Ceramic art culture is explored, and students discuss what art is, and how society has been affected by art historically, and through contemporary art practice.

Students will research and work to analyse a variety of hand-building and glazing techniques, implementing a folio detailing the development of design. They will focus on the elements and principles of design, juxtaposing a variety of skills using coil, pinch pot and slab hand-building techniques. Students will analyse, reflect and evaluate Ceramic design to become more independent in their approach. Creative and researched design will further their understanding of decorative, glazing and firing techniques to produce a number of substantial artworks.

Draw, Paint & Print This unit will develop skills using two-dimensional art practices such as drawing, painting and printmaking. These two-dimensional skills allow students to investigate and develop concepts and skills in making creative decisions. They may reflect on their own experiences and observations to consider what they have learned to generate and interpret ideas. They will learn about problem solving, self-expression and consider creative representation in a visual world. Students will experiment with these concepts to create and manipulate a variety of ideas that communicate a particular position or philosophy.

Students will research and work to analyse contemporary artists both international and Australian and create their own contemporary artworks through the study of the elements and principles of art. Students will analyse, reflect and evaluate historical and contemporary art to become more independent in their approach to exploring, developing and refining art works using a variety of media and materials.


Chinese Language, Culture and Society This is a year-long course. Year 9 Chinese Language, Culture and Society is designed to teach students Chinese in topic-driven content in real-life contexts. Students learn all the necessary material in each unit to engage others in meaningful communication and gain a better understanding of the Chinese culture. Students are offered a wide variety of communicative and engaging classroom activities to help students practise key vocabulary and grammar structures. The course also includes pieces on Chinese culture, both contemporary and traditional, to help students understand more about China, Chinese language and its people.

Food Technology Food by Design God is our provider. Through this course of study, we are reminded that our bodies were created to be in his image, and that we should therefore look after our physical health. This course of study will encourage students to make wise food choices in terms of health. We touch on the concept of being good stewards of what we have been given, and not being wasteful, through preserving food when it is in season for later use. Students develop and apply their knowledge to prepare food safely and hygienically and to present recipes in a creative way. They will use problem-solving skills to produce foods to suit particular needs. This process will encourage independent and co-operative learning. The aim of Food by Design is to build on the practical skills introduced in earlier years and to build their knowledge of cereal products through bread-making, making pastry and pasta- making, and to have input into the designing of recipes such as risotto and working with chocolate.

Eat Well & Celebrate In this unit, students have developed an understanding of the role of food in maintaining a healthy diet and well-being for life. Students will investigate, in-depth, a food related illness, the causes and symptoms and how this can be prevented or treated through changes to eating. They will investigate key ingredient of foods (meat, dairy, eggs, cereals, poultry) to see how they change in a physical and chemical sense, when using them in a variety of recipes. Students have had the opportunity to demonstrate their creative and artistic skills, while producing their own designs when making and decorating a celebration cake.

Information Technology Creative Information Technology Throughout the subject of Information Technology, students are encouraged to reflect their Creator by working on expressive and inspirational assignment tasks. They are also given the opportunity to discover possible vocational interests by learning industry approved programs in the field of video editing and special effects. This subject aims to provide an in-depth study into the multimedia applications provided within the Adobe Suit. Unlike some of the other Information Technology courses that provide introductory content across a wide range of application, this subject focuses on 3 main programs for one semester. By the end of this course, students will have experienced audio and video manipulation at a new level; providing them with the ability to develop of their unique gifts in the area of Information Technology.

Applied Information Technology Throughout the subject of Information Technology, students are given a taste of the content and applications required to complete Computing at a senior level. They are also given the opportunity to develop their skills using Adobe Animate CC, Photoshop and Dreamweaver. This unit has been developed as a precursor for students wishing to complete VCE Computing Units 1 and 2. Students therefore explored introductory level


concepts mirrored in the VCAA requirements. Once completed, students will have a better understanding of what is expected of them at a VCE level and will have developed a solid knowledge base for the subject area.

Media Photography This unit focused on the media form of photography. Students are introduced to famous photographers and their techniques through research and the analysis of photographs. Students learn about critical approaches to the study of photography in order to master, create, use, manipulate, analyse, interpret and evaluate the work of other photographers, as well as their own photographic work. Students are introduced to photography techniques, such as rule of thirds and depth of field, and how to use a Digital SLR camera in manual settings, focusing on aperture, ISO and shutter speed. Students worked on building their photography folio by taking portrait, action, landscape, object and abstract photographs.

Film Making In this unit, students focus on the process of film analysis and film-making. Students are introduced to production and story elements through the analysis of films, and use these elements to create their own short film. Students learn about critical approaches to the study of media texts in order to master, create, use, manipulate, analyse, interpret and evaluate the media from the position and perspective of audience. Students are introduced to the filmmaking process, from pre-production to postproduction, as they work in a collaborative environment to create their own short film.

Music Styles & Performance Students look at the different style of music and how they have influenced society over the past century. Students also examine how to be discerning listener of music; to understand and identify the different element of musical styles. They analysis how composers have created their works and why to gain understand of the power and the emotional sway that music can have over us – especially when combined with persuasive lyrics.

Performance & Composing This unit allows students to focus on the composing and improvising aspects of music. In particular looking at music language and music craft, which allows students develop knowledge of the structure of music language and skills in aural perception and notation. Student performance is a large part of the course as students developed their skills of a chosen instrument.

Theatre Pre modern Theatre The aim of this course is to develop the students understanding of acting in relation to pre modern theatre (before 1920). Students look at the different theatrical styles including Commedia Dell Arte and Elizabethan theatre, whilst also developing their theatre production skills. In doing so, students develop the ability to work in teams, communicate their ideas through theatre and to reflect upon and evaluate their work. This enables them to build their skills in building confidence, public speaking, creativity and technical skill, while strengthening their God-given gifts to communicate and engage with the community around them and with the story. Furthermore, students are encouraged to examine the


moral dilemmas that individuals and societies face to sharpen their awareness of God’s teaching. Students explore issues and develop an understanding of Christian values including courage, integrity, humility and creativity, at the same time as exploring the importance of their lives for God.

Modern Theatre This course looks at theatre after the 1920, in particular, how history has helped to shape the change in theatrical styles. Modern theatre looks at the theatre practitioners of the last 100 years and how they have used the medium of theatre to tell the stories of a new generation. Theatre develops and hones a range of expressive life skills, taking students out of their comfort zones and expanding their knowledge of production skills. Students explore and create characters and productions based on the different theatrical styles and morality in social and historical contexts. Furthermore, students investigate issues and develop an understanding of Christian values including courage, integrity, humility and creativity, at the same time as exploring the importance of their lives for God.

Visual Communication and Design Architecture Architecture aims to develop students’ creative thinking, drawing and Adobe Photoshop skills by working through the design process. The world of interior design and exterior architecture are explored through perspective drawings, floorplan conventions and construction skills. All topics include a variety of drawing activities in order to create and develop eye-catching visual communications for real world housing applications. This elective is suitable for students with advanced, little or no Photoshop experience.

Digital Design Digital Design is a subject which enables students to communicate meaning and messages through visual means. Students bring to life a character of their own design and digitally render it. They use Adobe Photoshop tools to create form and texture. They use publication design techniques, whilst analysing the work of other designers in order to see how meaning is conveyed. Typography and layout conventions are utilised to create a unique magazine.

Woodwork Table Making Through the semester, students will have the opportunity to develop their creativity and skill in working with different materials to produce functional and decorative coffee table. They will learn to develop and make use of God-given talents; conceptually and practically. The students will be encouraged to celebrate the diversity of abilities and sense of self-worth inherent in developing and making maximum use of God’s gifting to each of us. Students are required to develop problem-solving skills that are transferable to other areas of schooling and beyond. Students will develop a design brief for their product and are required to consider and investigate aspects of function and aesthetics. Students actively respond to God’s call to carefully manage all creation.

Clock Making The aim of this unit is to prepare students for VCE Units 1&2 and encourage creative thinking whilst improving their dexterity. Students will have the opportunity to develop their creativity and skill in working with different materials to produce a functional and decorative wooden clock. The core element of wood is used as the main source of a student’s design. Students are encouraged to use their imagination to produce new and exciting designs. The opportunity for students to use other materials, such as textiles, metal work and plastics is probable.

Documents

MIDDLE SCHOOL HANDBOOK 2019 - maranatha.vic.edu.au · Middle School Program and Information Pastoral Care Underpinning quality teaching practice and a safe and supportive learning