PMS Middle Years Curriculum Handbook 2013

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Curriculum HandbookMiddle Years

2013 EDITION


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WesternAustraliasonlyselectiveacademicschool

Perth Modern School Curriculum Handbook Middle Years 2013ii

Students and parents are advised to reer to the most recent handbooks or websites rom TAFE

Institutes o Training, TISC, the Universities and the School Curriculum and Standards Authority, prior

to making subject selections and career plans.

PLEASE KEEP THIS HANDBOOK AS A REFERENCE FOR YEARS 8 AND 9.

PUBLICATION DATE: August 2012

PUBLISHED BY: Perth Modern School

Roberts Road

SUBIACO 6008

9380 0555

www.perthmodern.wa.edu.au


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Perth Modern School Curriculum Handbook Middle Years 2013 1

contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Social Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Health and Physical Education. . . . . . . . . . . . . . . . . . . . . 13

The ArtsMusic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Arts and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17


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Perth Modern School Curriculum Handbook Middle Years 20132

Introduction

SAVOIR CEST POUVOIR (KNOWLEDGE IS POWER)

The school motto acknowledges the value o knowledge within our society. Perth Modern School

continues to value its traditions while preparing students to meet the challenges o the uture. The

Middle Years program strives to empower its students by ostering a love o learning.

As Western Australias only selective school or academically

talented students, Perth Modern School aims to deliver a

program to meet the needs o students who have been

identifed as having the potential to achieve high levels o

academic excellence. Students come rom a wide range o

backgrounds. Some already have well-developed talents

whilst others need urther opportunities to develop their

gits into talent. Our Middle Years program aims to provide

a wide range o opportunities to enable students to reach

their ull academic potential.

Perth Modern School has established a learning

environment that is unique and advantageous to gited

learners. Students have the opportunity to learn and

develop with like-minded individuals. As a result, teachers

are able to eectively modiy the curriculum specifc to the

needs o their students. Teachers aim to design instructionalactivities that oster growth o thinking skills at high,

complex and abstract levels.

The Curriculum Framework is the basis o all curriculum

in Western Australian schools and is organised within a

ramework provided by the ollowing eight Learning Areas:

English

Mathematics

Science

Social Science

Languages (other than English) Health and Physical Education

The Arts

Technology and Enterprise.

Each Learning Area provides students with the opportunity

to develop the skills, knowledge and ethos necessary or

academic success. The content o each subject is designed

so that students may achieve outcomes consistent with their

ability and eort. The curriculum is dierentiated on the

basis o acceleration, enrichment and extension to engage

and challenge our students. The Middle Years content

is compacted to allow enrichment dierentiation to be

ocused on the degree o di culty o the material and on

the curriculum being studied at greater depth.

The acceleration and dierentiation is ocussed on the

aster pace o classroom instruction and on the earlier

introduction o advanced subject matter into the classroom.

Teachers aim to make learning enjoyable, stimulating and

relevant. Students are provided with a sound platorm o

understandings within a range o disciplines that will enable

them to excel in Senior School.

The use o Inormation Technology is a key eature in

the provision o the educational program. Students are

encouraged to explore ways in which the technology can

assist them in their learning.

OUR VALUES

The ollowing values guide the development and delivery o

our curriculum:

A commitment to the pursuit o knowledge and theachievement o potential, resulting in a disposition

towards striving to understand the world and how one

can best make a contribution to it.

A commitment to the pursuit o excellence in all felds o

experience and endeavour.

Sel-acceptance and respect o sel, resulting in attitudes

and actions which develop each persons unique

potentialphysical, emotional, aesthetic, spiritual,

intellectual, moral and social.

Respect and concern or others and their rights, resulting

in sensitivity to and concern or the wellbeing o others,

respect or others and a search or constructive ways o

managing conict.

Social and civic responsibility, resulting in a commitment

to exploring and promoting the common good; meeting

individual needs in ways which do not inringe the rights

o others; participating in democratic processes; social

justice and cultural diversity.

Environmental responsibility, resulting in a respect and

concern or the natural and cultural environments and a

commitment to regenerative and sustainable resource

use.


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ACADEMIC EXCELLENCE

Each student is encouraged to achieve their personal best

and to develop a sense o pride in themselves, the school,

their environment and their society. As well as enhanced in-

class learning opportunities, students have the opportunity

to pursue areas o individual interest and to develop a high

level o competency by participating in a range o activities

provided by the school and by external providers such as

tertiary institutions and proessional associations.

STUDENT PROGRESS

Parents receive a Formal Report twice each year. The report

indicates the grade achieved in each subject. Each students

progress is monitored closely and parents are contacted

regularly by teachers and the Student Services team so that

they may be aware o the progress being made. I individual

students encounter di culties with their learning, parents

are contacted beore the ormal reporting period. Parents

are welcome to contact the school at any time i they are

concerned about their childs progress.

STUDENT SUPPORT

Even though our students have outstanding academic

ability, they experience the same pressures all teenagers

ace when growing up in a complex society. These pressures

oten impact upon academic perormance.

The school has in place well established procedures or

providing our students with the support they need when

they encounter personal or academic di culties at school.

CHOICE WITHIN THE CURRICULUM

In Year 8, most subjects are compulsory. Students may

choose the language they would preer to study. They mayalso indicate which music program they would preer.

In Year 9, students continue to study English, Mathematics,

Science, Social Science, a language and Music (i applicable)

but have a wide range o electives rom which to choose.

CAREER PLANNING

In Year 9, students begin investigating career options as part

o planning or the direction their uture education will take.

They will be assisted by a teacher in planning and mapping

individual pathways.

ACADEMIC ENRICHMENT

Perth Modern School recognises that although all o its

students have exceptional ability, there will be some whose

achievement in, and passion or, a particular subject requires

a program that enriches them even urther.

Students have access to Academic Enrichment in English,

Mathematics, Science and Social Science class groups. To

be placed in an Academic Enrichment group, students

must demonstrate outstanding achievement and a well-

developed work ethic. Placement is decided by the head

o each learning area in consultation with subject teachers.

Students remain in an Academic Enrichment group while

they continue to meet the placement criteria.


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English learning area

In the English Learning Area students learn about the English language: how it works and how to

use it efectively. They develop an understanding o the ways in which language operates as a social

process and how to use language in a variety o orms and situations. They learn to speak, listen, view,

read and write efectively.

YEAR 9

Year 9 students study our separate units, each o which will

urther their knowledge, understandings and skills in both

critical and unctional literacy. In particular, students will

improve and refne their handling o essay writing. Teacherswill choose our o the ollowing units or their classes:

Language and Technology

This unit explores the representation o technology in

flm, literature and the print media. Students will ocus on

investigating how our relationships with, and attitudes

toward, technologies have changed over time and how

these changes are reected in texts.

Perception, Power and Intertextuality

In this unit, students study the literary and scientifc

inuences on Philip Pullmans trilogy His Dark Materials.

Signifcant inuences include John Miltons Paradise Lost,

William Blakes Songs of Innocence and Experience and

contemporary science. Ideas about cultural archetypes and

myths are examined.

The Language o Shakespeare

Students will study one or more works by William

Shakespeare and explore language, stagecrat and poetry.

Tasks will ocus on reading comprehension, essay writing,

oral perormance and creative writing. They will explore

links between the works o Shakespeare and contemporary

events and texts.

A Sense o Place

In this unit students will examine how writers and

flm producers create a sense o social, cultural and

geographical place. Students also consider place in an

emotional sense, examining the impact o the physical

and social environment on the individual; the ormation o

relationships, coming o age, identity and belonging

Students studying English can expect to enjoy themselves

while being oered every opportunity to shine in both the

traditional elements o English, such as the conventions o

standard Australian English, as well as in the progressive area

o critical literacythe ability to see how dierent texts can

both shape and reect our identity, values and belies. Their

progress will be assessed in a variety o ways and students

will be encouraged to extend themselves and express

their creativity, while developing a strong grounding in the

essential conventions o language and literacy.

A challenging reading program is central to the course and

will introduce students to a range o texts rom the rich

tradition o English Literature. To promote eective public

speaking, the school participates in inter-school debating.

Creative writing is promoted through workshops conducted

by visiting authors and by participation in a range o writingcompetitions.

YEAR 8

An interesting and highly engaging variety o learning tasks

and activities will give students opportunities to develop the

skills they need to communicate in the 21st Century.

The activities are designed to promote unctional literacy as

well as allow students the opportunity or personal growth

through an enriched experience o language. In Term One,

students explore dierent ways and patterns o thinking

beore presenting a representation o their own mind. Inaddition, students study the use o allegory and metaphor

in literature and flm. Later, students explore dierent kinds

o imaginative journeys represented in a variety o texts,

including eature flm. In Term Three, ater studying poetry

and mastering the complexities o meter, rhythm and rhyme,

students create their own literary masterpieces. In Term

Four they study journalism, in the end producing serious

personal interest eature articles that would sit comortably

in prestigious journals, supplements and magazines.


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English learning area

Portrait o the Artist

Through wide reading o canonical and contemporary

literature, art and flm students come to construct their own

sel portrait. Students will explore texts that are reective

o their own art, or example Ted Hughes The Thought Fox,

Seamus Heaneys Personal Helicon, Stand by Me and The Book

of Everything. Students will be grouped into book clubs and

will be given a reading list o titles organised around themes,

such as Representations o Childhood, The Nave Narrator,

The Holocaust, Detective, and Romance.

Literature o the Ancients

In this unit, students study literature rom ancient Greece,

such as The Iliad, The Odysseyand plays by Sophocles

and Euripides. Students also study modern adaptations

o ancient Greek works and the inuence o these works

on modern texts such as the flms Oh Brother Where Art

Thou?2001: A Space Odysseyand Troy. Students will develop

their essay writing skills, produce creative responses, and

participate in a major oral presentation.


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Mathematics learning area

In Mathematics, students are encouraged to become critical thinkers who have a wide range o

mathematical tools at their disposal or use in investigations, applications and analysis. Students

engage in a curriculum that is motivating and intellectually rigorous. Our curriculum enables exibility

so that all students are given the opportunity to achieve to their potential. The extension and

enrichment opportunities that we provide enable students to move along a pathway at a pace that

suits them.

Mathematics provides a ramework or logical thinking and

deductive reasoning, as well as being a means o symbolic

communication that is powerul, concise, logical and

unambiguous. It is a means by which people can manage

and understand their environment. Through study in this

area students will develop the essential mathematical skills

o abstraction, proo, investigation, modelling and problem

solving.

The Mathematics Learning Area is organised within six

outcomes:

Working Mathematically is concerned with mathematical

thinking processes, problem solving, and the appreciation

that learning involves fnding out, rather than waiting to be

told or shown.Chance and Data assists students to collect, organise and

analyse inormation (data), and develop their thinking about

situations which are unpredictable but have long-term

patterns.

Working with Numbers helps students to develop

confdence to deal with computational situations they meet

dailya balance is needed between mental, written and

calculator skills.

Algebra develops e cient and powerul ways o

representing relationshipsskills that are also used in thestudy o other sciences.

Space involves learning about shape and structure,

transormation and movement, location and arrangement

and solving problems based on these properties.

Measurement allows students to develop concepts and

skills related to length, area, volume, mass, angle and time,

and also situations where quantities are measured indirectly

by the use o ormulas.

In all outcomes, communication skills are important

processes and conclusions must be presented (in writing or

otherwise) so that they can be understood by others.

Assessment

Students progress through the Mathematics outcomes

by achieving outcomes at the various levels, in which

an outcome is achieved at a level when it has been

demonstrated consistently in a variety o contexts. All

student work can be used to show this progress.

The range o student achievement, evident when students

leave primary school, can be expected to continue and

increase through lower secondary school.

Examples o assessment include:

ormal testswritten, mental or oral;

inormal tests and quizzes;

projects, investigations, problem-solving;

class activities and exercises;

homework, fle work;

group and individual work;

communication and technology skills.

Technology

Calculators are essential or everyday use within the

Mathematics classroom and at home. It is assumed that

each student has access to a suitable calculator at all times.

For Years 8 and 9 a scientifc calculator is suitable. However,

students will require a CASIO Classpad 330 in Year 10.

Class Placement

Mathematics, more than most subjects, is sequential in

nature. Thorough understanding o one level is necessary

beore success can be expected at the next level.

Students who attempt to move too quickly, beore having

consolidated their understanding o key concepts, will

actually hinder, rather than accelerate their own progress.

Students are allocated to a Mathematics class taking

into consideration inormation gained rom a range o

assessment items, as indicated above. Students are placed

in a class which best suits the level o mathematical skill

they have demonstrated. During the course o the year, all

outcomes are addressed at an appropriate level.

A textbook will need to be purchased or Years 8 and 9.


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Science learning area

Science helps us to better understand the world we live in. In Science, the why? question is very

important. Scientists recognise a problem, collect inormation related to the problem and then come

up with testable hypotheses, which can be investigated. From these investigations, conclusions are

drawn, in which the hypotheses are either rejected or accepted.

During Years 8 and 9 students investigate dierent aspects

o the physical and natural world. Students will be given the

opportunity to explore how scientists apply the scientifc

method in their research o the natural and physical laws

that govern the universe and specifcally the world in which

we live.

The key emphasis in Years 8 and 9 is to encourage and

engage students in the love o learning. This is conducted

through a variety o strategies aimed at encouraging

students to think about their thinking. For each topic

pre-tests, ormal or inormal, are given to allow students to

demonstrate their pre-existing knowledge. Many o these

tasks are open-ended to allow the students the reedom to

express their preerred learning style within the context o

the question asked.

Most, i not all, o the scientists who have seen signifcantbreakthrough in research have needed to apply many o

the 16 Habits o Mind identifed in Proessor Art Costas

work. In Years 8 and 9, although most o the Habits will be

accessed, there is a ocus on our: Thinking about Thinking,

Questioning and Posing Problems, Managing Impulsivity

and Striving or Accuracy.

Each student has the opportunity to enrich their science

learning by undertaking individual projects, by taking

part in group projects such as the Solar Car Challenge or

by participating in activities and competitions organised

by tertiary institutions and proessional associations. Thelearning links already established with the University o

Western Australia and the Institute o Child Health Research

provide urther opportunities or scientifcally talented

students.

Also, there are two enhancement programs running in

Science. Firstly, Thinking Science lessons are delivered

at regular intervals throughout Years 8 and 9. Students are

given problems to solve within the investigating science

context. Secondly, theJASON Project, an ecological series

o interactive web-based lessons run by National Geographic.

Delivered in Year 8, the aim is raising awareness o ecological

issues within the context o curriculum outcomes.

YEAR 8

What does a Scientist do? Working Scientifcally

Our Science hero is: Aristarchus (310230 BC). He

demonstrated the Habits o Mind o Thinking Flexibly

and Creating, Imagining and Innovating. An astronomer,

he was the frst to suggest that the earth rotated on its

axis and went around the sun once a year. He used careul

measurements to support his hypothesis. Aristotle (384 BC

322 BC) reuted his claims and was more accepted in his

time, even though he used no scientifc methodology.

The scientifc method is a method o discovering knowledge

about the natural world based on making alsifable

predictions (hypotheses), testing them empirically, and

developing peer-reviewed theories that best explain the

known data. Students will be encouraged to research one

o the Nobel Laureates in Biology, Chemistry, Physics or

Medicine rom the last ten years. They will be asked to

consider such questions as: What did they research? How

did they employ the scientifc method? Can students apply

what they learn rom these scientists to the experiments

they conduct?

Students are introduced to laboratory procedures ater

which the course ocuses on the scientifc method,

which incorporates planning and conducting scientifc

investigations, processing data and evaluating the

investigation.

Out with a Bang: Natural and Processed Materials

Can we blow things up? This is one o the most common

expressions Science teachers hear. Students love chemical

reactions. In this course students will explore the dierent

properties that dierent materials have and uses that relate

to their properties. Do the properties o materials change

i their state o matter changes? How do we know which

elements will bond together and which chemicals will react?

This course deals with separation techniques, chemical and

physical changes, elements, compounds, mixtures, simplechemical ormulae and equations.


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May the Force be with you: Energy and Change

What is the tallest building in the world? Burj Khalia in

Dubai is the tallest, (at the time o writing) although taller

buildings are under construction. To build a strong tower

requires an understanding o dierent types o orces. At

the end o this course there will be a competition to build

the tallest and yet strongest tower using straws. To do this,

students will require an understanding o the concepts

o orce, work and energy and their inter-relationships.

In addition, students will study the principles o simple

machines, energy transer and sources o energy.

The extended project will involve designing an energy

e cient house. What considerations would be necessary?

Research can be presented as a PowerPoint, a Podcast, a

report, or a model.

Am I Alive or not? Lie and Living

What determines whether something is living or not? What

is the dierence between non-living and dead?

Students need to identiy fve dierent organisms rom the

fve kingdoms. They will consider such questions as: What

determines them as living? What eatures do they have thatdetermines the kingdom they belong to? What similarities

do all the organisms demonstrate? Are they the same or

dierent at the cellular level o organisation? Students will

need to construct a simple key that will allow each o the

organisms they have chosen to research to be identifed.

The aim o this course is that students examine the basic lie

processes common to living things and the characteristics

used in the classifcation o the main groups. Also, students

should gain an appreciation that all living things are

interdependent and that changing any aspect o the

environment may aect other organisms and ultimately

change other eatures o the environment.

What on Earth is going on? Earth and Beyond

How did the Earth begin? Does the Big Bang Theory

or Steady State Theory really explain the origins o the

universe? These are big questions. On a smaller scale, but

more recently, Why have there been so many earthquakes

recently? Can we predict an earthquake? What causes

them? These are some o the questions that are explored

in this module. Students develop an understanding o the

Earth and the Universe as constantly changing as a result o

natural orces. The course ocuses on the Earth in terms o

its origin, its structure, and the ongoing changes aectedby volcanic activity, continental drit, aulting and olding,

erosion and weathering. Students will undertake extended

research on this topic: Evaluate the extent to which you

believe climate change is aecting the requency o weather

patterns, earthquakes, and volcanic eruptions. The students

arguments need to balanced, well justifed and supported

with evidence.

The JASON Project: Ecology

In this course students are introduced to some ecological

issues acing the world today. As well as a designated

text, students are able to explore interactive, web-based

activities. This allows students to work through missions at

their own pace. The JASON Project connects students with

scientists and researchers in real- and near-real time, virtually

and physically, to provide mentored, authentic and enriching

science learning experiences.


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YEAR 9

I want to be a Plant Research

Scientist: Working Scientifcally

Building on the principles learnt last year, students

investigate how seeds grow. They are given a choice o

how to investigate dierent actors that aect seed growth.

Students will need to conduct the scientifc method and

research key elements that impact seed germination.

An important area o scientifc research is science

communication. Students need to present their work in the

orm o a science poster. This is to orm part o developing

an expert approach to presenting scientifc concepts.

Students will be required to answer questions on their

research as presented on their poster.

Im a very together person: Lie and Living

Are plants and animals similar or dierent? Students

research one system and outline the similarities and

dierences between this system in plants and animals. In this

course students explore the dierent systems o the body.

Why do multicellular organisms require systems? Our ocus

is on the human body, but the research project conducted

by the students should indicate the importance o systems

to all multicellular organisms. Central to this course is an

appreciation o how these systems operate in a coordinated

way. This provides the platorm or the study o Human

Biology or Biological Science in Senior School.

Theres no need to Over-react! Natural

and Processed Materials

John George Haigh wanted to commit the perect crime.

He believed he could not be ound guilty o murder i there

were no bodies to be ound. So he disposed o his victims

using suluric acid. However, his last victim was discovered

because gall stones and part o a alse denture remained.

Perhaps he needed a better understanding o chemical

reactions. In this course students investigate dierent

types o chemical reactions, including acid-base reactions,

ormation o precipitates and properties o solvents. This

builds on the work carried out in Year 8, reviewing balancing

equations and atomic structure and bonding. Through this

work, students will gain an increased understanding o ions

and ree electrons.

Research question: How important are the properties

o water to living organisms? To answer this, students will

need to have an understanding o both the physical and

chemical properties o water and how water is used by living

organisms internally and externally.

That Magnetic Appeal: Electricity and Magnetism

What is electricity and how important has it become in

todays society? Are we as a society becoming too reliant

on electricity? What is the impact o new technologies on

our energy resources? How does a battery work and is this

now the technology that is preventing us developing more

sophisticated gadgets? These are some o the big questions

students will consider during this course. Having been

introduced to the chemical eects o charges, students now

consider the physical eects. They will investigate the build

up o charges through static electricity in everyday situations

and the movement o charges through electrical circuits.

The properties o magnetic materials are considered and the

interaction o magnetic orces in a variety o situations.

To Infnity and Beyond: Earth and Beyond

Where did we come rom?, Are we alone in the universe?,

Is there lie on other planets? These are some o the big

questions that many ask. To tackle these big questions

students need to appreciate the variety o objects in the

solar system. This includes the dierences between planets,

the phases o the moon and the dierent eclipses. Also,

theories about the ormation o the universe and the solar

system are discussed. Students develop an understanding

o the nature o our galaxy and the universe and consider

hypotheses about the uture o our solar system. Extended

research: What we know about astronomy has been

discovered bit by bit. Students choose a amous astronomer

rom the past and fnd out what he or she discovered.

As courses are constantly being reviewed and developed,

content is subject to change. It is important to the Science

department to remain up to date with current issues and we

may wish to explore these developments with the students

as they arise.


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The Social Science Learning Area program in Years 8 and 9 provides students with exposure to a range

o disciplines that are taught in Senior School, including Geography, History, Economics and Politics.

The subjects are oten taught in an interdisciplinary approach, with students looking at a given

topic rom a range o Social Science perspectives. The Social Science Learning Area ofers students

a range o extra curricula activities including debating, UN Youth, and an excursion to Canberra in

Year 9. Students are also encouraged to take part in a range o subject-specic competitions that have

yielded success or students at state and national levels in previous years.

YEAR 8

In the Social Science Learning Area, Year 8 students

learn to investigate, understand and communicate how

individuals and groups live together and interact with their

environment. Social Science helps students become critical

thinkers by encouraging them to develop understanding

through processes o social inquiry, environmental appraisal,

ethical analysis and the skills to constructively critique

various perspectives rom past and present contexts.

By the end o Year 8, students develop to varying degrees:

A sense o their social world and their place in it.

A respect or their own cultural heritage and that oothers.

A respect or the rights o others.

A commitment to the values o social justice, the

democratic process and ecological sustainability.

An understanding that they contribute to the quality o

lie on earth, now and in the uture.

While the Year 8 program introduces students to the

disciplines o Geography and History, many other elements

o Social Science are incorporated through both individual

tasks and enrichment activities. Study commences with aunit o Geography in which students are provided with an

overview o geographic principles and physical geography

beore investigating earths natural systems and analysing

the impact on social systems. The unit culminates with a

presentation evening or parents where groups o students

work to answer the question: How did the Earth make

us? Students will then study and compare lie in Medieval

Europe and Feudal Japan, which incorporates aspects o

the Year 8 Australian Curriculum or History. The course will

culminate in an individual research task looking at a clash

o cultures rom history and examining the impact on thesocieties studied. Rigorous academic challenges are part

o the Year 8 Social Science learning experience, including

participation in the National Geographic Competition.

YEAR 9

Students develop their skills o investigation and

communication throughout Year 9. The ocus is on how

historical events can be explained and how current issues

relating to the organisation o our society and economy

can best be resolved. Students are encouraged to build on

existing knowledge, skills and values in a supportive learning

environment. Open-ended tasks designed to allow students

to easily demonstrate the ull extent o their learning are

used or assessment.

In Year 9, there are two semester-long units:

The frst unit starts with students learning about Australianinvolvement in World War One and the wars impact on

Australia. Students will learn about the dierent perspectives

o history and the evaluation o dierent causes when

explaining the reasons behind an event. Students will then

individually research another key event or idea that shaped

the modern world beore returning to look at the birth o

the Australian Federation. This topic is aligned with the Year

9 Australian Curriculum or History. This will then lead on to

students learning about the eatures o our Constitution and

democratic system, so that students have a solid grounding

in the key components and background to our political andlegal systems.

The second unit ocuses on our Market Economy and an

evaluation o its success.

The content involves Introductory Economicsthe

economic problem and circular ow models; understanding

the market economy and studying some negative

externalities, reecting on sustainability, global warming and

the use o ossil uels.

High level skills are developed through problem-solving

associated with these outcomes. Negotiation o curriculumis an accepted approach to student learning in the Social

Science Learning Area.

Social Science learning area


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Languages learning area

Students have the opportunity to enjoy learning one or more languages throughout their school

lie at Perth Modern School. In Year 8, students will continue their language learning rom primary

school or may commence a new language and ollow continuous study in this language to the end o

Year 10 or Year 12. As all language courses deliver diferentiated curriculum, students who have some

experience in a language are as well catered or as new learners.

In all o the Languages courses, communication is

paramount. Communication is acilitated through the

achievement o our outcomes. These outcomes are

based on the Languages Learning Area outcomes in the

Standards and Assessment which has signifcant links to the

orthcoming National Curriculum:

Listening and Responding

Spoken Interaction

Viewing Reading and Responding

Written Communication.

At Perth Modern students ollow the WACE courses rom

Year 8. These courses oer more depth and rigour than the K

to 10 Curriculum Framework and enable gited and talented

students to maximise their potential. Each Stage leads on to

the next, enabling students to clearly see the sequence o

language learning.

Typically students in Year 8 to 10 will complete WACE

Stage 1, Year 11 Stage 2 and Year 12 Stage 3. However, at

Perth Modern as students in languages are encouraged to

be sel motivated, independent learners aiming to reach

their potential at all times and strive or high academic

standards, gited and talented students are oten accelerated

and curriculum is compacted and/or enriched to reect their

learning ability.

Each WACE course is designed or students who do nothave a background in the languagethat is, students who

have learnt the majority o their language they know in an

Australian school or similar environment. A unit is completed

when all assessment requirements or that unit have been

met.

It is important to understand that, in the WACE or Stage

2 and 3 Courses in Chinese and Japanese, there are

eligibility criteria. Background speakers do not meet the

criteria and thereore cannot take these courses.

Students aiming or study/travel overseas or or an

international career should continue their language study

through to Year 12. For all students completing the WACE

stage 3, both the University o Western Australian and

Curtin University oer 10% bonus points to students scaled

score. This special consideration by some WA universities

can make a big dierence to a students fnal Australian

Tertiary Entrance Ranking, potentially making available many

previously unattainable university courses.

The Languages oered at Perth Modern include:

1. Chinese as a second language

2. French

3. Italian

4. Japanese as a second language.

Each language currently oers enrichment and extension

through a biennial trip to the country. Study in French also

oers the opportunity o a our-week exchange program to

one o its Francophone countries, La Runion.

Extension is oered through national and state competitions

as well as excursions to flm estivals and other rich cultural

events. Some competitions such as the Alliance Franaise

examinations oer overseas trips to Francophone countries

as prizes to the winners.

In all languages, native speakers are also employed to work

individually or in small groups with students to extend theirpronunciation, vocabulary and cultural understanding. In all

languages courses teachers have high expectations o their

students.


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Languages learning area

Learning contexts in Languages

Each unit is defned with a particular ocus, three prescribed

learning contexts and a set o prescribed topics through

which the specifc unit content can be taught and learnt.

The relative di culty o the content increases with each

stage. The pitch o the content or each stage is notional and

there will be overlap between stages.

The prescribed learning contexts are:

The Individual

The Language-speaking Communities

The Changing World.

Through The Individual, students explore aspects o their

personal world, aspirations, values, opinions, ideas, and

relationships with others. It also enables students to study

topics rom the perspectives o other people.

The Language-speaking Communities explores topics

rom the perspectives o individuals and groups within

those communities, or the communities as a whole, and

encourages students to develop an understanding o how

culture and identity are expressed through language.

The Changing World enables students to exploreinormation and communication technologies, the eects o

change and current issues in the global community.

Through communicating in languages, students develop

intercultural understandings which enhance their

knowledge, awareness and understanding o their own

culture and language as well as that o the language-

speaking world. Interpersonal relations and everyday living,

communication and language and belies, attitudes, values

and norms are all developed.

YEAR 8

Year 8: Chinese as a second Language, French,

Italian, Japanese as a second Language.

Students enter Perth Modern with a range o experience in

their knowledge o a oreign language. Students can choose

to continue the language that they have started at Primary

school or to start a new language.

Please note that the language courses are designed or

students who do not have a background in the language

that is, students who have learnt the majority o their

language they know in an Australian school or similar

environment.

I there is su cient demand students may study a urther

language in classes conducted ater school. This is o

particular value to students who wish to continue their

language rom primary school and start a new language

previously not available to them.

In Year 8 students have the opportunity to compete inthe Language Perect World Championshipsan online

vocabulary and phrase building competition. They will also

help organise the Language week activities. All languages

make extensive use o online resources enabling rich and

authentic experiences or students.

For detailed inormation on the content o each individual

language course, please consult our Moodle website:

under Year 8 and 9 Courses/Languages at: http://moodle.

perthmodernschool.wa.edu.au/.

YEAR 9

Year 9: Chinese as a second Language, French,

Italian, Japanese as a second Language.

Students continue their studies in the same language as

in Year 8. In this year the emphasis is on more complex

communication through reading, listening, speaking and

writing activities. All students have the opportunity to

compete in Australian Languages examinations. Some

language students will have a wonderul opportunity to

travel overseas in Year 9.

In Year 9 students have the opportunity to compete inthe Language Perect World Championshipsan online

vocabulary and phrase building competition. They will also

help organise the Language Week activities. All languages

make extensive use o online resources enabling rich and

authentic experiences or students.

For detailed inormation on the content o each individual

language course, please consult our Moodle website:

under Year 8 and 9 Courses/Languages at: http://moodle.

perthmodernschool.wa.edu.au/.


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Health & PhysicalEducation learning area

The aim o the Health and Physical Education Learning Area is to develop knowledge, attitudes and

skills that enable students to make decisions that lead to a healthier liestyle.

YEAR 9

In Year 9, students in Physical Education and Health

Education will develop their skills and knowledge in the

ollowing ocus areas:

Investigation o complementary medicine and how it

interacts with the mainstream.

Research o mental health issues with an emphasis on

stress management and strategies or general wellness; Issues relating to sexuality and relationships.

Working in small teams to conduct a Health Promotion

or primary age students with a drug education theme.

Decision-making, sel-esteem, goal-setting and assertive

communication skills are emphasised throughout the

Health program.

Developing skills and strategies in a range o sports

including badminton, hockey, soccer, volleyball, netball,

ftness, AFL and tennis.

Develop skills in a winter sport during Term Two rom theollowing choice; AFL, soccer, hockey, volleyball, netball

and basketball. Students will train in teams in preparation

or a Lightning Carnival interschool competition and

develop strategies and team play in a similar way to a

community team. Outstanding students will also be

given the opportunity to gain experience as a coach or

younger students in the sport o their choice.

Leadership, peer support and management as a

participant in the Sport Education model o competition.

In Health and Physical Education classes students will

have their level o development assessed in the ollowing

outcomes:

The perormance o movement skills and strategies

needed or successul participation in a variety o sports;

Health knowledge and understanding and how it applies

to the community;

The demonstration o sel management skills; The demonstration o interpersonal skills.

Not all outcomes will be assessed every semester.

YEAR 8

In Year 8, Physical Education and Health Education are

compulsory subjects. Students have the opportunity to:

Challenge themselves in the demonstration o

movement skills and strategies in a range o dierent

sports including sotball, cricket, hockey, badminton,

athletics, basketball, netball, soccer and gymnastics;

Choose the swimming unit during Term One;

Explore concepts o health as they relate to ftness,

puberty, disease, sel-esteem, nutrition, frst aid and use

o drugs;

Demonstrate high levels o motivation and sel

management skills through activities both in and

out o the classroom, including swimming, sports

management, interschool competition and presentation

o assignments;

Practise positive inter-personal skills in relationships

with both sta and peers through decision-makingopportunities provided in leadership, group

presentations to a variety o audiences, conict

management, communication and sportsmanship;

Choose a winter sport to compete in during Term Two

rom the ollowing: AFL, soccer, hockey, netball and

basketball. Students will train in teams in preparation

or a Lightning Carnival interschool competition and

develop strategies and team play in a similar way to a

community team.


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Health & Physical Education learning area

YEAR 9 ELECTIVE UNITS

The ollowing electives are oered or Year 9 students and

run or one semester each. These electives enable the

students to pursue their interests in physical activity beyond

the range o general Physical Education courses. Courses

are oered at Year 9 level in Physical Recreation, Specialised

Physical Education and Dance.

Costs or these electives must be paid beore a student takes

part in any activity.

Specifc Requirements:

Please note that all units and electives require regular

participation in vigorous activity. Students will need to

change into appropriate clothing.

Aquatic Recreation 9SAQR1&2

The elective involves activities out-o-school in a pool, river

or beach setting. It provides students with the opportunity

to learn skills chosen rom the ollowing recreational pursuits:

Sur Board Riding

Beach Fitness

Sailing Water Polo

Windsurfng.

Prerequisites:

A satisactory level o attendance and participation in Year 8

Physical Education and the ability to swim in deep water.

Physical Recreation 9SPR1&2

The elective involves activities out-o-school which are not

oered in the general Physical Education course. The unit

provides students with the opportunity to learn skills chosen

rom the ollowing recreational pursuits:

Archery

Ice-Skating and Roller Skating

Sel Deence

Cycling

Racquet Sports (Squash, Tennis, Badminton)

Gol

School Sports (Table Tennis, Indoor Soccer, Floor Hockey,

Gym Games).

Prerequisites:


Physical Education.

Specialised Physical Education 9SPEF1&2

Students are provided with the opportunity to extend

their skills and knowledge in soccer, rugby, American and

Australian Rules ootball.

Prerequisites:


Physical Education.

Jazz Dance and Perormance Skills 9SJD1&2

Jazz Dance provides students with some undamental skills

o movement with emphasis on body alignment, rhythm,

coordination and ftness. Students have the opportunity to

perorm various dances and will also develop choreographic

skills to create their own dance.An introduction to stagecrat is included in the unit which

allows students to explore make-up and costume design

relating to their choreography.


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The Arts learning areaMusic

Within the Music Learning Area, students engage in a range o communication processes in general

and specic areas o the Arts. Studies incorporate and extend the students understanding o

historical, social and cultural inuences o Music. It is expected that students will respond to Arts

experiences using processes o inquiry, creative thinking and experimentation.

All students enrolled in Extension Music or Class Music

must participate in instrumental and vocal lessons and

the relevant ensemble(s). Choir, Concert Band, Orchestra

or Guitar Ensembles rehearse either beore or ater school

or on Saturday morning. Attendance at rehearsals and

perormances is compulsory. Students are provided with a

schedule o rehearsals and perormances at the beginning

o each school year.

In both the Extension and Class Music programs, students:

continue the study o their instrument through weekly

lessons which may be organised through the school;

sing in a designated choir which rehearses on a weekly

basis;

participate in instrumental groups as required by the

Music Department;

continue solo instrumental perormances or their peersto develop the skill o music appreciation and critical

review o perormance.

Aural perception is developed through the reinorcement o

previously learned rhythmic, pitch and harmonic concepts.

Tonic sola is used extensively in all Musicianship courses.

All ensembles rehearse outside normal school hours.

Perth Modern School has a well-established reputation or

excellence in the delivery o music education programs. In

Year 8 and 9, students who have successully completed

the application and audition process may choose either

Extension Music or Class Music.

YEAR 8

Extension Music 8MUSE1&2

The Extension Music program is open to all Year 8 students,

and entry is through an application and audition process.

Students receive a thorough grounding in musical theory as

well as specialised instrumental instruction.

Students achieve the outcomes o this learning area through

the specifc study o musicianship (incorporating aural

perception and music theory), composition, perormance

and music literature that examines the history o music and

its place in society.

Class Music 8MUSC1&2

Enrolment in Class Music is open to all Year 8 students

and entry is through an application and audition process.

The Class Music program includes the specifc study o

Musicianship (incorporating aural perception and music

theory).

I students have received instrumental instruction through

the School o Instrumental Music, then they will continue toreceive instruction at Perth Modern School (in addition to

the class program). Students receiving private instrumental

instruction should continue to do so unless they are oered

a place at school that has become vacant.


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The Arts Learning AreaMusic

YEAR 9

Following the successul study o Music in Year 8, students

may choose either the Extension Music or Class Music

program in Year 9.

Extension Music 9MUSE1&2

Students achieve the outcomes o this subject through

the specifc study o musicianshipincorporating aural

perception, basic music knowledge and composition; and

music literature that examines the role o music in history

and its place in society.

Basic music knowledge rom the previous courses is revised

and extended. It is always linked with aural elements.

Music literature and appreciation skills are developed

through the study o various topics encompassing

music rom both the popular and classical idioms. Music

technology is utilised in many areas o the program.

Prerequisites:

Successul completion o Year 8 Extension Music program.

Students wishing to register or entry into the Year 9

Extension Music program who do not satisy the pre-

requisites should arrange an interview and audition with the

Head o Department, Music.

Students who successully complete Year 9 Extension Music

may choose to enrol in Year 10 Extension Music or the 2AB

Music Course o Study (see Senior School Handbook).

Class Music 9MUSC1&2

Basic music knowledge rom the previous courses is revised

and extended and is linked with aural elements.

Prerequisites:

Either:

1. Successul completion o the Year 8 Extension Music

course, or

2. Successul completion o the Year 8 Class Music course.

Students wishing to enrol in Class Music must be learning a

musical instrument (approved by the Music Department).


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Arts and Technologylearning area

The Arts and Technology learning area is a highly practical area in which students are encouraged to

express themselves and develop skills in decision-making and problem solving through a variety o

contexts. It also provides students with opportunities to apply their knowledge and skills in a creative

and practical way using a variety o resources.

All Arts and Technology subjects provide students with the

underlying skills base or urther study and development in

Senior School.

YEAR 8

Year 8 students can choose rom a variety o creative and

engaging subjects in which they are introduced to various

concepts and ideas in the fve contexts which make up this

learning area: Drama; Home EconomicsFood; Inormation

and Communication Technology; Design and Technology,

and Visual Art.

NOTE: Year 8 MUSIC students choose TWO electives

(1 per semester)

Year 8 NON-music students choose FOUR electives

(2 per semester).

Drama 8 8ADRA1&2

The Year 8 Drama courses have been designed to introduce

students to the origins o early western theatre such as Greek

Theatre and Melodrama. With confdence building activities

Drama students enjoy gaining an understanding o how

these techniques are applied and how they inuence todays

actors. Students are also encouraged to be experimental in

the Drama workshops by exploring a variety o perormance

spaces and scenarios.

Drama students will practise improvisations and stagecrat

skills to assist in creating their own group devisedperormances, relevant to the content, to present to class

audiences.

The course ocuses on students developing the ollowing

dramatic skills:

Warm-up activities

Vocal projection and sense

Movement and space

Chorus work and ritual

Developing a character

Stagecrat knowledge

Use o terminology.

Food or Fun 8 8TFF1&2

Home Economics is a creative, hands-on subject

encompassing many lie skills. Using a technology and

health ocus, students are encouraged to use their own

initiative to solve problems while working cooperatively withothers; using appropriate equipment; and managing time

eectively.

This is done in the context o ood preparation where

students will learn to saely prepare a variety o healthy

and nourishing oods suitable or breakast, lunch, dinner,

dessert and snacks. Students will plan and prepare a

morning or aternoon tea or invited parents and guests

and demonstrate the skills they have learnt. Students will

examine the relationship between their diet and their health.

They will take a critical look at what is actually in the oods

they eat; what is in the oods certain take-away ood chainswould like them to eat; and how to make wise ood choices.

Students will prepare antastic oods which are tasty and

nutritious, economical, accessible, easy and time-e cient to

make.


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Arts and Technology learning area

Digital Technologies 8TICT1/2

Digital Technologies provide the students with

opportunities to develop the practical skills and knowledge

to set up and operate the essential unctions o a computer.

Students will learn useul skills that enable them to

eectively use sotware applications including Flash,

GarageBand and Game Maker. Students will also learn

about PC hardware undamentals, saety aspects, networks

and hardware, eective communication skills, numerical

and problem solving skills and the dierent felds o digital

technologies.

The ocus o this course is to collect and analyse relevant

data independently and in collaboration in order to

manipulate that data and create relevant digital solutions.

During this course the students will also saety use a range

o sotware and hardware to model, construct, test and

evaluate digital products such as animations, graphic

manipulation, 3D graphics and other digital technologies.

The state-o-the-art computer Mac lab will oer the

opportunity to experiment, explore and test current and

emerging digital technology. Make your own animation,

your own game and create unique digital graphics.

This is an introduction course or Multimedia and Computer

Science courses in Year 9 and Year 10.

Design and Technology 8 8TDT1&2

Design and Technology in Year 8 oers a course that will

be the introduction to using tools and machinery in the

workshop. Throughout the course o the semester, the

students will be working with plastics, wood, metal and

will learn the processes involved with manipulating these

products.

Students will be utilising hand skills that will lead into the use

o heavy power tools in urther years when developing their

creative projects. All o the projects developed in Design and

Technology have the ability to be expanded upon as their

structure is based on the creative design o the student. By

the end o the course, students will come out with a variety

o projects that will display their hand skill development. This

course will develop skills and knowledge in a stimulating

environment where they will be introduced and encouraged

to research, design and then create their projects ftting into

a set o design criteria.

Visual Arts 8 8ART1&2

In the Year 8 Visual Arts course, students engage in

traditional, modern and contemporary media and

techniques within the broad areas o art orms. The course

promotes innovative practice. Students are encouraged to

explore and represent their ideas and gain an awareness

o the role that artists and designers play in reecting,

challenging and shaping societal values. Students are

encouraged to appreciate the work o other artists and

engage in their own art practice.

The Art course is designed to increase a studentsknowledge and understanding o the elements and

principles o art and design and to urther develop skills in

processes and techniques required in the production o

both two and three dimensional art works. The emphasis is

on making students amiliar with a wide range o media and

on creating a variety o art works.

The ollowing outcomes provide the ramework within

which the subjects within the Arts Learning Area are

planned and delivered.

Arts IdeasStudents generate art works that

communicate ideas.

Arts Skills and ProcessesStudents use the skills,

techniques, processes, conventions and technologies o the

arts.

Content:

Arts in Society

Drawing

Printmaking

Painting

Ceramics

Sculpture/3D Studies.


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YEAR 9

THE ARTS

Drama 9ADRA1/2

The Year 9 course ocuses on students consolidating

their understanding o presentational theatre skills within

the context o Medieval Drama and its inuences in a

contemporary perormance context. Drama students will

also investigate the contrasts and lives o youths rom

other cultures. Through their fndings, they will apply these

narratives to their own dramas by using Forum Theatretechniques.

The Drama course will also see students investigate the style

o pantomime and its traditions. Drama students will then

create, develop and present their own pantomime or a

perormance.

The course ocuses on students developing the ollowing

dramatic skills:

Metaphor and symbols in perormance

Presentational theatre techniques

Vocal techniquessound scapes, rhythm, tone andphrasing

Physicalisation and movement skills

Improvisation skills

Forum theatre skills

Pantomime skills and perormance

Analysing perormances.

VISUAL ARTS

Each o the Year 9 Art courses is designed to increase a

students knowledge and understanding o the elements

and principles o art and design and to urther develop skills

in processes and techniques required in the production o

both two and three dimensional art works. The emphasis is

on making students amiliar with a wide range o media and

on creating a variety o art works.

Visual Arts in Year 9 oers two electives in Art.

Fine Arts Painting/Printmaking 9ART1&2In Semester One and Semester Two electives, we will explore

the Fine Arts o painting, drawing, printmaking, ceramics

and sculpture. Participation in this course is recommended

or those students who may wish to urther art studies at

an Upper School examination level as it establishes a broad

theoretical and technical oundation.

Fine Arts Sculpture/Clay 9ACR1&2

Contemporary crat is about making things. It is an

intellectual and physical activity where the maker explores

the infnite possibilities o materials and processes toproduce unique objects.

Crat is remembering that art is seen, elt and heard as well

as understood, knowing that not all ideas start with words;

thinking with hands as well as head.


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TECHNOLOGY AND ENTERPRISE

Digital TechnologiesMultimedia 9TMM1/2

Multimedia is the use o computers, programs, sotware and

hardware to present text, graphics, video, animation, and

sound in an integrated way.

This course will take a largely hands-on approach to learning.

Students will be engaged in a variety o practical activities as

they produce a wide range o multimedia products.

The aim o this course is to understand and learn about

digital systems, develop ICT skills as well as to appreciatethe importance o design principles in the creation o a

multimedia product. Students learn to use the latest tools

o multimedia presentation and will use industry standard

programs such as Dreamweaver, Flash, Photoshop,

Blender, iMovie, GarageBand and others.

The students will be working on the design, creation and

testing o interactive and multimedia projects including

animation, digital installations, digital graphics and other

orms o multimedia presentations. Students will explore,

and experiment with current technology individually and in

groups.

Digital TechnologiesComputer Science 9TCS1/2

This course is designed to introduce Computer

Science to students in Year 9. The course will explore

computer programming and introduce students to the

undamentals o how computers work. Through a variety

o practical, hands-on activities students will develop their

understanding o how computers work and improve their

general technology skills.

A major ocus o this course will be to develop the logical

problem-solving skills o students through an understanding

o computer programming. Students will be exposed

to a number o dierent programming languages and

techniques, and will compete in a number o national

programming competitions. Computer Game programming

concepts will be developed using the educational Scratch

and Game Maker where students will soon be creating their

own, complex programs.

Students will also design and create their own website, using

HTML and modern technologies such as CSS and Java. This

process will allow them to develop an understanding o the

Internet and how it works, the hardware that is needed and

how dierent devices interact.

In taking on this challenging course, students will develop

important skills that will be able to be transerred to many

other aspects o their schooling. Logical problem solving

is an essential skill to learn, and a deep understanding o

how computers work has an increasingly important role

in society. This course will develop these skills in a un and

inormative manner. This course leads to Computer Science,

Multimedia in Year 10 and AIT courses o study in Upper

School.

Woodwork 9TWD1/2

The Woodwork course in Year 9 will encourage students

to ocus on the fnished product that students will be

producing. By doing this, students can analyse and

appreciate the process required to create their projects.

This course will give students the opportunity to develop

their skills and knowledge in the workshop. Throughout

the semester a variety o tools will be used, rom high-

end power tools to the basic hand tools. Students will be

provided with the opportunity to learn their skills in a sae

and encouraging environment. They will create projects that

will not only look good, but also last as a sturdy household

creation.

Through providing designs, students can research and

manipulate their project ideas to create their own modifed

design that will still solve a set o criteria, but will be as

unique as the students themselves.

Practical Engineering 9TEN1/2

Practical Engineering will be looking at developing students

practical skills o metal work manipulation. This course

throughout the semester will ocus on the creation o

multiple metalwork projects that will allow students touse a variety o machinery rom power tools to hand tools.

This learning will be done in a controlled manner so that

students learn skills that will be taken with them throughout

their high school years. Students will be manipulating

multiple metal types while using a variety o metal joining

processes rom dierent welding methods to basic olding

techniques. The purpose built metal workrooms will be able

to provide plenty o opportunity or students to develop

their skills and build creations that will only be limited by the

students imagination.



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Jewellery 9TJW1/2

This course will introduce students to the fner aspects

o Jewellery creation, as this course will be looking at the

manipulation o wood, metal, plastics and glass to create

items that can be proudly displayed. The development

o hand skills is integral to this course as the items being

produced are quite small and require much attention to

detail. The process being used to create projects can vary,

rom metal jewellery soldering to wood turning, to plastic

carving and the melting o glass to create impressive

designs. This variation o process will allow students to graspmultiple design concepts that will be applied throughout

the semester which will allow them to develop a variety o

design projects.

Photography and Digital Imaging 9TPD1&2

Introductory Course

Students will be introduced to digital photography in a

course which ocuses on producing excellent photographic

images. Hands-on opportunities will allow students to learn

how to use the latest digital cameras to shoot creative and

unique images ater studying composition and designelements. They will utilise proessional editing sotware, such

as Adobe Photoshop, to create quality images which will

then be printed with the high-end photographic printers.

Students will also create a large ormat image which will be

ramed and on display in the Year 9 Photography Exhibition.

A wide variety o media concepts will be studied, where

students learn about how the print media market their

designs, communicate their message and target specifc

audiences. Students will learn how to develop their own

typeace and to apply colour theory to a design. The

study o these conventions gives the students an excellentplatorm to build on or their study o Design in Senior

School.

Students will be studying Photography in the purpose built

Arts Centre which incorporates the latest iMac computers,

an industry standard ashion photography studio and a

product and still lie studio. These acilities allow students to

experience technologies used in industry and University to

ensure they have all the skills required to be excellent young

photographers and designers.

Students will also experience feld photography

opportunities when they participate in an excursion to

complete a photographic task. This opportunity allows

students to think independently about the design and

technical considerations o their images. Their images will be

used to create their own corporate style publication.

Photography and Digital Imaging 9TPDA2

Advanced CourseSemester Two only

In the Advanced course, students will be exposed to more

complex photographic skills and techniques to enable themto express their creativity through the orm o photographic

images.

It will be expected that students develop skills to critically

analyse photographic images and design components

within the print media. Students will study how proessional

photographers compose and design images as well as how

graphic designers apply typography, colour and graphics to

print media designs.

A major ocus o this unit is on students developing skills to

ully manipulate digital SLR camera controls to enhance their

image designs. Other photographic equipment including

tripods, external light meters and studio ashes will all be

used by the students to enable them to produce great

photographs.

Students will be required to complete a proessional ashion

photo shoot that will require them to consider all aspects

o a studio shoot, ranging rom modelling techniques

to the design o the set and lighting. They will also gain

an understanding o the techniques associated with

macro photography and stitching images or panoramic

photography.

It will be expected that students take their Adobe

Photoshop skills to a new level with a series o tutorials and

a digital design task to ully display their creative prowess.

Experimentation with the use o this highly advanced

sotware will be encouraged in this unit to extend the

technical and creative skills o the students.

Prerequisite:

Year 9 Photography and Digital Imaging (Introductory

course).



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International Foods 9TIF1&2

Outcomes: Technology Process, Systems and Materials

Where does that ood come rom? An intriguing question:

has it spent many hours ying around the world or has it

come rom your own garden? In this course students look at

a wide variety o oods and trace their origins. They will also

consider what Australian cuisine is, where it has come rom

and what has inuenced it.

Students will investigate a variety o ways in which Australian

ood and diet has developed over the past 225 years.

They will investigate and practise traditional ood

preparation skills rom bush tucker to pasta making, sushi

rolling and gateaux cooking.

There is a ocus on working with others in teams, ollowing

sae, hygienic ood handling skills and development o

presentation and evaluation methods. It is a truly useul unit

rom which all students will gain a variety o relevant and

useul skills.

Masterche 9TCF1&2

Outcomes: Technology Process, Systems and Materials

Why do egg whites increase in volume? What inuences

our perception o taste? How do you make marshmallow?

These are just some o the questions that will be answered

in studying this unit.

This unit will introduce students to the many dierent

cooking techniques and specialised equipment used

in the preparation o ood. They will investigate which

methods and ingredients are the most appropriate in

dierent situations and have the opportunity to experiment

with dierent ideas. They will also learn dierent ways o

evaluating ood and identiy ways o improving the dish.

Students will have the opportunity to broaden their skills

through hands-on practical lessons that will broaden

their understanding and ability to use dierent oods and

equipment.


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Documents

PMS Middle Years Curriculum Handbook 2013