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TRANSCRIPT
2021
COURSE PLANNING GUIDE
YEARS 7-9
Course Planning Guide 2021: Years 7–9
ii
Table of contents Table of contents ................................................................................................................................................................................................. ii Introduction ......................................................................................................................................................................................................... 1
The Junior High School – the Years 7–9 Journey ........................................................................................................................................ 1 Ironbark ...................................................................................................................................................................................................... 1
Subject Overview for Students in Year 7 ............................................................................................................................................................. 2 Languages ................................................................................................................................................................................................... 2 Technology ................................................................................................................................................................................................. 2 The Arts ...................................................................................................................................................................................................... 2
Subject Overview for Students in Year 8 ............................................................................................................................................................. 3 English ........................................................................................................................................................................................................ 3 Languages ................................................................................................................................................................................................... 3 Studies of Society and Environment (SOSE) ............................................................................................................................................... 3 Technology ................................................................................................................................................................................................. 3 The Arts ...................................................................................................................................................................................................... 3
Subject Overview for Students in Year 9 ............................................................................................................................................................. 4 Subject Selection ........................................................................................................................................................................................ 4
Academic Advisors and Curriculum Leaders ........................................................................................................................................................ 5 Curriculum Leaders .............................................................................................................................................................................................. 5 Subject Unit Outlines ........................................................................................................................................................................................... 6
Christian Studies ......................................................................................................................................................................................... 6 English ........................................................................................................................................................................................................ 7 Health and Physical Education ................................................................................................................................................................. 13 Languages ................................................................................................................................................................................................. 15 Mathematics ............................................................................................................................................................................................ 29 Science ..................................................................................................................................................................................................... 35 Specialist Support Subjects....................................................................................................................................................................... 36 Studies of Society and Environment ......................................................................................................................................................... 37 Technology ............................................................................................................................................................................................... 40 The Arts .................................................................................................................................................................................................... 43
Appendices ........................................................................................................................................................................................................ 49 The College Mission and Values ............................................................................................................................................................... 49 Curriculum at St Peters ............................................................................................................................................................................. 49
Course Planning Guide 2021: Years 7–9
1
Introduction
The Junior High School – the Years 7–9 Journey
The Junior High School years at St Peters serve as a period of consolidation for students, during which time all students
continue to follow a core curriculum that places emphasis on continuing the study of all Key Learning Areas. There is more
choice on offer within the Key Learning Areas (KLAs) than is the case in the Upper Primary, but there is a quite deliberate
policy to delay any significant specialisation until students enter Senior School in Year 10.
In keeping with this practice of delaying specialisation, all students in the Junior High School follow a core curriculum that
reflects all the nine major KLAs and therefore have classes in English, Mathematics, Science, Studies of Society and
Environment (History and Geography), Technology, The Arts, Languages, Health and Physical Education and Christian Studies.
As is the case in other sub-schools, the delivery of English and Mathematics, is differentiated so that students can pursue
their studies at a pace and to a depth that is appropriate to their demonstrated skills and abilities.
Ironbark
During Year 9, all students attend Ironbark for a compulsory five-week period. Ironbark is the College’s outdoor education
centre that commenced in 1974 with the aim of providing exceptional opportunities for teenagers to learn life skills and
values, independence, teamwork and leadership, tolerance and friendship, and to trust in a loving God.
As part of their experience at Ironbark there are real-life challenges to be met under demanding conditions yet there is a
secure and supportive environment in which to become aware of their personal strengths and learn to face the unknown
with confidence. Students live together in a small community and actively participate in running the college farm, caring for
animals, maintaining machinery, and harvesting fruit and vegetables. Students also participate in a variety of adventure
activities including hiking, camping, orienteering, horse riding, abseiling, rock climbing and negotiating high ropes activities.
Christian Studies and the active encouragement of students exploring their developing sense of spirituality are also seen as
an important part of this unique and unforgettable learning and living experience.
Course Planning Guide 2021: Years 7–9
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Subject Overview for Students in Year 7
All Year 7 Students are required to study subjects within all of the Key Learning Areas:
• Christian Studies;
• English;
• Health and Physical Education;
• Languages;
• Mathematics;
• Science;
• SOSE (History/Geography);
• Technology (Design and Digital);
• The Arts (two electives).
Languages
All students are required to study a language. Students may elect to extend their knowledge in the language they have
already been learning in Year 6, or they may choose to begin a new language. They may choose to study one of Chinese,
French, German or Japanese. They may not change from one language to another between Year 7 and 8.
English as an Additional Language support (EAL) or the Academic Skills Development Program (ASDP) may be allocated in the
place of the Languages Other Than English (LOTE) unit for some students. Enrolment in the EAL/ASDP classes is dependent on
the approval and recommendation of the Curriculum Leader – Exceptional Learners in consultation with Learning Support
and EAL teachers. Students who have not gone through the correct process for allocation to the EAL or ASDP courses will
automatically be placed in a Language class.
Technology
The Technology program in Year 7 includes units in both Design Technology - Food and Fashion and Digital Technology. Each
subject will be of one-semester duration and all students will enrol in these courses.
The Arts
All students study subjects from the Visual and Performing Arts areas in Junior High. In Years 7–8 these are offered on a
rotational basis across the two years. Each subject will be of one-semester duration.
• Art;
• Drama;
• Media;
• Music.
Course Planning Guide 2021: Years 7–9
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Subject Overview for Students in Year 8
All Year 8 Students are required to study subjects in all the Key Learning Areas:
• Christian Studies;
• English;
• Health and Physical Education;
• Languages;
• Mathematics;
• Science;
• SOSE (History/Geography);
• Technology;
• The Arts (two electives).
English
Students will be assigned to appropriate levels of study in Year 8 English based on demonstrated academic achievements
(NAPLAN and Year 7 English results) and the English teacher’s placement recommendation.
Languages
All students are required to study a language. Students are required to continue the language they have been learning in
Year 7, having chosen to study one of Chinese, French, German or Japanese. Students may not change from one language to
another between Years 7 and 8.
English as an Additional Language support (EAL) or the Academic Skills Development Program (ASDP) may be allocated in the
place of the Languages course for some students. Enrolment in the EAL/ASDP classes is dependent on the approval and
recommendation of the Curriculum Leader – Exceptional Learners in consultation with Learning Support and EAL teachers.
Students who have not gone through the correct process for allocation to the EAL or ASDP courses will automatically be
placed in a Language class.
Studies of Society and Environment (SOSE)
Students are required to study both History and Geography.
Technology
The Technology course in Year 8 includes aspects of both Design Technology - Materials and Graphics and Digital Technology.
This subject will be of one-semester duration and all students will enrol in the Technology course.
The Arts
All students study subjects from the Visual and Performing Arts areas in Junior High. In Years 7–8 these are offered on a
rotational basis across the two years. Each subject will be of one-semester duration.
• Art;
• Drama;
• Media;
• Music.
Course Planning Guide 2021: Years 7–9
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Subject Overview for Students in Year 9
To ensure adequate coverage of Key Learning Areas, the College prescribes core units of study in the belief that all students
should be exposed to the major fields of human study and knowledge. It also ensures opportunity for students to develop
the necessary skills for future success within either the Queensland Curriculum and Assessment Authority framework (QCAA)
or the International Baccalaureate Program (IB).
Students have some freedom to change subject units during the year, although multiple changes are undesirable. While the
College makes every effort to accommodate changes to subject selections, it is important to understand that it may not
always be possible for a student to change subject units, once the timetable has been finalised. Any change of subject unit
will usually involve a change of teacher, and in some instances, may involve a change of teacher in another subject. Please
note that the College has a class-size policy to maximise learning outcomes, therefore, a change of subject may not be
possible if a class is full.
All subject changes require written consent from parents and must be submitted to the Head of 7–12 Curriculum – Students.
Gaining approval to change a subject should not be taken for granted.
Subject Selection
Compulsory Requirements
• Christian Studies – whole year;
• English – whole year at a level assigned by the Curriculum Leader, based on demonstrated competencies, teacher
recommendations and consultation with parents (if required);
• Health and Physical Education– whole year;
• Mathematics – whole year;
• Science – whole year;
• SOSE (History/Geography) – whole year.
Specialist Support Subjects
English as an Additional Language support (EAL) and Academic Skills Development (ASDP), if required, need to be chosen
within the student’s subject electives, equivalent to two Semester Units. Enrolment in these classes is dependent on the
approval and recommendation of the Curriculum Leader – Exceptional Learners in consultation with Learning Support and
EAL Teachers.
Electives
Students are required to select any six (6) further semester units of study from the following list, from which four (4)
subjects will be allocated. Students need to select at least one Arts elective unit and one Technology elective unit. Note
that Languages and Specialist Support Subjects require two Semester Units.
Languages
(Whole year: two Semester Units)
Arts
(one Semester Unit each)
Technology
(one Semester Unit each)
Specialist Support
(Whole year: two Semester Units)
(College recommendation only)
Chinese
French
German
Japanese
Visual Art
Tradigital Art and Design
Drama
Music
Music Extension
Design and Technology
Food Technology
Graphics and Design
Digital Technology
Textile Technology
ASDP
EAL
Course Planning Guide 2021: Years 7–9
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Academic Advisors and Curriculum Leaders
Listed here are College staff who may be able to provide information and guidance regarding student subject choices.
College staff member Name Phone number
Career Counsellor Ms Jacqui Estevao 3377 6518
Head of 7–12 Curriculum – Students Mrs Rachael Turnbull 3377 6523
Head of 7–12 Curriculum – Academic Staff Mr Simeon Milner 3377 6286
IB Diploma Coordinator Mrs Roslynne Midgley 3377 6261
VET Curriculum Leader Mrs Julie Walker 3377 6564
Director of Teaching and Learning Innovation Mr Peter MacDonald 3377 6249
Curriculum Leaders Area of Interest Curriculum Leader Subjects
Christian Studies Dr Trevor Collie Christian Studies
English Mr William Fitzgerald
English: Essential
English: Mainstream
English: Enrichment
Exceptional Learners Mrs Renata Rankin Academic Skills Development Program (ASDP)
English as an Additional Language Support (EALs)
Languages Mrs Anna Sliwinska
Chinese
French
German
Japanese
Mathematics Mr Douglas Bransgrove Mathematics
Physical Education Mr Ben Innes Physical Education
Science Ms Liz Holt Science
SOSE Ms Tracey Dowell Studies of Society and Environment
(History and Geography)
Technology Mr Danny Arrow
Design and Technology
Food Technology
Graphics and Design
Digital Technology
Textile Technology
The Arts Ms Julie Seidel
Art
Drama
Media
Music and Music Extension
Course Planning Guide 2021: Years 7–9
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Subject Unit Outlines
Christian Studies
Christian Studies as a discipline of learning introduces students to the world of religion and spirituality, which are
integral components of the fabric of all cultures. It acknowledges that all people are on a lifelong journey of faith
expressed in many dimensions of life, for example, relationships, community life, the environment, religious beliefs and
traditions, situations of human need and suffering, ethical and justice issues. It presents to students a Christian
worldview and a pathway for making meaning in their lives (LEA, 2005).
At St Peters, Christian Studies is a compulsory subject that provides opportunity for students to explore the Christian faith
tradition and its relevance for daily living. Throughout the course, students are encouraged to articulate their beliefs and
spirituality, as well develop the skills necessary for open, respectful dialogue in the classroom.
Furthermore, this course complements the Australian Curriculum by developing the seven identified general capabilities of
literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical behaviour, and
intercultural understanding.
During their years of schooling in Christian Studies, students develop the knowledge, processes and attitudes necessary to:
• become self-directed, insightful investigators and learners who are able to explore the Christian faith and understand its
relevance for life;
• understand better the purpose, meaning and significance that the Christian faith and other forms of spirituality have for
the lives of individuals and communities;
• identify the patterns of belief and the ways in which these have been influential in shaping their own lives and
interpreting their personal experiences;
• appreciate the various aspects of human experience that have prompted and continue to prompt the development of
both religious and non-religious interpretations of life;
• cultivate a respect and understanding for the different religious views they are likely to meet in the communities to
which they belong;
• develop a commitment to personal beliefs, attitudes and values in ways that maintain a respect for, and a sensitive
appreciation of the beliefs, attitudes and values of others;
• give generously of their time and energy to undertake activities and projects that benefit others and improve the quality
of life in their communities;
• engage in practical activities and employ strategies that promote peace, justice and reconciliation in the world;
• develop leadership skills and inter-personal skills that will create a safe, inclusive and respectful school community.
Year 7
The aim of the Year 7 course is to develop students’ understanding of their own identity, an awareness of the St Peters’ story
and the development of key Christian values. In Semester 1, students research and reflect on how specific values are an
integral component of their daily lives and impact on their interactions and relationships. Students explore different images
of God, examining fundamental Christian understandings, as well as other religious understandings of the ‘Divine’. In
Semester 2, the Old Testament is investigated through stories about significant people in the Bible, acknowledging what we
can learn from them and understand how their stories can tell us more about God. In this semester, students are also
introduced to the concept of ‘Grace.’ Students identify how God’s grace is evident in the world around us and the role it plays
in our lives.
Year 8
In this course, students explore the historical and cultural context of Jesus’ world in order to develop deeper understandings
that underpin Christianity. Students will investigate several key parables and explore ways of interpreting their meaning.
Students learn to recognise individual and corporate actions that can be considered biblically as either good or bad acts. In
Course Planning Guide 2021: Years 7–9
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the final unit, students will explore the actions that Christian organisations (NGOs) undertake to uphold human rights
throughout the world.
Year 9
In this course, students explore the historical and cultural development of Christianity. Students investigate the beginnings of
the Jesus Movement, the Early Church and the impact of Christianity becoming the ‘official’ Roman religion. Following on,
students investigate the Reformation Church period, the impact on the Church and the significance this has had on both the
Church and the world. In addition, students explore the role that Church plays in modern society. The final unit takes up the
theme of vocation and service, providing opportunities for students to be involved in Service Learning. This unit of work
encourages students to reflect on the place of ‘service’ in their lives, both now and in the future.
English
During the compulsory years of schooling in English, students develop the knowledge, practices and dispositions
necessary to:
• understand how texts and language can be used to achieve personal, social, cultural and cognitive purposes in the
contexts of their working, public and private lives;
• understand how texts and language expression are shaped by:
○ Knowledge: values and practices of individuals and groups;
○ choices: with respect to purpose, text type, subject matter, roles and relationships, mode and medium.
During each respective course, students:
• select from a broad repertoire of language use in texts and contexts, language systems and literacy practices in English
to construct and reconstruct meanings in and through spoken, written, visual and multimodal texts;
• demonstrate a deep and high degree of control of textual resources and patterns in texts of increasing complexity;
• interpret and represent knowledge, values and practices in texts in innovative, creative and enterprising ways.
Year 8-10: Differentiation Strands
The College offers a range of differentiated subject strands at each respective year level in Years 8–10 to cater for the
language competence demonstrated by students. All English subject strands (Essential, Mainstream and Enrichment) have
been audited and revised to be congruent with the descriptors of the Australian Curriculum: English in Years 8–10
respectively.
English: Mainstream is provided for students who are progressing from the standard Year 7 subject English offerings and
who have achieved at a sound ‘C’ standard or higher at the conclusion of that year. In English, ‘Mainstream’ denotes the
mainstream or standard subject offering. Parents and guardians should understand that the suite of English: Mainstream
units in Years 8, 9 and 10 is designed to prepare their child for both the QCAA and IB Years 11 and 12 academic English
courses.
For students who demonstrate a particular gift for English, the English: Enrichment strand is offered in Years 8 and 9, with
the Year 10 Literature Option continuing this strand. The Year 10 Literature Option will anticipate both the IB English:
Literature and the QCAA Literature courses of Years 11 and 12. Students are selected for Year 8 English: Enrichment studies
based on a range of available criteria, including Year 7 English results, enrolment test scores and NAPLAN Literacy results.
Across Years 8–10 English: Enrichment and Literature Option, demonstrated and sustained superior achievement is a
requisite measure for students’ eligibility to remain in the course. It must be noted that the Enrichment units are
significantly more demanding than the Mainstream strand and this must be taken into consideration when accepting
placement in this course.
Distinct from the English: Mainstream offerings, Years 8–10 English: Essential provides worthwhile, targeted courses for the
students identified as experiencing a range of demonstrated language-processing difficulties.
Course Planning Guide 2021: Years 7–9
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Year 7
Rationale
In Year 7 all students work in a heterogeneous (mixed ability) class, with all students undertaking the same course and
studying the same texts during the year. The Year 7 English course has been audited to be congruent with the descriptors of
the Australian Curriculum.
Prerequisite subjects
Year 6 English
Course outline
Term 1 Term 2
During the year, students engage with exercises on reading
comprehension, sentence structures, vocabulary
formations, spelling and punctuation.
In Term One, students also engage with persuasive and
narrative texts.
Students participate in a formal debate. In preparation for
NAPLAN sub-tests, students practise key literacy aspects
and become familiar with this type of assessment.
Afterwards, students read, react, analyse and respond to
the novel and film The Giver by Lois Lowry.
Assessment
• Narrative writing (formative);
• Persuasive writing.
Assessment
• Formal debate
• NAPLAN
• The Giver comparative essay
• Language skills exam
Term 3 Term 4
Students read, react, analyse and respond to the historical
fictional novel, Dragonkeeper by Carole Wilkinson.
Afterwards, students evaluate the news media.
Through the analysis of a range of differentiated texts,
students explore the theme of persecution and respond by
composing a free verse poem.
Assessment
• Dragonkeeper monologue.
Assessment
• Free verse poetry composition;
• Language skills exam.
Future pathways
All English subjects are foundational to recreation, paid-employment opportunities and lifelong experiences. Not only do
English subjects exercise the inherent intersection of language and thought, they are the means by which language can
examine and comment on itself and ideas.
Year 8
Year 8 Essential English
Rationale
Essential English is designed for students who would benefit from additional support in reaching National Curriculum
Achievement Standards for this year level. Texts vary from Mainstream English, but the units and tasks mirror those of all
Year 8 students, allowing for a smooth transition into Mainstream English, when suitable. Apart from Language Skills, all units
are one term in duration. All tasks set during a unit contribute to the final grade.
Prerequisite
Year 7 English.
Course Planning Guide 2021: Years 7–9
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Course outline
Term 1
Narrative
Term 2
Poetry
Language Skills ongoing in the form of Firefly tasks to be completed weekly: punctuation, spelling, and grammar and word
work.
• The study of a Classic Starts text: an abridged version
of King Arthur and his Knights.
• The study of a range of poems and poets’ use of
structure, figurative language, imagery, sound devices,
rhyme and rhythm.
Assessment (continuous)
• Written Imaginative narrative, drafted in class with
teacher feedback and a virtual reality interpretation.
(Narrative 300 - 600 words)
Assessment (continuous)
• A number of short responses to text, culminating in a
timed response to a seen poem. Students may sit the
cross-grade exam where appropriate.
Term 3
Argument and Persuasion
Term 4
Drama
Language Skills ongoing in the form of in-class tasks to be completed weekly - punctuation, spelling, and grammar and
word work – culminating in a Term Four Grammar exam, where appropriate.
• Close study of characterisation in Anthony Horowitz’s
Stormbreaker, particularly, the hero and villain figures.
• Close study of dramatic elements in Alan Hopgood’s
play, And the Big Men Fly
Assessment (continuous)
•Two w ritten responses (paragraphs) to persuasive texts,
culminating in a persuasive presentation. (3-4
minutes)
Assessment (continuous)
•Oral presentation in the form of a sports analysis and
commentary;
Written exam: analytical essay to a seen question, pre-
scaffolded but completed under timed conditions
(conditions range based on individual student programs and
IEPs)
Future pathways
Mainstream English or continuation in Essential English stream.
Year 8 Mainstream English
Rationale
Mainstream English is designed for students who are reaching National Curriculum Achievement Standards for this year level.
Students are exposed to a range of texts which will allow them to demonstrate their knowledge, understanding and technical
control of English. Apart from Language Skills, all units are one term in duration. All tasks set during a unit contribute to the
final grade.
Prerequisite
Year 7 English.
Course outline
Term 1
Narrative
Term 2
Poetry
Language Skills ongoing in the form of Firefly tasks to be completed weekly: punctuation, spelling, and grammar and word
work.
• A novel study, focussing on allegory in narrative, and
exploring genre, style and technique.
• The study of a range of poems and poets’ use of
structure, figurative language, imagery, sound devices,
rhyme and rhythm.
Course Planning Guide 2021: Years 7–9
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Assessment (continuous)
• A number of short responses to text, cumulating in an
imaginative narrative, drafted in class with teacher
input. (400 -600 words)
Assessment (continuous)
• A number of short responses to text, including a panel
discussion, culminating in a written cross-grade exam
on an unseen poem. (90 minutes)
Term 3
Argument and Persuasion
Term 4
Drama
Language Skills ongoing in the form of Firefly tasks to be completed weekly - punctuation, spelling, and grammar and word
work – culminating in a Term Four cross-grade exam.
• The study of the persuasion, using Mao’s Last Dancer
by Li Cunxin as a source text, with a focus on both
opinion and evidenced argument.
• Close study of suspense and dramatic elements in
Adrian Flynn’s dramatic adaptation of Sir Arthur
Conan Doyle’s novel The Valley of Fear.
Assessment (continuous)
• A number of short responses to text, culminating in an
individual oral presentation. (3-4 minutes)
Assessment (continuous)
• A number of short responses to text, culminating in an
analytical essay response to an unseen question,
completed under timed conditions. (90 minutes)
Future pathways
English, English Literature or IB Literature.
Year 8 Enrichment English
Rationale
Enrichment English is designed for students who are exceeding National Curriculum Achievement Standards for this year
level. Students are exposed to a range of texts which will stretch them both conceptually and technically, allowing them to
demonstrate their knowledge, understanding and technical control of English. Apart from Language Skills, all units are one
term in duration. All tasks set during a unit contribute to the final grade.
Prerequisite
Year 7 English.
Basis of student selection for 8 Enrichment English
A combination of the following: B or higher in Year 7 English, Band 8 and above in Year 7 NAPLAN, above the 85th Percentile
in AGAT abstract and verbal reasoning. Additional teacher recommendation and support will also be considered.
Course outline
Term 1
Narrative
Term 2
Poetry
Language Skills ongoing in the form of Firefly tasks to be completed weekly: punctuation, spelling, and grammar and word
work.
• The study of a range of short stories by established
authors and detailed exploration of narrative
technique.
Class reading and study of Charles Dickens’ A Tale of Two
Cities – not assessed.
• The study of a range of poems and poets’ use of
structure, figurative language, imagery, sound devices,
rhyme and rhythm.
Course Planning Guide 2021: Years 7–9
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Assessment (continuous)
• A number of short responses to text, culminating in an
imaginative narrative, drafted in class with teacher
feedback. (400 -600 words)
Assessment (continuous)
• Discussion, writing and performing, culminating in a
cross-grade exam under timed conditions on an
unseen poem. (90 mins)
Term 3
Persuasion
Term 4
Analytical drama study
Language Skills ongoing in the form of Firefly tasks to be completed weekly - punctuation, spelling, and grammar and word
work – culminating in a Term Four cross-grade exam.
• The study of The Children's Homer, epic narrative
conventions and heroism. • Close study of the dramatic depiction of culture and
context in George Bernard Shaw’s Pygmalion.
Assessment (continuous)
• Short responses to text, including a persuasive oral,
culminating in a written analytical argument. (90 mins)
Assessment (continuous)
• Short form responses to text, culminating in a group
oral response. (3- 5 minutes per student)
Future pathways
English, English Literature, IB Literature.
All English subjects are foundational to recreation, paid-employment opportunities and lifelong experiences. Not only do
English subjects exercise the inherent intersection of language and thought; they are the means by which language can
examine and comment on itself and ideas.
Year 9
Parents and students should note that it may appear that students are undertaking a considerable number of
assessments, but owing to Ironbark bookings, not all students from Term 2 onwards will undertake all of the
listed assessments.
Year 9 English Essentials
Rationale
Students read and respond to novel, drama and film studies. They compose a short story, compose and deliver an oral
assessment, and they learn about the requirements of the genres of analysis and argument. Students prepare for NAPLAN,
reflecting on and practising the literacy aspects. Control of language skills involving prose comprehension, sentence control,
vocabulary formations, spelling and punctuation is a year-long focus. In response to a first-novel study, the students write an
analytical essay. Additionally, students act out a prepared play performance and explain their choice of scene, examining
themes and ideas present in the studied texts through a spoken task. They write analytical essay, in examination conditions,
about aspects of their film study.
Prerequisite subjects
Year 8 English.
Course outline
Term 1 Term 2
• Persuasive writing;
• Narrative writing;
• NAPLAN practice: reading and language conventions.
• Analytical essay on first studied novel.
Term 3 Term 4
• Analytical essay on second novel study.
• Reading comprehension exam.
• Film study - analysis
• Drama performance and explanation
• Language skills exam.
Course Planning Guide 2021: Years 7–9
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Future pathways
All English subjects are foundational to recreation, paid-employment opportunities and lifelong experiences. Not only do
English subjects exercise the inherent intersection of language and thought, they are the means by which language can
examine and comment on itself and ideas.
Year 9 Mainstream English
Rationale
In the English Mainstream units, students engage with persuasive and narrative texts as well as language skills. Students
prepare for NAPLAN sub-tests, reflecting on and practising key literacy aspects. They prepare and sit for a poetry
comprehension exam. During the year, exercises on language skills focus on mastering prose comprehension, sentence
structures, vocabulary formations, spelling and punctuation. Later, students read and react to the novel “Mortal Engines”
and the play, "Lost in Yonkers" – with a view to their writing an analytical expository essay based on the novel and delivering
a scripted monologue/ dialogue in role.
Prerequisite subjects
Year 8 English.
Course outline
Term 1 Term 2
• Persuasive writing;
• Narrative writing;
• NAPLAN practice: reading and language conventions.
• NAPLAN Writing Tasks
• Poetry comprehension exam.
Term 3 Term 4
• Analytical essay writing about novel study;
• Reading comprehension exam.
• Language skills exam;
• Panel discussion – oral task on play text
• Written analytical essay on play text
Future pathways
All English subjects are foundational to recreation, paid-employment opportunities and lifelong experiences. Not only do
English subjects exercise the inherent intersection of language and thought, they are the means by which language can
examine and comment on itself and ideas.
Year 9 English Enrichment
Rationale
In this subject, students study a novel, epic and narrative poetry, The Merchant of Venice and a simplified version of Great
Expectations. Students prepare for NAPLAN, reflecting on and practising the literacy aspects. In respect of genres, students
read, respond to and write analytical essays, imaginative narratives, poetry and explain their interpretation of the Dickens
novel using Socratic dialogue practices. Reading comprehension and diverse language skills exercises are also undertaken
throughout the semester. These contribute to an overall language skills mark for the year.
Prerequisite subjects
Year 8 English
Course outline
Term 1 Term 2
• Narrative response to stimulus (40 minutes);
• Persuasive speech to stimulus (40 minutes).
• To Kill a Mockingbird study: Oxford Union Chamber
Debate (spoken).
Course Planning Guide 2021: Years 7–9
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Term 3 Term 4
• Merchant of Venice exam;
• Reading comprehension exam.
• Great Expectations poster presentation (spoken);
• Language skills exam.
Future pathways
All English subjects are foundational to recreation, paid-employment opportunities and lifelong experiences. Not only do
English subjects exercise the inherent intersection of language and thought, they are the means by which language can
examine and comment on itself and ideas.
NAPLAN – Literacy
NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading,
writing, spelling and numeracy…
– from ACARA website on NAPLAN.
The skills tested in NAPLAN in both Year 7 and Year 9 are fundamental to a student’s language capability, observable in how
the student combines language and thinking in different contexts and for different purposes. Indeed, logical thinking in large
measure is tied to language capability.
Teaching of NAPLAN literacy sub-tests focuses on critical lifelong skills, exactly the same as in subject English – specifically:
the processes of reading comprehension with its levels and responses; how communication is governed and made intelligible
by word mastery and by grammar and punctuation patterns and conventions; and how writing unites intelligently structured
thought and language within a genre.
In short, the business of NAPLAN literacy teaching and learning is the same undifferentiated business as teaching literacy
skills which continues before and after the NAPLAN tests in subject English.
Health and Physical Education
The Health and Physical Education program aims to enable students to:
• access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and
others’ health, wellbeing, safety and physical activity participation across their lifespan;
• develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity
and wellbeing and to build and manage respectful relationships;
•investigate, understand and participate in movement skills, concepts and strategies to respond confidently,
competently and creatively in a variety of activities, contexts and settings;
• engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to
personal, social, cultural, environmental and health practices and outcomes;
• analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health
and physical activity locally, regionally and globally.
The curriculum is organised into two strands; Personal, social and community health and Movement and physical activity.
They are interrelated and inform and support each other. Course content focuses on supporting students to investigate
knowledge, understanding and participate in the six sub-strands.
Course Planning Guide 2021: Years 7–9
14
Strands Personal social and community health Movement and physical activity
Sub-strands • Being healthy, safe and active;
• Communicating and interacting for health
and wellbeing;
• Contributing to healthy and active
communities.
• Moving our body;
• Understanding movement;
• Learning through movement.
Focus areas • Alcohol, gambling, ethics and Ugly
parent syndrome;
• Food and nutrition;
• Health benefits of physical activity;
• Mental health and wellbeing;
• Relationships and sexuality;
• Safety.
• Active play and minor games;
• Challenge and adventure activities;
• Fundamental movement skills;
• Games and sports;
• Health-related physical activities;
• Rhythmic and expressive movement.
Students in Years 7–9 at St Peters Lutheran College study Health and Physical Education as a compulsory subject during
the year.
HPE Units
Core Health and Physical Education
Year 7
Students participate in a wide variety of both practical and written learning experiences. These units of study are age specific
and are designed to increase understanding of what it means to be healthy. The course also offers students opportunities to
become informed and active participants in the quest for optimal health and wellbeing.
The units which are explored in detail include:
Semester 1 Semester 2
Attitude to Gratitude, building a positive person Puberty, body image & staying healthy
Term 1 Term 2 Term 3 Term 4
Racket sports Athletics & Indigenous games Basketball & Netball Swimming
Year 8
Students participate in a wide variety of both practical and written learning experiences. These units of study are age-specific
and are designed to increase understanding of what it means to be healthy. The course also offers students opportunities to
become informed and active participants in the quest for optimal health and wellbeing.
The units which are explored in detail include:
Semester 1 Semester 2
Resilience & positive relationships Healthy lifestyle choices
Term 1 Term 2 Term 3 Term 4
Aquathon / Duathlon Football Volleyball Sports Aerobics
Year 9
Students participate in a wide variety of both practical and written learning experiences. These units of study are age-specific
and are designed to increase understanding of what it means to be healthy. The course also offers students opportunities to
become informed and active participants in the quest for optimal health and wellbeing.
Course Planning Guide 2021: Years 7–9
15
The units which are explored in detail include:
Semester 1 Semester 2
Risky business, making wise choices Eat well, live better
Term 1 Term 2 Term 3 Term 4
Touch Football Indigenous games Athletics Tennis
Languages
Chinese
Year 7 Chinese
Rationale
The study of Chinese provides students with unique opportunities to study a character-based language, which offers them
not only an understanding of another culture but also develops a unique visual dimension of thinking.
From the point of view of an English-speaking learner, it is important to know that Chinese is a character-based tonal
language with an easy grammatical structure. Students need to have a good ear for tonal differences and have a good visual
memory for characters. The Pinyin writing system assists in pronunciation of characters.
Students who choose Chinese in Year 7 will be taught the basics of the Mandarin language via the TPRS method (Teaching
Proficiency through Reading and Storytelling) which aims to achieve high levels of listening, speaking and reading proficiency.
The students learn approximately 120 words, both in Pinyin and in characters across the two semesters. The students should
be able to write 30 characters by the end of the year.
Language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and
cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by
effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subject
Nil.
Course outline
Term 1
Introductions
Term 2
Birthdays
• Greetings;
• Name, numbers and age;
• Chinese New Year.
• Dates, days of the week, birthdays;
• Places;
• Food and feelings.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3
At home
Term 4
Shopping
• Family;
• Pets;
•Time.
•Colours;
•Clothes;
•Shopping.
Course Planning Guide 2021: Years 7–9
16
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study Chinese as an additional language and who have not studied the
language before. Students with some primary school Chinese experience may be beginners due to the limited exposure in
most primary schools.
Note: The Year 7 Chinese course is designed to teach Chinese as a second language. It is not of an appropriate level to extend
native speakers of the language. To this end, background speakers of Chinese will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
Chinese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in Chinese can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international
relations, technology, sociology and education.
Year 8 Chinese
Rationale
The study of Chinese provides students with unique opportunities to study a character-based language, which offers them
not only an understanding of another culture but also develops a unique visual dimension of thinking.
From the point of view of an English-speaking learner, it is important to know that Chinese is a character-based tonal
language with an easy grammatical structure. Students need to have a good ear for tonal differences and have a good visual
memory for characters. The Pinyin writing system assists in pronunciation of characters.
Students who choose Chinese in Years 7 and 8 will be taught the basics of the Mandarin language via the TPRS method
(Teaching Proficiency through Reading and Storytelling) which aims to achieve high levels of listening, speaking and reading
proficiency.
Language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and
cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by
effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subject
Year 7 Chinese.
Course outline
Term 1 Term 2
• Daily routine;
• Meals;
• Sports.
• School subjects;
• Countries;
• Languages.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Appearance;
• Clothes.
• Fast food;
• Hobbies.
Course Planning Guide 2021: Years 7–9
17
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who have studied Chinese as an additional language in Year 7.
Note: The Year 8 Chinese course is designed to teach Chinese as a second language. It is not of an appropriate level to extend
native speakers of the language. To this end, background speakers of Chinese will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
Chinese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in Chinese can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international
relations, technology, sociology and education.
Year 9 Chinese
Rationale
The study of Chinese provides students with unique opportunities to study a character-based language, which offers them
not only an understanding of another culture but also develops a unique visual dimension of thinking.
From the point of view of an English-speaking learner, it is important to know that Chinese is a character-based tonal
language with an easy grammatical structure. Students need to have a good ear for tonal differences and have a good visual
memory for characters. The Pinyin writing system assists in pronunciation of characters.
Students who choose Chinese in Year 9 will be taught the basics of the Mandarin language through the TPRS method
(Teaching Proficiency through Reading and Storytelling) which aims to achieve high levels of listening, speaking and reading
proficiency.
Language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and
cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by
effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subject
Year 8 Chinese.
Course outline
Term 1 Term 2
• My room;
• Activities. • Weather and seasons.
•Sickness and going to the doctor.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
•Chinese and Western food.
• Halloween.
• Revision;
• Cultural focus.
Course Planning Guide 2021: Years 7–9
18
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who have studied Chinese as an additional language in Year 8.
Note: The Year 9 Chinese course is designed to teach Chinese as a second language. It is not of an appropriate level to extend
native speakers of the language. To this end, background speakers of Chinese will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
The Year 9 program is a prerequisite for continued study of Chinese in Years 10 and 11/12 (IB or QCAA course). Chinese is a
general subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational
education or work. A course of study in Chinese can establish a basis for further education and employment in many
professions and industries. For example, those which value the knowledge of an additional language and the intercultural
understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international relations,
technology, sociology and education.
French
More than 300 million people speak French on the five continents. The influences of French culture are therefore evident
throughout the world, and for Australians who wish to participate effectively in global affairs, an understanding of the French
language and culture is a significant advantage. Learning French not only enhances professional and academic opportunities,
it is an accomplishment which brings great satisfaction and added confidence. The study of French broadens horizons and
enhances skills in analysing, structuring thought and critical thinking. French and English are linguistically close; hence the
learning of French lends itself to the extension of students’ vocabulary and structural knowledge of English.
Year 7 French
Rationale
French is a major world language, spoken as the first language in more than two dozen countries on five continents and as an
official language in 33 countries. For Australians who wish to participate effectively in global affairs, an understanding of the
French language and culture is a significant advantage. French and English are linguistically close; hence the learning of
French lends itself to the extension of students’ vocabulary and structural knowledge of English.
In this course students are introduced to the AIM pedagogy (accelerated integrated method), a high-frequency, verb-centred
language learning method introduced with gestures and contextualised through stories, drama and music to develop oral and
written fluency in French. Specifically-designed stories in the form of plays provide the context for language acquisition and
become the focus for a range of language activities that intrinsically help students develop confidence and competence in the
language using gestures.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,
social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are
characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subject
Nil.
Course outline
Term 1 Term 2
• Entry routine;
• Classroom objects;
• Mme Chapeau – created story using high-frequency
language;
• Days of the week, months of the year.
• The Three Little Pigs – story;
• Personality traits (basic);
• Family members;
• Ordinal and cardinal numbers.
Course Planning Guide 2021: Years 7–9
19
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
•Comment y aller – story
• Modes of transport;
• Quebec as a Francophone country;
• Tour de France;
• La Fête Nationale.
•Comment y aller – story cont.
• Reader – les aventures de Stephanie.
• Nationalities;
• Christmas in France.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study French as an additional language and who have not studied the
language before. For students continuing French from other schools, there are significant opportunities for enhanced
proficiency development, while students beginning study of the language are also provided with an innovative and enriching
program.
Note: Year 7 French is designed to teach French as a second language. It is not of an appropriate level to extend native
speakers of the language. For this reason, background speakers of French will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
French is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in French can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international
relations, technology, sociology and education.
Year 8 French
Rationale
French is a major world language, spoken as the first language in more than two dozen countries on five continents and as an
official language in 33 countries. It belongs to the family of Romance languages derived from the spoken Latin language of
the Roman Empire.
The influences of French are evident throughout the world, and for Australians who wish to participate effectively in global
affairs, an understanding of the French language and culture is a significant advantage. Learning French not only enhances
professional and academic opportunities, it is an accomplishment which brings great satisfaction and added confidence.
In this course students continue learning through the AIM pedagogy (accelerated integrated method), a high frequency, verb-
centred language learning method delivered through stories, drama and music to develop oral and written fluency in French.
Specifically-designed stories in the form of plays provide the context for language acquisition and become the focus for a
range of language activities that intrinsically help students develop confidence and competence in the language.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,
social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are
characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subject
Year 7 French.
Course Planning Guide 2021: Years 7–9
20
Course outline
Term 1 Term 2
Louis la Grenouille:
•H obbies, pastimes;
•F riendship and sharing;
•N aturalist (thematic extension frog’s life cycle).
Chat Angora:
•D etective genre;
•F ood;
•C alendar – seasons, weather;
• Time.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
Chat Angora:
• Tour de France;
• La Fête Nationale;
• Andre et sa famille (reader);
• French pioneers in Quebec.
Le Bistro des Animaux:
• Friendships and cooperation;
• Louisiana and the Bayou.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study French as an additional language and who have studied Year 7
French or similar. Other students with less formal language learning experience may also be able to meet the requirements
of the syllabus successfully.
Note: Year 8 French is designed to teach French as a second language. It is not of an appropriate level to extend native
speakers of the language. To this end, background speakers of French will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
French is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in French can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international
relations, technology, sociology and education.
Year 9 French
French is a major world language, spoken as the first language in more than two dozen countries on five continents and as an
official language in 33 countries. It belongs to the family of Romance languages derived from the spoken Latin language of
the Roman Empire.
The influences of French are evident throughout the world, and for Australians who wish to participate effectively in global
affairs, an understanding of the French language and culture is a significant advantage. Learning French not only enhances
professional and academic opportunities, it is an accomplishment which brings great satisfaction and added confidence.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,
social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are
characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.
Our French sister school provides opportunities for language learning outside the classroom, as students take part in email
exchanges, hosting and visits to France in their senior years.
Course Planning Guide 2021: Years 7–9
21
Prerequisite subject
Year 8 French.
Course outline
Term 1
At home
Term 2
Daily life and French towns
• Daily chores;
• Describing one’s home.
• Everyday routines;
• Geography of France;
• Towns of France.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3
Le Petit Nicolas
Term 4
New Caledonia and getting around
• Film study;
• Telling a story in the past.
• New Caledonia;
• Directions.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study French as an additional language and who have studied Year 8
French or similar. Other students with less formal language learning experience may also be able to meet the requirements
of the syllabus successfully. The Year 9 program is a prerequisite for continued study of French in Years10 and 11/12 (IB or
QCAA course).
Note: Year 9 French is designed to teach French as a second language. It is not of an appropriate level to extend native
speakers of the language. To this end, background speakers of French will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
The Year 9 program is a prerequisite for continued study of French in Years 10 and 11/12 (IB or QCAA course). French is a
general subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational
education or work. A course of study in French can establish a basis for further education and employment in many
professions and industries. For example, those which value the knowledge of an additional language and the intercultural
understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international relations,
technology, sociology and education.
German
German has a strong history at St Peters but is also a significant language in today’s world. With recent increased economic
involvement by German companies in Australia, as well as educational, scholarship and employment opportunities for
Australian students and professionals in Germany and Europe, proficiency in German is proving to be a valuable additional
skill for young people looking to expand their study and work horizons.
As German and English are both Germanic languages, they share many cognates and grammatical features, the study of
which can significantly enrich students’ knowledge of their own language and their linguistic knowledge generally. This, along
with the range of support materials for German (within and beyond the college), also makes learning German more
accessible.
German continues to be an important language globally in commercial, scientific, technical and cultural fields. Germany and
Australia are significant trading partners, with increasingly close diplomatic, economic and strategic ties. Along with this,
Australia has a long and continuing tradition of German immigration, tourist inflow and cultural and educational exchange,
Course Planning Guide 2021: Years 7–9
22
including significant links within the College itself, including the successful senior school exchange program with the
College’s partner school, Laurentius Gymnasium, in Neuendettelsau, Germany.
Year 7 German
Rationale
German has a strong history at St Peters, but is also a significant language in today’s world. With recent increased economic
involvement by German companies in Australia, as well as educational, scholarship and employment opportunities for
Australian students and professionals in Germany and Europe, proficiency in German is proving to be a valuable additional
skill for young people looking to expand their study and work horizons.
As German and English are both Germanic languages, they share many cognates and grammatical features, the study of
which can significantly enrich students’ knowledge of their own language and their linguistic knowledge generally. This, along
with the range of support materials for German (within and beyond the college) also makes learning German more
accessible.
German continues to be an important language globally in commercial, scientific, technical and cultural fields. Germany and
Australia are significant trading partners, with increasingly close diplomatic, economic and strategic ties. Along with this,
Australia has a long and continuing tradition of German immigration, tourist inflow and cultural and educational exchange,
including significant links within the College, including the successful senior school exchange program with the College’s
partner school, Laurentius Gymnasium, in Neuendettelsau, Germany.
Prerequisite subject
Nil.
Course outline
The course is divided into two streams, based on students’ prior learning: Beginning - students who have not studied German
previously; and Primary Entry - students who are continuing study from the primary school (one or more years of prior
learning).
Term 1 Term 2
• Beginning: foundation vocabulary, colours, numbers,
self-introduction, presentation.
• Primary Entry: presenting oneself, writing emails,
describing interests, making suggestions.
• Beginning: sports, hobbies, suggesting activities,
locating cities, countries, German-speaking countries.
• Primary Entry: health and injuries, requesting things,
narrating past events, travelling in town.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Beginning: school, daily routines, arranging to meet,
family.
• Primary Entry: train travel, gift-giving, attractions in
Munich, describing past events.
• Beginning: food and drink, daily routines (extended)
cultural information.
• Primary Entry: visiting friends, describing abilities and
people, weekend/holiday activities, birthday
invitations.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study German as an additional language and who have not studied the
language before. For students continuing German from the Junior School or from other schools, there are significant
Course Planning Guide 2021: Years 7–9
23
opportunities for enhanced proficiency development, while students beginning study of the language are also provided with
an innovative and enriching foundation program.
Note: Year 7 German is designed to teach German as a second language. It is not of an appropriate level to extend native
speakers of the language. For this reason, background speakers of German will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
The Year 7 and 8 programs are a prerequisite for continued study of German in Years 9/10 and 11/12 (IB or QCAA course).
There is also the opportunity to take part in the College’s exchange program in Year 10 and study for external certification in
language proficiency. German is a general subject suited to students who are interested in pathways beyond school that lead
to tertiary studies, vocational education or work. A course of study in German can establish a basis for further education and
employment in many professions and industries. For example, those which value the knowledge of an additional language
and the intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science,
international relations, technology, sociology and education.
Year 8 German
Rationale
German has a strong history at St Peters, but is also a significant language in today’s world. With recent increased economic
involvement by German companies in Australia, as well as educational, scholarship and employment opportunities for
Australian students and professionals in Germany and Europe, proficiency in German is proving to be a valuable additional
skill for young people looking to expand their study and work horizons.
As German and English are both Germanic languages, they share many cognates and grammatical features, the study of
which can significantly enrich students’ knowledge of their own language and their linguistic knowledge generally. This, along
with the range of support materials for German (within and beyond the college) also makes learning German more
accessible.
German continues to be an important language globally in commercial, scientific, technical and cultural fields. Germany and
Australia are significant trading partners, with increasingly close diplomatic, economic and strategic ties. Along with this,
Australia has a long and continuing tradition of German immigration, tourist inflow and cultural and educational exchange,
including significant links within the College, including the successful senior school exchange program with the College’s
partner school, Laurentius Gymnasium, in Neuendettelsau, Germany.
Prerequisite subject
Year 7 German.
Course outline
The course is divided into two streams, based on students’ prior learning: Year 7 entry - students who began learning the
language in Year 7 (one year of prior learning); and Primary Entry - students who have continued study from the primary
school (two-plus years of prior learning).
Term 1 Term 2
• Beginning: presenting oneself, writing emails,
describing interests, making suggestions.
• Continuing: telling time, description and location of
items in rooms or house, talking about past events.
• Beginning: health and injuries, requesting things,
narrating past events, travelling in town, German-
speaking countries.
• Continuing: talking about school, party invitations,
comparing items, describing residence, giving advice.
Course Planning Guide 2021: Years 7–9
24
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Beginning: train travel, gift-giving, attractions in
Munich, describing past events.
• Continuing: description of people and feelings,
characteristics, festivals and reporting.
• Beginning: visiting friends, describing house, holiday
activities, birthday invitations.
• Continuing: asking and giving permission, other
nationalities and sport, comparisons.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
The Year 8 German course is designed for students who wish to study German as an additional language and who have
completed the Year 7 course.
Note: Year 8 German is designed to teach German as a second language. It is not of an appropriate level to extend native
speakers of the language. For this reason, background speakers of German will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
The Year 7–8 program is a prerequisite for continued study of German in Years 9/10 and 11/12 (IB or QCAA course). There
is also the opportunity to take part in the College’s exchange program in Year 10 and study for external certification in
language proficiency.
German is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in German can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international
relations, technology, sociology and education.
Year 9 German
German has a strong history at St Peters, but is also a significant language in today’s world. With recent increased economic
involvement by German companies in Australia, as well as educational, scholarship and employment opportunities for
Australian students and professionals in Germany and Europe, proficiency in German is proving to be a valuable additional
skill for young people looking to expand their study and work horizons.
As German and English are both Germanic languages, they share many cognates and grammatical features, the study of
which can significantly enrich students’ knowledge of their own language and their linguistic knowledge generally. This, along
with the range of support materials for German (within and beyond the college) also makes learning German more
accessible.
German continues to be an important language globally in commercial, scientific, technical and cultural fields. Germany and
Australia are significant trading partners, with increasingly close diplomatic, economic and strategic ties. Along with this,
Australia has a long and continuing tradition of German immigration, tourist inflow and cultural and educational exchange,
including significant links within the College, including the successful senior school exchange program with the College’s
partner school, Laurentius Gymnasium, in Neuendettelsau, Germany.
Prerequisite subject
Year 8 German
Course outline
NB – while topics of the Year 9 course are common for all students, activities and assessment will take into account students’ prior
learning (ie. beginning Yr 7 or continuing from primary school) and current level of proficiency.
Course Planning Guide 2021: Years 7–9
25
Course outline
Term 1 Term 2
• Revision, moving house, furniture, expressing feelings,
Cologne attractions;
• Text types: conversation, forum entry, personal
profile, diary entry.
• Celebrations, food/drink, football, nationalities,
comparing and contrasting;
• Text types: text message, interview, invitation, article.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Getting around town, describing places, school and
study, dining, learning project;
• Text types: Article, instructions, comic, to-do list,
project.
• Film, media, technology, arranging items, giving
reasons, justifying, travel, writing extended text;
• Text types: song text, notice, email (formal), web
profile, travel blog.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study German as an additional language and who have completed the
Year 8 course.
Note: Year 9 German is designed to teach German as a second language. It is not of an appropriate level to extend native
speakers of the language. For this reason, background speakers of German will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
The Year 9 program is a prerequisite for continued study of German in Years 10 and 11/12 (IB or QCAA course). There is also
the opportunity to take part in the college’s exchange program in Year 10 and study for external certification in language
proficiency. German is a general subject suited to students who are interested in pathways beyond school that lead to
tertiary studies, vocational education or work. A course of study in German can establish a basis for further education and
employment in many professions and industries. For example, those which value the knowledge of an additional language
and the intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science,
international relations, technology, sociology and education.
Japanese
Year 7 Japanese
Rationale
Japanese has an important place in the curriculum due to Australia’s location within the Asia-Pacific region. Learning
Japanese opens a new way of reading and writing and brings students into contact with ancient traditions reflected in the
unique use of a variety of character-based scripts.
Japanese is a character-based language and it has simple grammar and pronunciation. Some Katakana Japanese words have
been borrowed from English and other European languages. The Japanese writing systems of Hiragana and Katakana and
some Kanji will be learnt in the Junior High program.
The ability to communicate in an additional language such as Japanese is an important 21st century skill. Students develop
knowledge, understanding and skills that enable successful participation in a worldwide society. Communication in an
additional language expands students’ horizons and opportunities as national and global citizens.
Course Planning Guide 2021: Years 7–9
26
Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,
social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are
characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subjects
Nil
Course outline
Term 1 Term 2
• Personal introductions and greetings;
• Likes and dislikes;
• Numbers;
• Hiragana.
• Family members and pets;
• Countries and capitals;
• Food and drink.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Japanese food and recipes;
• Dates;
• Introduction to Katakana;
• Festivals and celebrations in Japan;
• School events in Japan.
• Hobbies and interests;
• Traditional sports and cultural activities.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Regular formative quizzes/assessment.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study Japanese as an additional language and who have not studied the
language before. For students continuing Japanese from other schools, there are significant opportunities for enhanced
proficiency development, while students beginning study of the language are also provided with an innovative and enriching
program.
Note: Year 7 Japanese is designed to teach Japanese as a second language. It is not of an appropriate level to extend native
speakers of the language. For this reason, background speakers of Japanese will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
The Year 9 program is a prerequisite for continued study of Japanese in Years 10 and 11/12 (IB or QCAA course). Japanese is a
general subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational
education or work. A course of study in Japanese can establish a basis for further education and employment in many
professions and industries. For example, those which value the knowledge of an additional language and the intercultural
understanding it encompasses, such as business, hospitality and tourism, law, science, international relations, technology,
sociology and education.
Year 8 Japanese
Rationale
Japanese has an important place in the curriculum due to Australia’s location within the Asia-Pacific region. Learning
Japanese opens a new way of reading and writing and brings students into contact with ancient traditions reflected in the
unique use of a variety of character-based scripts.
Course Planning Guide 2021: Years 7–9
27
The ability to communicate in an additional language such as Japanese is an important 21st century skill. Students develop
knowledge, understanding and skills that enable successful participation in a worldwide society. Communication in an
additional language expands students’ horizons and opportunities as national and global citizens.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,
social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are
characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.
Prerequisite subjects
Year 7 Japanese.
Course outline
Term 1 Term 2
• Hobbies – talking about hobbies and interests;
• Discussing levels of ability;
• Interviewing famous people about their abilities;
• Sport – traditional and western style sports and
traditional Japanese cultural pursuits – martial
arts/tea ceremony/flower arranging.
• Daily activities – asking where people are going and
with whom;
• Transportation – describing how people get to places;
• Japanese transportation system vs Australian – bullet
train and subway.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Japanese school year – writing speeches and letters of
introduction;
• Daily activities – talking about things you do and don’t
do;
• After school clubs in Japan and Australia;
• Making suggestions – writing invitations;
• Expressing opinions and responding.
• Talking about what you did and did not do;
• School excursions – Japan and Australia;
• Manipulating adjectives – past tense, negative past;
• Self-introduction (advanced).
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study Japanese as an additional language and who have studied Year 7
Japanese or similar.
Note: Year 8 Japanese is designed to teach Japanese as a second language. It is not of an appropriate level to extend native
speakers of the language. For this reason, background speakers of Japanese will not be accepted into the course except by
permission from the Curriculum Leader (Languages).
Future pathways
Japanese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in Japanese can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, law, science, international relations,
technology, sociology and education.
Course Planning Guide 2021: Years 7–9
28
Year 9 Japanese
Rationale
Japanese has an important place in the curriculum due to Australia’s location within the Asia-Pacific region. Learning
Japanese opens a new way of reading and writing and brings students into contact with ancient traditions reflected in the
unique use of a variety of character-based scripts.
The ability to communicate in an additional language such as Japanese is an important 21st century skill. Students develop
knowledge, understanding and skills that enable successful participation in a worldwide society. Communication in an
additional language expands students’ horizons and opportunities as national and global citizens.
Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal,
social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are
characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.
Students can continue their language learning outside the classroom through hosting and participation in visits to our sister
school in Japan in their senior years.
Prerequisite subject
Year 8 Japanese.
Course outline
Term 1 Term 2
• Telling the time and other time words – Japanese
approach to punctuality;
• Polite v humble speech – invitations;
• Locations – talking about where activities take place;
• Japanese housing – traditional and modern;
• Using adjectives to describe surroundings.
• School life – Differences between Australian and
Japanese education systems;
• Extended letter writing;
• Shopping – large numbers used in Japanese currency
and making a purchase;
• Making requests;
• Japanese shops vs Australian shops – concepts of
service and hospitality.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Term 3 Term 4
• Seasons – importance of the four seasons in Japanese
life and culture;
• Weather – talking about weather patterns;
• Japanese seasonal foods and activities;
• Fashion and clothing – traditional Japanese
dress/modern street fashion;
• Contrasting characteristics using ‘but’;
• Extended descriptions using multiple adjectives.
• Physical appearance – describing people using
complex sentences;
• Self-directed project on cultural theme in the form of
blog/letter or multimodal presentation.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
Assessment
Weekly formative assessment/s.
Summative examination in Listening, Speaking, Reading
and Writing across the semester.
This syllabus is designed for students who wish to study Japanese as an additional language and who have studied Year 8
Japanese.
Course Planning Guide 2021: Years 7–9
29
Note: The Year 9 Japanese course is designed to teach Japanese as a second language. It is not of an appropriate level to
extend native speakers of the language. For this reason, background speakers of Japanese will not be accepted into the
course except by permission from the Curriculum Leader (Languages).
Future pathways
Japanese is a general subject suited to students who are interested in pathways beyond school that lead to tertiary studies,
vocational education or work. A course of study in Japanese can establish a basis for further education and employment in
many professions and industries. For example, those which value the knowledge of an additional language and the
intercultural understanding it encompasses, such as business, hospitality and tourism, journalism, law, science, international
relations, technology, sociology and education.
Mathematics
Year 7 Mathematics
Rationale
Year 7 Mathematics is taught across three content strands: Number and Algebra, Measurement and Geometry, and Statistics
and Probability. Students are involved in mathematical investigations and activities involving each of these content strands
throughout the year. They work to the proficiency strands of Understanding, Fluency, Problem Solving and Reasoning.
The major domains of mathematical knowledge in Year 7 Mathematics are Integers, Fractions, Decimals, Algebra, Geometry,
Measurement and Statistics. In examinations, students are assessed with questions that are Simple Familiar, Complex
Familiar and Complex Unfamiliar. Open-ended problem-solving tasks are also used to enhance student’s applications of the
concepts to real-world problems.
Assumed knowledge, prior learning or experience
Completion of Year 6 Mathematics.
Recommended subjects
Nil.
Course outline
Term 1
Integers and Fractions
Term 2
Statistics, Probability and Decimals
• Topic 1: Whole Numbers (review)
• Topic 2: Negative Numbers
• Topic 3: Fractions and Percentages.
• Topic 1: Statistics and Probability
• Topic 2: Decimals and Percentages.
Assessment
• Assessment 1: Examination (Term 1 material).
Assessment
• Assessment 1: Problem-solving and modelling task
(PSMT)
• Assessment 2: Examination (cumulative content).
Term 3
Number, Algebra and Equations
Term 4
Geometry and Measurement
• Topic 1: Number
• Topic 2: Algebra
• Topic 3: Equations.
• Topic 1: Geometry
• Topic 2: Polygons, Solids and Transformations
• Topic 3: Measurement.
Course Planning Guide 2021: Years 7–9
30
Assessment
• Assessment 1: Problem-solving and modelling task
(PSMT)
• Assessment 2: Examination (cumulative content).
Assessment
Assessment 1: Examination (All content covered).
Future pathways
Achieving quality results in Mathematics in Years 7–10, enables students to be able to choose the Senior Mathematics course
that is required for their Tertiary education.
Mathematics is used in most careers, including medical, forensic, engineering, information technology, economics, business
and tourism.
Year 8 Mathematics
Rationale
Year 8 Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,
Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in
their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional
applications of mathematics are built.
The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical
reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and
unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Assumed Knowledge, prior learning or experience
Completion of Year 7 Mathematics.
Recommended subjects
Nil.
Course outline
Term 1
Integers, Fractions and Percentages
Term 2
Measurement and Algebra
• Integers:
o four operations
o order of operations.
• Fractions and Percentages:
o four operations with fractions
o percentage increases and decreases
o profit and loss.
• Measurement:
o Conversions in length, area, volume and capacity
o Perimeters and areas of circles, parallelograms,
trapeziums, rhombuses and kites
o Volumes of prisms and cylinders
o Time involving 12- and 24-hour time.
• Algebra:
o Expand and factorise algebraic expressions
o Simplify algebraic expressions
o Index notation and index laws with positive indices
and the zero index
Course Planning Guide 2021: Years 7–9
31
Assessment
Summative internal assessment 1 (15%):
• Examination – 70 minutes technology free.
Assessment
Summative internal assessment 2 (20%):
• Examination 1 – 40 minutes technology free
• Examination 2 – 40 minutes technology active.
Summative internal assessment 3 (10%):
• Problem Solving and Modelling Task – two weeks.
Term 3
Ratios, Rates, Solving Equations, and Probability and Statistics
Term 4
Linear Graphing and Geometry
• Ratio and Rates:
Solve rates and ratios problems.
• Solving Equations:
Solve linear equations
Verify solutions by substitution.
• Probability and Statistics:
o Calculate probabilities of events
o Represent events in two-way tables, Venn
Diagrams and Tree Diagrams
o Surveying and Sampling techniques
o Measures of centre and spread.
• Linear Graphing:
Plot linear relationships on the Cartesian plane.
• Geometry:
o Review of angles
o Congruent triangles and quadrilaterals.
Assessment
Summative internal assessment 4 (15%):
• Problem Solving and Modelling Task – two weeks.
Summative internal assessment 5 (10%):
• Examination 1 – 40 minutes technology free
• Examination 2 – 40 minutes technology active.
Assessment
Summative internal assessment 6 (30%):
• Examination 1 – 40 minutes technology free
• Examination 2 – 40 minutes technology active.
Future pathways
Achieving quality results in Mathematics in Years 7–10, enables students to be able to choose the Senior Mathematics course
that is required for their Tertiary education.
Mathematics is used in most careers, including medical, forensic, engineering, information technology, economics, business
and tourism.
Year 9 Advanced Mathematics
Rationale
Year 9 Mathematics provides students with advanced mathematical skills and knowledge in Number and Algebra,
Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in
their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional
applications of mathematics are built.
The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical
reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and
unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Course outline
Although Year 9 students visit Ironbark at different times throughout the year, the sequence of topics will remain the same.
However, the timing as to when they are studied will vary from student to student.
Course Planning Guide 2021: Years 7–9
32
Term 1 Term 2 or 3
• Number and Algebra:
o Decimals and significant figures
o Scientific notation
o Financial maths
o Distributive Law
o Solving linear equations
o Inequations
o Using and manipulating formulae
o Gradient.
• Probability and Statistics:
o Venn diagrams and two-way tables
o Set notation
o Arrays and tree diagrams
o Experimental probability.
• Measurement:
o Pythagoras’s theorem
o 3D applications of Pythagoras’s Theorem.
• Number and Algebra:
o Compound interest
o Simultaneous equations
o Linear equations
o Index laws
o Factoring methods.
• Measurement:
o Trigonometric ratios
o Bearings
o Congruence
o Enlargement and similar figures.
Assessment
Summative internal assessment 1 (15%):
•Examination Part A: 45 minutes technology free
•Examination Part B: 45 minutes technology active.
Assessment
Summative internal assessment 2 (15%):
• Examination Part A – 45 minutes technology free
• Examination Part B – 40 minutes technology active.
Assessment task material is cumulative.
Term 3
Ratios, Rates, Solving Equations, and Probability and Statistics
Term 4
Linear Graphing and Geometry
• Ratio and Rates:
Solve rates and ratios problems.
• Solving Equations:
o Solve linear equations
o Verify solutions by substitution.
• Probability and Statistics:
o Calculate probabilities of events
o Represent events in two-way tables, Venn
Diagrams and Tree Diagrams
o Surveying and Sampling techniques
o Measures of centre and spread.
• Linear Graphing:
Plot linear relationships on the Cartesian plane.
• Geometry:
o Review of angles
o Congruent triangles and quadrilaterals.
Assessment
Summative internal assessment 3 (20%):
•Problem Sol ving and Modelling Task (PSMT).
Summative internal assessment 4 (15%):
• Examination Part A – 45 minutes technology free
• Examination Part B – 45 minutes technology active.
Assessment
Summative internal assessment 5 (35%):
• Examination Part A – 50 minutes technology free
• Examination Part B – 50 minutes technology active.
Assumed Knowledge
All preceding mathematics studies.
Recommended subjects
C standard in Year 8 Mathematics.
Course Planning Guide 2021: Years 7–9
33
Future pathways
Achieving quality results in Mathematics in Years 7–10, enables students to be able to choose the Senior Mathematics course
that is required for their Tertiary education.
Mathematics is used in most careers, including health sciences, forensics, engineering, information technology, economics,
business and tourism.
NAPLAN – Numeracy
NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading,
writing, spelling and numeracy…
– from ACARA website on NAPLAN.
The NAPLAN numeracy tests undertaken by students in Years 7 and 9 measure their achievement in numeracy/mathematics.
As well as mathematical knowledge, skills and understanding, the main reference for numeracy is the Australian Curriculum:
Mathematics. The numeracy tests assess the proficiency strands of understanding, fluency, problem-solving and reasoning
across the three content strands of mathematics: number and algebra; measurement and geometry; and statistics and
probability.
The numeracy tests contain two types of items: multiple-choice and constructed response. In Years 7 and 9, students sit two
numeracy tests; one which does not allow the use of a calculator and one in which a calculator is permitted. The minimum
standards for numeracy (detailed on the ACARA website) describe some of the skills and understandings students are
generally expected to demonstrate at their particular year of schooling.
The standards are intended to be a snapshot of typical achievement and do not describe the full range of what students are
taught or what they may achieve.
Year 9 General Mathematics
Rationale
Year 9 General Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra,
Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in
their personal, work and civic life, and provides the fundamentals for future mathematical study.
The curriculum focuses on developing foundational mathematical understanding, fluency and problem-solving skills. These
capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make
informed decisions and solve problems efficiently.
Course Planning Guide 2021: Years 7–9
34
Course outline
Although Year 9 students visit Ironbark at different times throughout the year, the sequence of topics will remain the same.
However, the timing as to when they are studied will vary from student to student.
Term 1 Term 2 or 3
• Number and Algebra: Decimals and significant figures
Scientific notation
Financial maths
Distributive Law
Solving linear equations
Using and manipulating formulae
Gradient.
• Probability and Statistics: Venn diagrams and two-way tables
Set notation
Tree diagrams
Experimental probability.
• Measurement: Pythagoras’s theorem
• Number and Algebra: Compound interest
Linear equations
Index laws
Factoring methods.
• Measurement: Trigonometric ratios
Bearings
Enlargement and similar figures.
Assessment Summative internal assessment 1 (15%): •Examination : 80 minutes technology active.
Assessment Summative internal assessment 2 (15%): • Examination: 80 minutes technology active. Assessment material is cumulative.
Term 3
Ratios, Rates, Solving Equations, and Probability and Statistics
Term 4
Linear Graphing and Geometry
• Ratio and Rates: Solve rates and ratios problems.
• Solving Equations: Solve linear equations
• Probability and Statistics: Calculate probabilities of events
Represent events in two-way tables and Tree
Diagrams
Surveying and Sampling techniques
Measures of centre.
• Linear Graphing: Plot linear relationships on the Cartesian plane.
• Geometry: Review of angles
Congruent triangles and quadrilaterals.
Assessment Summative internal assessment 3 (15%): • Problem Solving and Modelling Task. Summative internal assessment 4 (10%): • Examination – 80 minutes technology active.
Assessment Summative internal assessment 5 (35%): • Examination – 80 minutes technology active.
Assumed Knowledge
All preceding mathematics studies.
Recommended subjects
D+/C- standard in Year 8 Mathematics.
Course Planning Guide 2021: Years 7–9
35
Future pathways
Achieving quality results in Mathematics in Years 7–10, enables students to be able to choose the Senior Mathematics course
that is required for their Tertiary education.
Mathematics is used in most careers, including health sciences, forensics, engineering, information technology, economics,
business and tourism.
Science
Rationale
The Science units at St Peters reflect the assessment structure of QCAA senior syllabi whilst meeting the requirements of the
Australian Curriculum for P-10. Science has three interrelated strands: Science Understanding, Science as a Human
Endeavour and Science Inquiry Skills. STEM skills are also developed and assessed.
In general, students will study one area of science each term and complete one internal assessment; Data Test, Student
Experiment and Research Investigation. Years 7 and 8 have two Semester exams and year 9 has and end of year exam.
Students will rotate through units of work in Biology, Chemistry, Physics and Earth Science; however, not necessarily in that
order. This enables students to study each science discipline in depth as well as assist them to make informed decisions when
selecting senior subjects.
Course Outline
Classes study the strands in a different sequence (to accommodate the allocation of resources) - all students will cover all
strands during the year. Year 7 have an additional STEM unit in the subject chosen by the teacher ie Biology, Chemistry or
Physics
Course Planning Guide 2021: Years 7–9
36
Course Outline
Year 7 Year 8 Year 9
Biological Sciences Exploring how organisms
are all different and can be
organised through
classification.
Investigating how
interactions between
organisms can be described
using food webs and are
affected by humans.
Exploring body systems
including how organisms
reproduce, beginning at the
cellular level and
culminating in reproductive
technologies.
STEM project: code a sphero
or microbot to explain a
biological system.
Investigating stability and
change through the study of
further body systems and
ecosystems.
Chemical sciences Explain changes of state
using the particle theory.
Exploring mixtures and
solutions.
Investigating how
substances can be
separated.
Exploring matter and the
nature of chemical and
physical change.
Investigate the structure of
atoms and ionic bonding.
Exploring the patterns of
change through the
examination of chemical
changes.
Earth and Space Sciences Investigating the relative
positions of the earth, sun
and moon and how earth’s
resources are renewable
or non-renewable, focusing
on the water cycle.
Investigating plate tectonics,
earthquakes and tsunamis.
STEM project: design a low
rise building to survive an
earthquake or design
emergency flat pack
furniture for after a disaster.
Completed in the same term
as Iron Bark
Physical Sciences Investigating motion and
force and how gravity pulls
objects towards earth.
STEM project: design a
Rube Goldberg machine
Investigating the generation
of energy and its
transformation.
Discovering sustainable and
renewable energy
technologies.
Explore atomic and wave
models to explain chemical
and physical science.
Specialist Support Subjects
Enrolment in the ASDP or in EALs in Years 7–9 will replace a foreign language course. Acceptance into these programs can
only be made on the recommendation of the Head of Exceptional Learners. Students who have not gone through the correct
process to apply for these programs will automatically be placed in a Language class.
Academic Skills Development Program (ASDP): Years 7–9
(Exceptional Learners Department)
This Learning Support subject is designed for students with identified and specific educational needs.
At St Peters ASDP offers support to improve and assist the development of academic skills and processing strategies for
identified students. This subject uses an integrative approach, encouraging students to develop their skills and understanding
of core curriculum elements. ASDP is taught by learning support teachers who employ a wide range of instructional strategies
to promote the recognition of different learning styles and to raise confidence when approaching new and unfamiliar tasks.
Classes for this subject are restricted in size to ensure the establishment of a constructive and supportive environment.
Please note: ASDP classes need to be chosen by students as two of their elective units to ensure enrolment in
both semesters.
Course Planning Guide 2021: Years 7–9
37
English as an Additional Language Support (EALs): Years 7–9
(Exceptional Learners Department)
English as an Additional Language Support is offered to eligible students in addition to their other English subject.
Both resident and international EAL (English Mainstream as an Additional Language) students may be eligible based on their
English skills. These classes are designed to support the mainstream school program and assist in the acquisition of English
reading, writing, speaking, listening and viewing skills for all subjects.
Parents who wish to inquire about the suitability of EAL classes for their child should approach the Head of
Exceptional Learners.
Please note: ASDP classes need to be chosen by students as two of their elective units to ensure enrolment in
both semesters.
Studies of Society and Environment
Although History and Geography are distinct disciplines each with its own skill base, they both share components which are
common to a study of society and the environment.
History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of
history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and
others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from
earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities
that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other
ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is
interpretative by nature, promotes debate and encourages thinking about human values, including present and future
challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions, critically
analyse and interpret sources, consider context, respect and explain different perspectives, develop and substantiate
interpretations, and communicate effectively. At St Peters, History is a mandatory component of students’ work. It is a
subject taken by all students in Years 7–9 during the year.
Geography provides a structured way of exploring and explaining the characteristics of the places that make up our world,
through perspectives based on the concepts of place, space and environment. Studying geography develops students’
curiosity and wonder about the diversity of the world’s places and their peoples, cultures and environments. Through it
students can examine why places have their particular environmental and human characteristics, explore the similarities and
differences between them, investigate their significance and meanings to people, explain how they change over time, and
evaluate their futures. Students of geography investigate the effects of location on the characteristics of places, the
consequences of the interconnections between places, the significance of spatial distributions, and the management of the
space that is the surface of the earth. Geography emphasises the role of the environment in supporting human life, the
important interrelationships between people and environments, and the different understandings of these relationships. At
St Peters, Geography is a mandatory component of students’ work and is a subject studied by all students in Years 7–9 during
the year.
Year 7 History
The Ancient World: Investigating the Ancient Past
The theme in Year 7 is ‘The Ancient World’ and in the first unit of work, ‘Investigating the Ancient Past’ students are
introduced to what is entailed in the study of history, why the study of history is important and who is involved in preserving
the past. Students look at the discipline of archaeology, exploring the role of the archaeologist and the methods used to date
artefacts. They are presented with the concept of primary and secondary sources and their importance in guiding historical
inquiry.
Ancient Egypt
Students are introduced to the civilisation of Ancient Egypt and begin by looking at the geography of the area where Ancient
Greece developed and hypothesise how it influenced the civilisation. Students analyse the city-states of Athens and Sparta
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and explore the ways in which daily life in these two societies was both similar and different. Through looking at various
primary and secondary sources, students study the elements of ancient Greek religion, philosophers and warfare.
Ancient China
Students begin their investigations of Ancient China by examining aspects of life in the Imperial era, particularly in relation to
the construction of the Great Wall and the various dynasties linked to this significant architectural and engineering feat. The
unit culminates in the students creating a presentation that explains the changes over time, what caused the changes and
how these changes influenced the civilisation. Students research, make notes and gather evidence to present information
that compares aspects such as: governance, beliefs and values, philosophies, technology and inventions, conflict and roles
within Ancient Chinese society.
Year 7 Geography
In Year 7 students are introduced to the subject of Geography and the material studied gives them the opportunity to
explore places in a way that includes community perceptions and more personal perspectives. At the same time the subject
aims to develop specific geographical skills such as questioning, analysing, mapping, applying criteria and proposing
solutions. A framework for developing students’ geographical knowledge, understanding and skills is provided through the
inclusion of inquiry questions and specification of inquiry skills, including the use and interpretation of maps, photographs
and other representations of geographical data.
Water in the World
In Semester One, the term ‘resource’ is defined in order to gain an understanding of the importance of water to our planet.
This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it
connects places as it moves through the environment, its varying availability and its scarcity. By exploring case studies from
Australia and around the world, students investigate the fragility of a variety of environments. They gain an appreciation of
the environment as being the product of a variety of processes, supporting and enriching human and other life; recognising
that it is valued by people in different ways and that it has its own specific hazards. Hydrological and atmospheric hazards are
investigated in this course and students focus on a specific hazard as part of their research inquiry.
Place and Liveability
In Semester Two, the ‘Place and Liveability’ depth study examines factors that influence liveability and how it is perceived,
the idea that places provide us with services and facilities needed to support and enhance our lives, and that spaces are
planned and managed by people. Considering a range of factors relating to the concept of liveability, students evaluate the
liveability of selected places and identify liveability improvements for these communities.
Year 8 History
The Ancient to the Modern World
The theme in Year 8 is ‘The Ancient to the Modern World’. The subject provides a study of history from the end of the
ancient period to the beginning of the modern period, c AD 650–1750. This was when major civilisations around the world
came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly
changed. It was the period when the modern world began to take shape.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within
the following historical contexts: Medieval Europe (590–1500); and Spanish Conquest of the Americas (1492–1572), to
facilitate an understanding of the past and to provide a focus for historical inquiries.
Year 8 Geography
The material studied in Year 8 Geography gives students the opportunity to explore places in a way that includes perceptions
and more personal perspectives. At the same time the subject aims to develop specific geographical skills such as
questioning, analysing, mapping, applying criteria and proposing solutions. A framework for developing students’
geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specification of
inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.
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Landforms and Landscapes
Landforms and landscapes draws on the concepts of change, environment, scale and sustainability to investigate key
geomorphological processes and their resulting landforms. Students study the different ways landscapes are valued and
focus on a case study where the value of a particular landscape is under contention. At the end of the unit there is a study of
geomorphological hazards including the threats and opportunities posed by their impacts. The unit features environments in
Australia, a country in the Asia region, and a country from elsewhere in the world as appropriate.
Changing Nations
The second unit focuses on the changing human geographies of countries as revealed by migration. The spatial distribution of
population is a sensitive indicator of economic and social change, and has significant environmental, economic and social
effects, both negative and positive. The unit will investigate reasons behind the high level of urban concentration in Australia
and will compare this distribution with another country such as the United States. The redistribution of population resulting
from internal migration is examined through case studies and patterns of international migration to Australia are also
investigated.
Year 9 History
The Making of the Modern World
The theme in Year 9 is ‘The Making of the Modern World’. The subject provides a study of the history of the modern world
from 1750 to 1918. This was a period of industrialisation and rapid change in the ways people lived, worked and thought. It
was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power.
The period culminated in World War One 1914–18, 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. These concepts are investigated within
the following historical contexts: The Industrial Revolution; and World War One; to facilitate an understanding of the past
and to provide a focus for historical inquiries.
Year 9 Geography
The material studied in Year 9 Geography emphasises the interconnectedness between places and people. It introduces
students to some basic ideas on the location of economic activities and then broadens out to explore a range of local-global
connections. A framework for developing students’ geographical knowledge, understanding and skills is provided by inquiry
questions through the use and interpretation of a range of primary and secondary data along with several case studies.
Studies at this level also provide an opportunity to continue the development of specific geographical skills.
Biomes and Food Security
The Biomes and Food Security depth study focuses on investigating the role of the biotic environment and its role in food and
fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre,
and the environmental challenges and constraints on expanding food production in the future. These distinctive aspects of
biomes, food production and food security are investigated using studies drawn from Australia and across the world. The
course is introduced by an overview of biomes and an investigation of the links between the biomes and food production.
This introduction is followed by a study of the impact of food insecurity on the global community, the factors that contribute
to the insecurity of food supplies, as well as possible solutions to solve this growing global issue.
Exploring Global Connections
Here the focus shifts to the connections between Australia and its region as well as the world. This is explored initially
through the eyes of the student and the connections and contacts they have with the wider world in their everyday lives. The
unit then looks at the nature of Australia’s connections (with particular emphasis on social and economic connections), the
forces behind these connections along with the positive and negative impacts they bring about. The unit uses a study of
Tourism, a growing globalising force to further illuminate the impact of increasing global connections. The ability of a student
to act locally, but with a regional and global view of the consequences is investigated.
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Technology
During the compulsory years of schooling in Technology, students develop knowledge, practices and dispositions
necessary to:
• envision and create innovative products with sustainable practices.
• understand and follow productions procedures and manage processes and resources.
• understand the nature of information, materials and systems.
• develop and apply techniques for working with information, for manipulating and processing materials, and for
assembling, managing and controlling systems.
• reflect on, critically evaluate and respond to relationships between technology and society.
• use understandings about resources, processes and products of technology to participate effectively in society and
envision their preferred futures.
• recognise, and respond to, beneficial and non-beneficial impacts and consequences associated with the design and use
of products.
• consider appropriateness, contexts and management as they participate in decision-making processes related to
designing, developing and applying new technologies.
• use forms and conventions of technological language to communicate effectively with others.
• demonstrate ways of ‘working technologically’ in various contexts.
Aims
The Technology education program is a compulsory course of study which investigates the nature and functions of
technological resources through the application of inquiry, design and problem-solving methodologies. It requires students to
identify and understand a problem or need, select appropriate resources and strategies that may solve that problem,
implement a plan and evaluate the outcomes. Students are encouraged to be active participants in invention and innovation.
They are exposed to a range of intellectual challenges while developing practical skills associated with technological
equipment. The Technology education program should prove especially relevant to students by assisting them to cope with
present and future technological needs in a changing society.
Course Outline
The Technology education program has an emphasis on design projects in an environment with a specific range of resource
areas and includes the use of both natural and synthetic materials. The three resource areas in Technology include Materials,
Tools and Processes. All students are introduced to these elements through the modules of work described below.
Year 7
Design Technology - Food and Fashion
The Design and Technology Food and Fashion course in Year 7 introduces students to Textiles and Food Studies through the
completion of both theory and practical based tasks in the design workshop and kitchen. Students will develop a range of
practical skills and gain design experience whilst completing design-based tasks to create a machine sewn project and a hand
sewn project. As students participate in kitchen workshops they will also learn how to work safely, co-operatively and
hygienically to create healthy food snacks they could reproduce at home.
Throughout this Design and Technology course, students will apply their knowledge, creativity, and practical skills to
complete a range of assessment tasks including design-based projects, a presentation, and an exam.
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Digital Technology
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as
decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden
their experiences and involvement in national, regional and global activities.
Digital Technologies goes beyond students just being users of computers and programs that already exist, to being creators
of digital technologies with an understanding of computational thinking in order to solve problems. In this course, students
compare how data is secured and transferred in different network settings and explore how computers represent data in
binary. They further develop their understanding and skills in computational thinking through deconstructing problems,
developing algorithms and prototyping. Students use programming software such as LEGO Mindstorms and Python to
develop an understanding of basic programming constructs and apply these to complete a set of defined tasks. They also
create and communicate ideas online with consideration of social contexts.
Year 8
Design Technology - Materials and Graphics
This module has an emphasis on design projects in a workshop environment with a specific range of resource areas that
includes the use of both natural and synthetic materials.
The design process and safety form the core of these modules. The design process is applied to all of the projects and
consists of aspects that include: Human Need, Research, Designing, Making and Appraising. The three resource areas in
Design and Technology include Materials, Tools and Processes. All study topics in each of these resource areas listed below
are covered during the course of study:
• materials – working with a range of natural, engineered and synthetic materials.
• tools – working with a range of hand tools, some machinery and associated equipment.
• processes – processing a range of materials by such methods as forming, combining, conditioning and finishing.
A number of design projects are given to students in a typical design and technology workshop environment, working with a
range of hand tools, some machinery and materials which would possibly include various timbers, metals, reconstituted
timbers and plastics. Students are also introduced to 3-D computer-aided drawing (Autodesk Inventor), laser-cutting
technology and 3-D printing.
Graphics involves the communication of ideas and concepts by means of a universal visual language, where the student’s
intellectual and manipulative skills are developed relative to graphical presentation. It is a course of study that provides an
opportunity for students to gain an understanding of graphical communication across a broad spectrum of applications.
The ability to communicate effectively is an essential requirement in every field of endeavour. Graphics provides the
opportunity to express simple and complex information through visual imagery and representations, encouraging clearer and
more efficient communication.
The study of structured graphics provides a firm basis on which further studies may be built. Graphics is contextual by nature
and comprises four main units of learning. Students use Computer Aided Design software (Autodesk – Inventor) to do their
drawing work. The following include some of the associated area of study which are studied in Years 9 to 12:
Product Design Engineering Design
Commercial design
Cabinet design
Packaging design
Industrial design (component/assembly)
Cabinet design
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Built Environment Business Graphics
Architectural (residential, commercial)
Interior decorating
Landscape design/surveying
Marine (boat, yacht)
Civil (bridge, road)
Transport vehicle (car, bus, train)
Furniture and set design
Stationery
Advertising posters/brochures
Graphs/charts/diagrams
Page and document design
Product presentation
Logos/corporate identification
Packaging
Year 9
The Technology Program allows students to specialise where they all elect one Technology subject for one semester. Subjects
include foundation Design and Technology, Food Technology, Graphics, Information Technology (IT) and Textile Technology.
Design and Technology
This course is STEM based (Science, Technology, Engineering, Maths) and involves prototyping and project-based learning in
a workshop using traditional as well as ‘high-tech’ cutting edge equipment. In this introductory unit of work, students will be
required to manufacture a variety of practical projects in a design and technology workshop. They will be required to follow
production procedures, manipulate and process a range of materials, use a range of hand tools, operate a variety of
machinery and to demonstrate safe practices in a workshop environment.
Students will work with wood, metal, plastics and composite materials when making their projects. They will be required to
complete the manufacture of a variety of functional high-quality products. More specifically, students will be allowed to
modify the design of their products according to a set of specifications placed upon them. Students are also introduced to
computer-aided drawing, laser-cutting technology and 3-D printing.
Food Technology
Throughout this Food Technology course, students will explore the concept of a balanced diet in order to develop their
knowledge and skills relating to the preparation of nutritionally balanced meals. Learning will take place through student
participation in theory-based lessons, practical cooking workshops, and the completion of food-based experiments which
explore the properties of ingredients and their role in body. Students will focus on food hygiene, kitchen safety skills, and
nutritional considerations while making a variety of healthy recipes that would be suitable for their lunch box, after school
snacks, and dinner.
Throughout this course students will apply their knowledge to complete a range of assessment tasks, including folio-based
assessment items in which students use the design process to create food solutions, practical kitchen tasks, a presentation,
and a short response exam.
Graphics and Design
In this introductory unit of work, students will learn how to express information through graphical representations. Students
will be introduced to a range of fundamental 2-D and 3-D drawing techniques, including orthographic, isometric, oblique and
perspective projection. Students will be required to produce detailed drawings as well as learn how to apply basic illustration
techniques used in graphic design.
Learning will take place using some drawing equipment as well as with 2-D and 3-D computer graphics modelling software,
including Autodesk Revit Architecture, Inventor and AutoCAD. Most of this unit is completed using a computer where
students will solve computer-aided design (CAD) tasks. This course is strongly linked to a range of associated career options
such as architecture, building, engineering, surveying, town planning, commercial art and graphic design.
Digital Technology
In Digital Technology, students develop the underpinning knowledge and understanding of digital systems and
representation of data; the foundations of all information systems and digital solutions. Through projects, they use
computation thinking skills and learn to think logically, algorithmically, recursively and abstractly.
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Learning will take place through using a range of digital systems. Data analysis and modelling using Excel, programming in the
Python language, digital design in creating an animated game and physical computing using the Micro:Bit microcontroller.
The content covered in this course helps provide the students with many of the fundamental skills necessary for the Senior
subjects, ICT and Digital Solutions.
Textile Technology
In this introductory unit of work, students develop an understanding of how fashion designers develop their ideas and apply
their designs to garments. The initial focus will be on safety in the fashion room. Students will then be introduced to
elementary pattern reading, embellishing techniques, manipulating of fabrics and basic machine skills. There is a focus on
sustainability and slow fashion, with an oral on this topic, other assessments will be based on students understanding of this
topic and how it relates to the practical items made in class. Students will be required to construct a bag, a pair of boxer
shorts, embellish a t-shirt and recycle denim clothing from their cupboards to refresh and renew clothing that needs a new
lease of life.
The Arts
During the compulsory years of schooling exploring The Arts is mandatory as students engage in, and reflect on, experiences
in a number of arts strands to develop the knowledge, skills, techniques, processes and dispositions necessary to:
• create, present and reflect on art forms with confidence, skill, enjoyment and aesthetic awareness;
• express ideas, feelings and experiences through the symbol systems, techniques, technologies and processes
appropriate to each of the arts;
• communicate with an intended audience through the forms and processes of the arts;
• understand, critically evaluate and appreciate the impact of the cultural, social, spiritual, historical, political and
economic contexts of arts works in the construction of meaning;
• respect and value cultural diversity, address equity issues and establish supportive environments to promote their
involvement in, and understanding of, the arts as discerning consumers and creative practitioners;
• understand the unique contribution of each of the arts as well as the collaborative nature of many arts practices;
• understand that learning in the arts is valued as a creative, problem solving pursuit, with the goal of equipping
21st century learners for their personal and working lives into the future.
There are four strands in The Arts Key Learning Area offered at St Peters:
• Drama;
• Media (inclusive of Film and Television);
• Music;
• Visual Arts (Art and Design)
Overview of the Arts
The Arts curriculum at St Peters is designed to excite the imagination, encourage students to reach their creative and
expressive potential and provide extensive and diverse experiences and understanding of the Arts from Years 7–12. The
program aims to develop creativity, imagination, aesthetic and critical thinking and technical knowledge within a making and
responding framework.
St Peters places an emphasis on practice and appreciation of the disciplines within the Arts by referencing local, regional and
global cultures, histories and Arts traditions. This also prepares students for senior studies within The Arts.
The focus in Junior High is participation and exposure to core aesthetic skills, ensuring that opportunities are provided
regularly to demonstrate what students know and can do across the modes of learning and expression. Students are
encouraged to actively extend and challenge themselves in order to develop their personalities, and confidence in the areas
of creativity, innovation and collaboration though practical and reflective processes. St Peters recognises the importance of
broadening the capacity of students to make informed, responsible and compassionate decisions about themselves and
others so they can make a valuable contribution as communicators and collaborators to their cultural world.
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Expectations
All Arts subjects require students to demonstrate group skills, teamwork and respectful collaboration. Teachers will design a
range of learning approaches, resources and activities that engage students and provide scaffolding. Students are required to
participate, contribute in a timely manner and critically reflect upon practical and theory work. Students can expect regular
homework and will find requirements and guidelines on Firefly and other eLearning platforms where scaffolding, timelines
and schedules will be posted.
Year 7–8
Students will study the following Arts subjects over a two-year program in Years 7–8. Each subject will be of one-semester
duration.
• Art;
• Drama;
• Media;
• Music.
Art
Representations
Students research and explore the process of communicating ideas using the elements and principles of design by
developing, constructing and evaluating visual imagery and responses from a variety of historical and contemporary contexts
including artworks by Aboriginals and Torres Strait Islanders.
This course places and emphasis on the links between visual literacy, the understanding of materials, techniques and
technologies and aesthetic awareness. Students analyse artworks, explore process and research intent and purpose thus
empowering them to create and communicate ideas for audiences and display.
Discrete or combined forms are studied: drawing, design, painting, photography, printmaking, sculpture, ceramics, time
based media and installation, framed in a task format to explore the elements and principles of design and contemporary art
forms in a relevant manner.
Responding involves the appraisal process and reflection with a focus on description, analysis, interpretation and the
evaluation of images and objects within a context.
Concepts include: length, size, similarity and difference, weight, repetition, sequence, categories, variation, position,
movement, direction, tone, space, balance, contrast, pattern, proportion, symbolism, composition, depth, abstraction,
representation and non-representation.
Assessment for this unit may involve:
• Process planning, journaling or Folio;
• Presentation of resolved artwork;
•Responding tasks, or critique.
Drama (Foundations)
Please note that there are no prerequisites for this subject.
This unit is divided into two sequences. The first unit, introduces students to fundamental concepts and skills (the Elements
of Drama; stage craft, including voice and movement; and Improvisation) through a series of games and role-plays.
Culminating in the presentation of short improvised scenes, students will also participate in the reflection, critique and
deconstruction of how they and their peers apply these skills and knowledges in performance.
The second sequence builds upon the fundamental skills and concepts and applies them to the development of characters.
Students partake in a play study of Two Weeks with the Queen, examining how characters are developed through language,
movement and relationships and how actors portray these characters in performance. Students rehearse and present
extracts of the text for their peers as a showcase of their learning in this unit.
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Assessment for this unit may involve:
•written analysis and evaluation of themselves and peers within a performance;
•writing in role in response to stimulus;
•performance of an extract of published playtext.
Media
Representation and Story
Media artworks will be explored through analysis and the production of ideas.
Students will develop knowledge, understanding and skills to present points of view using images sound and text. Learning
about cross media forms by referencing animation, film, art, magazine cover design, television and radio advertising will
teach students how the media can inform, entertain, persuade and educate audiences.
Making tasks will focus on the identification and organisation of ideas. The manipulation of conventions and representations
to create meaning through the use of technologies and software will require students to edit and refine images, mix sounds
and consider appropriate distribution of media products and institutional contexts.
Responding tasks will focus on critical analysis, interpretation, evaluation and reflection on a broad range of media art works
and practices including their own.
In this unit students work individually and collaboratively to create and respond to media art artworks. They will:
• plan ideas through storyboarding and journaling;
• capture, create or select images and sound through filming, photography or using stock footage or appropriation;
• manipulate images, text and sound through editing, developing sequence and presenting ideas;
• analyse, evaluate, reflect and interpret through critique and presentation.
Assessment for this unit may involve:
• process planning and journaling;
• written test or assignment;
• presentation to an audience.
Music
You’ve Got the Music in You
This unit aims to develop a broad and integrated understanding of the six musical elements: pitch, timbre, duration,
structure, texture and expressive techniques. Students study, perform and create music from a varied repertoire, including
Art music, world music and popular music. They understand and respond to a range of musical elements through singing,
listening and playing instruments.
Assessment for this unit may involve:
• ensemble performance (instrumental and vocal) and individual performance;
• aural and visual analysis – a test and an assignment;
• instrumental composition.
Year 9
Units in Year 9 are currently offered in the areas of
• Visual Art;
• Tradigital Art and Design;
• Drama;
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• Music.
Visual Art (Form, Stylisation and Abstraction)
Please note that there are no prerequisites for this subject.
Form is explored through a focus on visual qualities and relationships by researching and embracing observation, stylisation,
abstraction and deconstruction. The focus will be on two-dimensional imagery and links to three-dimensional form as a lens
to stylisation in contemporary art practice and diverse contexts.
Making and appraising tasks will emphasise the creative space and inquiry learning model.
Students will engage in a selection of tasks:
• Observation to Stylisation: The deconstruction of drawings and observations into stylised imagery through collage,
mixed media and construction;
• Abstraction and Non-representation: A focus on sensibilities and media with exploration, deconstruction and
reconstruction a key approach to art making through painting and sculpture;
• Light and Other Inspirational Sources: The observation of light, colour and compositional arrangements, along with the
nature of abstraction, will facilitate a study of representation and non-representation within a contemporary context.
Traditional and contemporary imagery from Australian, Asian and European artists and the cultural context of Aboriginal and
Torres Strait Islanders will be introduced and referenced.
Assessment for this unit may involve:
• Making: Folios (two)
• Responding and Reflecting: (one) written analysis.
Tradigital Art and Design
Please note that there are no prerequisites for this subject.
This unit explores a range of Traditional art and Digital studio processes with a specific function or purpose in the
creative world.
Tasks will be selected from CD or album cover design, an urban sculpture project, photography and poster design which
provides links between art and design.
Students will investigate and make creative forms for specific purposes and audiences. A range of tools, techniques,
processes and technologies will be employed to construct imaginative responses to researched ideas and briefs. Art and
design works produced by students will demonstrate an understanding of the contemporary design industry and cultural
awareness. Responses to practical tasks will be contextualised and resolved with reference to the knowledge acquired from a
study of Design theory and the analysis of professional visual examples.
Assessment for this unit may involve:
• process planning and journaling;
• assignment or critique;
• presentation of resolved work to an audience.
Drama (Magic of the Theatre)
This unit aims to strengthen Year 7 and 8 students’ exploration of role, the elements of Drama and introduce a variety of
conventions and styles of Drama. The application of stagecraft and working as an ensemble will be essential elements in the
creation of dramatic meaning.
Year 9 Drama explores the creating and extending of a role via process drama as a means of devising and creating theatre.
Students also explore the Elizabethan world through Shakespeare’s A Midsummer Night’s Dream focusing on the themes and
acting styles of this era.
During the semester of study, students will explore:
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•Characterisation – exploring roles and relationships and situations in a variety of contexts; investigating a variety of feelings,
actions and consequences in real or imagined events to support dramatic action;
•Elements of Drama – the building blocks of drama, which include role, situation, relationship, place, space, language,
movement, dramatic focus, tension, symbol, mood and contrast;
•Skills of performance (including energy, focus, movement and voice), stagecraft, stage business.
Assessment for this unit may involve:
•Making: Creating a role, presenting a character via extended improvisation and a Shakespearean script;
•Responding: Written analysis and evaluation of a performance
Music
Year 9 Music is offered at Core and Extension levels. Both courses aim to consolidate and develop knowledge and skills in the
three strands – performing, composing and analysing. Students will also study music theory and apply this knowledge to each
of these strands.
Music A (Core): Foundations and Film Music
Year 9 Music is ideal for students who have enjoyed Music in Year 7 or 8 and would like to continue their studies, but who
may not have a significant background in co-curricular music. All students who participate in Year 9 Music will learn the skills
of analysing, composing and performing repertoire from a variety of genres, with a focus on film music. By studying music in
Year 9, students will develop strong foundations for excellence in the study of music in Years 10–12.
This unit aims to develop a broad and integrated understanding of the functions of music in film, and the ways in which
musical elements can be manipulated to enhance meaning on screen. Students study a varied repertoire of film scores, both
aurally and visually, and perform music from film; classical and contemporary genres.
Assessment for this unit may involve:
• ensemble performance and individual performance (chosen instrument or voice);
• aural and visual analysis tests;
• composition.
Students selecting Year 9 Music should have completed Music in either Year 7 or 8 OR have completed/be studying Grade 1
Music Theory/Music Craft. Students are expected to be currently studying or prepared to study an instrument or voice and
should be participating in one of the school’s many and varied co-curricular musical ensembles.
In Year 9 Music A students are strongly encouraged to select Music C (Semester 2) if they intend to study Music in Year 10.
Music B (Extension): Film Music
Year 9 Extension Music is ideal for students who have enjoyed Music in Year 7 or 8 and who have a significant background in
co-curricular music – both in performing and in Theory/Musicianship to a Grade 2 level. They should currently be learning an
instrument or voice and be able to easily read music. Students who select Music Extension in Year 9 will have the opportunity
to be involved in a Music course which challenges, fosters and develops their existing expertise. By studying music in Year 9,
students will develop strong foundations for excellence in the study of music in Years 10–12.
This unit aims to develop a broad and integrated understanding of the functions of music in film, and the ways in which
musical elements can be manipulated to enhance meaning on screen. Students study a varied repertoire of film scores, both
aurally and visually, and perform music from film; classical and contemporary genres.
Assessment for this unit may involve:
• ensemble performance and individual performance (chosen instrument or voice);
• aural and visual analysis tests;
• composition.
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Students selecting Year 9 Music B should have completed Year 7 or 8 Music OR have completed/be studying Grade 2 Music
Theory/Music Craft. Students are expected to be currently studying an instrument or voice and should be participating in one
of the school’s many and varied co-curricular musical ensembles.
In Year 9 Music B students are strongly encouraged to select Music C (Semester 2) if they intend to study Music in Year 10.
Music C: Score It!
Students selecting Year 9 Music C must enrol in Year 9 Music A or B (Extension) Unit 1. Students are expected to be currently
studying an instrument or voice and should be participating in one of the school’s many and varied co-curricular musical
ensembles.
This unit aims to develop students’ understanding of instrumental timbres and piano writing styles. It provides the
opportunity for students to further develop their compositional skills though analysing, orchestrating and performing pieces
featuring the different instrumental families. They will also study the changing piano styles and techniques that have evolved
from the Baroque period to the modern day.
Assessment for this unit may involve:
• ensemble performance and individual performance (chosen instrument or voice);
• aural and visual analysis tests;
• composition.
In Year 10, they are encouraged to choose both Music units. However, after consultation with their class teacher, students
may select to complete only Unit 1 or Unit 2 and still enter Senior QCAA or IB Music provided they are continuing their music
studies outside of the classroom.
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Appendices
The College Mission and Values
Excellence in Christian Co-education
• God’s Love
• Holistic Education
• Excellence in Teaching, Learning and Academic Care
• Respectful Relationships
• Service to others
• Belonging to and Building Community
Curriculum at St Peters
Guiding Principles
That every child learns every day
So that fine young men and women, capable of managing their own learning, are formed, who use their gifts to lead and
serve their communities and, in doing so, make a difference to the world.
Curriculum at St Peters
• is based on understanding a view that human life is part of the whole of creation under the lordship of Christ;
• recognises that literacy and numeracy are basic and essential skills for learning;
• is structured to incorporate the eight nationally recognised Key Learning Areas (KLAs) and, in keeping with Lutheran
Education Australia policy, additionally incorporates the study of a ninth KLA, that of Christian Studies;
• is very broad and provides a diverse range of learning experiences that centre on the individual student and his/her
needs, abilities and interests;
• actively incorporates appropriate technology within its delivery;
• is based on the concept that all students should study an essential common curriculum that will introduce them to the
major fields of human study and knowledge;
• is flexible and structured in such a way as to provide for the learning needs of all who are committed to the College;
• promotes an appreciation of cultural diversity and aims to promote multiculturalism and develop a sense of
internationalism within the college community; and
• aligns with the National Goals for Schooling (Melbourne Declaration on Educational Goals for Young Australians) and A
Vision for Learners and Learning (Lutheran Education Australia).
Course Planning at St Peters – A Rationale
The College believes that education is central to improving the human condition. We believe the quality of being human
resides in the capacity to reason, to have a significant capacity to choose a future, to understand our environment, to act and
make judgments within the Christian framework and to see ourselves in the wider Australian and global context.
We believe these qualities can be fostered by a curriculum that has in broad terms the following purposes:
Preparation for Personal Growth and Lifelong Learning: developing self-respect, self-discipline and resilience, accepting the
legitimate rights of others, having knowledge of cultural traditions and a range of cultural interests, developing a consistent
and acceptable moral code based on Christian values, gaining skills in critical thinking, communication and problem solving.
Course Planning Guide 2021: Years 7–9
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Preparation for citizenship in a democratic society: taking an interest in local, national and international political and social
issues, voting intelligently, understanding and supporting the legal system, taking responsibilities within the community.
Preparation for vocations: development of appropriate skills and attitudes, making career and associated course path
choices at appropriate times.
When planning courses of study, students of the College are encouraged to follow programs that are consistent with the
following learning beliefs:
• learning goes beyond the academic: it includes the spiritual, physical, emotional and social;
• learning is lifelong;
• learning follows developmental stages: it is a process not an event;
• learning is facilitated when the individual needs of the student are met.
We also believe that students whose course of study has a narrow focus are not adequately prepared for life. Because of this
we require that students have a course of study which has a balance of units across all the Key Learning Areas during Prep–
Year 10.
The Senior Years of Schooling
The Senior School – Years 10 to 12
To ensure adequate Key Learning Area (KLA) coverage the school prescribes a minimum quantum of study in English,
Mathematics, Science and SOSE at Year 10 level. In addition to this, students are required to study a prescribed minimal
amount of Physical Education and Christian Studies each year. This policy of maintaining such a significant core curriculum
at St Peters has arisen from our belief that all students should be exposed to the major fields of human study and knowledge.
Successful participation in the International Baccalaureate also requires that students maintain a balanced and broad
education.
Outside these prescriptions, there is a very wide range of subjects from which students can choose to complete their Senior
Schooling, including some that articulate directly with University and TAFE colleges.
Most students at St Peters currently seek entrance to university upon graduation from school. This can be achieved either via
the award of an ATAR (Australian Tertiary Admissions Rank) or through the award of an International Baccalaureate (IB)
Diploma.
Significantly, there are also a growing number of St Peters students seeking participation in vocational programs which result
in the award of nationally recognised certificates and industry competencies. These qualifications all contribute to the award
of a Queensland Certificate of Education and are highly regarded by employers.
With the degree of flexibility and choice available there are opportunities for students to achieve worthwhile aims in the
whole variety of programs on offer at St Peters. Courses of study in the Senior School at St Peters are flexibly arranged to
allow students to fully explore their area of interest and relative strength. However, there are necessary guidelines to be met
if students are to maintain eligibility for the award of either an IB Diploma or an ATAR. For this reason, specially-trained staff
carefully check intended courses of study and changes to these programs are only made after appropriate consultation with
the Careers Guidance Counsellor, IB Diploma Coordinator, or the Heads of 7–12 Curriculum.