St Brigid's College Years Seven To Nine 2019 Curriculum Handbook
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St Brigid’s
College
Years Seven
To Nine
2019
Curriculum
HandbookTable of Contents Key Staff ................................................................................................................................................. 1 History of the International Baccalaureate ........................................................................................ 2 International Baccalaureate Mission Statement ................................................................................ 3 Reaching High – How to Achieve Success Using Your Learner Profile .......................................5 Personal Project ..................................................................................................................................... 8 Areas of Study ....................................................................................................................................... 9 Home Learning Requirements ............................................................................................................ 9 Parents as Partners .............................................................................................................................. 10 10 Habits of Highly Effective Students ............................................................................................ 11 Assessment Guidelines ...................................................................................................................... 13 Subject Areas ...................................................................................................................................... 15 Religious Education ........................................................................................................................... 15 MIA MAD Service as Action ............................................................................................................. 16 Year Seven – Year One IBMYP ........................................................................................................ 17 Language and Literature .................................................................................................................... 17 Mathematics ......................................................................................................................................... 17 Science .................................................................................................................................................. 18 Individuals and Societies ................................................................................................................... 19 Language Acquisition ........................................................................................................................ 19 Physical and Health Education ......................................................................................................... 20 Design and Technologies ................................................................................................................... 21 The Arts ................................................................................................................................................ 22 Procedures for Year Eight Subject Selection................................................................................. 24 Year Eight – Year Two IBMYP ......................................................................................................... 25 Language and Literature .................................................................................................................... 25 Mathematics ......................................................................................................................................... 25 Science .................................................................................................................................................. 26 Individuals and Societies ................................................................................................................... 27 Language Acquisition ........................................................................................................................ 28 Physical and Health Education ......................................................................................................... 29 Design and Technologies ................................................................................................................... 30 The Arts ................................................................................................................................................ 31 Procedures for Year Nine Subject Selection ................................................................................. 34 Year Nine – Year Three IBMYP ....................................................................................................... 35 Language and Literature .................................................................................................................... 35 Mathematics ......................................................................................................................................... 35 Science .................................................................................................................................................. 36 Individuals and Societies ................................................................................................................... 37 Language Acquisition ........................................................................................................................ 38 Physical and Health Education ......................................................................................................... 40 Design and Technologies ................................................................................................................... 41 The Arts ................................................................................................................................................ 44
Key Staff
Deputy Principal Ms Janine Walsh
walsh.janine@stbrigids.wa.edu.au
Head of Secondary Ms Fiona Hepi
hepi.fiona@stbrigids.wa.edu.au
Careers and Transitions Centre Coordinator Mrs Margherita Almond
VET Coordinator almond.margherita@stbrigids.wa.edu.au
Assistant to the Deputy Principal Ms Judith Cumpsty
cumpsty.judith@stbrigids.wa.edu.au
Team Leader – Year Seven Mrs Michelle McGregor
mcgregor.michelle@stbrigids.wa.edu.au
Team Leader – Year Eight Ms Loretta Dayman
dayman.loretta@stbrigids.wa.edu.au
Team Leader – Year Nine Mr Jason Tuberes
tuberes.jason@stbrigids.wa.edu.au
Team Leader – Religious Education Mrs Caterina Dwyer
dwyer.caterina@stbrigids.wa.edu.au
Team Leader – English Mr Ray Andrew
andrew.ray@stbrigids.wa.edu.au
Team Leader – Mathematics (Acting) Ms Krystall Nolan
nolan.krystall@stbrigids.wa.edu.au
Team Leader – Science Mr Darren McGoran
mcgoran.darren@stbrigids.wa.edu.au
Team Leader – Individuals & Societies Ms Cathy Santarelli
santarelli.cathy@stbrigids.wa.edu.au
Team Leader – Languages Ms Maria Calabro
calabro.maria@stbrigids.wa.edu.au
Team Leader –Physical and Health Mrs Erin Chiappalone
Education chiappalone.erin@stbrigids.wa.edu.au
Team Leader – Design and Technologies Mr Rob Hill
hill.rob@stbrigids.wa.edu.au
Team Leader – The Arts Mr Mark Sills
sills.mark@stbrigids.wa.edu.au
Personal Project Coordinator Miss Martha Wood
Team Leader – Year Ten wood.martha@stbrigids.wa.edu.au
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 1History of the International Baccalaureate
The International Baccalaureate (IB) was founded in Geneva, Switzerland in 1968 as a non-
profit educational foundation. Its original purpose was to facilitate the international
mobility of students preparing for university, by providing schools with a curriculum and
diploma recognised by universities around the world. Since then its mission has expanded,
and it now seeks to make an IB education available to students of all ages.
The International Baccalaureate Organisation (IBO) offers three programmes -
• The Diploma Programme (DP), an internationally recognized pre-university
course of studies for upper secondary school students between the ages of 16 and
19 years, since the late 1960s
• The Middle Years Programme, (MYP), designed as a five-year programme for
students aged 11–16 years, since 1992 (offered at St Brigid’s College)
• The Primary Years Programme (PYP) for children aged 3–12 years, introduced in
1997 (offered at St Brigid’s College)
St Brigid’s College became an authorised MYP school in 2008. The MYP began as an
initiative of the International Schools Association (ISA). In 1982 a decision was made to
develop a curriculum for the middle years of schooling. It was intended that this
curriculum, which became known as the International Schools Association Curriculum,
would share much of the same philosophy as the Diploma Programme and be suitable as a
pre-IBO Diploma course. The first draft of the curriculum was produced in 1987 and a
framework was created which allowed for a degree of diversity. Emphasis was placed on
developing the skills, attitudes and knowledge needed to participate in an increasingly
global society. A number of values underpin the curriculum: these are expressed as
fundamental concepts of the programme and in the organisation of the curriculum. They are
holistic education, communication and international mindedness. The MYP grew out of the
work and vision of practising teachers in schools. The IBO has not changed the original
conception of the framework in any way. The programme has, however, developed
significantly since 1992 and will continue to do so as more schools become involved.
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 2International Baccalaureate Mission Statement
"The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect. To this end the organization works with schools,
governments and international organizations to develop challenging programmes of
international education and rigorous assessment. These programmes encourage students
across the world to become active, compassionate and lifelong learners who understand
that other people, with their differences, can also be right."
Aims of The Middle Years Programme
The International Baccalaureate’s MYP provides a framework of academic challenge and life
skills for students aged eleven to sixteen years of age. This programme offers an educational
approach, that embraces yet transcends traditional school subjects (please refer to the MYP
model on page 4). The MYP at St Brigid’s College –
• Enhances the international scope of the College and its community
• Recognises the significance of the middle years of education and formally
acknowledges the completion of middle school education
• Provides meaningful cross curricular links in the teaching programme, enabling
students to recognise the extent to which knowledge is interrelated
• Provides continuity in curriculum focus and delivery
• Gives students the capacity to adapt to a rapidly changing reality
• Develops problem solving and practical skills and intellectual rigor in students
• Enhances students’ capacity and self-confidence to act individually and
collaboratively
• Fosters and promotes student centred and inquiry based programmes of learning
• Facilitates student mobility between countries
• Builds international links for students and staff
The Middle Years Programme –
• Addresses holistically students’ intellectual, social, emotional and physical well-
being
• Provides students opportunities to develop the knowledge, attitudes and skills
they need in order to manage complexity and take responsible action for the
future
• Ensures breadth and depth of understanding through study in eight subject
groups (this does not include Religious Education).
• Requires the study of at least two languages to support students in
understanding their own cultures and those of others. At St Brigid’s college this
includes Language and Literature and Language Acquisition - Italian or French.
• Empowers students to participate in service with the community
• Helps to prepare students for further education, the workplace and a lifetime of
learning.
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 3The MYP aims to help students develop their personal understanding, their emerging sense
of self and responsibility in their community.
MYP teachers organize the curriculum with appropriate attention to:
• Teaching and learning in context. Students learn best when their learning
experiences have context and are connected to their lives and the world that they
have experienced. Using global contexts, MYP students explore human identity,
global challenges and what it means to be internationally minded.
• Conceptual understanding. Concepts are big ideas that have relevance within
specific disciplines and across subject areas. MYP students use concepts as a
vehicle to inquire into issues and ideas of personal, local and global significance
and examine knowledge holistically.
• Approaches to learning (ATL). A unifying thread throughout all MYP subject
groups, approaches to learning provide the foundation for independent learning
and encourage the application of their knowledge and skills in unfamiliar
contexts. Developing and applying these skills help students learn how to learn.
• Service as action (community service). Action (learning by doing and
experiencing) and service have always been shared values of the IB community.
Students take action when they apply what they are learning in the classroom
and beyond. IB learners strive to be caring members of the community who
demonstrate a commitment to service—making a positive difference to the lives
of others and to the environment. Service as action is an integral part of the
programme, especially in the MYP community project.
• Language and identity. MYP students are required to learn at least two
languages. At St Brigid’s College this includes English and either Italian or
French. Learning to communicate in a variety of ways is fundamental to their
development of intercultural understanding and crucial to their identity
affirmation.
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 4Reaching High – How to Achieve Success Using
Your Learner Profile
At St Brigid’s College as IB learners we strive to be –
INQUIRERS
We nurture our curiosity, developing skills for inquiry and research. We know how to learn
independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.
Life Long learning
No matter which pathway that you choose to pursue, you will never stop learning, the
‘where’ you learn may change, from ‘whom’ you learn from may change, the ‘what’ you
learn will also change but there is nothing more exciting that adding something new to our
mind!
Attendance
It is impossible to achieve success within the school or workplace community without a firm
commitment to attendance. If you are away from class, it is your responsibility to approach
your teacher for the work completed in your absence or to arrange additional assistance to
‘catch up’ on key concepts.
KNOWLEDGEABLE
We develop and use conceptual understanding, exploring knowledge across a range of
disciplines. We engage with issues and ideas that have local and global significance.
Set high standards for yourself but be realistic. Achievable goal setting is crucial to your
success and can be a combination of short and long-term goals.
Regular home study/learning is an integral part of your programme to achieve success in
Year Seven to Nine. Develop a solid work ethic. You will be rewarded for your hard work.
Home study can be divided into the following areas:
• Work set by teachers to be completed and submitted by a set date
• Preparation of new topics either set by the teacher or through your own initiative
• Ongoing revision of past work for tests and examinations
THINKERS
We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.
Learning to Learn
We all learn differently so finding out how each of us best learns and what skills you need to
learn are crucial to your success academically. Find out what skills you need and work on
developing them.
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 5COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Ask questions Across the year you will hear a lot of information presented to you about your future options always ask questions. There will always be someone who can point you in the right direction. This is especially important in the classroom, be confident and share your viewpoint and respect the viewpoint that is held by others. PRINCIPLED We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Monitor your own progress. Ultimately you are responsible for your progress in each of the learning areas. Staff will contact parents (and parents are encouraged to contact staff) where concerns arise but you should always approach your teachers for additional assistance where needed and also seek clarification of areas where required. Be honest with yourself regarding your progress; celebrate the successes and reflect always on your progress. OPEN MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Take Time Take time to learn about the rapidly changing world around you. Look at how problems and challenges are faced and overcome around the world; for example, sometimes this will help put into perspective our own challenges. Remember that one person can make a difference. CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Community Service There are a variety of ways available at St Brigid’s College and the wider community in which you are able to make a difference; one way is through MIA MAD. Look to the local community but also remember that we are part of a global community and each person is able to make an impact. Ask yourself ‘how much do I know about the world around me?’ St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 6
RISK TAKERS We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Seek career advice. You should begin to consider and develop the career pathway that you may wish to pursue after graduation (which isn’t that far away). Upon entering Year Ten, you will begin to consider whether you wish to follow a university, TAFE WA or a workplace directed pathway, so it is worth starting to consider options now. Most importantly you will be searching for the pathway which allows you to reach your full individual potential. BALANCED We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Lead a balanced lifestyle Balance assists in alleviating stress. Balance applies to both school and outside of school related activities. It is important that you continue to be involved in sporting, religious and cultural pursuits plus your studies. However, personal and family time is also equally essential! REFLECTIVE We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. Organisation is vital! Try to make a start on assignments upon receiving them. Divide them into manageable sections and decide on regular and effective times to work on them. Leaving assignments to the last minute creates a stressful environment and does not allow adequate time for asking for assistance from teachers. Set limits It is important that you take responsibility for your learning in the coming years – limits are a core part of this process. For example, limiting time spent on the telephone or use of the internet. Reflect Become an informed learner. Always take time to read comments written on work and discuss the areas of strength and weakness in tasks completed. Seek feedback about your work from a variety of sources – your parents, housemother, teacher or even friends. St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 7
Personal Project The personal project encourages students to practice and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently. The Personal Project commences in Term Three of Year Nine and is completed in Term One of Year Ten. Further Information – Martha Wood. St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 8
Areas of Study
At each level of the programme students must study a subject from each of the nine
Learning Areas.
At St Brigid’s College these are –
AREAS OF STUDY
Religious Education
Language and Literature
Mathematics
Science
Individuals and Societies
Language Acquisition (Italian or French)
Health and Physical Education
Design and Technologies
The Arts – Visual and Performance
Home Learning Requirements
The staff, at St Brigid’s College, believe that regular home learning assists in the personal
and academic development of students. A successful home learning programme depends
on close communication between teacher and parent. Our mutual aim should be to
encourage students to take a greater responsibility for learning, should aid this development
and should as far as possible, involve parents in their child’s learning. At no stage should
this be a frustrating experience. Parents are in the best situation to assess their child’s ability
to complete tasks/assignments at home. If a child is unable to complete a home learning
commitment after reasonable effort, staff should be informed, through a note in the College
Organiser or an email to the relevant staff member.
The Purpose of Home Learning -
• To encourage student self-discipline
• To reinforce studies carried out during the day
• To involve parents in the learning programme of their child
• To encourage student initiative and creativity
• To enable teachers to assess the level of mastery of work taught in class
• To prepare students for the demands of further studies at senior secondary and
tertiary level
The Role of Parents -
• To provide an appropriate place at home for the student to complete tasks set
• To consult the organiser to monitor the amount of homework set each night
• To encourage and assist the child to complete tasks set but not to do the work set
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 9Home Learning Time Allocation Year Seven Approximately 7 hours per week Year Eight Approximately 9 hours per week Year Nine Approximately 12 hours per week At all Year levels students should be encouraged to revise work set, to read widely or to continue with an assignment when specific work has not been set by a teacher on a particular night. Parents as Partners Provide a quiet, well-lit location for your daughter to complete her home learning tasks and assignments. This area should contain a desk or table (cleared) and a suitable chair. Monitor the progress of your daughter, by asking to see the College Organiser on a daily basis where possible and signing it each week. This allows you to quickly identify whether this important organisational tool is being used and further allows you to be involved in the learning process. Ask to see assessments when they have been completed and marked by the learning area teacher - this is invaluable feedback. Please ask questions about your daughter’s achievement. Contact the respective teacher if you have a concern or query. Teachers are very approachable and encourage open lines of communication. An appointment time can be arranged with relevant staff members. Attendance at school is essential. It is impossible to achieve success within the school or workplace community without a firm commitment to attendance. If your daughter is absent, they should approach the class teacher for the work completed or arrange additional assistance to ‘catch up’ on key concepts. Support your daughter throughout their years at the College. Listen, be patient and most importantly, be there when they need you. Involvement in the educational progress is essential - parent volunteers are always welcome. Enjoy these formative years! The middle years are an energetic and amazing time for students, parents and staff. Persistence is often the key, especially if ‘hiccups’ occur along the way. St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 10
10 Habits of Highly Effective Students
Adapted from Education Corner - http://www.educationcorner.com/habits-of-successful-
students.html
Some people believe that really successful students are just born that way. True, some
students are able to breeze through school with little or no effort. However, the vast majority
of successful students achieve their success by developing and applying effective study
habits. So if you want to become a successful student, don't get discouraged, don't give up,
just work to develop each of the study habits below and you see your [MYP] grades go up,
your knowledge increase and your ability to learn and assimilate information improve.
1. Don't try to cram all of your studying into one session.
Successful students typically space their work out over shorter periods of time and rarely try
to cram all of their studying into just one or two sessions. If you want to become a successful
student, then you need to learn to be consistent in your studies and to have regular, yet
shorter, study periods.
2. Plan when you are going to study.
Successful students schedule specific times throughout the week when they are going to
complete their studying -- and then they stick with their schedule. Students who study
sporadically and whimsically typically do not perform as well as students who have a set
study schedule.
3. Study at the same time.
Not only is it important that you plan when you're going to study but that you also create a
consistent, daily study routine. When you study at the same time each day and each week
you're studying will become a regular part of your life. You'll be mentally and emotionally
more prepared for each study session and each study session will become more productive.
4. Each study time should have a specific goal.
Simply studying without direction is not effective. You need to know exactly what you need
to accomplish during each study session. Before you start studying set a study session goal
that supports your overall academic goal.
5. Never procrastinate your planned study session.
It is very easy, and common, to put off your study session because of lack of interest in the
subject because you have other things you need to get done first or just because the
assignment is hard. Successful students do not procrastinate studying. If you procrastinate
your study session, your studying will become much less effective and you may not get
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 11everything accomplished that you need to. Procrastination also leads to rushing, and rushing
is the number one cause of errors.
6. Start with the most difficult subject first.
As your most difficult assignment or subject will require the most effort and mental energy
you should start with it first. Once you've completed the most difficult work it will be much
easy to complete the rest of your work. Believe it or not, starting with the most difficult work
will greatly improve the effectiveness of your study sessions and your academic
performance.
7. Always review your notes before starting an assignment.
Obviously, before you can review your notes you must first have notes. Always make sure
to take good notes in class. Before you start each study session and before you start a
particular assignment review your notes thoroughly to make sure you know how to
complete the assignment correctly.
8. Make sure you're not disturbed whiles you're studying.
When you have been disturbed while you’re studying you lose your train of thought and
you get distracted which leads to ineffective studying. Before you start studying find a place
where you won't be disturbed.
9. Use study groups effectively.
Ever heard the phrase "two heads are better than one"? Well, this can be especially true when
it comes to studying. Working in groups enables you to get help from other students when
you're struggling to understand a concept, complete assignments more quickly, and teach
others whereby helping both the other student and yourself to internalise the subject matter.
However, study groups can become very ineffective if they're not structured and if groups
members come unprepared. Effective students use study groups effectively.
10. Review your notes, schoolwork and other class materials over the weekend.
Successful students review what they've learned during the week over the weekend. This
way they're well prepared to continue learning new concepts at the beginning of each week
that build upon previous coursework and knowledge acquired the previous week.
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 12Assessment Guidelines
The setting of assignments and homework is an important part of the learning process and
provides students with the opportunity to research issues in-depth and respond creatively to
aspects of the topic being studied. Staff have adopted a set of guidelines with regard to the
late submission of work set (please refer to the College Assessment Policy). The purpose of
deadlines is to assist students with their own planning in the development of good
organisational skills. It is also unfair to those who meet deadlines to have others being
granted additional time without a good reason. The guidelines for students in Years Seven to
Nine are as follows -
• Deadlines will be set for assignments and homework tasks. Students are required
to enter the due date in their personal method of recording, for example laptops
and the College Organiser
• Parents and students will receive an MYP Assessment Outline each term,
outlining proposed deadlines for assessments (this may alter as the term
progresses and students advised accordingly)
• Deadlines will be realistic and take into account other events in the College
Calendar located on the College website
• In cases of genuine illness, compassionate situations or long term absence (notes
provided by parents to the satisfaction of staff) students are expected to negotiate
an extended deadline
• In cases where students are absent and work has been missed it is the student’s
responsibility to approach the teacher to identify what has to be done to catch up
For further information regarding MYP assessment, please go to
https://sbcl.wa.edu.au/learning/international-baccalaureate/middle-years-programme/
We also strongly recommend that you have a careful read of St Brigid’s College policies
which can be found at https://sbcl.wa.edu.au/about/policies/
In particular:
• Assessment Policy
• Academic Honesty Policy
• Academic Management Policy and
• Extended Leave Policy
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 13MYP Grade Boundaries
Grade Boundary Descriptor
guidelines
1 1–5 Produces work of very limited quality. Conveys many significant
misunderstandings or lacks understanding of most concepts and
contexts. Very rarely demonstrates critical or creative thinking.
Very inflexible, rarely using knowledge or skills.
2 6–9 Produces work of limited quality. Expresses misunderstandings
or significant gaps in understanding for many concepts and
contexts. Infrequently demonstrates critical or creative thinking.
Generally inflexible in the use of knowledge and skills,
infrequently applying knowledge and skills.
3 10–14 Produces work of an acceptable quality. Communicates basic
understanding of many concepts and contexts, with occasionally
significant misunderstandings or gaps. Begins to demonstrate
some basic critical and creative thinking. Is often inflexible in the
use of knowledge and skills, requiring support even in familiar
classroom situations.
4 15–18 Produces good-quality work. Communicates basic understanding
of most concepts and contexts with few misunderstandings and
minor gaps. Often demonstrates basic critical and creative
thinking. Uses knowledge and skills with some flexibility in
familiar classroom situations, but requires support in unfamiliar
situations.
5 19–23 Produces generally high-quality work. Communicates secure
understanding of concepts and contexts. Demonstrates critical
and creative thinking, sometimes with sophistication. Uses
knowledge and skills in familiar classroom and real-world
situations and, with support, some unfamiliar real-world
situations.
6 24–27 Produces high-quality, occasionally innovative work.
Communicates extensive understanding of concepts and contexts.
Demonstrates critical and creative thinking, frequently with
sophistication. Uses knowledge and skills in familiar and
unfamiliar classroom and real- world situations, often with
independence.
7 28–32 Produces high-quality, frequently innovative work.
Communicates comprehensive, nuanced understanding of
concepts and contexts. Consistently demonstrates sophisticated
critical and creative thinking. Frequently transfers knowledge
and skills with independence and expertise in a variety of
complex classroom and real-world situations.
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 14Subject Areas
Religious Education
Years Seven – Nine
‘‘We should be as the compass that goes round its circles without stirring from
its centre – our centre is God, from whom all our action should spring’
(Catherine McAuley)
The faith formation of young people is the outcome of the inter-relationship between them,
their families and the Church of which the school is part. This inter-relationship takes place
within Australian and World culture. The ethos or pervading spirit or character of St Brigid’s
College, underpinned by the Mercy Keys of Compassion, Loyalty, Justice, Integrity,
Responsibility, and Mutual Respect is critical in the faith formation of our students. This
formation takes place in a context where people live out personally and communally the
values of the Gospels. This formation incorporates a number of mutually informing
components. These include –
• Liturgy
• The formation of the spirituality of the student
• The Religious Education programme
• Prayer
• Preparing for Sacraments
• Action in Service
The processes that take place in the Religious Education programme will include exploring
increasingly complex religious and social issues. Students gain the necessary skills to
critically evaluate the various sources of information with which they are confronted and
they will have the opportunity to present, interpret and discuss ideas as they search to find
the meaning of what it means to be a Christian. Students look at different religious
perspectives and explore alternative viewpoints in order to come to an understanding that
differing cultural and religious experiences can be expressed in many different ways.
The aim of St Brigid’s College Middle Years Religious Education Curriculum is to provide
the students with the opportunity to develop a personal relationship with Jesus Christ and to
grow in the appreciation of Christ’s message.
The units studied will be -
Year Seven
• Celebrating Jesus
• Living as Jesus
• Celebrating New Life
• Living in God’s Love
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 15Year Eight
• Belonging and Acceptance in Catholic Communities
• The Universal Need for God
• Creation – God’s Original Plan
• Growing in the Image of God
Year Nine
• The Human Search for Truth
• People Grow Stronger Spiritually
• People Can Achieve Emotional Peace
• Christian Love and Sexuality
MIA MAD Service as Action
“Without Community Service we would not have a strong quality of life. It is
important to the person who serves as well as the recipient. It’s the way in
which we ourselves grow and develop.” Dr Dorothy Height
At St Brigid’s College we are proud of our Mercy Heritage which encourages us all to “Light
the Way” to God through our actions. Living the values of our College and being involved
in our MIA MAD - Service as Action programme, all students can develop more fully into
Responsible Christian Learners.
Mercy in Action, Making a Difference is a Service as Action programme that helps students
identify and act on issues important to them and the world. It is an ongoing framework
upon which students can build up a contribution to and relationship with the community. It
should be a partnership between school, local government departments, businesses, charities
and other organisations. It should be a journey of discovery and empowerment which
focuses on common values and community issues. Students need to show their concerns
and interests and work those into a community based project.
Parents are strongly encouraged to become involved and to discuss the most suitable service
for their daughter. It is hoped that students will make the effort to discover areas of need for
service as action in their own family or boarding community or within the school
community.
For Further Information – Caterina Dwyer
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 16Year Seven – Year One IBMYP
Year 7 subject selection form is available at the following link:
https://www.surveymonkey.com/r/SBC-Subject-Selection-Y7-2019
Language and Literature
The Year Seven Language and Literature course provides students with the opportunity to
develop an appreciation of the nature of language and literature through immersion in a
range of texts. Students are exposed to texts representing familiar sociocultural and historical
contexts, as well as world literature and texts from different historical periods. In term one,
students explore the relationship between culture, identity and language through a novel
study. The term two course builds upon this knowledge and provides students with
opportunities to explore the ways written perspectives help us to gain insights into time and
place. Students deconstruct the concept of sustainability in term three in relation to the ways
visual texts can influence attitudes towards sustainability. The course concludes in term four
with an exploration of the social functions of current affairs programs.
For Further Information – Ray Andrew
Mathematics
The Australian Curriculum has been embedded into all Mathematics programmes and
compliments the IBMYP requirements of this learning area. The Western Australian
Curriculum in Mathematics focuses on the following strands –
• Number and Algebra
• Measurement and Geometry
• Statistics and Probability
The IBMYP framework for mathematics outlines four branches of mathematical study
• Number
• Algebra
• Geometry and trigonometry
• Statistics and probability
Mathematics uses the following criteria each with a maximum of eight levels
A. Knowing and understanding
B. Investigating patterns
C. Communicating
D. Applying mathematics in real-life contexts
In Year Seven the following are addressed –
• Number and Algebra
Students will investigate index notation, square roots of perfect square numbers. Solve
problems involving addition and subtraction of fractions. Multiply and divide fractions.
Explore the use of percentages. Solve problems involving simple ratios. Introduce the
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 17concept of variables and create algebraic expressions. Plot points on the Cartesian plane and
solve simple linear equations.
• Measurement and Geometry
Students will establish formulas for areas of simple shapes and use these in problem solving.
Describe translations, reflections and rotations on the Cartesian plane. Explore angle
properties associated with parallel lines. Classify triangles according to their side and angle
properties.
• Statistics and Probability
Students will construct sample spaces for single-step experiments and calculate probabilities
associated with these sample spaces. Be introduced to data displays including stem-and-leaf
plots. Calculate mean, median, mode and range for sets of data. Describe and interpret data.
Students have opportunities to reinforce and increase the breadth of their mathematical
knowledge. The aim is to provide them with a strong grasp of the fundamental ideas of
Mathematics. Students will develop computation skills, ‘do’ and ‘talk’ about Mathematics
and identify and apply mathematical ideas to their everyday lives. Importance is placed on
strengthening their problem solving skills and encouraging students to consider multiple
ways to approach these tasks. Students are taught using activities encompassing their many
learning styles. The programme consists of open-ended tasks as well as differentiation to
support and challenge students where necessary.
For Further Information – Krystall Nolan
Science
Science aims to encourage and enable students to develop an inquiring mind and a curiosity
about science and the natural world. The course has a primary focus on skill development
so that students are able to work effectively as part of a team and demonstrate safe working
practices in a laboratory. Students will also develop skills of scientific inquiry to design and
carry out scientific investigations and evaluate scientific evidence to draw conclusions.
During the course, students will be encouraged to think creatively and critically to solve
problems, discuss arguments and make decisions in scientific and other contexts. Learning
experiences are varied and offer students opportunities to work as an individual and in
small groups on a variety of scientific tasks including practical, technological and open-
ended problems. Students acquire both practical and intellectual skills that will enable them
to understand the main scientific ideas and the way science and scientists work. Science aids
in the development of students as informed, responsible and caring individuals; this is key
to their personal well-being and to their role as members of society and the wider world.
The Science program allows the Western Australian Curriculum to be studied within the
framework of the IBMYP. Students will explore the MYP concepts of change, relationships
and systems during their study of mixtures, water, renewable and non-renewable resources,
seasons, classification, ecology and forces.
For Further Information – Darren McGoran
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 18Individuals and Societies The aim of Individuals and Societies in Year Seven is to encourage students to gain and develop knowledge, conceptual understandings, research, analytical and communication skills. Individuals and Societies encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. In Year Seven, we endeavour to meet these aims through the study of individuals, societies and environments in a wide context covering historical, contemporary, geographical, political, social, economic, religious, technological and cultural areas. Specifically, the focus in History is the Ancient World, the period from around 60 000BC (BCE) – about 650 AD (CE), in which we examine the cultural practices and organisation of societies. Geography focuses on two units namely Water in the World, as a renewable environmental resource, and Place and Liveability. The latter unit examines factors that influence liveability and the idea that places provide us with services and facilities to enhance our lives. For Further Information – Catherine Santarelli Language Acquisition “Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning”. MYP Language acquisition guide Sept 2014-2015, p5. The language acquisition objectives represent some of the essential processes of language. They are: • Comprehending spoken and visual text • Comprehending written and visual text • Communicating in response to spoken, written and visual text • Using language in spoken and written form Students in Year Seven are required to select one Language - French or Italian. Students will study this same language until the conclusion of Year Ten. French French is the official language of nearly thirty countries worldwide. As well as studying the French language, students will learn about French people and culture. Through the study of a second language, students will develop their inquiry and critical thinking skills. Students will be able to develop a deeper understanding of languages and cultures other than their own through comparison and self-reflection. Ultimately, students will be encouraged to develop into caring individuals with respect for others. St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 19
The Year Seven French course is an introduction to the French language and to the many different aspects of French culture. Students will explore the French language and culture through a variety of learning activities including research, cooking and games. Throughout the year, students will have the opportunity to look at topics such as making friends, family and pets as well as school and daily routine. Students will also explore religious celebrations and national celebrations such as Bastille Day. Italian Learning a language encourages the development of inquiring, knowledgeable and caring individuals who help to create a better and more peaceful world through intercultural understanding and respect. The Year Seven Italian course exposes students to the Italian language and to the many different aspects of life in Italy. Students will explore the Italian language and culture through a variety of learning activities. Throughout the year, students will have the opportunity to look at topics such as: introduction of self, family and friends, daily routines, and traditions. The primary aim is to provide students with abilities for both language practice and use in a meaningful and stimulating environment. Language learning will also be enhanced through selected incursions and the assistance of a native speaker of Italian in the classroom. For Further Information – Maria Calabro Physical and Health Education The aim of the Physical and Health Education Learning Area is to encourage the development of ‘intelligent performers’ and to encourage students to be active and understand the importance of a balanced, healthy lifestyle. Students should be developing resilience, knowledge, critical thinking and reflection skills, and a sense of responsibility. This in turn should encourage choices that will contribute to a long-term healthy lifestyle. Year Seven Physical Education addresses a variety of skills in a range of different sports and activities. The students learn the techniques and skills associated with team and individual sports and activities such as: swimming; athletics and invasion games The variety of activities chosen are aimed to encourage and develop physical fitness and skills, self-esteem and interpersonal skills. The Health Education programmes focuses on a variety of components that improve an individual’s well-being. The Year Seven Health Education Programme has a focus on puberty; understanding how the body changes through time, resilience and decision making. Students will also develop an understanding of nutrition and how to share this knowledge with their family and friends. Students will participate in three Interhouse carnivals – Swimming, Cross-country and Athletics. Based on their performance at the Interhouse carnivals and during class lessons, they have the opportunity to be selected to represent the College at the Associated Catholic College Carnivals. For Further Information – Erin Chiappalone St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 20
Design and Technologies
The processes and products of design are integral to every creative process that humankind
undertakes. It is crucial in our society to have talented and passionate designers. Designers
indulge themselves in the crucial task of assigning beauty of function and appearance to the
mundane. Where artists generate beauty out of nothing, designers practice the far more
difficult art of assigning beauty within constraints.
The MYP Design Guide (International Baccalaureate Organization, 2014) indicates that
Design in the is an opportunity for students to engage with the Design Process, use
interdisciplinary skills to investigate, devise and create a product and gain an appreciation
for the place of Design in our society. The MYP design assesses students in their
performance in four objectives
• Inquiring and Analysing
• Developing Ideas
• Creating the Solution and
• Evaluating.
At St Brigid’s, this task is accomplished through the completion of rich tasks which
encourage students to investigate and think deeply before creating a product which meets a
specific need or solves a specific problem. Creativity, innovation and excellence are
encouraged at every step of this journey.
Units are offered in the following disciplines –
Multimedia and Technical Design – Cyber Safety: How to Keep Our Digital Footprints Safe
As the use of computers, tablets, smart phones and smart watches is becoming more
widespread; so too is our on-line presence. Protecting our online safety is a skill that is
required by every member of our modern society. In this unit, students will independently
investigate different forms of cyber bullying and what can be done to prevent this from
occurring. In response to their investigation students will design and create an information
product to inform people on how to be a responsible digital citizen.
Creative Food Design – Junior Chef
The Junior Chef unit encourages students to consider the needs and wants of a modern
family. Within this context, students will explore dietary needs, the changing tastes and
preparation methods for family meals and the preparation requirements that relate to our
busy lives. Students will be exposed to kitchen techniques and preparation strategies that
will assist them to prepare well-planned, healthy and tasty meals for a busy family.
For Further Information – Argia Biddle, Christelle Thomas and Rob Hill
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 21The Arts
Learning through the Arts helps us to explore, shape and communicate our sense of identity
and individuality. It is a requirement of both SCSA and the IBO that students study both a
Performing and a Visual Arts subject. Students in Year Seven will undertake a study in Arts
that will consist of one semester each of a Visual Arts discipline and a Performing Arts
discipline. The IBMYP also strongly reinforces the use of critical thinking and reflection as a
means of learning in the Arts.
The Arts disciplines are -
• Performing Arts Dance, Drama and Music
• Visual Arts Media Arts and Visual Art
All students must select from the following subject combination options, which includes a
Visual and a Performing Arts subject. Please note that not all combinations will run in 2019
and are dependent upon student numbers and selections.
Option 1 Drama - Media Arts
Option 2 Media Arts – Music
Option 3 Dance - Visual Arts
Option 4 Visual Arts – Drama
Dance
Dance students build on their understanding of the elements of dance and choreographic
devices to create dance that communicates an idea. They continue to improve their technical
dance skills, focusing on confidence, clarity of movement and projection. As they make
dance and respond to it, they reflect on the meaning, interpretations and purposes of dance.
Safe dance practices underlie all experiences, as students perform within their own body
capabilities and work safely in groups. Some genres or styles that may be taught, but are not
limited to, include contemporary, jazz, hip hop and cultural dance, for example Spanish,
Indian, Bollywood.
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/dance2
For Further Information – Olivia Venables, Amanda Savino and Mark Sills
Drama
In Year Seven, Drama students will be given an opportunity to plan, develop and present
drama to peers by safely using processes, techniques and conventions of drama. Drama will
be improvised, or taken from appropriate, published script excerpts (e.g. Australian or
world drama), using selected drama forms and styles. Students work in devised and/or
scripted drama forms focussing on reflective processes using general drama terminology
and language. Drama forms and styles that may be taught, but are not limited to, include
restoration comedy, circus, medieval theatre, or ritual theatre.
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-
arts/drama3
For Further Information – Mark Sills
St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 22Music Students are given opportunities to apply their music skills and knowledge when performing, composing and listening to music. They also develop a further understanding of aural skills and aural memory to identify, sing/play and transcribe music, and make connections between sound and notation. They are supported to use the elements of music, invented and conventional notation and music terminology, to record and communicate music ideas. Students are provided with opportunities to participate in listening, analysis and score reading activities, focusing on the use of the elements of music and key stylistic features. Students practise, rehearse and perform a range of music in solo and ensemble activities to develop technical skills and an increasing awareness of musical expression. As performers and audience members, they are encouraged to express their thoughts and feelings about music, personal preferences and the reasons for them. Music learning is aurally based and is integrated across all aspects of the written component of the subject through a selected context/s. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/music2 For Further Information – Jonathan Brain, Amanda Savino and Mark Sills Media Arts Students are provided with opportunities to view media works within the context of the narrative. Students make and respond to media productions within film, using basic media production skills and processes. Students learn how to problem-solve, work as a team, follow timelines, and use processes and strategies to ensure safe and responsible use of media equipment. Students will begin developing an understanding of media language, the construction and analysis of representations in media texts, identifying the importance of audience in the construction of a media text and developing media production and team skills. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/media- arts3 For Further Information – Amanda Bullow, Amanda Savino and Mark Sills Visual Art Students have opportunities to use and apply visual language and artistic conventions in their design and production process. They create 2D and/or 3D artworks through projects, which encourage personal response and an understanding of compositional structure. Students are made aware of the need for safe visual arts practices, and present their artworks for display. Students are introduced to an awareness of cultural, social and historical contexts that are embodied in artworks/art style which, in turn, allows them to link their own production to a given context. Students are introduced to a critical analysis framework to analyse artworks and use art terminology when responding. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/visual- arts2 For Further Information – Amanda Savino and Mark Sills St Brigid’s College Years 7 – 9 Curriculum Handbook 2019 Page 23
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