Year 7 to 10 Curriculum - 2021 HANDBOOK - Perth College
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2021 HANDBOOK Year 7 to 10 Curriculum
Content W EL CO M E 4 CU R R IC U L U M S TR U CTU R E 6 L EA R N IN G EN G A G EM EN T 7 HO M EW O R K A N D S TU D Y 8 A S S ES S M EN T PR OG R A M 10 W EL L N ES S PR OG R A M S 11 CO - C U R R IC U L A R PR OG R A M 12 CO M M U N IC A T IO N 14 B EL IEF S A N D V A L U ES 16 EN G L IS H1 9 M A THEM A T ICS 2 0 S C IEN CE 2 2 HU M A N IT IES A N D S OC IA L S CIEN CES 24 L A N G U A G ES 2 8 HEA L TH A N D PHY S IC A L ED U CA T IO N 30 THE A R T S 32 TEC HN O L OG IES 4 0
WELCOME
Seeing each student
as an individual
FOCUS OF LE ARNING Within the framework of the curriculum,
programs are tailored to allow opportunities
Learning in Years 7 to 8 focuses on skill for difference and create space for students to
and concept development, critical thinking flourish as learners.
and problem solving. Helping students to
BREADTH OF EDUCATION
understand themselves as learners and work
independently are core to the developmental Underpinning curriculum design is an awareness
approach taken. Students are encouraged of the need to prepare our students for
to think critically, investigate broadly, work participation as citizens in a global world.
co-operatively and take responsibility for The seven General Capabilities (Literacy,
their learning. The honing of information and Numeracy, ICT capability, Creative and Critical
communication technology skills are embedded Thinking, Personal and Social Capability, Ethical
across all subjects. Understanding and Intercultural Understanding)
inform learning across the curriculum. In co-
Students in Years 9 and 10 find themselves at an curricular programs, they build an integrated
exciting stage in their schooling. They are ready and interconnected set of knowledge, skills,
to look beyond the immediacy of school and behaviours and dispositions that students
focus on their future directions. There are more develop and use in their learning.
elective choices, as the curriculum moves away
from a generalist approach and takes a more Students are offered a unique, future-focused
complex and specialist focus. With this wider curriculum designed to prepare them for the post-
choice offered to students also comes greater school world. Experiences in Entrepreneurship,
responsibility and commitment. Enterprise and Careers, Leadership and
Citizenship form the basis of learning experiences
Students work to develop and consolidate underpinned by the School's values of Capable,
the skills and knowledge needed to access Courageous and Caring, and are grounded in
Year 11 courses and become independent as the School's positive education philosophy.
learners. Crucial factors to be developed are
a willingness to seek and act on feedback, an These modules are sequenced across year
ability to review understanding, ask critical levels to build the range of competencies that
questions, and an effective structure for students need for their futures, such as:
managing study and revision. • Critical and creative thinking
Each Perth College student is seen as an • Financial literacy
individual with their own set of capabilities, • Learning strategies
interests and learning experiences. • Effective teamwork and communication
• Empathy and perspective
Perth College | Year 7 to 10 Curriculum Handbook 2021
The learning in these experiences challenge
students to demonstrate agility, resilience
and determination – adding to their academic
knowledge, and growing them as young
people of humanity who can speak and act for
themselves and contribute to the world.
WESTERN AUSTR ALIAN CURRICULUM
Courses are based on the Western Australian
Curriculum. This provides the content and
achievement standards used to plan learning
programs and assess progress.
PROGR AM OVERVIE W
The core curriculum is organised into a set of
compulsory and elective subjects. There are
30 periods in a week, with periods of differing
lengths to allow flexibility in learning. Choices in
the areas of The Arts and Technologies increase
as students move from Year 7 to Year 10, and
breadth of learning is strongly encouraged
when choosing. All students study English,
Mathematics, Humanities and Social Sciences,
Science, Health and Physical Education and
Beliefs and Values.
Studies in Languages is an important part of the
learning program. Students study either French
or Chinese in Years 7 to 9 and have the option
to continue this study into Year 10 and then at
ATAR level.
In Years 7 to 9, students study one language
for the full year and experience a range of units
from The Arts and Technologies Learning Areas.
In Year 10, students are strongly encouraged to
continue the study of a language and can select
from a broader range of options in The Arts and
Technologies. They can choose to study one
language for the full year and two options, or
three options per semester (six throughout
the whole year).
While every effort is made to ensure that
option selections are met, sometimes there are
insufficient numbers for an option to remain
viable on the timetable. In this case, a reserve
choice will be allocated.
5
CURRICULUM S TRUC TURE SUBJEC TS OFFERED BELIEFS AND VALUES LANGUAGES ENGLISH HEALTH AND PHYSICAL EDUCATION MATHEMATICS THE ARTS SCIENCE TECHNOLOGIES HUMANITIES AND SOCIAL SCIENCES COUR SE S TRUC TURE Y E A R 7 CO U R S E S Y E A R 9 CO U R S E S LEARNING AREAS PERIODS/WEEK LEARNING AREAS PERIODS/WEEK Beliefs and Values 2 Beliefs and Values 2 English 4 English 4 Mathematics 4 Mathematics 4 Science 4 Science 4 Humanities and Social Sciences 4 Humanities and Social Sciences 4 Languages 2 Languages 3 Health and Physical Education 3 Health and Physical Education 2 Art and Technologies 4 Art and Technologies 6 Enhanced Learning 2 Enhanced Learning 1 Y E A R 8 CO U R S E S Y E A R 10 CO U R S E S LEARNING AREAS PERIODS/WEEK LEARNING AREAS PERIODS/WEEK Beliefs and Values 2 Beliefs and Values 2 English 4 English 5 Mathematics 4 Mathematics 5 Science 4 Science 5 Humanities and Social Sciences 4 Humanities and Social Sciences 5 Languages 3 Languages 3 Health and Physical Education 3 Health and Physical Education 4 Art and Technologies 4 Art and Technologies 4 Enhanced Learning 2 Enhanced Learning 1 Perth College | Year 7 to 10 Curriculum Handbook 2021
LE ARNING ENGAGEMENT
Encouraging growth
across all subjects
At Perth College we endeavour to take into however, for students with Specific Learning
account each student’s relative strengths and Disabilities, we acknowledge that they may
areas for growth across all of their subjects. require ongoing remedial support. We offer
We believe that learning outcomes are optimised specific programs for these students that focus
through close liaison and open communication on literacy intervention, numeracy support and
with families. metacognitive learning strategies, as well as
offering in-class support where needed. In Year
Differentiation within units of work caters for 10, these programs include specific preparation
the needs of most students, and intervention for the Online Literacy and Numeracy Assessment
or extension options are offered to students (OLNA) for students engaged in this process.
who would benefit from adjustments to content
delivery, learning process or assessment The Learning Engagement Team also ensures that
structure. Some students with diverse learning the needs of students identified as high ability
needs may require additional curriculum are documented in an Individual Strengths Profile
adjustment to ensure they are working in their (ISP), and are offered mentoring for goal setting
optimal learning zone. and developing personal learning pathways.
Differentiated opportunities are offered to
Students may be clustered into either these students in class to extend and deepen
heterogeneous or ability grouped classes their learning, and the acceleration process is
in response to their readiness to learn or used where needed. Students are encouraged
specific learning needs. This clustering may to participate in co-curricular activities that
be at a course level, or for a particular topic or complement their passions or strengths through
skill. Groupings are formed using ability and involvement in various opportunities such as
performance data, teacher observation and Tournament of Minds, Debating, Imaginarium and
consideration of background information. These Talented Young Writers program.
groupings remain fluid and are reassessed at
the end of learning cycles to determine growth For our students with English as an Additional
and respond to changes in student needs. Language/Dialect, we use the English Progress
Maps to assess and monitor their growth in
Students identified with diverse learning needs Australian English language proficiency. In
are involved in the development and review of their first few years, targeted and personalised
their individual learning profiles and documented programs support students with their transition
plans. These may include Individual Education into learning English as an additional language.
Plans (IEP), Learning Accommodation Plans (LAP) We work closely with classroom teachers to
and Personalised Learning Plans (PLP). accommodate the individual needs of these
students in the classroom.
In Years 7 to 10, we work from a Response to
Intervention model where we recognise that all
students benefit from a differentiated classroom,
7
HOME WORK AND S TUDY
Fostering lifelong
learning habits
HOME WORK RECOMMENDED
Homework helps students by complementing
HOME WORK TIME
and reinforcing classroom teaching, fostering
Year 7: 1 to 1.5 hours/night, five times a week
lifelong learning habits and developing the
self-discipline that forms the foundation of Year 8: 1 to 1.5 hours/night, five times a week
successful learning. Homework provides Year 9: 2 to 2.5 hours/night, five times a week
regular opportunities for students to learn to Year 10: 2 to 2.5 hours/night, five times a week
be responsible for their own learning and to
set and achieve their goals. These are only averages as the school year has
ebbs and flows. In some weeks, students may be
required to complete more homework than the
T YPES OF HOME WORK
average and, in others, less. Establishing priorities
Homework is best understood as ‘work at and developing organisation skills are important
home’ and comprises the range of activities that life skills. Students having trouble completing
students do outside the classroom. Regular work should see their Form teacher for support
practice exercises provide students with with time management and study strategies.
opportunities to apply new knowledge or to
review, revise and reinforce newly acquired skills.
S TUDY SKILLS
Preparatory homework provides opportunities
for students to gain background information Students in Years 7 to 9 learn a range of study
so they are better prepared for future lessons. strategies that are scientifically proven to
Assignments, investigations, research and other assist in the long-term revision, retention and
such work items encourage students to pursue retrieval of learning. The goal is that they enter
knowledge individually and imaginatively. Test the final years of Senior School equipped with a
review, and the preparation and organisation of range of study strategies adaptable to different
notes, are also effective uses of homework time. subjects and contexts, and that work for them
to enhance their learning. The work of
The Learning Scientists (click here for more
ORGANISATION AND
information) informs the development of study
S TUDY PL ANNER S skills in Years 7 to 10 through its focus on
cross-curricular strategies for effective learning.
Each term, students are encouraged to populate
a study planner. This allows them to map their
workload, co-curricular commitments and
rest time in a visible and realistic manner. The
overarching goal of this planning is that students
work towards balancing their time outside
of the classroom in ways that increase their
engagement and success as learners.
Perth College | Year 7 to 10 Curriculum Handbook 2021
9
A SSESSMENT PROGR AM Students are assessed in a range of ways to determine mastery of the learning undertaken. Assessments may be formative (before learning to assess readiness and capacity), during learning (to assess development of skills and understandings) or summative (after learning to determine the degree to which the learning has been achieved). SUMMATIVE A SSESSMENTS On any one day, students in Years 7 to 10 can expect a maximum of two tests and one assignment (substantially completed outside class, or equivalent). Students are encouraged to monitor their schedule of assessments and to work progressively towards preparing and completing them. They are also encouraged to work with their Form teacher to develop their organisational strategies and study skills, and to advocate for themselves if they foresee a scheduling issue or a period where their personal assessment loading could be challenging. Students are made aware of their responsibility for the completion of their assessment program and empowered to speak up when faced with concerns. CONTINUOUS FEEDBACK Each student’s progress is recorded and tracked by teachers within SPACE. Feedback on achievement, as well as strategies for further improvement, are provided for all assessment tasks. This feedback is written for students but it is accessible by parents on their daughter’s continuous feedback page within SPACE. Parents receive a notification when teachers post feedback, and are encouraged regularly to discuss academic progress and steps for further improvement with their daughters. Perth College | Year 7 to 10 Curriculum Handbook 2021
WELLBEING PROGR AMS
Develop humility
and resilience
In the Senior School, opportunities are INSIDE OUT
provided to allow students to develop resilience,
INNER DEVELOPMENT,
emotional agility, humility and empathy while
OUTER EXPERIENCE
striving to achieve their personal best. Students
are encouraged to become grounded and InsideOut is a sequential self-leadership
compassionate citizens of the world. program designed specifically for Perth College
students. Based on the principles of positive
Each year group has a theme that is used to
psychology, the program’s philosophy is that
shape the programs provided:
inner development leads to outer excellence.
Year 7 - Make connections
InsideOut provides learning opportunities
Year 8 - Build Strength outside the classroom to develop students’
Year 9 - Choose Courage resilience and leadership capacities. These
Year 10 - Step Up will, in turn, support their overall cognitive and
affective development, equipping them with a
set of skills to meet future challenges and to
PA S TOR AL PROGR AMS make a difference to their world.
Pastoral programs at Perth College are designed
to meet the needs of each year group working in
unison with InsideOut to develop a well-rounded
and balanced individual. A shared language is
crucial and staff are encouraged to participate
fully in the opportunities provided for students.
11CO - CURRICUL AR PROGR AM
Broaden your
experiences
AC TIVITIES SPORTS
Bands and Ensembles Environmental Group Athletics Netball
Choral groups Student Representative Australian Rules PCNA Netball
Council Football
Seniors School Musical Rowing
Aged Care Centre visits Basketball
Book Club Soccer
Fitness Club, Cricket
Photography Club Softball
Running Club
Cross Country
Philosophy Club Swimming
Tournament of Minds
Equestrian
IGSSA Dance Tennis
Duke of Edinburgh
Hockey
SPIN Award Volleyball
Learn to Row
Debating Water Polo
Perth College offers a wide range of co-curricular Participation in sporting teams is voluntary, but
activities that allow students to broaden and strongly encouraged. Almost every student plays
enhance their educational experience. Care for their House or School in at least one of the
must be taken, however, to ensure that they do many sports offered. Students of all levels and
not over commit themselves. abilities are catered for with an emphasis on
enjoyment through participation.
Students interested in Performing Arts are
encouraged to take advantage of the superb Debating through WADL, House and AHISA
facilities provided. Opportunities to be involved competitions is offered to all students. Students
in the large number of bands, string ensembles can also compete in the Tournament of Minds
and choral groups are many. Students are often competition - a problem-solving program for
able to perform in several concerts, assemblies teams of students involving demanding,
and at special functions. open-ended challenges.
The Senior School Musical and IGSSA Dance Many competitions are also available to
allow a large number of students to perform complement students' academic endeavours.
before an audience in a variety of roles, The Mathematics, English, Science, Humanities
incorporating drama, dance and music. Students and Social Sciences and Languages departments
also have the opportunity to be involved in provide students with opportunities to enter
backstage support including stage management, numerous competitions, both individually
lighting and make-up. and in teams.
Perth College | Year 7 to 10 Curriculum Handbook 2021THE DUKE OF EDINBURGH AWARD
Students are encouraged to complete the Bronze
Duke of Edinburgh Award from the start of
Semester Two of Year 8. This is an international
award for young people aged 14 to 25 years
and most students at Perth College can achieve
this award by documenting their co-curricular
involvement, their participation in the Adventure
Learning Program, and their community service
hours. This non-competitive scheme encourages
personal development and achievement through
involvement and is a prestigious addition to
a Curriculum Vitae. If the Award is completed
in Years 10, 11 or 12, it can be included as an
endorsed program on the student’s WACE.
C AMPS They are encouraged to heighten their
awareness and respect for themselves, others
YEAR 7 and the environment around them. The camp
The aim of this camp is to continue the girls' aims to increase self-esteem, motivation and
comprehensive induction into the Senior School confidence by providing opportunities that
by focusing on key issues that will have an challenge the girls, both physically and mentally,
impact on the Year 7 cohort throughout the in a supportive group environment.
year. This includes aspects such as transition;
YEAR 10
working together and bonding as a year group;
understanding friendships; as well as touching This camp encourages girls to learn through
on what it means to be a ‘Perth College Senior experiences rather than structured lessons.
School Student’. This camp also provides Most of the experiences during the 10-day
experiences to support the transition into program are real and immediate. The linking of
Year 8, 9 and 10 camps. actions and consequences is a critical element
in this learning process. The camp is designed
YEAR 8 to draw out and use personal and group
This camp gives the girls an opportunity to abilities. There is a strong emphasis on further
challenge themselves and recognise some of developing leadership skills to overcome the
their strengths. They have the opportunity to challenge of living together while participating
problem solve, develop leadership skills, and mix in outdoor-based activities, where students'
with the entire Year 8 cohort. Having a lot of fun normal physical and psychological support
doing a variety of adventure activities is also an structures are often different. The program
integral part of the program. includes a variety of adventure activities such
as expedition, high ropes, team initiatives and
YEAR 9 rafting which provide the forums in which
This camp revolves around community living participants get to know their strengths,
where the girls become responsible for limitations and potential.
themselves and other members of the group.
13COMMUNIC ATION
COMMUNIC ATION FLOW CHART
For questions or concerns, the communication flowchart below provides the process to follow.
PA R E N T I N Q U I RY O R CO N C E R N
SENIOR SCHOOL
Academic General / Administration Pastoral Care / Health
Parent emails or phones Contact Reception who will direct you Parent emails or phones
Subject Teacher. to the appropriate person if they are Form Teacher.
unable to address your query.
I S S U E R E S O LV E D? YES - No further action required. I S S U E R E S O LV E D?
NO NO
Parent emails or phones Parent emails or phones
Head of Department YES - No further action required. appropriate Year
of subject area. Co-ordinator.
NO NO
Parent emails or phones Parent emails or phones
YES - No further action required.
Dean of Learning Dean of Students.
and Teaching.
NO NO
Parent emails or phones Parent emails or phones
YES - No further action required.
Head of Senior School. Head of Senior School
NO NO
Level 5 - Contact the Vice Principal or Principal to discuss your concern.
PARENT-TE ACHER CONTAC T EMAIL CONTAC T
Parent-Teacher Interviews are held once a year Staff can be contacted by email using the
and offer an opportunity for feedback and following: firstname.surname@pc.wa.edu.au
discussion about each student’s progress. It is reasonable to expect a reply to a parent
communication within two working days.
Perth College | Year 7 to 10 Curriculum Handbook 202115
BELIEF AND VALUES The human need for meaning OVERVIE W Beliefs and Values examines pertinent ‘life’ Students work creatively and collaboratively to questions in order to equip students with the explore these issues within the framework of a structural frameworks necessary to develop philosophical methodology. their own unique system of beliefs and values within the context of an Anglican school. All students in Years 7 to 10 undertake biblical The Beliefs and Values course from Years studies which are presented within, although 7 to 10 introduces students to some of the not confined to, the philosophy of the Anglican enduring questions of thinking, belief and the Church. They also study world religions and the development of values. They explore the nature inherent spirituality and commonalities evident of religion and Christianity in relation to the in them, as well as the study of philosophy and fundamental human need for justice, morality, ethics. Students attend Chapel on a regular basis. spirituality, wisdom and meaning. Perth College | Year 7 to 10 Curriculum Handbook 2021
FOCUSED CONTENT
YEAR 7 YEAR 9
• Philosophy and Religion: The importance • Philosophy and Religion: The key Ancient
of belief in religion. Greek philosophers who shaped Western
thought and the philosophical issue of
• Biblical studies: The foundation, purpose
suffering in the world.
and navigation of the Bible.
• Biblical Studies: Christian Church history
• Social Justice: Acceptance and being
through the Acts of the Apostles, the spread
part of a community and an introduction
of Christianity to the advent of Anglicanism
to community service in the context of
and the story of the Anglican Church.
Christianity and the environment.
• Social Justice: The study of human
• Spirituality: Articulating a sense of wonder
rights - specifically, the rights of the child
and stewardship of the environment.
and women, the work of organisations
YEAR 8 that advocate for human rights and how
individuals can make a difference.
• Philosophy and Religion: The nature
• Spirituality: Exploration of the practice of
of religion, as well as the philosophical
mysticism, spirituality through art, creative
argument on the nature and belief in God.
writing and journaling, as well as Indigenous
• Anglican Tradition: Easter and its spirituality and connectedness.
significance.
YEAR 10
• Biblical studies: The Patriarchs and their
contribution to Judeo-Christian story, a • Philosophy and Religion: The study of
comparison of Judaism and Christianity and ethical theories and their application to
the significance of Jesus in the four Gospels. contemporary moral dilemmas.
• Social Justice: The story of Jesus and the • Biblical studies: The study of the Bible with
application of the Christian message in an exploration of the role that women played
contemporary society. in the Old and New Testament, as well as
• Spirituality: Examine ways of expressing current gender issues in society.
spirituality, mindfulness as a way of being and • Social Justice: The perceptions of ‘difference’
Aboriginal understanding of the environment. and discrimination in society.
• Spirituality: The rites of death through
various cultures.
• World Religions: A comparative religion
study through the topics of death and
the afterlife.
17Perth College | Year 7 to 10 Curriculum Handbook 2021
ENGLISH
Become confident
communicators
OVERVIE W
In English, students learn about the They experience a range of increasingly complex
English language - how it works and how texts drawn from both traditional and popular
to use it effectively. cultures, and develop their ability to critically
analyse and reflect upon the aesthetic and
This helps them to:
literary qualities of a text. Students read a
• Become confident communicators, variety of texts for enjoyment and to extend
imaginative thinkers and informed citizens. them as independent readers. They have
opportunities to write imaginatively and
• Analyse, understand, communicate and
persuasively in response to texts and contexts.
build relationships with others and the world
around them. The curriculum includes the ongoing development
• Build knowledge and skills needed for of functional literacy skills through focus on the
future success in education, training and rules of grammar and the practices of syntax,
the workplace. spelling and punctuation. In addition to this,
students develop strategies for reflecting upon
• Develop as ethical, thoughtful, informed and refining their written and expressive skills.
and active members of society.
Click here for the Western Australian Curriculum.
Through the Years 7 to 10 English curriculum,
students develop language, communication and
comprehension skills through listening, reading,
viewing, interpreting, evaluating, performing
and creating.
19MATHEMATICS
Satisfaction through
problem-solving
OVERVIE W
As a result of learning Mathematics at Perth Achievement of these goals is built around
College, all students should: the Western Australian Curriculum
Mathematics strands:
• Appreciate the role of Mathematics in their
own and other communities. • Content: Number and Algebra,
Measurement and Geometry, Statistics and
• Gain satisfaction from Mathematics and an
Probability.
appreciation of its fascination and power.
• Proficiency: Understanding, Fluency,
• Be able to apply a repertoire of general
Problem Solving and Reasoning.
problem-solving techniques.
Classes are grouped in Years 7 to 10 based on
• Incorporate technology where appropriate
both ability and performance. Organisation of
to simplify mathematical processes.
classes is dependent on the year cohort and
• Be able to investigate, discover patterns movement between groups is both possible
and generalise the results in problems from and desirable.
many different contexts.
Click here for the Western Australian Curriculum.
• Be able to interpret and make sense
of results, as well as check for the
‘reasonableness’ of answers.
• Have command of a range of mathematical
expressions and representations.
• Be able to communicate mathematically
to a range of audiences.
Perth College | Year 7 to 10 Curriculum Handbook 2021FOCUSED CONTENT
YEAR 7 YEAR 10
All students are initially engaged in a common Students continue to work in one of three
course of work. Information obtained from bands, based on performance. Each student
Year 6 reports, observation, assessment and is offered advice on the recommended pathway
diagnostic testing is used to determine the need for Year 11.
for support programs and extension activities.
As the year progresses, one or two separate • Band 1 (Extended): Works at an accelerated
groups may be formed for student who would pace and covers 10 and 10A of the Western
benefit from working through the course at an Australian Curriculum.
accelerated rate, with the addition of even more • Band 2 (Standard): Works at a steadier pace
enrichment and extension material. to consolidate understanding of the Year 10
Western Australian Curriculum.
YEAR 8 AND 9
• Band 3 (Essential): This group covers
Based on performance each year, students are a course that will prepare them for
regraded into two or three bands. Mathematics: Essential in Year 11.
• Band 1: Works at an accelerated pace and
covers extension topics.
• Band 2: Covers a similar course but at a
steadier pace and with more repetition.
• Band 3: Covers a similar course, but
structured to allow for consolidation
and remediation.
21SCIENCE
Foster the naturally
inquisitive mind
OVERVIE W
Science provides opportunities for students Students in Years 7 to 9 follow a common Science
to develop an understanding of important program that is experiential in nature and seeks
science concepts and processes; the practices to foster the naturally inquisitive mind. Students
used to develop scientific knowledge; science’s learn about the unique nature of science and how
contribution to our culture and society; and its scientific knowledge has developed over time.
applications in our lives. Students are also required to consider the use
and influence of science in modern day society.
The curriculum supports students to develop
the scientific knowledge, understandings and Science Inquiry Skills of questioning and
skills to make informed decisions about local, predicting, planning and conducting, processing
national and global issues and to participate, and analysing data and information, evaluating
if they so wish, in science-related careers. and communicating are developed throughout
the course. These skills provide a vehicle to
The wider benefits of this “scientific literacy”
incorporate and develop ICT skills in collecting and
include giving students the capability to
analysing data and communicating ideas
investigate the natural world and changes made
with digital technologies.
to it through human activity.
The suite of Science subjects in
Years 7 to 10 are:
• Earth and Space Sciences: the study of
Earth’s dynamic structure and place in the
cosmos.
• Physical Sciences: the study of the nature of
forces, motion, energy and matter.
• Biological Sciences: the study of living things.
• Chemical Sciences: the study of the
composition and behaviour of substances.
Click here for the Western Australian Curriculum.
Perth College | Year 7 to 10 Curriculum Handbook 2021FOCUSED CONTENT
YEAR 7 Chemical Sciences
The structure and properties of matter and
Earth and Space Sciences
common chemical reactions.
The Earth’s place in space, seasons and eclipses,
and the availability and use of the Earth’s Physical Sciences
resources, including the water cycle. Energy transfer through particles and/or waves
in the context of light, sound and electricity.
Biological Sciences
Ecologies, including the classification of living YEAR 10
things within the context of Western Australia.
The Year 10 Science program provides a
Chemical Sciences foundation for students who wish to pursue
States of matter, mixtures and separation further studies in the Year 11 to 12 ATAR courses
techniques. of Biology, Human Biology, Chemistry, Physics
or Psychology.
Physical Sciences
Investigation of simple machines and Students are grouped based on their
their components. demonstrated level of achievement from Year
9. This aims to ensure that all students pursue
YEAR 8
courses that are accessible and challenging.
Earth and Space Sciences Students who are unlikely to pursue an ATAR
The structure, types and properties course in Science may follow a pathway that is
of rocks, minerals and crystals. designed to have a lower mathematical demand
and contain less abstract content.
Biological Sciences
The characteristics of living things, Earth and Space Sciences
cells and microscopy. Global systems, including the carbon cycle
and the origins and features of the universe.
Chemical Sciences
The kinetic theory of matter, and physical Biological Sciences
and chemical changes. Inheritance, DNA, genetics and the theory
of natural selection.
Physical Sciences
Types of energy, energy transformations Chemical Sciences
and uses of energy. Chemical reactions and their uses, including
the structure and properties of elements.
YEAR 9
Physical Sciences
Earth and Space Sciences Investigating motion, forces and energy
The theory of plate tectonics and the cause transfer and transformations.
of earthquakes and volcanic activity.
Biological Sciences
Body responses and ecosystems.
23HUMANITIES AND SOCIAL SCIENCES
Understanding
the world we live in
OVERVIE W FOCUSED CONTENT
Humanities and Social Sciences is the study YEAR 7
of human behaviour and interaction in social,
Civics and Citizenship
cultural, environmental, economic and political
Students build on understandings of the concepts
contexts. These subjects provide a broad
of the Westminster system and democracy. They
understanding of the world in which we live,
examine the key features of Australia’s democracy,
and how people can participate as active and
and how it is shaped through the Australian
informed citizens with the high-level skills
Constitution and constitutional change. The
needed for the 21st century.
concepts of justice, rights and responsibilities are
The suite of subjects includes: further developed through a focus on Australia’s
legal system.
• Civics and Citizenship: the study of order,
conflict and legitimate control in society. Economics and Business
An understanding of the concepts of making
• Economics and Business: the study of
choices and allocation is developed through a
people’s use of resources to satisfy wants
focus on the interdependence of consumers
and the study of business practices and
and producers in the market, as well as the
principles.
characteristics of successful businesses, including
• Geography: the study of people and their how entrepreneurial behaviour contributes to
relationship with the physical and cultural business success. Work and work futures are
environment. introduced, as students consider why people
work and how people derive an income, including
• History: the study of past events and people
retired people.
and their links with the present.
Students develop the ability to question, Geography: Resources and Settlements
think critically, solve problems, communicate Students are introduced to physical and
effectively, make decisions and adapt to change. human geography by investigating the topics of
Thinking about and responding to issues requires environmental resources and settlement patterns.
an understanding of key historical, geographical, Water is used as a relevant Australian case study
political, economic and societal factors, and how to assess the distribution, use and hazards of a
these different factors interrelate. resource and to determine whether management
of that resource is sustainable. The second part of
Click here for the Western Australian Curriculum. the course investigates the reasons why people
decide to live where they do at a variety of scales
(local, national and global), and in context of the
factors that might influence their decision making.
Basic geographical skills are embedded in the
course, including, topographical mapping.
Perth College | Year 7 to 10 Curriculum Handbook 2021History: The Ancient World In Changing Nations, students investigate the
Students develop their historical understanding changing human geography of countries, as
through key concepts, including use of revealed by shifts in population distribution.
evidence, continuity and change, cause and This unit explores the process of urbanisation in
effect, perspectives, empathy, significance Australia, Asia and the United States of America.
and contestability. Students begin the course Issues related to the management and future
with an overview of the ancient period and the of Australia’s urban areas is also examined.
development of early human communities from Geographical skills are further developed
60,000 BCE to around 650 CE. They then focus on throughout the course.
the study of a specific ancient society.
History: The Ancient to the Modern World
YEAR 8 This unit studies history from the end of the
ancient period to the beginning of the modern
Civics and Citizenship
period, around 650 CE to 1750 - the period
Students continue to build on their
when major civilisations around the world came
understanding of the concepts of the
into contact with each other. In this period,
Westminster system, democracy and
when the modern world began to take shape,
participation. They investigate the types of law in
social, economic, religious and political beliefs
Australia and how they are made. They consider
were often challenged and significantly changed.
the responsibilities and freedoms of citizens,
In-depth studies of Medieval Europe and the
and how Australians can actively participate in
Black Death in the 14th Century allow detailed
their democracy. Students explore the different
investigation of a period of history.
perspectives of Australian identity.
Economics and Business
The concept of markets is introduced to
develop students' understanding of economic
interdependence, making choices and allocation.
They consider how markets work and the rights,
responsibilities and opportunities that arise
for businesses, consumers and governments.
Work and work futures are explored as students
consider the influences on the way people work
now and consider how people will work in the
future. Students focus on local, national and
global issues to bring relevance to their learning.
Geography: Landforms and Landscapes
and Changing Nations
In investigating the study of Landscapes and
Landforms, students examine the processes
that shape individual landforms, the values and
meanings placed on landforms and landscapes,
hazards associated with landscapes, and
management of landscapes. Case studies are
drawn from Australia and throughout the world
25YEAR 9
Civics and Citizenship
Students learn about the Australian electoral
process and examine ways that individuals and
political parties participate within the electoral
system in Australia’s democracy. They then
examine Australia’s court system with a focus on
the importance of the court hierarchy, the role of
precedent and how the courts resolve disputes.
Students examine the major principles of justice
and potential threats to these principles.
Economics and Business
Students learn about innovations and changes
in business, and the implications for current
and future work environments. They also
understand the risks and rewards that result
from making consumer and financial choices
by examining consumer scams and investments.
Students understand the importance of trade
and the interdependence between Australia
and other economies by identifying Australia’s
trading partners, and how specialisation results
in the exchange of goods and services
between countries.
Geography: Biomes and Interconnections
Biomes and Interconnections focuses on
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.
The course examines the connections between
people and places through the products people
buy and the effects of their production on the
places that make them. The impact of transport
and information and communication technologies
are investigated in detail. Throughout the course,
geographical skills are embedded to allow for
further development in this area.
History: The Making of the Modern World
This unit of history focuses on the modern
world from 1750 to 1918, with an in-depth look
at the Industrial Revolution. Students consider
how new ideas and technological developments
contributed to change in this period, as well as
the significance and impact of World War I.
Perth College | Year 7 to 10 Curriculum Handbook 2021YEAR 10 Geography: Environmental Change
and Human Wellbeing
Civics and Citizenship
Environmental Change focuses on environmental
Students study the key features of the
geography through an in-depth study of a specific
Westminster system and Australia’s democratic
environment. The unit begins with an overview of
values. They make comparisons between
the environmental functions that support all life,
Australia’s democracy and the political system
and the major challenges to their sustainability.
of one other country, consider the international
Human Wellbeing focuses on investigating
agreements Australia has ratified and make
global, national and local differences in levels of
connections between these agreements and
development. Students examine the different
the rights and responsibilities of citizens. They
concepts and measures of human wellbeing
also understand how Australia’s democracy and
and development, and the causes of global
other democracies may be undermined, and
differences in these measures between
identify the safeguards that protect Australia’s
countries. Geographical skills are developed that
democratic system.
mirror required skills in Years 11 and 12.
Economics and Business
History
Students are introduced to different economic
Students develop an understanding of the
systems, with an emphasis on the operation of
Australian national experience in the 20th
market economies. They use economic indicators,
Century. The focus will be on social change
such as unemployment and inflation, to analyse
since 1901 and the development of rights and
the economic performance of the Australian
freedoms, as well as Australia’s involvement in
economy. They learn how government policy
WWII and the Cold War. Emphasis in the course
is used to manage the economy and improve
is placed on the continued development of
economic performance and living standards,
historical skills and processes.
including the redistribution of income and
wealth. Students also explore how businesses
respond to changing economic conditions and
how the different sectors in the economy are
interdependent. This unit also briefly examines
some basic accounting and finance skills.
27L ANGUAGES
Explore cultures
through language
OVERVIE W CHINESE
Through the study of a language other than YEAR 7
English, students gain a better knowledge of their
own language, increase their self-confidence, Emphasis is on learning about the culture and
learn to understand and appreciate people of way of life in China through an introduction to
a different culture, and broaden their career developing student communication skills. This is
opportunities. Students will develop skills in done within contexts that are relevant to daily
comprehension, speaking and writing to enable life such as greetings, family and pets, birthday,
them to understand, develop and communicate calendar days, weeks and months, hobbies,
information and interact with others. interests and sports.
French and Chinese are offered in Years 7 to 10 YEAR 8
and Indonesian is offered in Years 9 and 10 to
Emphasis is on the strengthening of reading and
currently enrolled students. Students in Years 11
writing skills, as well as the expansion of Chinese
and 12 can elect to study either French or Chinese.
character vocabulary. Students continue to focus
Click here for the Western Australian Curriculum. on the culture and way of life in China, while
developing communication skills within broader
contexts such as school life, food and drink,
weather, countries, nationalities and languages.
YEAR 9
Emphasis is on recognising Chinese characters
independently. Students will form simple
phrases, sentences and paragraphs using
characters learned. There is an increased focus
on students’ reading and speaking skills and
students continue to focus on the culture and
way of life in China such as transport, daily
routine, places and giving directions.
YEAR 10
Students apply their knowledge of the language to
help them make meaning and create texts. They
develop a range of skills and strategies to enhance
their ability to express themselves and recognise
Chinese characters independently so that they
are prepared for the course offered in Year 11.
Perth College | Year 7 to 10 Curriculum Handbook 2021FRENCH INDONESIAN
YEAR 7 *Indonesian is offered in Years 9 and 10 to
current students only and is not offered in
Emphasis is on learning about the culture Years 11 and 12.
and way of life in France while developing
communication skills within contexts relevant YEAR 9
to daily life such as greetings, self, family, pets,
birthdays and dates. Students consolidate their communication skills
through listening, speaking, viewing, responding,
YEAR 8 reading and writing to express themselves
accurately. They also continue their learning and
Students further develop their viewing, discussion of Indonesian culture and issues.
reading, responding, listening and speaking
skills to communicate more fluently in French. YEAR 10
They continue to write simple texts and learn
Students apply their knowledge of the written
about France and the French way of life such
and spoken language to help them make
as hobbies, places, food and meals, weather,
meaning and create texts. Reading and writing
clothing and fashion.
activities develop students’ ability to express
YEAR 9 themselves using a wider range of vocabulary.
Students expand their communication skills
and further develop their socio-cultural and
socio-linguistic understandings within contexts
such as health and fitness, going out, weekend
activities, daily routine, transportation, places
and direction.
YEAR 10
Students apply their knowledge of the language
to help them make meaning and create texts.
They develop their verbal, reading and writing
skills to enhance their ability to express
themselves and be prepared for the course
offered in Year 11.
29HE ALTH AND PHYSIC AL EDUC ATION
Live a healthy
and active lifestyle
OVERVIE W
The Health and Physical Education curriculum Students learn about how the body moves;
teaches students how to be part of a healthy, how to approach and resolve challenges; how
active population and experience the personal to optimise movement performance; and the
and social benefits of living a healthy, active and benefits of physical activity to themselves,
fulfilling life. others and communities. Through movement
in a variety of contexts and settings, students
In this course, students develop the knowledge,
acquire, practise, manage and refine personal,
understanding and skills to make decisions
interpersonal, social and cognitive skills. All
and act to strengthen their sense of personal
students are provided with a safe, nurturing
identity and autonomy, as well as build
environment and a structured sequential
resilience, manage risk and develop satisfying,
program relating to the two Health and Physical
respectful relationships.
Education curriculum strands:
They learn to take a critical approach to
• Personal, Social and Community Health; and
questioning physical activity and health practices,
• Movement and Physical activity.
and how to use inquiry skills to research factors
that influence the health, safety, wellbeing, and
the physical activity patterns of themselves, Click here for the Western Australian Curriculum.
individuals, groups and communities.
Integral to Health and Physical Education is the SPORTS SCIENCE
acquisition of movement skills, concepts and
The Sports Science course develops a greater
strategies to enable students to confidently,
understanding of how the body responds to
competently and creatively participate in a
exercise and how athletes can improve their
range of physical activities in various contexts
sporting performance. Students explore
and settings.
content-related training guidelines and physical
conditioning, nutrition in sport, injury prevention
and rehabilitation, sports psychology and
biomechanics. It is designed to enhance their
interest and knowledge in the subject and can
be applied to improving their own levels of
fitness, wellbeing and sporting performance.
This course is beneficial to students interested
in studying ATAR Physical Education Studies in
Year 11 and 12.
Perth College | Year 7 to 10 Curriculum Handbook 2021PHYSIC AL EDUC ATION HE ALTH EDUC ATION
FOCUSED OPPORTUNITIES FOCUSED TOPICS
YEAR 7 YEAR 7
Becoming a better performer, volleyball, AFL, Being Healthy and Active, Changing and
athletics, basketball, softball, and swimming. Growing, Relationships and Online Safety, and
Keeping Kids Safe.
YEAR 8
YEAR 8
Sport and psychology in practice, volleyball,
athletics, basketball, soccer, softball, swimming Identity, Bullying and Harassment, Healthy
and biathlon. Choice, and Keeping Kids Safe.
YEAR 9 YEAR 9
Lifesaving, handball, athletics, badminton Alcohol, Relationships, Body Image, and
and AFL. Protective Behaviours.
YEAR 10 YEAR 10
Bronze Medallion, athletics, netball SEPEP, Sport Science, Drugs, Sexual Health and
softball, volleyball and swimming. Protective Behaviours.
31THE ARTS
Rich opportunities
for self-expression
OVERVIE W
Courses in The Arts allow rich opportunities for Specific experiences are embedded in The Arts
self-expression and develop creativity, critical courses to provide students with the opportunity
thinking and collaborative skills. Students to experience collaborative and cross-arts
explore diverse and relevant contemporary practice; develop digital literacy skills; and explore
content and develop confidence in their technology and technology processes.
responses and their performances.
Click here for the Western Australian Curriculum.
Courses from the disciplines of Visual Art, Dance,
Drama and Music challenge students to become
active and informed citizens through developing
awareness of the individual, communities, world
cultures and histories.
V I S UA L A R T S DA N C E DR AMA MUSIC
YEAR 7 • Discovering Art and • Maker and Shaker • Shape Shifters • General Music
Design • Music Specialist
YEAR 8 • Exploring Art and • Connection and • In Someone • Music: Specialist
Design Creation Else's Shoes
YEAR 9 • 2D Art: Picture This • Through the Ages • Catastrophe • Contemporary Music:
• 3D Art: Round it in • Beyond the Stage and Comedy Making Music
• Visual Art: Dare to • The Voice from Within • Music: Specialist
Design
YEAR 10 • 2D Art: Picture That • Moving Up • Philosophical • Contemporary Music:
• 3D Art: Round it up • Moving Forward and Psychological Making Music
Performance
• Visual Art: Design • Music: Specialist
Directions • Story, Survival,
Sacrifice
Perth College | Year 7 to 10 Curriculum Handbook 2021YE AR 7 This course requires no prior dance
experience and allows students an
VISUAL ARTS opportunity to immerse in:
Discovering Art and Design
• Physical and creative awareness
In Year 7 Visual Arts, students develop skills,
knowledge, understandings and techniques • Interpersonal skills
about artists, designers, critics and audiences. • Expressive dance skills to convey
They are guided through a skills-based process performance persona
to develop expertise with materials and • Collaboration and communication
techniques, as well confidence in their own in small group setting
designs and responses. Students take ideas
• Understanding of movement practice
from small original sketches in their Art Folios
in our culture
through to high-quality final studio pieces.
DR AMA
In this course students:
Shape Shifters
• Create a mini project to explore a topic or
Throughout Year 7 Drama, students engage in
theme in a way that offers an innovative
theatrical collaborative workshops to build the
solution to the task set
fundamental skills of performance, explore the
• Experiment with different styles and processes of devising drama, and discover ways
techniques developed from painting, textiles, to navigate rehearsing and performing their
sculpture, ceramics, printmaking, graphic own works. Students are challenged to utilise
design or jewellery, or a combination of these visual and transformational modes of theatre
to shape and shift the elements of drama and
• Integrate a variety of new and established
create dramatic meaning for audiences. Areas of
technologies into project work, such as digital
study are drawn from puppetry, improvisation,
imagery, internet research, image transfer
physical theatre and contemporary storytelling.
or projection
Students develop:
DANCE • Creative writing and devising skills
Maker and Shaker • Techniques in voice
In this course, students learn about dance as
• Movement awareness
an art form, with a focus on the concept of
movement exploration in response to stimulus. • Stagecraft and design
They practice dance through the creative • Communication and collaboration skills
development of choreography in practical • Understanding of Drama practice in their own
classes, and reflect on processes through the and other cultures
completion of reflective writing. Areas of study
are drawn from contemporary dance technique
and basic choreographic skills which allow
students to develop their movement vocabulary
and learn to apply safe dance practices.
33MUSIC
Year 7 Music courses are mostly aural based
and designed to develop an appreciation of
music of varying styles. This aims to build
students’ sense of self-worth, confidence,
creativity and teamwork skills.
Two courses are offered:
General Music: a course focused on developing
students’ musical skills and understandings
through both practical (composing, singing and
instrumental performance) and theory. Students
experience a variety of musical styles and
explore these through games and song-based
aural activities to develop musical literacy.
Music Specialist: a year-long course by invitation
to students who have been awarded either a
Music Scholarship, Music Bursary or though
successful application. This course follows
the style and structure of the General Music
course, but it is pitched to offer a challenge to
students who are already confident musicians.
Participation in this course also carries the
expectation that students participate in the
broader Music program.
Details will be provided to students at the start
of the semester:
• A concert practice class each week
• Years 7/8 Chorale
• At least one School band or Orchestra,
as appropriate to your instrument (not
applicable for piano, guitar or vocal students).
Perth College | Year 7 to 10 Curriculum Handbook 2021YE AR 8 improvisational skills, build their self-confidence
and practise empathy in action. Students
VISUAL ARTS then advance these skills, together with their
Exploring Art and Design application of voice, movement and character, as
In Year 8, Visual Arts students continue to explore they work in small groups to unwrap the secrets
ideas through imaginative engagement, selecting of successfully realising a scripted scene on stage.
the visual effects they want to create through
problem-solving and making decisions. They MUSIC
complete a project developed from painting, Specialist
textiles, sculpture, printmaking, graphic design The Year 8 Music Specialist course explores the
or jewellery, or a combination of these, and learn language and conventions of music through an
how to apply techniques and processes using introductory study of various musical styles.
materials in 2D, 3D and 4D forms. Students are Students examine the cultural context of musical
encouraged to draw inspiration from personal compositions and the integral role of music in
and global worlds, and apply a range of practices society. This course provides students with the
reflective of popular culture. opportunity to study the conventions of music
from a broad range of styles including Classical,
DANCE Music Theatre and Rock/Pop. Students are
Connection and Creation encouraged to develop their musical potential
This course provides students with the through an emphasis on performance which
opportunity to develop collaborative practices may include large group, chamber group and
and experience dance as both a choreographer solo activities.
and performer. Development of creative
storytelling sees choreographic elements The teaching, learning and assessing of the Year
explored while developing an awareness of 8 Music Specialist course are based on the four
the cultural, social and ethical contexts in music outcomes: Music Literacy, Practical and
which dance is performed. Students focus on Performing, Composing and Arranging, and
contemporary dance technique to explore a Responding and Analysis.
range of movement styles as they develop their
As part of this course students participate in
skills and expressive capabilities. Designed to
the broader music program:
focus on extending the individual dancer, the
course encourages strength, flexibility, and • Concert practice classes after school
creative confidence in a supportive environment. • Vocal/instrumental lessons.
Live dance works are viewed and analysed
• Year 7/8 Chorale
through rich discussion and interpretations of
performance art. Reflective approaches assist • School band or orchestra, as appropriate to
students in refining their practice and encourage their instrument (not applicable for piano,
growth as they develop their skill set. guitar or vocal students).
DR AMA Note: students need not have had vocal/
In Someone Else’s Shoes instrumental lessons prior to studying this course.
Lesson by lesson, Year 8 Drama students step Music Bursary students must select this option if they
in-role to immerse in dramatic activities where wish to remain eligible for a continuation of their
they theatrically walk in the shoes of people, Bursary. It is expected that all Music Scholarship
stories and places from the past and present. students will choose to study this course.
As they progressively navigate through a variety
of mysteries and perspectives, students engage
dramatically with their peers, develop core
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