2021 Year 8 Subject Information Booklet - An information booklet for students and their parents
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2021 Year 8
Subject Information Booklet
An information booklet for students and their parents
www.swan.wa.edu.au
Year 8 Subject Information Booklet | 1
Table of
Contents
Introduction 3 Technology, Enterprise & Visual Arts:
Design Graphics 25
Compulsory Subjects
Engineering Studies 26
Christian Living 8
Food 27
English 9
Media 28
French 10
Technologies: Wood 29
Health 11
Textiles 30
Humanities and Social Sciences 12
Visual Art 31
Interactive Digital Technologies 13
Japanese 14
Mathematics 15
Physical Education 16
Science 17
Elective Subjects by Learning Area
Performing Arts:
Dance 20
Drama and Specialist Drama 21
Music 22
Specialist Music 23
Introduction
Learning is our core business. All aspects of a student’s engaged with; in such a way that the students are well
journey in Middle School contribute to their learning. As prepared for life, able to enjoy it and able to contribute
such, learning is not limited to the classroom but it is where effectively to our school and the wider community. Our
the focus resides. Pastoral care, public gatherings, extra- Middle School Learning statement frames all we do.
curricular groups, DAVE, service learning and camps shape
our young people and contribute to the development of the Years 7 and 8
whole person: heart, mind, spirit, body.
In Years 7 and 8 students study a more generalised
curriculum with all courses being mandated by the Western
Curriculum Australian government. The exception is Christian Living
which is studied at Swan Christian College based on our
The curriculum at Swan Christian College is organised
Christian identity as outlined in our strategic plan, “We are a
according to the guidelines laid down by the School
Christ-centred and student-centred school with a focus on
Curriculum and Standards Authority (SCSA): https://www.
excellence: We aim to be a community of personal growth
scsa.wa.edu.au. The curriculum is specific to Western
where all members seek excellence and know God.”
Australians although founded on the Australian Curriculum
developed by ACARA. There are continual changes to
curriculum, assessment and reporting requirements In Year 8 students have a little more choice in their studies
nationally and at state level. and choose to specialise in two of the Learning Areas –
The Arts and Design Technologies. Students choose from
a Visual Art (Media Arts or Visual Arts) and from a range
Courses at Swan Christian College are grouped into the
of Design Technologies (Food, Textiles, Materials (Wood/
following Learning Areas with a Head of Learning Area
Metal), Engineering etc). Electives are semester based. All
(HOLA) responsible for all courses within it:
other courses are year length. Subject choices are usually
made mid-year for the following year using online tools and
• Christian Living require parents to co-sign the choices.
• English
Years 9
• Mathematics
In Year 9 there is more scope for student choice. Students
• Science still study core subjects as mandated by the Western
• Technologies, Enterprise and Visual Arts (Digital and Australian government. These include:
Design Technologies in a range of contexts, as well as
Media and Visual Arts) • English
• Humanities and Social Sciences (with sub-strands • Mathematics
History, Economics and Business, Civics and • Science
Citizenship, and Geography)
• Humanities and Social Sciences (with sub-strands
• Languages History, Economics and Business, Civics and
• Performing Arts (including Dance, Drama, Music) Citizenship, and Geography)
• Health and Physical Education • Health and Physical Education
• Christian Living is continued throughout K-12.
Detailed subject information booklets describing individual
courses for each year group are available on our school In addition, SCSA allows schools to offer elective subjects
website. should they choose to do so. There is a greater flexibility
of elective choice in Year 9 than previously. We also offer
The teaching programs at Swan Christian College aim several school developed courses as electives in Year 9
to foster a passion for learning that will remain with our including Outdoor Education, Business and Enterprise, and
students throughout their lifetime. They aim to develop Specialists sports programs. The nature of these is fluid
individuals’ understanding of themselves as valued children and may vary over time.
of God, with personal gifts to be nurtured, developed and
Year 8 Subject Information Booklet | 3
Students choose two electives to study for a full year. learning. This will include for both teachers and students:
Subject choices are usually made mid-year for the following answers to questions, working out, written and oral
year using online tools and require parents to co-sign the comments, self and peer assessment, actively using marking
choices. criteria to evaluate standards of a piece of work, sample
answers, and more.
There are a number of additional services for students with
particular needs, gifts or interests. They include: Summative tasks complement the above data. A simple
schedule of summative tasks appears on subject overviews
• The Learning Support department for support and issued at the beginning of a course (mostly overviews
extension activities are issued at the beginning of the year although for some
• Special interest programs electives overviews are semester-based).
• After school tutorials
Details of summative task requirements are issued at least
• Subject based extra-curricular activities such as First two weeks before tasks are due and teachers are required
Lego League, sporting or fitness groups, musical to upload copies of summative task notices on their class’
ensembles and the like. learning management page. Summative task results are
available live on the school’s database after marking and
moderation have occurred. Over time, it is expected
Homework
that descriptive feedback and/or a copy of the marking
Homework is generally only given for the four core guidelines will be available. According to major research,
subjects in Years 7-8 and should take around an hour in this ‘just in time’ approach to assessment feedback is
total each evening to complete. Electives may choose to significantly more effective for learning than delayed,
issue homework or ask students to complete work not semester-based comments.
finished in class time. Year 9 students should expect some
homework in electives as appropriate to the course. Study
Reporting
and revision may be issued as homework, however, should
form part of an evening’s routine. Information will not be Swan Christian College has four formal methods of
moved from short to long term memory without practice, reporting on student progress. They are:
revision, drills, and coding.
• Interim Reports, issued towards the end of
In addition to this hour of homework, without exception, it Term 1. They provide a general overview of how
is expected that all students in Years 7-9 complete at least students are performing. Interim reports cover
20 minutes of sustained silent reading each day. Students aspects such as effort and attitude, organisation
are highly encouraged to read print based fiction or non- skills, homework, acting on feedback, behaviour
fiction books during this time. Families are encouraged to and academic progress. Students are awarded
model reading together. grades of Consistently, Often, Sometimes and
Seldom. Grade names are flexible and may change
over time.
Referencing
• School Reports are issued twice a year.
We have adopted the Harvard system of referencing at
They provide a comprehensive summary of
Swan Christian College. Detailed booklets showing how to
student progress for Semester 1 and Semester 2
set out references using the Harvard system are available
respectively. Students are awarded grades from
from the library. There are multiple online tools which help
A-E: Excellent, High, Satisfactory, Limited, Very
students to reference. Plagiarism is a serious offence
Low. Students on Individual Learning Plans receive
and will result in a task being discounted. There may be
reports based on their individual goals. State and
additional consequences as well.
federal governments mandate reporting using
A-E grades. Reports are posted online and are
Assessment accessible at all times. Parents may print reports
as required.
Student progress is regularly monitored using a variety
of strategies appropriate to the activity and the stage of • Parent/teacher/student interviews usually
development of the student within the subject. Ongoing occur twice annually for Middle School students,
descriptive feedback most effectively improves student one per semester. These provide an opportunity
4 | Year 8 Subject Information Booklet
for parents and students to meet with individual a disability
teachers to discuss progress.
• Collection of data to access Commonwealth funding
• NAPLAN results are issued in August for Years (NCCDSWD)
7 and 9 each year. These are delivered to parents
• Provision of social skills groups (lunchtimes)
via students, with a text message being sent to
alert parents.
Please contact Merilyn Myers with any questions, concerns
or to provide additional information that will assist the
As well as this, there are informal opportunities for parents
school in supporting your child’s individual learning needs.
to discuss their child’s progress through conversations
with individual class teachers. A program of academic
tracking allows for the monitoring of progress in effort and Devices in the Classroom
achievement.
Swan Christian College utilises devices as Personal
Learning Devices for students in Years 7 to 9 which provide
Learning Support Department K-12
great opportunities for enhancing and enriching learning in
This department is led by Mrs Merilyn Myers with support the classroom and beyond. The school provides access
from a number of Education Assistants. It is the role of to a number of services including Office365 for access,
Learning Support to work closely with teachers, students, storage, collaboration and sharing of files and folders
parents, counsellors and outside professionals to cater for along with e-mail and other associated services. Digital
the individual needs of all students. citizenship is embedded into some courses and is part of
Year 8 DAVE.
This collaborative approach – communicating and
sharing expertise – becomes a forum where parents and Purchasing your device
professionals work together, supporting each other and
learning together to create a student learning environment Parents are responsible for purchasing devices and
that is differentiated and accessible. the ownership of the device stays with the child.
Individual families may seek the best deal available in
the marketplace. Minimum requirements for devices are
At Swan, teachers are constantly mindful of each student’s
published annually on the school website. More specific
social, emotional, spiritual and academic development. We
software may be required for some electives courses in
aim to create a learning environment where all students
Years 9 and above. Please check with relevant Head of
are able to access the curriculum, have opportunities to
Learning Area (HOLA).
contribute to class discussions and participate in class
activities.
Connectivity
Services provided by the Learning Support (Kindergarten Students may only connect to the school’s WIFI whilst on
to Year 12) include: campus. In a similar manner, all communications between
• In-class support students about schoolwork, and between students and
teachers must be made using school email accounts. This
• The development of Individual Learning Plans and the
is a protective factor, an agreed part of the Middle School
creation of Learning profiles
code of conduct and also helps keep students focused
• Professional development sessions to enhance skills in class. Social media sites are not to be accessed at
and understanding school in Years 7-9. It is expected that all printing is to
be completed at home. Student printing in the library is
• Assistance with the modification of curriculum,
available in exceptional circumstances.
assessment and exams
• Literacy and/or Numeracy intervention programs, e.g.
Cracking the Code
• Collaborative planning with teachers, students,
parents, counsellors and outside professionals
• Disability Provision Applications for public
examinations like NAPLAN and WACE
• Determining appropriate adjustments for students with
Year 8 Subject Information Booklet | 5
Making the most of Learning in
Middle School
Middle School Learning is hard work. It requires grit, determination,
willingness to make mistakes and learn from them,
classrooms are alive practice, concentration, revision, and a positive attitude.
with discussion, face- These dispositions form part of what is known as a ‘growth
mindset’. A growth mindset accepts that effort has a far
to-face interactions greater contribution to success than ability, that ability is
and multi-modal not fixed, that the brain is a muscle to be exercised and
grown, and that individuals can make a huge difference
technology enhanced to their own results. Praising effort over results, praising
process over product, praising resilience over finding
learning. excuses increases our achievement – and this is not limited
to Middle Schoolers.
We purposefully
The following links are helpful when thinking about how we,
engage in adventurous as adults, can encourage growth mindsets in our young
learning that enables people. I would like to encourage you to have a look at
them as there are some simple and effective tips in them:
individual students
to explore concepts • https://www.youtube.com/
watch?v=NWv1VdDeoRY
and develop skills
• http://www.opencolleges.edu.au/informed/
through a combination features/develop-a-growth-mindset/
of structured and
flexible learning Parents and guardians, we highly value your partnership
with us in Christian education. The great news is that as
spaces that encourage parents we don’t need specialist skills to make a huge
collaboration, critical difference. Engaging with your sons and daughters,
reading with them, praising them for effort, demonstrating
thinking and creativity. and encouraging resilience, and having high and consistent
expectations will help them flourish. I pray that the learning
opportunities here help our Middle Schoolers to grow
Learning is individually and collectively.
underpinned by a
Mrs Christine Crump
Christian worldview, Head of Middle School
preparing students to
engage meaningfully
with the world, in
positive and productive
ways.
6 | Year 8 Subject Information Booklet
Year 8
Compulsory Subjects
Please talk to the Head of Learning Area of each subject if you have any
questions about the subject content.
Year 8 Subject Information Booklet | 7
Christian Living COMPULSORY SUBJECT Course Description In Christian Living, Year 8 students will spend time investigating the question “What is wrong with the world” in the context of Mark’s Gospel. Through studying this Gospel students will encounter the historical Jesus and be challenged to consider the claims he made whilst living with his disciples. Students will learn to identify and interpret parables, considering their meaning and application in both ancient and modern contexts. Finally, students will apply their knowledge to trending social issues in order to explain not only why they should care about others, but how they can do so in appropriate ways. Christian Living courses at Swan Christian College are based on SCEA’s Collaborative Curriculum Framework designed to cover an array of material K-12, Here is a link for more information: http://ccd.scea.wa.edu.au/login/index.php Literacy Numeracy Students will read for literal and inferential meaning, link Students will use numeracy in a range of ways such as and summarise information from different sources and use producing, collating and analysing statistics, making evidence. They will read maps and diagrams, and explore estimations, calculations, and solving problems. They may how images shape our interpretation of the Bible. They will interpret data presented in the form of graphs, conduct write short responses, personal reflections and expositions, surveys and use grid references on a map. Students will using language to make judgments and express opinions. consider distribution when studying issues associated with They will learn to use and spell specialist words. Speaking justice and poverty. and listening are key skills in Christian Living. Students will listen to spoken, audio and multi-media texts, respond to them, and interpret information and ideas presented. They will actively contribute to class discussions. ICT Christian Worldview Students consider social and ethical protocols and A Biblical framework underpins every lesson. practices when using ICT such as cyber-bullying, plagiarism and using social media; investigate Christian themes using ICT considering reliability of internet sources, use a range of digital versions of the Bible, manage electronic files, use SEQTA. In addition, students may create texts such as PowerPoint presentations, short videos, blogs, or brochures. Assessments Homework Include such things as: personal letters, reflections, Generally there will be limited homework for Christian presentations, reports and class contributions. Living. Useful Links • http://ccd.scea.wa.edu.au/login/index.php • https://www.biblegateway.com 8 | Year 8 Subject Information Booklet
English
COMPULSORY CORE SUBJECT
Course Description
The English curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands
focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and
creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and
strengthen these as needed.
Students engage with a variety of texts and develop their understanding of how texts, including media texts, are influenced
by context, purpose and audience.
Literacy Numeracy
Literacy encompasses the knowledge and skills students While numeracy is not a specific focus of English, that
need to access, understand, analyse and evaluate language of numeracy is identified and taught when
information, make meaning, express thoughts and appropriate. Informational texts that include infographics,
emotions, present ideas and opinions, interact with graphs and statistics are examples of numeracy elements
others and participate in activities at school and in their found in texts studied in English. Students are encouraged
lives beyond school. Much of the explicit teaching of to recognise the interconnected nature of mathematical
literacy occurs in English. The texts that students need knowledge and use their mathematical skills broadly.
to understand and produce take on increasingly formal
and academic features, employing technical, abstract
and specialised ‘written-like’ language forms, in order to
communicate complexities of meaning.
ICT Christian Worldview
Students analyse and explain the effect of technological Texts are studied in the light of Scriptural truth, highlighting
innovations on texts, particularly media texts, understand the elements that each text reveals about the creation, fall,
the way language evolves in response to the use of new redemption and hope paradigm.
technology, and plan, draft and publish texts using a range
of software.
Assessments Homework
Assessments are drawn from students’ creation of a Regular short periods of reading and writing practice
range of imaginative, informative and persuasive types of are encouraged to support the learning in English. At
texts, for example, narratives, procedures, performances, times, additional assignment or consolidation work may
reports, discussions, literary analyses, transformations of be required. In general, it is recommended that students
texts and reviews. spend a minimum of 20 minutes revising or practising
English four times a week.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/english-v8
• https://au.ixl.com/ela/year-9
Year 8 Subject Information Booklet | 9
French LEARNING AREA: LANGUAGES Course Description Students enter the Year 8 French class either at an elementary or beginner level. The aim of the course is to grow their confidence as a communicator in the language while learning to appreciate and enjoy diversity in people and cultures. They explore the use of language in different contexts and through a variety of authentic texts, including: songs, poems, games, recipes, meals, short stories, films and sporting events. Conversational French is practiced with speaking partners or team mates and students can monitor their own progress through their electronic journal and other interactive learning technologies. Keen competitors have several opportunities to challenge themselves by taking part in state or world competitions. Exploring aspects of French speaking cultures around the Francophone world increases students’ empathy towards a diversity of people and cultures. Literacy Numeracy In the Languages, learners of all languages are afforded In the Languages, learners of all languages are afforded opportunities for overall literacy development; strengthening opportunities to develop, use and understand patterns, literacy-related capabilities that are transferable across the order and relationships, to reinforce concepts, such as language being learnt, their first language and English. For number, time and space, in their own and in others’ cultural language learners, literacy involves skills and knowledge and linguistic systems. that need guidance, time and support to develop. ICT Christian Worldview Each Languages subject is enhanced through the use of Students learn to appreciate and value the diversity of information and communication technology; accessing live people in God’s world, that all people have dignity and are language environments and texts via digital media contributes created in God’s image, and deserve to be loved as one’s to the development of information technology capabilities as neighbours. well as linguistic and cultural knowledge. Assessments Homework When developing assessment tasks, teachers provide Students are expected to spend short periods 5-10 students with opportunities to communicate in the minutes, three days a week (on days of no scheduled language that they are learning and to demonstrate language class) consolidating their class learning. their understanding of the language needed for effective and interculturally appropriate communication. Assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. Teachers use ongoing assessment processes that may include observation, group activities, short responses, practical and authentic tasks, oral presentations, visual representations and portfolios. Useful Links • https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/languages/french 10 | Year 8 Subject Information Booklet
Health
COMPULSORY CORE SUBJECT
Course Description
In Year 8, the content provides opportunities for students to further examine changes to their identity and ways to manage
them. They continue to develop and refine decision-making skills and apply them to a range of situations, as well as in online
environments. They investigate health-promotion activities that aim to improve the health and wellbeing of young people and
continue to develop critical health literacy skills, including the ability to distinguish between credible and less credible sources
of health information.
Literacy Numeracy
Students will read for literal and inferential meaning, link Students will use numeracy in a range of ways such as
and summarise information from different sources and use producing, collating and analysing statistics, making
evidence. They will write short responses, a personal letter estimations, calculations, and solving problems. They
and expositions, use language to make judgments and may interpret data presented in the form of graphs, and
express opinions. They will learn to use and spell specialist conduct surveys.
words. Speaking and listening are key skills in Health
Education. Students will listen to spoken, audio and multi-
media texts, respond to them, and interpret information
and ideas presented. They will actively contribute to class
discussions.
ICT Christian Worldview
Students consider social and ethical protocols and The Bible and biblical teachings help to form the basis
practices when using ICT such as cyber-bullying, of the health education program. Students will be taught
plagiarism and using social media; investigate healthy topics and concepts from a biblical viewpoint.
lifestyle themes using ICT considering reliability of Internet
sources, manage electronic files, and use TASS. In addition
students create texts such as PowerPoint presentations,
blogs, or brochures.
Assessments Homework
Assessments types will include presentations, class Generally there will be limited homework for Health
contributions and research tasks. Education.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-and-physical-education
Year 8 Subject Information Booklet | 11Humanities and Social Sciences
COMPULSORY CORE SUBJECT
Course Description
Humanities and Social Sciences consist of four main areas: Civics and Citizenship, Economics and Business, Geography
and History. In Civics and Citizenship students investigate the types of law in Australia and how they are made. They consider
the responsibilities and freedoms of citizens, and how Australians can actively participate in their democracy. Students also
explore the different perspectives of Australian identity. Through Economics and Business the concept of markets is introduced
to develop students understanding of the concepts of interdependence, making choices and allocation. They consider how
markets work and the rights, responsibilities and opportunities that arise for businesses, consumers and governments.
Geography explores the concepts of place, space, environment, interconnection, sustainability and change through enquiry into
the significance of landscapes to people, the forces that create landforms, including volcanoes and rivers, and the causes and
effects of migration. History moves from the Ancient World into the Middle Ages in Year 8. Students consider how significant
events such as the Black Death, the Crusades and the Reformation changed the structure of society.
Literacy Numeracy
Students will read historical sources for literal and inferential Students will use numeracy in a range of ways such as
meaning, link and summarise information from different producing, collating and analysing statistics, making
sources and use evidence to support opinions. They will estimations, calculations, and solving problems. They will
analyse sources to identify bias, motive and purpose. interpret data presented in the form of graphs, conduct
They will translate information through the process of note surveys and use grid references on a map.
taking, and develop their skills in the identification of key
ideas in texts. Students will learn to use and spell specialist
words. They will actively contribute to class discussions.
ICT Christian Worldview
Students consider social and ethical protocols and The Bible tells us that God created Humanity in his own
practices when using ICT such as plagiarism and using image, and therefore every person is valuable. Students
social media; manage electronic files, use SEQTA. In will explore and discuss the reasons for migration and the
addition students create texts such as PowerPoint experiences of refugees, with the hope that they will be
presentations, Word documents, or brochures. able to see beyond the stereotypes and appreciate the
value of all human life. Students will explore how the use
of resources can either enable or disadvantage human
flourishing. Students will also investigate the social and
political structures during the Middle Ages, and learn about
the Crusades and the nature of the Medieval Church.
Students will investigate the Reformation of the Church,
and the role of the Bible in Christianity.
Assessments Homework
Students will engage in a variety of assessments that Students are expected to maintain a ‘Weekly Summary’
focus on the skills of research, mapping, interpreting data, document on their device (no more than 10min), training
communication and critical analysis. These skills will be students in creating revision notes. Some research
assessed through research projects and in class tests. assignments may require time outside of the classroom.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/humanities-and-social-sciences
12 | Year 8 Subject Information BookletInteractive Digital Technologies
LEARNING AREA: TECHNOLOGIES
Course Description
Students taking this course will engage with future technologies, learning systems control, data management and a range
of applied technologies. Students will develop an understanding of how technologies can assist in performing operations by
using a range of interactive devices that serve as interfaces with computers. This process opens up the world of robotics,
programming and data management.
Along with this, students learn the fundamental understandings of Digital Technologies that involve the display and
manipulation of data, how information can be gathered and represented. The course has a strong practical dimension,
exploring how machines can be controlled and used to perform simple tasks. This allows for creative thinking along with
along with logical problem solving and organisation of data. The course is mandatory for students in Years 7 and 8.
Literacy Numeracy
In Interactive Digital Technologies, students are required Data management, programming and software solutions
to document, research and discuss their findings, all are intertwined with numeracy. Using numbers,
which enhances literacy skills in a variety of formats. measuring and understanding patterns and sequences
Communication skills are essential to this stream of are central to the nature of this course. Students will have
learning as they support development of ideas, solutions these principles reinforced as they work logically through
to problems and help students to find out what is on problems, considering and solving as they learn in a
the horizon of knowledge. Students will write reports, positive and non-threatening environment.
investigations and notes that assist in satisfying the
outcomes of the course.
ICT Christian Worldview
As this course is literally pure Digital Technology, ICT Rather than just focus on the negative, healthy discussions
fundamentals are native to this course. Students use on how technologies can provide services that bring relief
a range of technologies, not just computers, to solve to the sick and disadvantaged, how they can help in
problems and to learn the language of technology so everyday life and also how they can provide employment
essential for future learning in this area. for now and into the future, are encouraged. Through the
development of websites, students will also experience the
awe and wonder of God’s creation.
Assessments Homework
Assessment is based on the SCSA judgment standards Homework will mostly be limited to research and personal
and is comprised of in-class assignments, problem solving extension as the technologies are maintained in the College
exercises and research work. Some of this is collaborative campus.
and some will be individually undertaken.
Useful Links
• https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/digital-technologies2
Year 8 Subject Information Booklet | 13Japanese LEARNING AREA: LANGUAGES Course Description The Japanese curriculum aims to develop the knowledge, understanding and skills to ensure that students are able to communicate in the target language at an elementary or beginner level, practice efficient ways of learning a new language with available technology and develop understanding of and respect for diversity and difference in cultural experiences and perspectives. The current course focuses on the main literacy skills of listening, speaking, reading and writing experienced within meaningful contexts of social interaction at home and at school. Some cultural contexts visited are Japanese Cuisine, School Life and Family. Literacy Numeracy In the Languages, learners of all languages are afforded In the Languages, learners of all languages are afforded opportunities for overall literacy development; strengthening opportunities to develop, use and understand patterns, literacy-related capabilities that are transferable across the order and relationships, to reinforce concepts, such as language being learnt, their first language and English. For number, time and space, in their own and in others’ cultural language learners, literacy involves skills and knowledge and linguistic systems. that need guidance, time and support to develop. ICT Christian Worldview Each Languages subject is enhanced through the use of Students learn to appreciate and value the diversity of information and communication technology; accessing people in God’s world, that all people have dignity and are live language environments and texts via digital media created in God’s image, and deserve to be loved as one’s contributes to the development of information technology neighbours. capabilities as well as linguistic and cultural knowledge. Assessments Homework When developing assessment tasks, teachers provide Students are expected to spend short periods 15 - 20 students with opportunities to communicate in the minutes, three days a week (on days of no scheduled language that they are learning and to demonstrate language class) consolidating their class learning. their understanding of the language needed for effective and interculturally appropriate communication. Assessment tasks typically address the syllabus content in interconnected ways within relevant, meaningful contexts to students. Teachers use ongoing assessment processes that may include observation, group activities, short responses, practical and authentic tasks, oral presentations, visual representations and portfolios. Useful Links • https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/languages/japanese • http://worldseries.educationperfect.com/languages.html 14 | Year 8 Subject Information Booklet
Mathematics
COMPULSORY CORE SUBJECT
Course Description
In Year 8 Mathematics, the proficiency strands understanding, fluency, problem solving and reasoning are an integral part
of mathematics content across the three content strands number and algebra, measurement and geometry, and statistics
and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how
the content is explored or developed.
Literacy Numeracy
It is essential that literacy is developed, reinforced and The Numeracy learning continuum identifies the related
fostered in the Mathematics classroom. A lack of literacy mathematical knowledge and skills, and contextualises
can provide a significant hindrance to the students’ ability these through learning area examples. A significant part
to develop their understanding of Mathematics and restrict of Mathematics is transferring and applying numeracy to
their ability to complete elements of assessments. Sound practical and real-life circumstances, creating links for the
levels of literacy are required to complete practical tasks student between theory and skills to situations where the
such as investigations and projects where students are outworking of those concepts is displayed and developed.
required to use the Mathematical Thinking Process or It is a goal for all Mathematics teachers to show the
statistical Investigative Process to explain their solution to relevance of the content and understanding to students
an open question or exploratory task. and to develop skills that can assist them in their life.
ICT Christian Worldview
Students develop their capability in using ICT for tasks A Biblical basis is foundational to every lesson. This
related directly to the classwork and also for extension and is seen in the encouragement and treatment of every
development of the student’s knowledge, understanding student as a unique and special individual of great value
and lateral thinking even in class to research mathematical to God. People frequently say “How do you teach algebra
concepts. Students are encouraged to be self-reliant and from a Biblical Worldview?” The reality is that every topic
take initiative wherever possible using technology. Students within Mathematics is a demonstration of design and
and parents have the opportunity to not rely on the teacher purpose, suggesting an amazing designer. The History
as the ‘source of all knowledge’ by using innumerable of Mathematics is a demonstration of mathematicians
safe websites to research any concept in Mathematics. discovering and creating a system to represent what they
Most textbooks have links to helpful video explanations have found designed in the universe around them.
examples. The Mathspace website also has fantastic
videos and explanations.
Assessments Homework
Assessment types include tests, investigations and Students are expected to do a maximum of 2 hours
projects. There will be a limited number of ‘summative’ homework per week, usually across four nights. If your child
assessments which will each count towards the year has a large number of commitments outside of school hours,
grade. Other assessments will be formative, where they please feel free to negotiate with your child’s teacher about
will not count towards the year grade, but provide vital the opportunity to catch up on weekends.
educational feedback to the student and teacher.
Useful Links
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/mathematics-v8
Year 8 Subject Information Booklet | 15Physical Education
COMPULSORY CORE SUBJECT
Course Description
Students continue to broaden their repertoire of specialised movement skills and knowledge of sophisticated tactical thinking
skills, and apply these to an expanding array of physical activity contexts. They build on skills to analyse their own and
others’ performance and use basic terminology and concepts to describe movement patterns and suggest ways to improve
performance outcomes.
Students continue to reflect on, and refine, personal and social skills that support inclusive participation and fair play, and
contribute to positive team cohesion.
Students follow a termly program of athletics, striking and fielding games, net games and invasion games, building on skills
developed in Year 7.
Literacy Numeracy
Students will read for literal and inferential meaning, link Students will use numeracy in a range of ways such as
and summarise information from different sources and use producing, collating and analysing statistics, making
evidence. They will write short responses to questions in estimations, and keeping score.
theory tests.
ICT Christian Worldview
The use of ICT in Physical Education is limited to Fair play and sportsmanship are vital components of the
students accessing SEQTA to complete theory tasks and Physical Education program. Respect for self and others
occasionally uploading data. and personal responsibility also form the basis of our
Physical Education programs.
Assessments Homework
Assessment types will include – termly practical Generally there will be limited homework for Physical
assessments, fitness testing, athletics results and written Education.
tests.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-and-physical-education
16 | Year 8 Subject Information BookletScience
COMPULSORY CORE SUBJECT
Course Description
In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems.
They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter
between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between
chemical and physical change. They begin to classify different forms of energy, and describe the role of energy in causing
change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate
relationships between components in systems and explain these relationships through increasingly complex representations.
They make predictions and propose explanations, drawing on evidence to support their views while considering other points
of view. The Science Inquiry Skills and Science as a Human Endeavour strands are taught in conjunction with the Science
Understanding strand. This ensures the curriculum is taught in an integrated way, across all disciplines.
Literacy Numeracy
Students will develop literacy at word, sentence and text Students will use numeracy in practical measurement and
level through reading, listening, speaking and writing. the collection, representation and interpretation of data
Shared reading makes clear the importance of text as a from investigation. As students’ progress, they collect
tool for learning science. Talk is important in science and qualitative and quantitative data, which are analysed and
discussion, both for the whole class and for small groups. represented in graphical forms.
Students’ writing is developed by describing events and
phenomena, recounting experiments, giving explanations
and presenting opinions or claims. By learning the literacy
of science, students understand that language varies
according to context and they increase their ability to use
language flexibly.
ICT Christian Worldview
Students develop ICT capability when they research • Deliberation – suggests thoughtfulness and careful
science concepts and applications, investigate analysis and evaluation.
scientific phenomena and communicate their scientific • Vocation – relates to the discovery and development
understandings. In particular, they use their ICT capability of gifts and abilities and how these can be used to
to access information; collect, analyse and represent fulfill our calling in service to God and other people.
data; model and interpret concepts and relationships; and • Stewardship – People are called to take care of, and
communicate science ideas, processes and information. enjoy the entire Creation. People need to live balanced
lives with opportunities for work, contemplation,
exploration and building relationships
Assessments Homework
• Science Inquiry/Investigations It is expected that students complete four sessions of 25
• Research/Extended Response minutes per week. This is inclusive of daily revision.
• Tests
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/science-v9
• Year 8 Subject Information Booklet | 17
https://www.australiancurriculum.edu.au/f-10-curriculum/science/?layout=1+-+level9Year 8 Elective Subjects Please talk to the Head of Learning Area of each subject if you have any questions about the subject content. 18 | Year 8 Subject Information Booklet
Performing Arts
Mr Andrew Matthews, Head of Performing Arts
Year 8 Subject Information Booklet | 19Dance
LEARNING AREA: PERFORMING ARTS
Course Description
In this Semester long course, Dance students are introduced to improvisation skills to create new movement and
choreograph dances using the elements of dance and choreographic devices for a purpose. They develop their dance
skills to explore the technical aspects of different dance styles. They discuss how dance can communicate meaning and
how dance genres/styles differ. Safe dance practices underlie all experiences, as students perform within their own body
capabilities and work safely in groups.
A suggested learning focus should enable teaching the content through student interest in dance. Suggested genres or
styles that may be taught, but are not limited to, include contemporary, ballet, jazz, hip hop, street dance, tap and cultural
dance, for example, Spanish, Indian, Bollywood.
Students who study the Dance course will have opportunities to perform in various festivals, a dance showcase and College
functions throughout the year.
Literacy Numeracy
In Dance, literacy demands are found and explored in four Students have opportunities to transfer their mathematical
ways (1) Dance reflection and analysis (dance language, knowledge and skills to contexts in the dance
terminology, concepts, dance analysis, compare and classroom. Numeracy demands in dance are explored
contrasting genres,) (2) Dance in context (discussion in the choreographic process by using devices such
of elements of dance, skills and choreography), (4) as patterns and formations, cannon and unison, using
Performance (critical responses to performance). musical inspiration and awareness of timing to devise
choreography.
ICT Christian Worldview
Students are engaged in exploring different dance styles Dance is a function of worship designed to glorify our God.
on the internet, investigate sound, video record their work We use dance to express our emotions and communicate
and reflect on their skills and technique, mix their own meaning to audiences regarding important and significant
music for choreography, and consider the impact of lighting issues in society. Dance can be used to influence
techniques and staging on their work. others and demonstrate integrity and Christian values to
audiences and the wider community. Engaging in dance
is an enjoyable experience that promotes cooperation and
self-esteem and is a vehicle for worship.
Assessments Homework
Students have practical and written assessment tasks Homework is not required for this course.
to complete. For practical work, students will explore
choreographed dance compositions in different
contemporary styles. The written work includes self-
reflections and investigations of styles using journal entries
and worksheets.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/dance2
20 | Year 8 Subject Information BookletDrama and Specialist Drama
LEARNING AREA: PERFORMING ARTS
Course Description
Drama in Year 8 is a semester-long course, but Swan will also provide the option for a specialist drama group that will run
throughout the year. Should a student wish to join the specialist drama group in Semester 2, he or she will need to have
completed either Semester 1 Drama in Year 8, or gain entrance by audition. Audition may include involvement in a Fenceline
Theatre Company production.
In Year 8, Drama students get the chance to plan, refine and present drama to their peers in a safe environment through
extended improvisations, or appropriate published script excerpts. The course is largely practical in nature but may include
informal reflective processes using more detailed drama terminology than in Year 7. Forms and styles may include ritual,
mime, children’s theatre and realism.
Year 8 drama continues to develop students’ skills in essential 21st century skills such as: collaboration, problem-solving,
confidence, communication, creativity.
Literacy Christian Worldview
Drama terminology used in the course improves student “So God created human beings in his own likeness.” –
ability to understand and evaluate information in both Genesis 1:27 (NIRV) and since God is creative, we humans
written [script interpretation] and spoken forms [listening are also creative. Drama offers a great opportunity to fulfil
and viewing drama]. They learn to make meaning by the creative component of our nature in a collaborative
expressing thoughts and emotions, and presenting ideas context. Indeed, we glorify God when we use these God-
and opinions. Through the interaction and participation given gifts and reflect his nature.
with others in creative activities their literacy learning is
strengthened. These literacy-rich drama situations are a
part of learning across all curriculum areas.
Assessments Homework
Assessment tasks comprise practical work, with a small Homework is seldom a requirement, but on occasion there
component of self-reflection. may be some written work to be completed or lines to be
learned.
Useful Links
• https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/drama3
Year 8 Subject Information Booklet | 21Music
LEARNING AREA: PERFORMING ARTS
Course Description
The Year 8 Music course runs for a semester. The course uses a lot of music technology to enable students to develop
their music skills and knowledge, as they will be given choices of performing, composing, arranging and listening to music.
The practical based course provides opportunities for students to develop aural awareness of music, singing, playing and
appreciation of music in society.
Musical ideas are explored, using the elements of music in written and practical work. Much practical exploration using
technology enables students to be experimental in creating music for games, films, mood and celebratory functions.
Contemporary music of Rock and Pop is the chosen context of exploration and programme music is inspiration that
students will use for composition and sound design to create different soundscapes using technology.
The course is designed to develop a love for music through active participation in musical activities and music excursions
during the course of the year!
Literacy Numeracy
Literacy demands in music are found and explored in four Students have opportunities to use numeracy in a
types of activities in the classroom: (1) Aural and Theory wide range of situations transferring their mathematical
(music language, terminology, concepts, music analysis), knowledge and skills to contexts in the music classroom.
(2) Composing and Arranging (composition of advertising Numeracy demands in music are found and explored
jingle, discussion of elements of music and application), (3) in three types: (1) Aural and Theory (rhythm, pitch, time
Analysis and Context (score analysis, form and structure in signatures, beat counts), (2) Composing and Arranging
music compositions, application of the elements of music), (rhythmic note values), (3) Analysis and Context (score
(4)Practical and Performance skills (critical responses to analysis, form and structure in music compositions, genre
rehearsal technique and performance, interpretation). periods and study of composers).
ICT Christian Worldview
Students learn to use ICT effectively and appropriately to We are God’s workmanship created for the purpose of
access, communicate and create ideas, solve problems glorifying God in good works “For we are his workmanship,
and work collaboratively in Music. The whole course created in Jesus Christ for good works, which God
is designed around playing an instrument, composing, prepared beforehand, that we should walk in them”
arranging and listening using different music technology. Ephesians 2:10. Engaging in music is an enjoyable
experience that promotes cooperation and self- esteem ,
creativity and can be used as a vehicle for the worship of
God.
Assessments Homework
Students have assessment tasks to complete. For Homework is not required for this course, as all activities
the practical component, students will be exploring are classroom-based, however, students who want to
technology in music for arranging and playing music learn a music instrument in the class as part of their music
instruments. For the written component, students will be exploration are encouraged to set aside 15 minutes of
engaged in reflections, analysing music in their journals practice time each day.
and worksheets.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/music2
22 | Year 8 Subject Information BookletSpecialist Music
LEARNING AREA: PERFORMING ARTS
Course Description
The course is a year-long course. Doing Specialist Music offers greater rewards and enjoyment for students who enjoy music
and want to deepen their understanding of different musical styles, including musicals. The course is designed for students
who have a strong commitment and interest in music, who want to develop their skills as well-rounded musicians. The
course is directed at students who have skills in at least one of the following types of music production: Instrumental – solo
and ensemble or Composing and Arranging.
Students are given the necessary music skills using technology to create and re-create music interesting ways. While the
course may be advantageous for students who have prior instrumental experience (including voice), beginners are also
accommodated and are encouraged to enroll in private music lessons. The course allows students to work at different
instrument levels. A strong aurally based program is offered to students with much practical exploration to develop their
practical skills, music composition and sound design. Theory work practiced in the class includes students exploring the
external AMEB (Australian Music Examinations Board) Grade 2 level of work, and if students wish to sit the exam, the course
accommodates the online testing program.
Students are strongly encouraged to participate in the ensemble programs; as such engagement increases students
musicianship and enjoyment in belonging to a group of like- minded musicians.
Literacy Numeracy
Literacy demands in music are found and explored in four Students have opportunities to use numeracy in a
types of activities in the classroom: (1) Aural and Theory wide range of situations transferring their mathematical
(music language, terminology, concepts, music analysis), knowledge and skills to contexts in the music classroom.
(2) Composing and Arranging (composition of advertising Numeracy demands in music are found and explored
jingle, discussion of elements of music and application), (3) in three types: (1) Aural and Theory (rhythm, pitch, time
Analysis and Context (score analysis, form and structure in signatures, beat counts), (2) Composing and Arranging
music compositions, application of the elements of music), (rhythmic note values), (3) Analysis and Context (score
(4)Practical and Performance skills (critical responses to analysis, form and structure in music compositions, genre
rehearsal technique and performance, interpretation). periods and study of composers).
ICT Christian Worldview
Students learn to use ICT effectively and appropriately to Music is a God-given gift to students to be used for
access, communicate and create ideas, solve problems God’s glory. Understanding and participating in music,
and work collaboratively in Music. its meaning in society and purpose to individuals, are
significant aspects to encourage, educate and equip
students for adult life.
Assessments Homework
For the practical component, students will be exploring Written homework is not required for this course, however,
technology in music, composing, and playing music students are expected to aside a 15-minute daily
instruments as solo and group activities. For written work, instrumental practice schedule time.
students will be expected to complete theory and aural
worksheets, analyse and complete self-reflections.
Useful Links
• http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/music2
Year 8 Subject Information Booklet | 23Technology,
Enterprise
& Visual Arts
Mr Clive Smith, Head of Technology, Enterprise
and Visual Arts
24 | Year 8 Subject Information BookletDesign Graphics
LEARNING AREA: TECHNOLOGIES
Course Description
Design Graphics is a course that develops visual communication skills whilst learning industry standard computer
applications that allow expression of ideas. Students will have opportunity to learn animation, vector drawing, photographic
basics and website design.
They consider the ways design elements and principles can be combined to produce visual solutions. Considering society
and ethics; and economic, environmental and social sustainability factors is of increasing importance in this year. Students
collaborate and use creativity and innovation skills with increasing independence. Students have the opportunity to respond
to feedback from others and evaluate their design processes and solutions. They also can manage design tasks that may be
physically manufactured on a laser cutter.
Literacy Numeracy
In Design Graphics, students develop literacy as they The Technologies curriculum gives students opportunities
learn how to communicate ideas, concepts and detailed to interpret and use mathematical knowledge and skills
proposals to a variety of audiences; read and interpret in a range of real-life situations. Students use number to
detailed written instructions for specific technologies, often calculate, measure and estimate; measure and record
including diagrams and procedural writings such as design throughout the process of generating ideas; develop, refine
briefs, and evaluations. They also learn the importance of and test concepts; and sequence when making products
listening, talking and discussing in technologies processes, and managing projects. In using software and equipment,
especially in articulating, questioning and evaluating ideas. students work with the concepts of number, resolution,
geometry, scale, proportion, measurement and volume.
ICT Christian Worldview
In Design Graphics, key ICT concepts and skills are Design Graphics provides students with an opportunity
strengthened, complemented and extended. Students for exploration, self-discovery of talents, and the
become familiar with and gain skills using a range of expression of design skills and ideas. We are designed by
software applications and digital hardware that enable God, created for the purpose of glorifying God through
them to realise their design ideas. Students use ICT when good works. In Design Graphics, the underpinning
they investigate and analyse information and evaluate Christian principles are identifying and creating loving
design ideas and communicate and collaborate online. communication between a designer and their audience.
They develop design ideas; generate plans and diagrams Students are given an opportunity to explore and examine
to communicate their designs and produce solutions expressions of human experience through responding to
using digital technologies, for example creating drawings, and the making of graphics work.
websites, models and manufacturing solutions.
Assessments Homework
Assessment types include such things as skills and There will be limited homework for Design Graphics- most
knowledge of the elements of design, research and production is done in class on specific Adobe software. If
planning documents, production tasks (eg. book character, students have access to software, they are able to work on
magazine cover, animation), portfolio website, and written/ tasks at home.
oral peer and self-evaluation.
Useful Links
• http://sccweb.scea.wa.edu.au/DGR8_10/8DGR/Index.html
Year 8 Subject Information Booklet | 25You can also read
