STUDENT GUIDE 2021 MIDDLE SCHOOL - YEARS 7 & 8 - St Patrick's College, Launceston
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STUDENT GUIDE
2021
MIDDLE SCHOOL – YEARS 7 & 8
St Patrick’s College, Launceston
OUR MISSION.
TO BE A COLLEGE COMMUNITY OF FAITH, LEARNING,
RESPECT AND SERVICE IN THE CATHOLIC TRADITION.
C
OUR VALUES.
CATHOLIC IDENTITY
We value a school where Christ is central to our lives and where
Catholic teachings, values and traditions are lived and celebrated.
COMPASSION
We value a school where we have empathy for others, act with
forgiveness and promote reconciliation.
ENDEAVOUR & EXCELLENCE
We value a school where each person is able to realise their full
potential through spiritual, academic, cultural and sporting activities.
STEWARDSHIP
We value a school where we respect the environment and commit to
sharing God's gifts justly and wisely.
INDIVIDUALITY
We value a school where each person is accepted and loved and
can develop their sense of personal worth.
RELATIONSHIPS
We value a school where partnerships between parents/guardians,
students, staff, parishes and the community are fostered and
developed.
LEADERSHIP
We value a school where Jesus’ model of leadership challenges
each person to encourage and inspire others to their best.
SOCIAL JUSTICE
We value a school where we grow in awareness and respond to the
needs of others in a spirit of service.
CONTENTS CONTENTS Introduction 4 Middle School 5 Timetable, Transition & Change 6 Middle School Aims 7 Technology in 2020, Middle School Rebuilding 8 Literacy & Numeracy 9 The House & Tutor System 10 General Information for Years 7 & 8 11 Learning Enhancement, Homework 13 Core Learning 14 Meaning, Values, Purpose & Spirituality English, HPE, History & Geography Mathematics & Science Wellbeing Initiative 19 Options Years 7 & 8 20 Year 7 Course Information 21 Language & Communications Arts 22 Technologies 23 Year 8 Course Information 24 Options - Year 8 Language & Communications 25 Arts 26 Technologies 27
INTRODUCTION
July 2020 Knowledge: The task of a school is
This handbook is produced to inform to educate, and so, our Mission is to
parents and students of the details and provide an education of the highest
requirements of Years 7 & 8 study at St possible standard for our students, using
Patrick’s College. the resources available to us.
The Motto of our school is ‘Strength We offer a well-structured, well-
through faith and knowledge’ and resourced and caring learning
our Mission Statement confirms the environment and we encourage our
importance of this development of the students to grasp the full range of
full potential of every student in opportunities offered. St Patrick’s
this College. College is dedicated to offering a
holistic, individually oriented learning
Faith: Our Faith in Jesus Christ and our experience for all students.
belief in His Gospel is the foundation
of our work in this community. The
education of our students in the Catholic
faith and the ongoing support of our
parents in the faith development of their
children are our primary concern.
Mr Casimir Douglas Mrs Alana Stretton Miss Deborah Cottle
Deputy Principal Deputy Principal Director of Curriculum
Pastoral Care Learning & Achievement Middle School
Head of Middle School Head of Senior School
2020 STUDENT GUIDE FOR YEARS 7 & 8
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2021 STUDENT GUIDE FOR YEARS 7 & 8
MIDDLE SCHOOL
BUILDING ST PATRICK’S COLLEGE Middle School is a very important stage periods. These blocks allow students
PEOPLE in the life of a student commencing to engage in the learning, skills and
The task and purpose of the Middle secondary education. While this is a activities in each lesson in more depth.
School is to build St Patrick’s College significant and often exciting period, In this learning block model, Middle
people. transition creates its own challenges. School students will only have three or
At St Patrick’s College we endeavour four curriculum subjects per day. On
In 2017, Middle School staff examined to build self-confidence in facing new Thursday the timetable will include a
the Archbishop’s Charter and the challenges and building resilience. split single period between recess and
College’s Mission and Vision, and lunch. These subjects include a single
with the support of Fr Richard Ross, In Middle School we facilitate a range lesson of a Core subject and also a
developed the Building St Patrick’s of opportunities that foster peer single lesson of BeSPC.
College People statement (below), connections and a sense of belonging.
which identifies the five key qualities Our aim is to provide a strong Thus, on Thursday, Middle School
that we aim to build in our Middle foundation that helps young people Students will have four subjects, a
School students. These are the realise their full potential through Mathematics and English lesson,
qualities that make them St Patrick’s spiritual, academic, cultural and followed by BeSPC, and a Core subject
College people. We aim to build St sporting activities. after recess, and Wellbeing or English
Patrick’s College people who are: after lunch. Pastoral Care (PC) lessons
resilient, open to the Spirit, life-long CONTACT are allocated throughout each term.
learners, respectful and inspired. The Open communication between PC runs for one lesson and includes
statement also provides the curriculum parents, students and the school is either time spent on a rotating cycle, in
framework for the Middle School’s encouraged. Schoolbox (our learning Tutor groups, House groups, year level
BeSPC program. Every lesson in the management system) is a particularly or whole school assembly.
BeSPC curriculum is explicitly linked to useful communication tool between
one of the key qualities outlined in the parents and classroom teacher. This timetabling also reflects our
statement. three schools within one college
An appointment can be made model. It also supports some key
BeSPC is the key Pastoral Care with appropriate staff members by middle schooling principles, such as;
program for our Middle School phoning the College, if parents wish simplified timetables and schedules,
students as we shape and mould them to discuss concerns or issues in person reduced time in a day spent moving
as young people on their educational or by phone. Email contact is also from one subject to another, and
journey. The program has a key role encouraged. Email contact details can allowing teachers to plan for learning
in how the Middle School promotes be obtained from the College website that encourages deeper exploration
parental engagement, develops its or via Schoolbox. of the subject matter and greater
online presence, builds community, engagement with activities and
encourages leadership, and enables LEARNING STRUCTURES pedagogies. We believe that learning
our students to learn more about Year 7 and 8 students follow a blocks enhance our transition process
themselves, each other and our world. timetable that is based on learning between primary and secondary
Middle School students engage in the blocks. Each day consists of six periods; school.
program for one period each week. a learning block is two consecutive
Middle School Leadership Team: Mr Casimir Douglas, Deputy Principal Pastoral Care - Head of Middle School;
Miss Deborah Cottle, Director of Curriculum – Middle School; and Mr Simon Austen, Director of Pastoral Care – Middle School.
TIMETABLE TRANSITION & CHANGE
Underneath is an explanation of how learning blocks work In previous years we have introduced many new changes
and how the subjects fit within the blocks. and adjustments within our learning structures for our
Year 7 and 8 Middle School students. As society itself
LEARNING BLOCK 1 changes and evolves, so does the pedagogy and practice
(Times: 9:05am until 10.50am) of teaching and learning. Thus, curriculum delivery will
continue to evolve in the Middle School to represent best
Monday to Thursday practice. This includes the introduction and integration
All Year 7 and 8 students will study English and of personal learning devices into the Middle School and
Mathematics in Block 1 from Monday to Thursday. curating content for and from the best digital learning
Mathematics and English will be timetabled on alternative resources available.
days with all classes in Year 7 and all classes in Year 8
studying either English or Mathematics at the same time. A number of initiatives will be consolidated in 2020. These
will be discussed further into this handbook. However,
Friday three aspects of learning within Middle School will not
Learning Block 1 schedule will include: History and change. These are our strong focus on the pastoral and
Geography; Science; Meaning, Values, Purpose and academic transition process from primary to secondary
Spirituality (MVPS); or Health and Physical Education. school; the enriching and engaging co-curricular
opportunities; and our vertical Pastoral Care system
LEARNING BLOCK 2 supported within our House and Tutor groups. A significant
(Times: 11.10am until 12:55pm) aspect of our academic transition process has been to
allocate two key teachers for each Year 7 Core class.
Monday, Tuesday, Wednesday and Friday Accordingly, Year 7 students will be taught by one teacher
Between recess and lunch, the timetable will include a for English, History & Geography, and another teacher for
range of subjects such as Science, MVPS, History and Mathematics and Science.
Geography, Health and Physical Education, and our
Language and Communications elective line. “No significant learning can occur without a significant
relationship”. Dr James Comer
Thursday
On Thursday, Middle School Students will have two Relationships are at the heart of our Middle School
subjects between recess and lunch: a Core subject philosophy, with a focus on three different aspects of this
(Science, Religion, History and Geography, or Health and quote from Dr Comer:
Physical Education) and BeSPC. 1. Relationships between teachers and students
2. Relationships between students, and
LEARNING BLOCK 3 3. Relationships between students and their learning
(Times: 1.45pm until 3.20pm) experiences
Monday, Tuesday, Wednesday, Thursday and Friday What this philosophy encourages us to do is to foster
Learning block 3 in the afternoon will include our other two positive relationships between our students and teachers,
elective lines (either a Technology or Arts elective), Science, as we know that all children need a safe and positive
History and Geography or Health and Physical Education. environment in which to learn successfully. We also foster
On Thursday afternoon, all students will participate in positive relationships between our students, so that they
Wellbeing options and English (alternating each week). can share common experiences with their peers and
become a support network for each other. And importantly,
we foster positive relationships between our students
2021 STUDENT GUIDE FOR YEARS 7 & 8
and their learning experiences so they can be St Patrick’s
College People.
This is embodied in our Middle School aims:
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2020 STUDENT GUIDE FOR YEARS 7 & 8
We, as the Middle School,
are aiming to build St Patrick’s
LAUNCESTON
College people who are:
RESILIENT
St Patrick’s College people are resilient. We show this by not giving up and
facing our fears. We accept the challenge to be determined, disciplined and
hard working.
OPEN TO THE SPIRIT
St Patrick’s College people are open to the Spirit. We show this by entering
into the faith community with an open mind to developing the Gospel values of
acceptance, empathy, justice and love.
LIFE-LONG LEARNERS
St Patrick’s College people are life-long learners. We show this by being
inquisitive, being interested in the world around us, and being capable of
making our own decisions and contributing positively to society.
RESPECTFUL
St Patrick’s College people are respectful. Jesus said, “Do to others as you
would have them do to you” (Luke 6:31). We show this through caring, kind,
honest and positive interactions with others at all times.
INSPIRED
St Patrick’s College people are inspired. We show this by being responsible and
active citizens who strive to make a positive difference in our community and the
wider world.
LITERACY NUMERACY
As a Middle School, our vision for the learning of As a Middle School, our vision for the learning of Numeracy
Literacy is that students recognise that Literacy is a key is that students understand that the development of
component of all learning areas. Students understand Numeracy skills is critical for success in life and their future
that the development of literacy skills is critical for success endeavours. A range of targeted programs are available
in life and develop these skills to be successful in future to cater for the individual needs of students. Students are
endeavours. The diverse range of student needs is catered engaged in Numeracy learning tasks that challenge them
for in a range of targeted programs and individualised to reach their full potential. Information Technologies will
curriculum learning for each student. Each student play a critical role in the development of key Numeracy
is challenged and engaged in achieving their best in skills.
these personalised Literacy learning tasks. Information
Technologies are a critical component in developing In order to meet these numeracy needs, we have
student literacy skills. It is in this way that Literacy will play implemented a range of programs to enhance student
a significant role during their schooling and post-schooling understanding and skills:
life. • In the early weeks of Term 1 all Year 7s undertake
a Progressive Achievement Test (PAT testing) to
In order to meet these Literacy needs, we have determine their individual needs. Based on these
implemented a range of programs to enhance student results, students may be placed into an Australian
understanding and skills: Mathematics Support class.
• One of these is the Progressive Achievement Test (PAT) • Mathematics Support classes are typically capped at 12
Literacy testing that students complete in the early students and each student receives an individualised
weeks of Term 1 to determine their individual needs. program targeted to their specific needs. This class runs
• Based on these results, students are given opportunities alongside the Australian Curriculum classes to support
to increase their reading skills or extend themselves in students with specific learning needs to engage with
the High Potential Learners program. the Numeracy Curriculum at their own pace.
• Alongside these extra opportunities, students engage • The Australian Curriculum Mathematics classes are
in the Australian Curriculum: English which engages focused on the key strands of Number and Algebra,
them in various literacy activities such as novel studies, Measurement and Geometry and Statistics and
poetry, film, English Basics and Information Technology Probability.
tasks. • Students also have the opportunity to extend
• Professional learning is provided to all staff surrounding themselves as part of the High Potential Learner
the key Literacy components of their learning areas and program through entry into the Da Vinci class.
how to implement this in their classroom. • Students in both the Support and Australian Curriculum
• Information Technologies through the provision of classes have access to the Maths Quest digital textbook
student-owned learning devices allow students to via the Jacaranda Bookshelf website.
compose and create tasks that challenge their skills and • They also have access to the Mathspace Program.
knowledge in Literacy. Mathspace is an online learning program that is
targeted to each student’s individual needs. It is a fun
These programs are designed to improve student- and engaging program that can be used both at school
learning outcomes with the invested involvement of key and at home.
stakeholders:
• The role of the parent is to continue to provide support These programs are designed to improve student-
2021 STUDENT GUIDE FOR YEARS 7 & 8
and encourage the Literacy development of their child. learning outcomes with the invested involvement of key
• The role of the teacher is to continue to develop their stakeholders:
knowledge and understanding of Literacy and deliver • The role of the student is to take ownership of their
an authentic curriculum for each student based on the learning in Numeracy and immerse themselves in the
professional development gained. programs offered to them.
• The role of the student is to take ownership of their • The role of the teacher is to continue to develop their
learning in Literacy and immerse themselves in the Numeracy knowledge and pedagogical skills to deliver
programs offered to them. an authentic and engaging curriculum to students.
• The role of the parent is to continue to provide support
and encourage the Numeracy support of the child.
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2021 STUDENT GUIDE FOR YEARS 7 & 8
TECHNOLOGY IN 2021
St Patrick’s College is committed to delivering TECHNICAL SPECIFICATIONS
contemporary education in an innovative and dynamic All currently owned devices, including tablets,
learning environment. Central to this practice is the Chromebooks and laptops, will be supported by the
provision of technologies that promote student-centred College, provided they meet minimum requirements.
learning. Families should refer to the Years 7-12 specifications prior
to making a device purchasing decision (iPads or tablets
The Bring Your Own Device program at St Patrick’s College should not be purchased for 2021).
supports our educational goal of enhancing and improving
learning outcomes for all students at the College, A portal is available for the purchase of new devices. Our
supporting anytime, anyplace, lifelong learning and access preferred partner is a local supplier and offers educational
to quality eLearning content. rates.
All courses at St Patrick’s College require students to Information on technical specifications and a link to the
access computing devices and online resources as part portal is available on the College website at:
of learning activities. There is evidence that the use of https://stpatricks.co/2020-BYOD
personally-owned devices assists learning, is more efficient
and is in line with global technology trends in education. Please note, IT support for BYOD devices will be limited
to assisting with the connection of the device to the
Each student is provided with a free College Google College network. For hardware or software issues, device
account, which includes Google Drive for storing all work, manufacturers or the point of sale should be consulted.
and access to Google Docs, Sheets and Slides for word
processing, spreadsheets and slide presentations. Students
who study subjects that require specialised hardware and
software will have access to dedicated desktop machines
at the College.
THE HOUSE & TUTOR SYSTEM
ON ENTRY INTO ST PATRICK’S COLLEGE EACH interest and care extended by each individual within the
STUDENT IS ASSIGNED TO A HOUSE: group to other group members, and they meet each
morning. Generally, Tutor teachers stay with the Tutor
MacKillop: (Blue) Barry and More group while they remain at the school, and so develop
Nagle: (Green) Rochester and Young a vital rapport with the group and see the individual
Tenison: (Yellow) Cotham and Delany members grow from Year 7 students to Year 12 students.
Rice: (Red) Bourke and Chisholm Sporting carnivals, prayers and liturgies, charity fundraising
and social events are all organised through Houses.
These Houses have represented the founding Religious
Orders of the College. In 2002, a restructuring of Houses This Tutor group system is the focus for Pastoral Care at the
saw each of the original Houses divided into two related College. There is time to share each other’s stories, to hear
Houses so that each House is smaller, thus enabling a needs and ambitions, to assist with problems, to organise
higher standard of individual pastoral care. priorities and to focus on areas where individuals within the
group need some development, updating or information.
In Years 7-12, all students are assigned to House-based A House Head, who retains overall responsibility for all
Tutor groups containing approximately 23 students. These Tutors, Tutor groups and individual students, leads each
mixed-age Tutor groups operate like family groups with House and oversees the pastoral care within the House.
2021 STUDENT GUIDE FOR YEARS 7 & 8
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2021 STUDENT GUIDE FOR YEARS 7 & 8
GENERAL INFORMATION FOR YEARS 7&8
ATTENDANCE SCHOOLBOX
Authorised & Unauthorised Absences SchoolBox is the College’s learning management system.
Authorised absences are those absences that meet Each student can access curriculum content, download
the set of circumstances deemed for a student to be course-related files, check homework, check their
excused from daily attendance at school under the assignments results and teacher feedback, and submit
Education Act 2016. assessment tasks via this online learning hub. Parents can
also access the SchoolBox via the Parent Portal. Parents are
Unauthorised absences are those absences that do provided with login details for the Parent Portal and are then
not meet the set of circumstances deemed for a able to access course outlines, check due work and monitor
student to be excused from daily attendance at school their child’s learning.
under the Education Act 2016. The College, under the
authority of the Education Act 2016, may investigate any Continuous Feedback
unauthorised absences. As part of our learning and teaching program, students will
receive written feedback for Common Assessment Tasks
Short Term Absences and other class tasks throughout the year. This continuous
If a student is absent, the parent/guardian is required to feedback is available through Schoolbox as a way of keeping
contact the College prior to 9.30am on the day of absence the student and their parents/guardians up-to-date with
using one of the contact methods below: their progress throughout the year.
P: 03 6341 9988
E: absent@stpatricks.tas.edu.au YEAR 7 & 8 CAMPS
W: www.stpatricks.tas.edu.au/contact The College has a well-established and educationally
A: Schoolbox App valuable camp program for Years 7 -10. The camps
provide rich opportunities for growth and development
Extraordinary & Long Term Absences and encourage the formation of strong peer and student/
Where a student is required to be absent from the teacher relationships, which assist in building a sense of
College to participate in non-College activities for a connectedness to school. The camp program offered at the
period of five days or more, a parent/guardian must College is considered to be a vital part of each student’s
seek permission from the Principal by email educational journey and as such, is compulsory.
(principal@stpatricks.tas.edu.au) or in writing. The
Principal will consider the request at their discretion Please note that camps are not an optional activity.
and notify the parent/guardian. The Principal will not
formally approve any unauthorised absences. Please
note under the Education Act 2016 family holidays
constitute an unauthorised absence.
For more information in regards to the College
Attendance Policy, please refer to:
https://stpatricks.co/policies-protocols
Appointments
Students who will be required to attend appointments during
the day must have a parent note which must be co-signed by
their House Head before they will be permitted to leave the
College. Students will need to take their ID cards to the office
to sign out using our digital log out system.
Illness During the Day
If a student becomes unwell during the day, they must report
to their class teacher and then to the front office/sickbay.
Under no circumstances should a student contact home to
arrange collection by their parent or caregiver.CO-CURRICULAR OPTIONS
PARTICIPATION
It is the expectation of the College that students use all their talents to the best of their ability. We provide an array of
activities for the all-round education of the students and we see it as important that every student becomes involved in
these activities. Religious, academic, sporting, social and cultural pursuits all fit into this category. Some time outside
normal school hours is devoted to these activities and we expect the students, with encouragement and support from
parents, take part in these activities.
MUSIC PROGRAM CULTURAL ACTIVITIES SPORT
St Patrick’s College enjoys a long All students are encouraged to The College offers an extensive
tradition of excellence in Music and participate in our cultural co- range of sporting activities for both
the Music Program plays a vital role in curricular programs, which provide the summer and winter months. All
the life of the College. Many students opportunities in a wide range of students are encouraged to participate
choose this as part of their total activities. Cultural activities are an in a variety of interschool sports.
development. A wide variety of music integral part of the educational
Teachers and parents provide coaching
tuition is available to all students. experience that caters for students’
Ensemble ‘off-line’ courses are also diverse abilities and offers a chance in these activities, providing many
available as an additional elective, to form life-long interests, build hours of time both after school and
and are designed to enable students communication skills and confidence. for Saturday games and weekend
to develop as musicians through Through our extensive list of activities, competitions. We value the support
performing in one or more music each student has the opportunity to and assistance provided by our staff
ensembles. For further information develop their potential - spiritually, and parent community however,
please contact the Music Coordinator socially, and culturally. volunteers are always needed. If you
at the College. have skills to offer in these areas, do
The cultural co-curricular activities not hesitate to come forward. Further
Music groups at the College include: offered at the College include: information can be obtained from the
• Andante Strings • Drama Club
Sports Coordinator.
• Allegro Strings • Art and Photography Club
• Big Band • Environment Committee
The co-curricular sports offered at the
• Brass Class • Gardening Club
• Clarinet Ensemble • Tournament of Minds College include:
• Concert Band • Debating • Basketball
• Development Band • Production/Performance Project • Netball
• Drimline Group • Public Speaking • Soccer
• Intermediate Band • Harmonia • Hockey
• Junior Drumline Group • Tabletop Games • Australian Rules Football
• Junior Jazz • Creative Writing Club • Tennis
• Pipe Band • Chess • Badminton
• Saxaphone Ensemble • Public Speaking • Rowing
• String Quartet • Textiles and Design Club • Equestrian
• Symphony Orchestra • LitWits Book Club
• Cricket
• MS Vinnies
2021 STUDENT GUIDE FOR YEARS 7 & 8
• Mountain Biking
• Future Sounds
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2021 STUDENT GUIDE FOR YEARS 7 & 8
LEARNING HOMEWORK
ENHANCEMENT
St Patrick’s College provides several programs and Homework is an essential extension of the school into
initiatives in Year 7 and 8 to provide learning support for the home environment. Homework is intended not only
students with special educational needs and enrichment to further each and every student’s scholastic ability, but
for high achieving students. is important in developing both self-reliance and self-
discipline – two of the significant aims of the College.
STUDENTS WHO QUALIFY FOR EXTRA SUPPORT IN
THEIR LEARNING The expectation in Year 7 and Year 8 is that the student sets
Students who have been identified with special learning aside about one hour for study and homework four nights
needs or who qualify for ESL/EAL funding may be per week. This time allowance leaves the student time for
eligible for extra support and assistance Learning recreation, sports, activities and family time.
Enhancement Programs. These programs are developed
after consultation with parents, teachers, the student Homework in secondary school does not always
and Learning Enhancement staff. Support provided may follow the patterns of homework set in primary years.
be subject to formal identification processes and an Students are more likely to be set assignments and projects
application for funding from the State and/or Federal that would be researched and completed over a period
government. Part of this process is the formation of of days and weeks. Subjects such as Mathematics may set
an Personalised Learning Plan (PLP). Parents who think homework that is skills based and requires completion
that their child might qualify for special needs support of exercises over a period of two to three days, whereas,
are advised to contact the Head of Faculty: Learning subjects such as History and Geography, Religion, HPE,
Enhancement at the beginning of the school year. English and Science may set homework that involves
research assignments or extended projects. These may
LITERACY AND NUMERACY SUPPORT be researched and drafted in school hours, but require
Literacy assistance and other forms of support are provided extension, finishing, editing and polishing at home.
through Learning Enhancement Team. All Year 7 students
are tested in English and Mathematics through the OPI Students are encouraged to plan for and complete their
(Online Placement Instrument) at the beginning of the homework over a period of time. This is regarded as an
year. Students who require further support in literacy and essential organisational skill for students in the Middle
numeracy are identified through reviewing OPI results and School years and beyond. Parents and caregivers need
other forms of assessment and offered support through a to support Year 7 and 8 students with regard to setting
range of programs and initiatives. realistic goals, making plans and setting regular time aside
for the completion of homework.
ENRICHMENT PROGRAM
Students who have been identified as eligible for On occasions when the work rate of the student does
enrichment may be invited to join the College’s enrichment not allow him/her to complete set work, a note is
program. This program will provide further opportunities required. Information outlining expectations is available on
for talented or high achieving students through access to Schoolbox along with other useful homework references.
external programs and internal enrichment opportunities. Where concerns arise regarding homework management,
communication should be made with the subject teacher in
ABORIGINAL & TORRES STRAIT ISLANDER PROGRAM the first instance. Parents are able to monitor, and provide
Embedding First Nations culture, knowledge, history, and support for, their child’s learning and homework through
wisdom is a priority for Catholic Education Tasmania and the SchoolBox Parent Portal.
St Patrick’s College. Each campus has an Aboriginal and
Torres Strait Islander Student Success Teacher whose role AFTER SCHOOL TUTORING
is to facilitate a variety of support, tutoring, cultural and In 2021, the College will offer after-school tutoring for
enrichment activities for Indigenous students. In addition, Middle School students every Tuesday and Thursday
the College has a Learning Leader in this area who works afternoon from 3:30pm to 4:30pm. The tutoring will be
in conjunction with the Success Teachers and who is held in Tenison Woods Centre (Middle School building).
responsible for developing programs and opportunities All students are welcomed to attend, whether they require
within our College Community that promote and celebrate additional support, are seeking extension in their learning,
First Nations culture and history. For further information or are looking to consolidate the key concepts they have
please contact either the campus Success Teacher or the covered in the past week.
Learning Leader.
The tutoring is designed to cater for student learning in
the key learning areas of the curriculum; English, History
& Geography, MVPS, Health and PE, Mathematics and
Science. The after-school tutoring program is specifically
staffed to assist students who require support in those
specific subject areas.CORE LEARNING
CORE SUBJECT OVERVIEW IN MEANING, VALUES, PURPOSE
YEAR 7 & 8 & SPIRITUALITY:
YEAR 7 & 8
There are ten academic classes in
Year 7 and 8, with approximately 28 The Religious Education program is
students in each class. These are a central focus of the curriculum and
known as Core classes. The Learning sets the scene for the community life,
Block timetable structure means that values and personal growth of our
Year 7 and 8 students will have 15 students.
learning blocks per week and 30 per
fortnightly cycle. The Year 7 and 8 MVPS program is
part of a sequential program based
Across the two years, Middle School on the K-12 Archdiocesan Religious
CORE SUBJECTS
students will study a sequence of Education Framework Good News
Core subjects representing key for Living. It has as its focus, a firm
disciplines from the Australian grounding in the basic aspects of our
Curriculum and Catholic Education. shared Christian story and Catholic
These include: Faith traditions.
• Meaning, Values, Purpose &
Spirituality; The Reflection Day Program forms
• English; an integral part of the Middle School
• Digitial Techonologies (one Religious Education syllabus.
semester); Health and Physical
Education; The three strands of the Diocesan
• History and Geography; Syllabus are:
• Japanese (one semester); 1. Knowledge an Undertsanding
• Mathematics and Science. 2. Inquiry and Communication
• Each Thursday all Middle School 3. Discernment and Making
students will also participate Connections
in: BeSPC (our Middle School
pastoral care program), and
Wellbeing (physical and personal
development focus).
Personal Pathway Planning begins
in Year 7 with each Core Group
being seen for learning experiences
that focus on beginning to develop
individual student Personal Pathway
Plans. In 2021 Personal Pathway
Planning will form part of the
curriculum in BeSPC for both Year 7
and 8 students.
2021 STUDENT GUIDE FOR YEARS 7 & 8
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CORE LEARNING
2021 STUDENT GUIDE FOR YEARS 7 & 8
AUSTRALIAN CURRICULUM AUSTRALIAN CURRICULUM ACCELERATED READER
ENGLISH: YEAR 7 & 8 ENGLISH: YEAR 7 AND THE SILENT READING
PROGRAM
English in Middle School has three Students study discrete units in Novel
broad emphases, informed by the Study; Narrative Writing; Persuasive In the Middle School, we recognise
three strands from the Australian Text; Drama; Film Study; Biography the value of reading for pleasure
Curriculum: Language, Literature and and the difference this can make
and Poetry. The study of poetry is
Literacy. in educational outcomes for our
also embedded in each discrete unit.
students. Students participate in
LANGUAGE The study of Language is addressed
silent reading as part of their English
• In the language strand, students formally through the use of a program. To ensure students are
learn about the types and functions Language text and is also embedded reading books which allow for their
of language explicitly as well as in each discrete unit. Each of the best personal growth students
through embedded learning within units is informed by the Australian undertake the Star Reading test three
a specific context and study. Curriculum Strands: Language, times a year, this provides a measure
• Students also develop and extend Literature and Literacy. of their personal reading level and
allows us to measure their progress
their understanding of language
conventions such as spelling, AUSTRALIAN CURRICULUM throughout the year. Students
ENGLISH: YEAR 8 then select books aligned with the
grammar, punctuation, and writing Accelerated Reader Program and their
techniques. personal reading level. After reading,
Students study four core units of students take a comprehension quiz
LITERATURE work throughout the year; each unit which provides immediate feedback
• This strand emphasises is unified by a literacy theme. The to both students and teachers.
communication and cultural unit themes are Texts, Culture & Throughout the year students are
Context; Examining Texts (Analysis); able to set and work towards reading
understanding. Students will learn
Visual & Oral Literacy, and Creating practice targets in consultation with
about drama, poetry, media and the & Composing. The study of poetry
language arts by actively engaging their English teacher.
is embedded in each unit. The study
in units of work that explore broad of Language is addressed formally
themes and issues relevant to the through the use of a Language text and
middle years. is also embedded in each unit. Each of
• All students will study at least one the units is informed by the Australian
text that incorporates perspectives Curriculum Strands: Language,
from different cultures with Literature and Literacy.
an emphasis on Asian cultural
perspectives. Support ENGLISH:
• Other genres studies include the YEAR 7 & 8
short story study, poetry and song
and the reading and viewing of Support English classes offer basic
CORE SUBJECTS
a variety of texts, including films, literacy and language instruction in a
novels and media texts. small class with some individualised
tuition when needed. These classes
are timetabled to run at the same
LITERACY
time as all English classes and are
• Students engage in learning an alternative to the Australian
about the structures of different Curriculum English classes for students
genres and text types, as well with high literacy needs. Whilst these
as developing specific literacy classes offer and are assessed against
skills both explicitly and through Year 7 Australian Curriculum English,
embedded learning. the learning program is differentiated
• Individual presentations and group in terms of its pace, content, foci, and
work assignments enable students key texts.
to develop their confidence in
spoken and oral mediums, working
in groups and presenting before an
audience.CORE LEARNING
AUSTRALIAN CURRICULUM AUSTRALIAN CURRICULUM AUSTRALIAN CURRICULUM
HEALTH & PHYSICAL HISTORY & GEOGRAPHY: HISTORY & GEOGRAPHY:
EDUCATION (HPE) YEAR 7 YEAR 8
HPE contributes significantly to the Geography has two Australian Geography has two Australian
cognitive, social, emotional, physical Curriculum units: Curriculum units:
and spiritual development of students. Environmental Resources and Why Landscapes and Personal and
It provides opportunities for students People Live Where They Do. Community Geographies.
to learn about, and practice ways of
adopting and maintaining a healthy, History is comprised of three History is comprised of three
productive and active life. Australian Curriculum units: Australian Curriculum units:
The Ancient World, Ancient China and Medieval Europe, Japan Under the
The Health component provides the Ancient Rome. Shoguns, and the Conquest of the
CORE SUBJECTS
opportunity for students to explore Americas.
the health issues relevant to their These provide a study of history
stage of development that can have from the time of the earliest human The Year 8 curriculum provides a study
an impact on their health now and communities to the end of the ancient focus of history from the end of the
in the future. The Physical Education period, approximately 60,000 BC ancient period to the beginning of
component is designed to improve (BCE) – c.650 AD (CE). The study of the the modern period, c650 AD (CE) –
physical skills, develop fitness and ancient world includes the discoveries 1750. This was when major civilisations
expose students to a wide range (the remains of the past and what we around the world came into contact
of activities that they can actively know) and the mysteries (what we with each other. Social, economic,
participate in to promote wellbeing. do not know) about this period of religious, and political beliefs were
history, in a range of societies including often challenged and it was the period
Australia, Egypt, Greece, Rome, when the modern world began to
China and India. The content provides take shape. The content provides
opportunities to develop historical opportunities to develop historical
understanding through key concepts, understanding through key concepts,
including evidence, continuity including evidence, continuity
and change, cause and effect, and change, cause and effect,
perspectives, empathy, significance perspectives, empathy, significance
and contestability. and contestability.
2021 STUDENT GUIDE FOR YEARS 7 & 8
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CORE LEARNING
2021 STUDENT GUIDE FOR YEARS 7 & 8
AUSTRALIAN CURRICULUM Support MATHEMATICS: MATHSPACE PROGRAM:
MATHEMATICS: YEAR 7 YEAR 7 & 8 YEAR 7 & 8
The scope of the Year 7 Mathematics Support Mathematics classes offer All students at St Patrick’s College
curriculum includes the three content basic Mathematics and numeracy have access to the College’s
strands and four proficiency strands instruction in a small class with some online tuition program Mathspace.
of the Australian Curriculum. The individualized tuition when needed. Mathspace can be accessed both
content strands are number and These classes are timetabled to run at school and at home. Students
algebra; statistics and probability; at the same time as all Mathematics have an individual account and can
measurement and geometry. classes and are an alternative to build skills and compete individually
The proficiency strands include Australian Curriculum Mathematics and in classes with students from
understanding, fluency, and problem for students with high numeracy other schools both nationally
solving and reasoning. needs. Generally, Middle School and internationally. Mathspace is
Support Mathematics classes cover designed to enhance and develop
The Year 7 Mathematics Curriculum the year level Mathematics course the students’ understanding and
aims to: with modified and differentiated ability in all areas of Mathematics
• Assist the young person to activities and assessments. Some operations
understand and interpret the students with specific learning needs
environment from a Mathematical may be offered a personalised
perspective. curriculum that draws on the content
• Lay a sound foundation for future from other year level Mathematics
Mathematical studies. courses.
• Create favourable attitudes
towards and to stimulate interest
in Mathematics.
• Ensure competence and
confidence to participate in
society.
AUSTRALIAN CURRICULUM
MATHEMATICS: YEAR 8
The scope of the Year 8 Mathematics
curriculum includes the three content
strands and four proficiency strands
of the Australian Curriculum. The
content strands are number and
algebra; statistics and probability;
measurement and geometry.
CORE SUBJECTS
The proficiency strands include
understanding, fluency, and problem
solving and reasoning.
The areas covered in the Year
8 Mathematics course include
arithmetic, algebra, geometry,
measurement and statistics. An
appreciation of the vast number
of uses of Mathematics in today’s
society and an enjoyment of
the subject are also aimed at.
Performance in Year 8 Mathematics
largely determines the particular
Mathematics pathway on which
students embark in Year 9, so
the proficiency strands as well as
skill development and successful
performance are emphasied and
encouraged.CORE LEARNING
AUSTRALIAN CURRICULUM AUSTRALIAN CURRICULUM AUSTRALIAN CURRICULUM
SCIENCE: MIDDLE SCHOOL SCIENCE: YEAR 7 SCIENCE: YEAR 8
The scope of the Year 7 and 8 The Year 7 Science course aims to The Year 8 Science course provides
Science Curriculum builds on Science give students an introduction to, and students with knowledge and skills
Understanding through the two an overview of, each of the branches to continue study in science as well
interrelated strands Science Inquiry of Science to allow them to deal with as assisting them with their general
Skills and Science as a Human challenges they may face in the future. understanding of the constantly
Endeavour. The course will cover The following units underpin Science changing world around them. The
units of work as prescribed by the in Year 7. Year 8 course is designed to provide
Australian Curriculum. Science as further experiences in the different
a Human Endeavour includes: the CHEMISTRY areas of science. Units include:
CORE SUBJECTS
nature and Development of Science Separating Mixtures: Students learn
and Uses and Influences of Science. about mixtures, different separating CHEMISTRY
Science inquiry skills include: techniques, and how they are used in States of Matter: Focuses on the
• Questioning and predicting society. different states of matter and how
• Planning and conducting substances can change from one form
• Processing and analysing data and Precious Resources: Looks at natural to another.
information resources found on Earth and focuses
• Evaluating on renewable and non-renewable Elements, Compounds, Mixtures:
• Communicating forms of energy. Focuses on the differences between
elements, compounds and mixtures,
BIOLOGY the periodic table, and metals vs non-
Ecosystems: Focuses on components metals.
within an ecosystem, food chains,
food webs, and human impact on Chemical Change: Looks at Physical
ecosystems. and chemical changes, types of
chemical reactions and reaction rates.
Classification: Focuses on why
we classify organisms, grouping BIOLOGY
organisms based on similarities Cells: Focuses on microscope skills,
and differences, and constructing organelles, specialised cells and cell
dichotomous keys. division.
EARTH SCIENCE Body Systems: Focuses on the
Earth in Space: Focuses on seasons, different body systems within a human
phases of the moon, eclipses, and the and how scientific technology has
development of our understanding of developed over time.
space over time.
EARTH SCIENCE
PHYSICS Rocks: Focuses on sedimentary,
Forces: Looks at contact, non-contact, igneous, metamorphic rocks, their
and unbalanced forces. Magnetic uses and the rock cycle.
forces, gravity, friction and buoyancy.
PHYSICS
SCIENCE INQUIRY SKILLS Energy: Focuses on energy efficiency,
Science is..: Focuses on the different heat transfer, and designing a solar
branches of Science, safety in the car.
2021 STUDENT GUIDE FOR YEARS 7 & 8
laboratory, and developing lab. skills.
Scientific Inquiry: Students have
the opportunity to design their own
experiment and report on their
findings.
1819
WELLBEING INITIATIVE
2021 STUDENT GUIDE FOR YEARS 7 & 8
The Middle School Wellbeing Initiative BeSPC WELLBEING
is an allocated curriculum program, BeSPC is the key pastoral care This is a compulsory subject for
which aims to promote and improve program for our Middle School Years 7 and 8. Wellbeing encourages
the overall health and wellbeing of students as we shape and mould them students to become active and
our Middle School students. It forms as young people on their educational involved in organised activities
a critical component of the holistic journey. The program has a key role of interest to them. The majority
education offered at St Patrick’s in how the Middle School promotes of activities offered are physical,
College and runs every Thursday parental engagement, develops its although periodically the College will
afternoon. There are two primary online presence, builds community, offer activities that cater to overall
programs: BeSPC and Wellbeing. encourages leadership, and enables health and wellbeing in a more
our students to learn more about general sense.
In Week A, Year 7 students have themselves, each other and our world.
Wellbeing & Year 8 students have Middle School students engage in the Students participate in a different
English. In Week B, Year 8 students program for one period each week. Wellbeing option for each term. The
have Wellbeing & Year 7 students options may include House-based
have English. Year 7 & 8 students competitions, non-competitive
wear the College’s sports uniform to sport, and a range of activities from
school each Thursday, which is the low impact fitness to more vigorous
appropriate uniform for the subject. options. Wellbeing is a formal subject
Each year level will participate in the at the College and students are
BeSPC program every week. expected to actively participate in
their elected Wellbeing choice.OPTIONS YEARS 7 & 8
In Middle School there are three LANGUAGE & COMMUNICATIONS TECHNOLOGIES & THE ARTS
non-core learning lines. These lines ELECTIVE LINE offer subjects from ELECTIVE LINES are semester long
are comprised of other significant the Languages curriculum or LOTE subjects. Year 7 and 8 students study
subjects and disciplines from the (Language other than English), four semester length options from the
Australian Curriculum that are literacy support, and subjects with a Arts and Design and Technologies
considered essential for Year 7 and communications focus. These subjects over the course of the year: two in the
8 students. In Year 7, these lines
include a limited range of option also integrate themes and skills from first semester and two in the second.
subjects and a selection of subjects The Arts and/or Digital Technologies Two options are from the Design and
from The Arts and the Technologies curricula. Technologies line and two are from
curricula. In Year 8, these lines form The Arts.
three distinct option lines. Both Year In Year 7 the Language and
7 and 8 students must study at least Communications line is split into In Year 7 students will study four
one subject from each line, thus semesters. In one semester students electives over the course of the year
completing courses in Language will study Japanese as their Language from a range of Technologies and
and Communications, The Arts and Other Than English (LOTE) subject. It is Arts subjects.
Technologies each year. For many mandated by the Australian Curriculum
of the option subjects the courses Assessment and Reporting Authority In Year 8 students must select a
are conducted in semesters. There (ACARA) all students in middle years combination of Arts and Technology
are two semesters in the College
study a LOTE subject. In the other options (semester length). They can
year: Semester 1 (Term 1 and 2) and
Semester 2 (Term 3 and 4). semester, the students will study Digital elect to study one course from the
Technologies which is also mandated by Arts to three courses from Design
LINES: ACARA. and Technologies, two courses from
1. Language and Communications The Arts and two from Design and
(Semesterised in Year 7&8) In Year 8 the students will select from Technologies. Alternatively, they
2. Technologies (Semester 1 and/or 2) a range of semester-length courses, may wish to complete one Design in
3. The Arts (Semester 1 and/or 2) or elect to continue in their study of Technologies course to three courses
Japanese from Year 7, which is a year in The Arts. Students will make their
NB: A ‘semester’ is a two-term period. long subject. Students who do not choices from 13 elective options.
Semester 1 includes Term 1 and 2 and choose Japanese will select TWO of
Semester 2 includes Term 3 and 4. the semester-length courses to study
(one in each semester). Through the
Language and Communications line
in Year 8 we are able to broaden our
range of offerings, so that Languages,
Digital Technologies, Media Arts, and
an introduction to Asian culture are all
represented as independent courses
within in the Middle School learning
program.
2021 STUDENT GUIDE FOR YEARS 7 & 8
2021
LANGUAGE & COMMUNICATIONS - YEAR 7
2021 STUDENT GUIDE FOR YEARS 7 & 8
Courses offered in the Language and Communications line in Year 7 are:
• Japanese
• Digital Technologies
All students will study these subjects for one semester.
Japanese Digital Technologies
The Japanese course offered in Year 7 Digital Technologies, while based
is seen as an introduction to Japan, the around competencies with ICT, is
Japanese language and culture. The distinct from Computing Skills. This
course aims to: is an Australian Curriculum course,
• Teach students to communicate in which focuses on the development
Japanese using simple words and of computer programming skills in
sentence patterns. students through the use of web-
• Foster a general interest in based software, offline activities, and
Japanese culture and learning programming software. Learning in
about other cultures is based on Digital Technologies aims to further
the communicative approach, develop understanding and skills in
which aims to equip students with computational thinking and systems
skills needed to communicate in thinking. Students will create a range
Japanese. of digital solutions and program
• Provide students with the foundation simulations of relationships between
for a sustained study in a LOTE objects in the real world.
subject (Language other than
English) that can be followed
through from Year 7 to 12.
LANGUAGESARTS - YEAR 7
These courses run on a semester Art Music
basis. All courses run for two terms
(one semester) in each half of the The Year 7 Art course aims to give This course aims to encourage
year. These courses are designed students a general introduction to students to develop an appreciation
to provide Year 7 students with the visual arts. During the course, of the wonderful world of music
experiences in both the Arts and students gain familiarity with design through a range of activities, which
Technologies, in line with Australian principles, which are incorporated into include:
- PERFORMING
Curriculum requirements. their practical work. Such principles • Practical: students work in small
as shape, form, line, tone, colour, groups with a specialist music
Students are required to complete composition, space and pattern tutor on a range of instruments.
one Technology subject and one are covered. Various art media are Students will also develop
7
Arts subject on each elective line per experimented with and particular rhythmic skills through engaging in
-YEAR
semester. Year 7 students study four emphasis is given to drawing, painting percussion activities.
courses in a specific sequence over and clay work. Overall, the course • Technology: students will spend
the school year: two courses in the
ARTS
endeavours to encourage enthusiasm a term learning the various
first half of the year and two courses in
ARTS
in, and an appreciation of, each skills required to make music
the second half. student’s creative potential in the electronically.
CREATIVE
visual arts area. • Vocal: students will also spend a
Within the Technologies and Arts term learning about the benefits
lines, students can select from three
Drama of singing and how to look after
Design and Technologies electives their voices through exciting and
and three Arts electives. The Arts/ interesting songs.
Technology combination means, Students will study mime, poetry,
therefore, that Year 7 students will prose, story, improvisation, role-
complete two different Technology play, character development and
courses and two courses from the Arts elements of public speaking. Through
over the course of the year. these practical activities students
will develop confidence in oral skills,
YEAR 7: THE ARTS LINE interpretation of text, dramatic
In Year 7, the Australian Curriculum technique and participate in public
recommends that students learn in performances such as the PARTS
one or more of The Arts subjects. Festival.
These include Drama, Visual Arts
and Music. St Patrick’s College
Middle School offers a range of
courses, allowing Year 7 students the
opportunity to explore and develop
their skills, understanding and abilities
in one or more of the core subjects
that form The Arts. Subjects in The
Arts have been developed to reflect
the Australian Curriculum strands:
Making and Responding.
2021 STUDENT GUIDE FOR YEARS 7 & 8
2223
TECHNOLOGIES - YEAR 7
2021 STUDENT GUIDE FOR YEARS 7 & 8
TECHNOLOGIES LINE
In Year 7, the Technologies Line
includes:
• Food and Nutrition
• Textiles and Design
• Applied Technology
Food & Nutrition Textiles, Design & Technology Applied Technology
This course focuses on the preparation Students will investigate fabric as a This subject aims to develop students’
of food suitable for nutritious snacks, material and will use the technology design and problem-solving skills
breakfasts and lunches. Students will process to investigate, design, whilst also improving dexterity and
develop practical skills, study basic produce and evaluate. This course skills with hand tools. This is a practical
nutrition and apply this to make will look at a variety of textiles and subject using a range of materials
healthy food decisions. study their uses in the home and the and technologies. Teachers choose
environment. Practical and artistic skills projects from a variety of materials
will be developed through simple, including: leather, wood, metal, and
selected projects. plastic. The emphasis is always on
safety with tools and safe workshop
procedures. Students are encouraged
to design their own projects.
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