English
Years 7 and 8
In responding analytically and creatively to a selection of texts, students learn how language features, images and vocabulary are used to represent different ideas, recognising and explaining differing viewpoints about the world, cultures, individual people and issues. Students also explain the effectiveness of language choices writers use to influence their audience. Students practise the process of planning, drafting, editing and refining their compositions, taking into account the purposes of their work and the needs and interests of audiences. In doing so, they demonstrate their understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Mathematics
Students are encouraged to have a positive mindset towards Mathematics. They become good mathematicians by observing, representing, and investigating patterns and relationships in social and physical phenomena. All students are required to learn, practise, and apply mathematical routines and techniques and use them to find solutions to standard problems, to solve problems creatively in unfamiliar situations, and to communicate mathematics and mathematical findings in an effective manner.
Mathematics classes are designed to cater for the different mathematical needs of students, by providing opportunities for enrichment and support.
Year 7
Key topics covered include fractions and decimals, percentages and ratios, index notation, algebra, linear equations, geometry, measurement including area, volume and capacity, statistics, and probability.
Year 8
Key topics covered include applications of percentages, rates and ratios, use of algebraic techniques to rearrange, expand and factorise linear expressions, Pythagoras’ theorem, area of composite shapes and circles, volume of right prisms, shape, centre and spread of data distributions and probabilities of compound events.
Science
The Science course enhances the development of the three interrelated strands of scientific inquiry skills, science as a human endeavour, and science understanding. Students are encouraged to work scientifically by developing investigable questions, reasoned predictions and hypotheses to explore scientific models, collecting data accurately, manipulating and presenting data in appropriate ways, identify patterns and test relationships, drawing conclusions and relating them to the aim of the investigation being undertaken.
Year 7
Key topics areas include: Biological sciences unit (classification of the diversity of life and ecosystems), Chemical sciences unit (Particle model and the properties of substances), Physical science unit (forces, gravity and simple machines) and Earth and Space science unit (effects of Earth – Moon – Sun interactions).
Year 8
Key topics areas include: Biological sciences unit (cells and living systems), Chemical sciences unit (elements, compounds and mixtures; chemical reactions), Physical science unit (types and transformation of energy) and Earth and Space science unit (plate tectonics and rocks).
Geography
Year 7
There are two units of study Water in the world and Place and liveability.
Water in the world develops students’ understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, supporting and enriching human and other life. Place and liveability examines factors that influence liveability and develops students’ ability to evaluate the liveability of their own place and investigate whether it can be improved through planning.
Year 8
There are two units of study, Landforms and landscapes and Changing nations.
Landforms and landscapes examines the processes that shape individual landforms; the values, meanings, hazards and management of these and explores the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples.
Changing nations explores the process of urbanisation and draws on an Asian study to show how urbanisation changes the economies and societies of countries. The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces urban concentration in Australia.
History
Year 7
In Year 7, students develop their understanding of History through inquiry-based learning and unpack three lines of inquiry that frame their study for the semester: ‘What death teaches us about life’, ‘Out of Africa – What is a civilisation really?’ and applying their understanding of the concept of civilisation to a historical investigation into the impact and legacy of one further ancient civilisation.
Year 8
Students will investigate three thought-provoking civilisations from the end of the ancient period to the beginning of the modern period, c.650AD (CE) – 1750. Students will examine the nature of exploration in each civilisation as it leads to conflict and colonisation and go on to analyse and compare the results of encounters between the conquerors and the conquered. Students will learn to apply historical concepts and skills such as sequencing chronology, using historical sources as evidence, identifying continuity and change and analysing cause and effect. They will also explicitly develop 21st century competencies such as: critical thinking; collaboration; in-depth research and inquiry skills; innovation; and presentation skills.
Navigate Programme
Years 7 and 8
The Navigate programme aims to support students as they traverse the middle years; focusing on learning skills, personal wellbeing and what it means to belong to a community. In Year 7 Navigate, there is an emphasis on belonging – with ourselves, with each other and with the wider world. In Year 8 Navigate, there is an emphasis on developing the strengths and capabilities which will assist a successful transition to Timbertop.
Students are supported by a Learning Coach who facilitates self-directed learning experiences, as well as the identification and pursuit of goals for learning, wellbeing and growth. Each term, students will complete Student Action Plans to identify these goals and the pathways towards achieving them.
Philosophy & Religious Studies
Years 7 and 8
The Middle School Philosophy and Religious Studies curriculum is grounded in three foundational areas: Introduction to Philosophy, the Hebrew Bible and the New Testament, Christianity and other World Religions. Students are introduced to the academic discipline of Philosophy (from Greek philosophia, ‘love of wisdom’) by positing some of life’s big questions: what is real? what does it mean to live a good life? can I prove God’s existence?
Drawing on the great philosophers, and grounding complex concepts in contemporary culture, students are given the tools to think about thinking and consider where they fit within various ethical frameworks. Our studies of the Jewish and Christian scriptures then provide a springboard into an exploration and understanding of the Abrahamic religious traditions: Judiasm, Christianity and Islam.