Middle Years Curriculum Handbook - Perth Modern School


Middle Years Curriculum Handbook - Perth Modern School

Western Australia’s Only Selective Academic SchoolStudents and parents are advised to refer to the most recent handbooks or websitesfrom TAFE Institutes of Training, TISC, the Universities and the School Curriculum andStandards Authority, prior to making subject selections and career plans.Please keep this handbook as a reference for years 8 and 9.PUBLICATION DATE: August 2013PUBLISHED BY:Perth Modern SchoolRoberts RoadSUBIACO 60089380 0555www.perthmodernschool.wa.edu.auiiPerth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolIntroductionSavoir C’est Pouvoir (Knowledge is Power)The school motto acknowledges the value of knowledge within our society. Perth Modern Schoolcontinues to value its traditions while preparing students to meet the challenges of the future.The Middle Years program strives to empower its students by fostering a love of learning.As Western Australia’s only selective school foracademically talented students, Perth Modern Schooldelivers a program to meet the needs of students whohave been identified as having the potential to achievehigh levels of academic excellence. Students come froma wide range of backgrounds. Some already have welldevelopedtalents whilst others need further opportunitiesto develop their ‘gifts’ into talent. Our Middle Yearsprogram aims to provide a wide range of opportunities toenable students to reach their full academic potential.Perth Modern School has established a learningenvironment that is unique and advantageous to giftedlearners. Students have the opportunity to learn anddevelop with like minded individuals. As a result, teachersare able to effectively modify the curriculum specifically tomeet the needs of their students. Teachers aim to designinstructional activities that foster growth of thinking skills athigh, complex and abstract levels.The Curriculum Framework is the basis of all curriculumin Western Australian schools and is organised within aframework provided by the following eight Learning Areas:• English• Mathematics• Science• Social Science• Languages• Health and Physical Education• The Arts• Technology and EnterpriseEach Learning Area provides students with the opportunityto develop the skills, knowledge and ethos necessary foracademic success. The content of each subject is designedso that students may achieve outcomes consistent withtheir ability and effort.NOTE: The Australian Curriculum is currently beingimplemented in English, Mathematics, Science, History andGeography. This includes the General Capabilities, which arebeing embedded in all learning areas in the middle years.Other courses will be progressively implemented acrossAustralia following extensive consultation.Teachers aim to make learning enjoyable, stimulating andrelevant. Students are provided with a sound platformof understandings within a range of disciplines that willenable them to excel in Senior School.Our curriculum is differentiated on the basis of acceleration,enrichment and extension to engage and challenge ourstudents. Acceleration allows a faster pace of classroominstruction, necessary for gifted learners, and an earlierintroduction of advanced subject matter into the classroom.The Middle Years content is also compacted to allowenrichment focussing on the degree of difficulty of thematerial and on curriculum being studied at greater depth.The use of Information Technology is a key feature inthe provision of the educational program. Students areencouraged to explore ways in which the technology canassist them in their learning.Our ValuesThe following values guide the development and deliveryof our curriculum:• A commitment to the pursuit of knowledge and theachievement of potential, resulting in a dispositiontowards striving to understand the world and how onecan best make a contribution to it.• A commitment to the pursuit of excellence in all fields ofexperience and endeavour.• Self acceptance and respect of self, resulting in attitudesand actions which develop each person’s uniquepotential – physical, emotional, aesthetic, spiritual,intellectual, moral and social.2Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolIntroduction• Respect and concern for others and their rights,resulting in sensitivity to and concern for the wellbeingof others, respect for others and a search forconstructive ways of managing conflict.• Social and civic responsibility, resulting in a commitmentto exploring and promoting the common good;meeting individual needs in ways which do notinfringe the rights of others; participating in democraticprocesses; social justice and cultural diversity.• Environmental responsibility, resulting in a respectand concern for the natural and cultural environmentsand a commitment to regenerative and sustainableresource use.Academic ExcellenceEach student is encouraged to achieve their personalbest and to develop a sense of pride in themselves, theschool, their environment and their society. As well asenhanced in-class learning opportunities, students havethe opportunity to pursue areas of individual interest andto develop a high level of competency by participatingin a range of activities provided by the school andby external providers such as tertiary institutions andprofessional associations.Student ProgressParents receive a Formal Report twice each year. Thereport indicates the grade achieved in each subject. Eachstudent’s progress is monitored closely and parents arecontacted regularly by teachers and the Student Servicesteam so that they may be aware of the progress beingmade. If individual students encounter difficulties with theirlearning, parents are contacted before the formal reportingperiod. Parents are welcome to contact the school at anytime if they are concerned about their child’s progress.Choice within the CurriculumIn Year 8, most subjects are compulsory. Students maychoose the language they would prefer to study. Theymay also indicate which (if any) Music program theywould prefer.In Year 9, students continue to study English, Mathematics,Science, Social Science, a language and Music (if applicable)but have a wide range of electives from which to choose.Career PlanningIn Year 9, students begin investigating career options aspart of planning for the direction their future educationwill take. They will be assisted by teachers in planning andmapping individual pathways.Academic EnrichmentPerth Modern School recognises that although all of itsstudents have exceptional ability, there will be somewhose achievement in, and passion for, a particular subjectrequires a program that enriches them even further.Students have access to Academic Enrichment in English,Mathematics, Science and Social Science class groups.To be placed in an Academic Enrichment group, studentsmust demonstrate outstanding achievement and a welldeveloped work ethic. Placement is decided by the Headof each Learning Area in consultation with subject teachers.Students remain in an Academic Enrichment group whilethey continue to meet the placement criteria.Student SupportEven though our students have outstanding academicability, they experience the same pressures all teenagersface when growing up in a complex society. Thesepressures often impact upon academic performance.The school has in place well established procedures forproviding our students with the support they need whenthey encounter personal or academic difficulties at school.Perth Modern School > Curriculum Handbook Middle Years 2014 3

Western Australia’s Only Selective Academic SchoolEnglish Learning AreaAs the new Australian Curriculum states, the study of English is central to the learning anddevelopment of all students. By investing time and energy into the study of English, students willdevelop as confident communicators, imaginative thinkers and informed citizens. Within the EnglishLearning Area across the middle years, students learn to analyse, understand, communicate withand build relationships with others and the world around them. Through our Perth Modern SchoolEnglish curriculum, we aim to uphold the national curriculum goals of creating ethical, thoughtful,informed and active members of society.Students studying English can expect to enjoy themselveswhile being offered every opportunity to shine in both thetraditional elements of English, such as the conventions ofstandard Australian English, as well as in the progressive areaof critical literacy – the ability to see how different texts canboth shape and reflect our identity, values and beliefs. Theirprogress will be assessed in a variety of ways and studentswill be encouraged to extend themselves and expresstheir creativity, while developing a strong grounding in theessential conventions of language and literacy.A challenging reading program is central to the courseand will introduce students to a range of texts from therich tradition of English Literature. To promote effectivepublic speaking, the school participates in inter-schooldebating. Creative writing is promoted through workshopsconducted by visiting authors and by participation in arange of writing competitions.Year 8An interesting and highly engaging variety of learning tasksand activities will give students opportunities to developthe skills they need to communicate in the 21st Century.Semester 1 is designed to promote functional literacythrough meaningful and stimulating contexts that drawon the students’ understandings of how stories are told. Inthis context they will explore different ways and patternsof thinking and present this in a stimulating and engagingmanner. In addition, students will study imaginativejourneys through the use of allegory, symbolism andmetaphor in poetry, storybooks, novels and film. Someclasses will conduct an investigation into how textschange, create a literary masterpiece and submit a piece ofwriting for a competition.Semester 2 will give students the opportunity to engagein a rich and vibrant learning context that will allow themto apply visible thinking strategies within the Critical andCreative Thinking Continuum from the General Capabilitiesstream from the Australian Curriculum.Students will form new classes for this term choosinga learning context that interests them. These include:Walk a Mile in My Shoes, Community Voices, Create a Planet,Transforming Stories and Magic and Mystery which willculminate in students producing an individually drivenpresentation that synthesises and represents ideas withinan authentic context.To round off the year, in Term 4 students will return totheir Semester 1 classes and engage in media production;producing serious personal interest feature articles thatwould sit comfortably in prestigious journals, supplementsand magazines. This term will culminate in students’showcasing their essay writing skills and mastery of languageanalysis allowing them the opportunity for personal growththrough an enriched experience of language.4Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolEnglish Learning AreaYear 9Year 9 students study three to four separate units, eachof which will further their knowledge, understandingsand skills in both critical and cultural literacy. Two unitsare compulsory and delivered by all teachers so that allYear 9 students develop a foundational understanding andappreciation of Ancient texts and Shakespearian plays, andhow those texts influence and are apparent in other texts.Literature of the Ancients: In this unit, students studyliterature from ancient Greece, such as The Iliad and TheOdyssey and/or plays by Sophocles and Euripides. Studentsalso study modern adaptations of ancient Greek worksand the influence of these works on modern texts such asthe films Oh Brother Where Art Thou? 2001: A Space Odysseyand Troy. Students will develop their essay writing skills,produce creative responses, and participate in a majororal presentation.The Language of Shakespeare: Students will studyone or more works by William Shakespeare and explorelanguage, stagecraft and poetry. Tasks will focus on readingcomprehension, essay writing, oral performance andcreative writing. They will explore links between the worksof Shakespeare and contemporary events and texts.Language and Technology: This unit explores therepresentation of technology in film, literature and theprint media. Students will focus on investigating how ourrelationships with and attitudes toward technologies havechanged over time and how these changes are reflectedin texts.Perception, Power and Intertextuality: In this unit,students study the literary and scientific influences onPhilip Pullman’s trilogy His Dark Materials. Significantinfluences include John Milton’s Paradise Lost, WilliamBlake’s Songs of Innocence and Experience and contemporaryscience. Ideas about cultural archetypes and mythsare examined.A Sense of Place: In this unit students will examine howwriters and film producers create a sense of social, culturaland geographical place. Students also consider ‘place’ inan emotional sense, examining the impact of the physicaland social environment on the individual; the formation ofrelationships, coming of age, identity and belonging.Song of Myself: Through wide reading of canonicaland contemporary non-fiction essays, literature and artstudents come to construct their own ‘song of myself’.Students will explore texts and study how across genresauthors harness the power the language. As they readand study, students will consider the values and beliefsexpressed directly or indirectly within the texts as authorsconstruct their own songs of self. Students will thenproduce their own essays capturing their own valuesand beliefs.Perth Modern School > Curriculum Handbook Middle Years 2014 5

Western Australia’s Only Selective Academic SchoolMathematics Learning AreaIn Mathematics, students are encouraged to become critical thinkers who have a wide range ofmathematical tools at their disposal for use in investigations, applications and analysis. Studentsengage in a curriculum that is motivating and intellectually rigorous. Our curriculum enablesflexibility so that all students are given the opportunity to achieve to their potential. The extensionand enrichment opportunities that we provide enable students to move along a pathway at a pacethat suits them.Mathematics provides a framework for logical thinking anddeductive reasoning, as well as being a means of symboliccommunication that is powerful, concise, logical andunambiguous. It is a means by which people can manageand understand their environment. Through study in thisarea students will develop the essential mathematicalskills of abstraction, proof, investigation, modelling andproblem solving.The Mathematics Learning Area is organised withinsix outcomes:Working Mathematically is concerned with mathematicalthinking processes, problem solving, and the appreciationthat learning involves ‘finding out’, rather than waiting tobe told or shown.Chance and Data assists students to collect, organiseand analyse information (data), and develop their thinkingabout situations which are unpredictable but have longtermpatterns.Working with Numbers helps students to developconfidence to deal with computational situations theymeet daily – a balance is needed between mental, writtenand calculator skills.Algebra develops efficient and powerful ways ofrepresenting relationships – skills that are also used in thestudy of other sciences.Space involves learning about shape and structure,transformation and movement, location and arrangementand solving problems based on these properties.Measurement allows students to develop concepts andskills related to length, area, volume, mass, angle andtime, and also situations where quantities are measuredindirectly by the use of formulas.In all outcomes, communication skills are important –processes and conclusions must be presented (in writing orotherwise) so that they can be understood by others.Assessment: Students progress through Mathematicscourses by achieving outcomes at the various levels,in which an outcome is achieved at a level when it hasbeen demonstrated consistently in a variety of contexts.All student work can be used to show this progress.The range of student achievement, evident when studentsleave primary school, can be expected to continue andincrease through lower secondary school.Examples of assessment include:• formal tests – written, mental or oral• informal tests and quizzes• projects, investigations, problem-solving• class activities and exercises• homework, file work• group and individual work• communication and technology skills.Technology: Calculators are essential for everydayuse within the Mathematics classroom and at home. Itis assumed that each student has access to a suitablecalculator at all times. For Years 8 and 9 a scientificcalculator is suitable.Class Placement: Mathematics, more than most subjects,is sequential in nature. Thorough understanding of onelevel is necessary before success can be expected at thenext level. Students who attempt to move too quickly,before having consolidated their understanding of keyconcepts, will actually hinder, rather than accelerate theirown progress.Students are allocated to a Mathematics class takinginto consideration information gained from a range ofassessment items, as indicated above. Students are placedin a class which best suits the level of mathematical skillthey have demonstrated. During the course of the year, alloutcomes are addressed at an appropriate level.6Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolScience Learning AreaScience helps us to better understand the world we live in. Students are encouraged to ask why?at every opportunity. Scientists recognise a problem, collect information related to the problemand then come up with testable hypotheses which can be investigated. From these investigations,conclusions are drawn, in which the hypotheses are either rejected or accepted.During Year 8 and 9 students investigate different aspectsof the physical and natural world. Students will be giventhe opportunity to explore how scientists apply thescientific method in their research of the natural andphysical laws that govern the universe and specifically theworld in which we live.The key emphasis in Years 8 and 9 is to encourage andengage students in the love of learning. This is conductedthrough a variety of strategies aimed at encouragingstudents to think about their thinking. For each topicpre-tests, formal or informal, are given to allow students todemonstrate their pre-existing knowledge. Many of thesetasks are open-ended to allow the students the freedom toexpress their preferred learning style within the context ofthe question asked.Most, if not all, of the scientists who have seen significantbreakthrough in research have needed to apply many ofthe 16 Habits of Mind identified in Professor Art Costa’swork. In Years 8 and 9, although most of the Habits will beaccessed, there is a focus on four: Thinking about Thinking,Questioning and Posing Problems, Managing Impulsivity andStriving for Accuracy.Each student has the opportunity to enrich their sciencelearning by undertaking individual projects, by taking partin group projects such as those organised through theEngineering Club and Astronomy Club, or by participatingin activities and competitions organised by tertiaryinstitutions and professional associations. The learning linksalready established with the University of Western Australiaand the Institute of Child Health Research provide furtheropportunities for scientifically talented students.Also, there are two enhancement programs running inScience. Firstly, Thinking Science lessons are delivered atregular intervals throughout Years 8 and 9. Students aregiven problems to solve within the investigating sciencecontext. Secondly the Apprenticeship of Thinking, whichis a school wide priority. In Year 8 students learn to use arange of Thinking Routines around an area of science thatthey have identified themselves.The research identified needs to be critically analysed andstudents present a 30 second sound bite. The aim is todevelop a question which they can research further in theYear 9 3CTP project should they want to. The Science partof the Year 8 Thinking Program is conducted in Term 1.Year 8What does a Scientist do? Science Inquiry SkillsOur Science hero is: Aristarchus (310-230 BC). Hedemonstrated the Habits of Mind of Thinking Flexibly andCreating, Imagining and Innovating. An astronomer, hewas the first to suggest that the earth rotated on its axisand went around the sun once a year. He used carefulmeasurements to support his hypothesis. Aristotle (384 BC– 322 BC) refuted his claims and was more accepted in histime, even though he used no scientific methodology.The scientific method is a method of discoveringknowledge about the natural world based on makingfalsifiable predictions (hypotheses), testing themempirically, and developing peer-reviewed theories thatbest explain the known data. Students will be encouragedto research one of the Nobel Laureates in Biology,Chemistry, Physics or Medicine from the last 10 years.They will be asked to consider such questions as: What didthey research? How did they employ the scientific method?Can students apply what they learn from these scientists tothe experiments they conduct?Students are introduced to laboratory proceduresafter which the course focuses on the ‘scientificmethod’ which incorporates planning and conductingscientific investigations, processing data and evaluatingthe investigation.Out with a Bang: Chemical Sciences“Can we blow things up?” This is one of the most commonexpressions Science teachers hear. Students love chemicalreactions. In this course students will explore the differentproperties that different materials have and uses that relateto their properties. Do the properties of materials change iftheir state of matter changes?Perth Modern School > Curriculum Handbook Middle Years 2014 7

Western Australia’s Only Selective Academic SchoolScience Learning AreaHow do we know which elements will bond togetherand which chemicals will react? This course deals withseparation techniques, chemical and physical changes,elements, compounds, mixtures, simple chemical formulaeand equations. We discuss the history of the atom andconsider why the periodic table is arranged the way it is.Am I Alive or not? Biological SciencesWhat determines whether something is living or not? What isthe difference between non-living and dead?Students consider such questions as: What determines themas living? What features do they have that determines thekingdom they belong to? What similarities do all the organismsdemonstrate? Are they the same or different at the cellularlevel of organisation? Are their differences between the systemsof different organisms? Students will compare unicellularwith multicellular organisms and consider why somemulticellular organisms are herbivores, others are carnivoresand some are omnivores and how they mechanisms ofdigestion are adapted to their dietary needs.Students should gain an appreciation that all living thingsare interdependent and that changing any aspect of theenvironment may affect other organisms and ultimatelychange other features of the environment. They willconsider the different reproductive strategies organismshave and whether these strategies are effective in thesustainability of a species.May the Force be with you: Physical SciencesWhat is the tallest building in the world? Burj Khalifa inDubai is the tallest (at the time of writing), although tallerbuildings are under construction. To build a strong towerrequires an understanding of different types of forces.At the end of this course there will be a competition tobuild the tallest and yet strongest tower using straws.To do this, students will require an understanding ofthe concepts of force, work and energy and their interrelationships.In addition, students will study the principlesof simple machines, energy transfer and sources of energy.Students will investigate how energy is transferred andresearch how these ideas have helped us explain somenatural phenomena, e.g. craters on the moon.What on Earth is going on? Earth and Space ScienceHow did the Earth begin? Does the Big Bang Theory or SteadyState Theory really explain the origins of the universe? Theseare big questions. On a smaller scale, but more recentquestions are: Why have there been so many earthquakesrecently? Can we predict an earthquake? What causes them?These are some of the questions that are explored in thismodule. Students develop an understanding of the Earthand the Universe as constantly changing as a result ofnatural forces. The course focuses on the Earth in terms ofits origin, its structure, and the ongoing changes affectedby volcanic activity, continental drift, faulting and folding,erosion and weathering. Students will undertake extendedresearch on this topic: Evaluate the extent to which youbelieve climate change is affecting the frequency ofweather patterns, earthquakes, and volcanic eruptions.The students’ arguments need to balanced, well justifiedand supported with evidence.Year 9I’m a very together person: Biological SciencesAre plants and animals similar or different? Students researchone system and outline the similarities and differencesbetween this system in plants and animals. In this coursestudents explore the different systems of the body. Whydo multicellular organisms require systems? Our focus is onthe human body, but the research project conducted bythe students should indicate the importance of systemsto all multicellular organisms. Central to this courseis an appreciation of how these systems operate in acoordinated way. This provides the platform for the studyof Human Biology or Biological Science in Senior School.There’s no need to Overreact! Chemical SciencesJohn George Haigh wanted to commit the perfect crime.He believed he could not be found guilty of murder ifthere were no bodies to be found. So he disposed of hisvictims using sulphuric acid. However, his last victim wasdiscovered because gall stones and part of a false dentureremained. Perhaps he needed a better understandingof chemical reactions. In this course students investigatedifferent types of chemical reactions, including acidbasereactions, formation of precipitates and propertiesof solvents. This builds on the work carried out in Year 8,reviewing balancing equations and atomic structureand bonding. Through this work, students will gain anincreased understanding of ions and free electrons.8Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolScience Learning AreaAn example of extension research question is:How important are the properties of water to livingorganisms? To answer this, students will need to havean understanding of both the physical and chemicalproperties of water and how water is used by livingorganisms internally and externally.Naturally speaking: Biological Sciences (Ecosystems)Students are introduced to some ecological issues throughfacing the world today. They will explore interactionsbetween organisms and examine factors that affectpopulation sizes, such as seasonal changes, destruction ofhabitat and introduced species. Students will consider howenergy flows into and out of an ecosystem via the pathwaysof food webs and how it must be replaced to maintain thesustainability of the system. Finally, students will considerhow ecosystems can change as a result of events, suchas bushfires, drought and flooding. Case studies may belooked at in terms of what lessons we can learn to avoidsimilar situations being repeated in the future.Changing from one thing to another: Physical SciencesWhat is electricity and how important has it become in today’ssociety? Are we as a society becoming too reliant on electricity?What is the impact of new technologies on our energy resources?These are some of the big questions students will considerduring this course. Having been introduced to the chemicaleffects of charges, students now consider the physicaleffects. They will explore how and why the movement ofenergy varies according to the medium through which istransferred. Students will discuss how models are useful forunderstanding aspects of phenomena.Heat is key example of energy transfer, but it can betransferred in many ways. Students will investigate heattransfer in terms of convection, conduction and radiationand identify real world situations in which each occurs.We all have appliances, but do we understand how theyoperate? Students will investigate factors that affect thetransfer of energy though an electric circuit.Finally students will explore the properties of waves andsituations where energy is transferred in the form of waves.As courses are constantly being reviewed and developed,content is subject to change. It is important to the ScienceDepartment to remain up to date with current issues andwe may wish to explore these developments with thestudents as they arise.Perth Modern School > Curriculum Handbook Middle Years 2014 9

Western Australia’s Only Selective Academic Schoolsocial Science Learning AreaThe Social Science Learning Area program in Years 8 and 9 provides students with exposure toa range of disciplines that are taught in Senior School, including Geography, History, Economicsand Politics. The subjects are often taught in an interdisciplinary approach, with students lookingat a given topic from a range of Social Science perspectives. The Social Science Learning Areaoffers students a range of extra curricula activities including debating, UN Youth, and an excursionto Canberra in Year 9. Students are also encouraged to take part in a range of subject-specificcompetitions that have yielded success for students at state and national levels in previous years.Year 8In the Social Science Learning Area, Year 8 studentslearn to investigate, understand and communicate howindividuals and groups live together and interact with theirenvironment. Social Science helps students become criticalthinkers by encouraging them to develop understandingthrough processes of social inquiry, environmental appraisal,ethical analysis and the skills to constructively critiquevarious perspectives from past and present contexts.By the end of Year 8, students develop to varying degrees:• A sense of their social world and their place in it.• A respect for their own cultural heritage and thatof others.• A respect for the rights of others.• A commitment to the values of social justice, thedemocratic process and ecological sustainability.• An understanding that they contribute to the quality oflife on earth, now and in the future.While the Year 8 program introduces students to thedisciplines of Geography and History, many other elementsof Social Science are incorporated through both individualtasks and enrichment activities. Study commences with aunit of Geography in which students are provided with anoverview of geographic principles and physical geographybefore investigating earth’s natural systems and analysingthe impact on social systems. The unit culminates with apresentation evening for parents where groups of studentswork to answer the question: How did the Earth make us?Students will then study and compare life in MedievalEurope and Feudal Japan, which incorporates aspects ofthe Year 8 Australian Curriculum for History. The course willculminate in an individual research task looking at a clashof cultures from history and examining the impact on thesocieties studied. Rigorous academic challenges are partof the Year 8 Social Science learning experience, includingparticipation in the National Geographic Competition.Year 9Students develop their skills of investigation andcommunication throughout Year 9. The focus is on howhistorical events can be explained and how current issuesrelating to the organisation of our society and economycan best be resolved. Students are encouraged to buildon existing knowledge, skills and values in a supportivelearning environment. Open-ended tasks designed toallow students to easily demonstrate the full extent of theirlearning are used for assessment.In Year 9, there are two semester-long units:The first unit starts with students learning about Australianinvolvement in World War One and the war’s impacton Australia. Students will learn about the differentperspectives of history and the evaluation of differentcauses when explaining the reasons behind an event.Students will then individually research another key eventor idea that shaped the modern world before returning tolook at the birth of the Australian Federation. This topic isaligned with the Year 9 Australian Curriculum for History.This will then lead on to students learning about thefeatures of our Constitution and democratic system, so thatstudents have a solid grounding in the key componentsand background to our political and legal systems.The second unit focuses on our Market Economy and anevaluation of its success. The content involves IntroductoryEconomics – the economic problem and circular flowmodels, understanding the market economy and studyingsome negative externalities and reflecting on sustainability,global warming and use of fossil fuels.High-level skills are developed through problem-solvingassociated with these outcomes. Negotiation of curriculumis an accepted approach to student learning in the SocialScience Learning Area.10Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolLanguages Learning AreaStudents have the opportunity to enjoy learning one or more languages throughout their schoollife at Perth Modern School. In Year 8, students will continue their language learning from primaryschool or may commence a new language and follow continuous study in this language to the endof Year 10 or Year 12. As all language courses deliver differentiated curriculum, students who havesome experience in a language are as well catered for as new learners.Students aiming to study or travel overseas or for aninternational career should continue their language studythrough to Year 12. Many Australian universities nowoffer bonus points for scaled Stage 3 Language courses,which can make a big difference to a student’s AustralianTertiary Academic Ranking (ATAR), potentially opening upuniversity courses previously unattainable.The Languages offered at Perth Modern are:• Chinese• French• Italian• JapaneseEach Language currently offers enrichment and extensionthrough a biennial trip to the country and French alsooffers the opportunity of a four week exchange program toone of the Francophone countries: La Réunion.Extension is offered through national and state competitionssuch as Assessment of Language Competence examinations(Japanese and Chinese), Dante Alighieri examinations andthe Viva Italia speech competition, as well as excursions tofilm festivals, immersion workshops and other rich culturalevents. Some competitions such as the Alliance Françaiseexaminations offer overseas trips to francophone countriesas prizes to the winners.In all languages, native speakers are also employed towork individually or in small groups with students toextend their pronunciation, vocabulary and culturalunderstanding skills.In all of the Languages courses, communication isparamount. Communication is facilitated through theachievement of four outcomes. These outcomes arebased on the Languages learning area outcomes in theStandards and Assessment which has significant links tothe forthcoming National Curriculum:• Listening and Responding• Spoken Interaction• Viewing Reading and Responding• Written CommunicationAt Perth Modern students follow the WACE courses fromYear 8. These courses offer more depth and rigour thanthe K to 10 Curriculum Framework and enable gifted andtalented students to maximise their potential.Learning Contexts in LanguagesEach unit is defined with a particular focus, threeprescribed learning contexts and a set of prescribed topicsthrough which the specific unit content can be taughtand learnt. The cognitive difficulty of the content increaseswith each stage. The pitch of the content for each stage isnotional and there will be overlap between stages.The prescribed learning contexts are:• The Individual• The Language-speaking Communities• The Changing World.Through The Individual, students explore aspects of theirpersonal world, aspirations, values, opinions, ideas, andrelationships with others. It also enables students to studytopics from the perspectives of other people.The Language speaking Communities explores topicsfrom the perspectives of individuals and groups withinthose communities, or the communities as a whole, andencourages students to develop an understanding of howculture and identity are expressed through language.The Changing World enables students to exploreinformation and communication technologies, the effectsof change and current issues in the global community.Through communicating in languages, students developintercultural understandings which enhance theirknowledge, awareness and understanding of their ownculture and language as well as that of the languagespeaking world. Interpersonal relations and everyday living,communication and language and beliefs, attitudes, valuesand norms are all developed.Perth Modern School > Curriculum Handbook Middle Years 2014 11

Western Australia’s Only Selective Academic SchoolLanguages Learning AreaYear 8The decision on which Language to choose in Year 8requires much thought, since students will study theirchosen language at least until Year 10. Students can chooseto continue the language that they have started at Primaryschool or to start a new language. Please note that alllanguage courses are designed for students who do nothave a background in the language—that is, students whohave learnt the majority of their language they know in anAustralian school or similar environment.In 2014 Chinese as a Heritage Language will be offered forthose students who already have been identified as havinga background in Chinese (Mandarin).If there is sufficient demand students may study a furtherlanguage in classes conducted after school. This is ofparticular value to students who wish to continue theirlanguage from primary school and start a new languagepreviously not available to them.In Year 8 students have the opportunity to compete inthe Language Perfect World Championships – an onlinevocabulary and phrase building competition. They will alsoparticipate in the Language Week activities, such as tastingfood specialities, playing typical sports and enjoyingmany cultural activities all related to the Language thatthey are studying. All languages make extensive use ofon-line resources enabling rich and authentic experiencesfor students.For detailed information on the content of each individuallanguage course, please consult the Perth Modern website: Moodle/Languages Year 8.Year 9Students continue their studies in the same languageas in Year 8. This year the emphasis is on more complexcommunication through reading, listening, speaking andwriting activities. For students this year in some languages,they may have access to overseas trips.Chinese as a Heritage LanguageStudents build on and further develop their languagecapability through engagement with Chinese-speakingcommunities, locally and overseas and through the studyof contemporary texts and issues.FrenchStudents extend their knowledge and use of French wordsand syntax within the focus of life in various French townsand towns of the francophone countries like Mauritiusand Noumea making comparisons between the regionsof France and the life of French-speaking people in Franceand beyond its borders in aspects of life such as dailyroutine, education and food.ItalianStudents continue to develop the knowledge, skills andunderstandings to communicate effectively in the ItalianLanguage within the foci of leisure activities, music, filmsand a healthy lifestyle for teenagers: casa dolce casa,qualcosa da indossare, feste film e festival, mettiamoci informa. The course explores various aspects of Italian culturein a variety of contexts. It provides an insight into howItalians live, which in turn will enable students to compareit to their own experience.JapaneseStudents continue to improve their knowledge and useof the Japanese language and characters. They will studythe unit of Teenagers in a variety of contexts, covering thethree themes of The Individual, The Japanese-speakingCommunities, and The Changing World. Students will beexpected to have mastered the Hiragana, and Katakanascripts, a selected number of Kanji characters and aprescribed set of grammatical structures by the end ofthe course.For detailed information on the content of each individualLanguage course, please consult the Languages section ofthe Moodle website.Chinese as a Second LanguageStudents work with a broader and more varied range oftext types including pictures, stories, song lyrics, films,advertisements and short stories. Students are encouragedto widen their vocabulary into areas of personal interestsuch as daily and school life, weather, holidays as well ascolour and clothing.12Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolHealth and PhysicalEducation Learning AreaThe aim of the Health and Physical Education Learning Area is to develop knowledge, attitudes andskills that enable students to make decisions that lead to a healthier lifestyle.In Health and Physical Education classes studentswill have their level of development assessed in thefollowing outcomes:• the performance of movement skills and strategiesneeded for successful participation in a variety of sports• health knowledge and understanding and how itapplies to the community• the demonstration of self-management skills• the demonstration of interpersonal skills.Not all outcomes will be assessed every semester.Year 8In Year 8, Physical Education and Health Education arecompulsory subjects. Students have the opportunity to:• Challenge themselves in the demonstration ofmovement skills and strategies in a range of differentsports including softball, cricket, hockey, badminton,athletics, basketball, netball, soccer and gymnastics.• Choose the swimming unit during Term 1.• Explore concepts of health as they relate to fitness,puberty, disease, self esteem, nutrition, first aid anduse of drug.• Demonstrate high levels of motivation and selfmanagement skills through activities both in andout of the classroom, including swimming, sportsmanagement, interschool competition and presentationof assignments.• Practise positive inter-personal skills in relationshipswith both staff and peers through decision makingopportunities provided in leadership, grouppresentations to a variety of audiences, conflictmanagement, communication and sportsmanship.• Choose a winter sport to compete in during Term 2from the following: AFL, soccer, hockey, netball andbasketball. Students will train in teams in preparation foran interschool Lightning Carnival and develop strategiesand team play in a similar way to a community team.Year 9In Year 9, students in Physical Education and HealthEducation will develop their skills and knowledge in thefollowing focus areas:• Investigation of complementary medicine and how itinteracts with the mainstream.• Research of mental health issues with an emphasis onstress management and strategies for general wellness.• Issues relating to sexuality and relationships.• Working in small teams to conduct a Health Promotionfor primary age students with a drug education theme;• Decision-making, self-esteem, goal-setting and assertivecommunication skills are emphasised throughout theHealth program.• Developing skills and strategies in a range of sportsincluding badminton, hockey, soccer, volleyball, netball,fitness, AFL and tennis.• Develop skills in a winter sport during Term Two fromthe following choice; AFL, soccer, hockey, volleyball,netball and basketball. Students will train in teamsin preparation for a Lightning Carnival interschoolcompetition and develop strategies and team playin a similar way to a community team. Outstandingstudents will also be given the opportunity to gainexperience as a coach for younger students in the sportof their choice.• Leadership, peer support and managementas a participant in the Sport Education modelof competition.Perth Modern School > Curriculum Handbook Middle Years 2014 13

Western Australia’s Only Selective Academic SchoolHealth and Physical Education Learning AreaYear 9 ELECTIVE UNITSThe following electives are offered for Year 9 studentsand run for one semester each. These electives enablethe students to pursue their interests in physical activitybeyond the range of general Physical Education courses.Courses are offered at Year 9 level in Physical Recreation,Specialised Physical Education and Dance.Costs for these electives must be paid before a studenttakes part in any activity.Specific Requirements:Please note that all units and electives require regularparticipation in vigorous activity. Students will need tochange into appropriate clothing.AQUATIC RECREATION 9SAQR1/9SAQR2The elective involves activities out-of-school in a pool, riveror beach setting. It provides students with the opportunityto learn skills chosen from the following recreational pursuits:• Surf Board Riding• Beach Fitness• Sailing• Water polo• WindsurfingPrerequisites:A satisfactory level of attendance and participation inYear 8 Physical Education and the ability to swim indeep water.PHYSICAL RECREATION 9spr1/9spr2The elective involves activities out-of-school which are notoffered in the general Physical Education course. The unitprovides students with the opportunity to learn skillschosen from the following recreational pursuits:• Archery• Ice-Skating & Roller Skating• Self Defence• Cycling• Racquet Sports (Squash, Tennis, Badminton)• Golf• School Sports (Table Tennis, Indoor Soccer, Floor Hockey,Gym Games)Prerequisites:A satisfactory level of attendance and participation inYear 8 Physical Education.Specialised Physical Education(Football codes) 9SPEF1/9spef2Students are provided with the opportunity to extendtheir skills and knowledge in soccer, rugby, American andAustralian Rules Football.Prerequisites:A satisfactory level of attendance and participation inYear 8 Physical Education.JAZZ DANCE AND PERFORMANCE SKILLS9sjd1/9sjd2Jazz Dance provides students with some fundamental skillsof movement with emphasis on body alignment, rhythm,coordination and fitness. Students have the opportunityto perform various dances and will also developchoreographic skills to create their own dance.An introduction to stagecraft is included in the unit whichallows students to explore make-up and costume designrelating to their choreography.14Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolThe Arts Learning Area – MusicWithin the Music Learning Area, students engage in a range of communication processes ingeneral and specific areas of the Arts. Studies incorporate and extend the student’s understandingof historical, social and cultural influences of Music. It is expected that students will respond toArts experiences using processes of inquiry, creative thinking and experimentation.Perth Modern School has a well-established reputation forexcellence in the delivery of music education programs. InYear 8 and 9, students who have successfully completedthe application and audition process may choose eitherExtension Music or Class Music.Year 8Extension MUSIC 8muse1/8muse2The Extension Music program is open to all Year 8 students,and entry is through an application and audition process.Students receive a thorough grounding in musical theoryas well as specialised instrumental instruction.Students achieve the outcomes of this learning areathrough the specific study of musicianship (incorporatingaural perception and music theory), composition,performance and music literature that examines the historyof music and its place in society.CLASS MUSIC 8musc1/8musc2Enrolment in Class Music is open to all Year 8 studentsand entry is through an application and audition process.The Class Music program includes the specific studyof Musicianship (incorporating aural perception andmusic theory).All students enrolled in Extension Music or Class Musicmust participate in instrumental and vocal lessons andthe relevant ensemble(s). Choir, Concert Band, Orchestraor Guitar Ensembles rehearse either before or after schoolor on Saturday morning. Attendance at rehearsals andperformances is compulsory. Students are provided with aschedule of rehearsals and performances at the beginningof each school year.In both the Extension and Class Music programs, students:• continue the study of their instrument through weeklylessons which may be organised through the school• sing in a designated choir which rehearses on aweekly basis• participate in instrumental groups as required by theMusic Department• continue solo instrumental performances for their peersto develop the skill of music appreciation and criticalreview of performance.Aural perception is developed through the reinforcementof previously learned rhythmic, pitch and harmonicconcepts. Tonic solfa is used extensively in allMusicianship courses.All ensembles rehearse outside normal school hours.If students have received instrumental instructionthrough the School of Instrumental Music, then they willcontinue to receive instruction at Perth Modern School(in addition to the class program). Students receivingprivate instrumental instruction should continue to doso unless they are offered a place at school which hasbecome vacant.Perth Modern School > Curriculum Handbook Middle Years 2014 15

Western Australia’s Only Selective Academic SchoolThe Arts Learning Area – MusicYear 9Following the successful study of Music in Year 8, studentsmay choose either the Extension Music or Class Musicprogram in Year 9.Extension MUSIC 9muse1/9muse2Students achieve the outcomes of this subject throughthe specific study of musicianship – incorporating auralperception, basic music knowledge and composition; andmusic literature that examines the role of music in historyand its place in society.Basic music knowledge from the previous coursesis revised and extended. It is always linked withaural elements.Music literature and appreciation skills are developedthrough the study of various topics encompassingmusic from both the popular and classical idioms. Musictechnology is utilised in many areas of the program.Students wishing to register for entry into the Year 9Extension Music program who do not satisfy the prerequisitesshould arrange an interview and audition withthe Head of Department, Music.Students who successfully complete Year 9 ExtensionMusic may choose to enrol in Year 10 ExtensionMusic or the 2AB Music Course of Study (see SeniorSchool Handbook).CLASS MUSIC 9musc1/9musc2Basic music knowledge from the previous courses isrevised and extended and is linked with aural elements.Prerequisites:Successful completion of either the Year 8 Extension Musiccourse or the Year 8 Class Music courseStudents wishing to enrol in Class Music must be learning amusical instrument approved by the Music Department.Prerequisites:Successful completion of Year 8 Extension Music program.16Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolArts & Technology Learning AreaThe Arts and Technology learning area is a highly practical area in which students are encouragedto express themselves and develop skills in decision making and problem solving through a varietyof contexts. It also provides students with opportunities to apply their knowledge and skills in acreative and practical way using a variety of resources.All Arts and Technology subjects provide students with theunderlying skills base for further study and development inSenior School.Year 8Year 8 students can choose from a variety of creative andengaging subjects in which they are introduced to variousconcepts and ideas in the five contexts which make up thislearning area: Drama; Home Economics-Food; Informationand Communication Technology; Design and Technology,and Visual Art.The ArtsDRAMA 8ADR1/8ADR2The Year 8 Drama course has been designed to introducestudents to the performance space through practicalworkshops and improvisation activities, drawing onstereotypes and characters that are familiar to them.They also explore the origins of early western theatre,gaining an insight into the history of drama throughthe study of Greek Theatre. With a focus on practicalperformance, Drama students enjoy gaining anunderstanding of how these techniques are applied andhow they influence today’s actors.Drama students will practise improvisations and stagecraft skills to assist in creating their own group devisedperformances, relevant to the content, to present toclass audiences.The course focuses on students developing the followingdramatic skills:• Warm-up activities• Verbal and non-verbal communication skills• Movement and space• Chorus work and ritual• Developing a character• Stage craft knowledge• Use of terminologyVISUAL ARTS 8art1/8art2In the Year 8 Visual Arts course, students engage intraditional, modern and contemporary media andtechniques within the broad areas of art forms. The coursepromotes innovative practice. Students are encouraged toexplore and represent their ideas and gain an awarenessof the role that artists and designers play in reflecting,challenging and shaping societal values. Students areencouraged to appreciate the work of other artists andengage in their own art practice.The Art course is designed to increase a student’sknowledge and understanding of the elements andprinciples of art and design and to further develop skillsin processes and techniques required in the productionof both two and three dimensional art works. This couldinclude drawing, printmaking, painting, ceramics andsculpture. The emphasis is on making students familiar witha wide range of media and on creating a variety of art works.TECHNOLOGYDESIGN AND TECHNOLOGY 8TDT1/8TDT2Design and Technology in Year 8 offers a course thatwill be the introduction to using tools and machinery inthe workshop. Throughout the course of the semester,the students will be working with plastics, wood, metaland will learn the processes involved with manipulatingthese products.Students will be utilising hand skills which will lead intoheavy power tools in further years when developingtheir creative projects. All of the projects developed inDesign and Technology have the ability to be expandedupon as the structure is based on the creative design ofthe student. By the end of the course, students will comeout with a variety of projects that will display their handskill development. This course will develop skills andknowledge in a stimulating environment where they willbe introduced and encouraged to research, design andthen create their projects fitting into a set of design criteria.Perth Modern School > Curriculum Handbook Middle Years 2014 17

Western Australia’s Only Selective Academic SchoolArts & Technology Learning AreaFine arts (Painting/ Printmaking)9art1/9art2In Semester One and Semester Two electives, we willexplore the ‘Fine Arts’ of painting, drawing, print making,ceramics and sculpture. Participation in this course isrecommended for those students who may wish to furtherart studies at an Upper School examination level as itestablishes a broad theoretical and technical foundation.fine arts (sculpture/ClAY) 9ACR1/9ACR2Contemporary craft is about making things. It is anintellectual and physical activity where the maker exploresthe infinite possibilities of materials and processes toproduce unique objects.Craft is remembering that art is seen, felt and heard as wellas understood, knowing that not all ideas start with words;thinking with hands as well as head.TECHNOLOGYDIGITAL TECHNOLOGIES – COMPUTER SCIENCE9TCS1/9TCS2This course is designed to introduce ComputerScience to students in Year 9. The course will explorecomputer programming and introduce students to thefundamentals of how computers work. Through a varietyof practical, hands-on activities students will develop theirunderstanding of how computers work and improve theirgeneral technology skills.A major focus of this course will be to develop thelogical problem-solving skills of students through anunderstanding of computer programming. Studentswill be exposed to a number of different programminglanguages and techniques, and will compete in a numberof national programming competitions. Computer Gameprogramming concepts will be developed using theeducational Scratch and Game Maker where students willsoon be creating their own, complex programs.Students will also design and create their own website,using HTML and modern technologies such as CSSand Java. This process will allow them to develop anunderstanding of the Internet and how it works, thehardware that is needed and how different devices interact.In taking on this challenging course, students will developimportant skills that will be able to be transferred to manyother aspects of their schooling. Logical problem solving isan essential skill to learn, and a deep understanding of howcomputers work has an increasingly important role in society.This course will develop these skills in a fun and informativemanner. This course leads to Computer Science, Multimediain Year 10 and Computer Science in Senior School.DIGITAL TECHNOLOGIES – MULTIMEDIA9TMM1/9TMM2Multimedia is the use of computers, programs, softwareand hardware to present text, graphics, video, animation,and sound in an integrated way.This course will take a largely hands-on approach to learning.Students will be engaged in a variety of practical activities asthey produce a wide range of multimedia products.The aim of this course is to understand and learn aboutdigital systems, develop ICT skills as well as to appreciatethe importance of design principles in the creation of amultimedia product. Students learn to use the latest toolsof multimedia presentation and will use industry standardprograms such as Dreamweaver, Flash, Photoshop, Blender,iMovie, Garage Band and others.The students will be working on the design, creation andtesting of interactive and multimedia projects includinganimation, digital installations, digital graphics and otherforms of multimedia presentations. Students will explore,and experiment with current technology individually andin groups.International Foods 9TIF1/9TIF2Outcomes: Technology Process, Systems and MaterialsWhere does that food come from? An intriguing question:has it spent many hours flying around the world or has itcome from your own garden? In this course students lookat a wide variety of foods and trace their origins. They willalso consider what Australian cuisine is, where it has comefrom and what has influenced it.Students will investigate a variety of ways in which Australianfood and diet has developed over the past 225 years.They will investigate and practise traditional foodpreparation skills from bush tucker to pasta making, sushirolling and gateaux cooking.Perth Modern School > Curriculum Handbook Middle Years 2014 19

Western Australia’s Only Selective Academic SchoolArts & Technology Learning AreaThere is a focus on working with others in teams, followingsafety guidelines, hygienic food handling skills and thedevelopment of presentation and evaluation methods. It isa truly useful unit from which all students will gain a varietyof relevant and useful skills.IntroDuction to Food ScienCe 9TCF1/9TCF2Why do egg whites increase in volume? What influences ourperception of taste? How do you make marshmallow? Theseare just some of the questions that will be answered instudying this unit.With a strong health and nutrition focus, this unit willintroduce students to the many different cookingtechniques and specialised equipment used in thepreparation of food. They will investigate which methodsand ingredients are the most appropriate in differentsituations and have the opportunity to experiment withdifferent ideas. They will also learn different ways ofevaluating food and identifying ways of improving a dish.Students will have the opportunity to broaden their skillsthrough hands-on practical lessons that will expandtheir understanding and ability to use different foodsand equipment.JEWELLERY 9TJW1/9TJW2This course will introduce students to the finer aspects ofjewellery creation, including the manipulation of wood,metal, plastics and glass to create items that can be proudlydisplayed. The development of hand skills is integral to thiscourse as the items being produced are quite small andrequire much attention to detail. The process being usedto create projects can vary, from metal jewellery solderingto wood turning, to plastic carving and the melting of glassto create impressive designs. This variation of process willallow students to grasp multiple design concepts that willbe applied throughout the semester which will allow themto develop a variety of design projects.Photography & Digital Imaging9tPD1/9tPD2(Introductory Course)Students will be introduced to digital photographyin a course which focuses on producing excellentphotographic images. Hands-on opportunities will allowstudents to learn how to use the latest digital camerasto shoot creative and unique images after studyingcomposition and design elements. They will utiliseprofessional editing software, such as Adobe Photoshop, tocreate quality images which will then be printed with thehigh end photographic printers. Students will also create alarge format image which will be framed and on display inthe Year 9 Photography Exhibition.A wide variety of media concepts will be studied, wherestudents learn about how the print media market theirdesigns, communicate their message and target specificaudiences. Students will learn how to develop theirown typeface and to apply colour theory to a design.The study of these conventions gives the students anexcellent platform to build on for their study of Design inSenior School.Students will be studying Photography in the purpose builtArts Centre which incorporates the latest iMac computers,an industry standard fashion photography studio and aproduct and still life studio. These facilities allow studentsto experience technologies used in industry and atuniversity to ensure they have all the skills required to beexcellent young photographers and designers.Students will also experience field photographyopportunities when they participate in an excursion tocomplete a photographic task. This opportunity allowsstudents to think independently about the design andtechnical considerations of their images. Their images willbe used to create their own corporate style publication.20Perth Modern School > Curriculum Handbook Middle Years 2014

Western Australia’s Only Selective Academic SchoolArts & Technology Learning AreaPhotography & Digital Imaging 9tPDA2(Advanced Course – Semester 2 only)In the advanced course, students will be exposed to morecomplex photographic skills and techniques to enablethem to express their creativity through the form ofphotographic images.It will be expected that students develop skills to criticallyanalyse photographic images and design componentswithin the print media. Students will study howprofessional photographers compose and design imagesas well as how graphic designers apply typography, colourand graphics to print media designs.A major focus of this unit is on students developing skillsto fully manipulate digital SLR camera controls to enhancetheir image designs. Other photographic equipmentincluding tripods, external light meters and studio flasheswill all be used by the students to enable them to producegreat photographs.Students will be required to complete a professionalfashion photo shoot that will require them to considerall aspects of a studio shoot, ranging from modellingtechniques to the design of the set and lighting. They willalso gain an understanding of the techniques associatedwith macro photography and stitching images forpanoramic photography.It will be expected that students take their AdobePhotoshop skills to a new level with a series of tutorials anda digital design task to fully display their creative prowess.Experimentation with the use of this highly advancedsoftware will be encouraged in this unit to extend thetechnical and creative skills of the students.Prerequisite: Year 9 Photography and Digital Imaging(Introductory course)PRACTICAL ENGINEERING 9TEN1/9TEN2Practical Engineering will be looking at developingstudents’ practical skills of metal work manipulation. Thiscourse throughout the semester will focus on the creationof multiple metalwork projects that will allow studentsto use a variety of machinery from power tools to handtools. This learning will be done in a controlled mannerso that students learn skills that will be taken with themthroughout their high school years.Students will be manipulating multiple metal types whileusing a variety of metal joining processes from differentwelding methods to basic folding techniques. Thepurpose built metal work rooms will be able to provideplenty of opportunity for students to develop theirskills and build creations that will only be limited by thestudents’ imagination.ROBOTICS & ELECTRONICS 9TRE1/9TRE2Year 9 Robotics and Electronics will be developingstudents’ knowledge and understanding of how roboticscan be utilised in the industrial world. The main themeof the robotics unit will be utilising Lego Mind storms toadapt their constructions to the required programmingto suit their projects and the commands they wishto produce. Advanced students can find themselveseasily challenged by developing a series of motors andswitches in conjunction with their programming. Thiswill allow students to understand how robotics and theprogramming relates to specific functions and the requiredtasks being performed. The second part of this unit willbe looking at electronics through the components of acircuit, how to build circuits and the practical applicationof electronics by building some small projects of which allstudents can take home.WOODWORK 9TWD1/9TWD2The Woodwork course in Year 9 will encourage students tofocus on the finished product that they will be producing.By doing this, students can analyse and appreciate theprocess required to create their projects. This course willgive students the opportunity to develop their skills andknowledge in the workshop. Throughout the semester avariety of tools will be used, from high end power toolsto basic hand tools. Students will be provided with theopportunity to learn their skills in a safe and encouragingenvironment. They will create projects that will not onlylook good, but also last as a sturdy household creation.Through providing designs, students can research andmanipulate their project ideas to create their own modifieddesign that will still solve a set of criteria, but will be asunique as the students themselves.Perth Modern School > Curriculum Handbook Middle Years 2014 21


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