year 7 and 8 - genazzano fcj college

Year 7 and 8

2020 Subject Handbook

1

Contents

Overview .................................................................................................................................................. 2

Rationale .............................................................................................................................................. 2

Year 7 ...................................................................................................................................................... 3

Religious Education .............................................................................................................................. 3

Art ......................................................................................................................................................... 5

Drama ................................................................................................................................................... 6

English .................................................................................................................................................. 8

Health, Physical Education and Food Studies ..................................................................................... 10

Humanities .......................................................................................................................................... 12

Languages .......................................................................................................................................... 14

Mathematics ....................................................................................................................................... 17

Music .................................................................................................................................................. 19

Science ............................................................................................................................................... 21

Year 8 .................................................................................................................................................... 23

Religious Education ............................................................................................................................ 23

Art ....................................................................................................................................................... 25

Drama ................................................................................................................................................. 27

English ................................................................................................................................................ 29

Health, Physical Education and Food Studies ..................................................................................... 31

Humanities .......................................................................................................................................... 33

Languages .......................................................................................................................................... 35

Mathematics ....................................................................................................................................... 38

Music .................................................................................................................................................. 40

Science ............................................................................................................................................... 42

2

Overview

Rationale

In Years 7 and 8 at Genazzano, all students undertake a broad, rigorous and engaging curriculum. In these

significant foundational years, we provide students with a learning environment that enables them to transition to

the secondary context and experiment, discover, create, grow and thrive. Our students are afforded opportunities

to develop their academic skills within a robust curriculum, while developing their friendships and experiencing

personal growth and challenge.

Our Year 7 and 8 students complete a number of core subjects which provide them with breadth and scope. At this

stage in their learning journey, we focus on developing higher order-thinking skills, enabling students to be critical

and creative thinkers, and problem solvers who are able to work both collaboratively and independently. All Year 7

and 8, students complete two language studies from a choice of four: French, Italian, Latin, Mandarin.

At this stage in their schooling, students engage in many collaborative experiences and are encouraged to work

inclusively, cooperatively and independently. Our supportive staff encourage our girls to grow in confidence, hone

their organisational skills and develop an understanding of how they learn most effectively. Our GenSTAR and

extensive Co-curricular Programs engage our students to be active, informed young people who can contribute in a

positive way to building our College and local community.

3

Year 7

Religious Education

Overview

In response to the changing nature of our world, the Religious Education Curriculum Framework has been renewed

in a way that students can engage with topics/concepts and ideas from multiple viewpoints through the lens of their

Catholic faith. “In particular the Catholic school invites students to engage in a religious interpretation of their world,

through critical dialogue with a Christian narrative and the Catholic tradition, across all areas of learning.” Horizons

of Hope, Catholic Education Melbourne.

Religious Education in a Catholic School aims to ensure that students develop:

Appreciation and deep understanding of the Catholic Tradition

Religious self-understanding and spiritual awareness

Openness to religious questions and a religious interpretation of the world

Awareness of the diversity of voices in society and within the school

Discernment and participation informed by the Catholic Tradition

Knowledge and understanding are built through discussion, inquiry, critical thinking, and the exploration of the

Catholic Tradition, which includes signs, symbols, ritual, prayer, liturgy, Church teaching and scripture. Students

place their lives at the centre of their learning as they build their understanding of God, revealed through others and

creation. Through inquiry and dialogue, students’ understanding is transformed.

Learning focus

The Religious Education Curriculum Framework covers five content strands:

Scripture and Jesus

Church and Community

God, Religion and Life

Prayer, Liturgy and Sacrament

Morality and Justice

Teachers and students develop questions around a topic or concept. The areas of inquiry selected may focus on

elements from all of the content strands or focus more heavily on one area. Topics that are covered during Year 7

include

Exploration of the annual College theme

the tradition of the Faithful Companions of Jesus and their impact on Christian communities

Care of Creation - making the right decisions for “our common home”.

Hebrew Scripture – a timeless classic and how it speaks to us today

Being a Christian in a hostile world – history of the early Christian community

Assessment

Religious Education assessment tasks include:

Reflective written responses

Research assignments

Dramatic presentations/Role plays

Investigating inquiry questions

Quizzes

Participation in class discussion

Collaborative group

Oral presentations

4

Time allocation

5 x 65-minute periods per cycle

Contact

Ms Mary Fahey

Curriculum Leader: Religious and Faith Education Years 7 - 12

Ph: 8862 1014

Email: [email protected]

mailto:[email protected]

5

Art

Overview

The Year 7 Art course focuses on the development of skills in practical and conceptual units of work. The course is

divided into four units of study over one semester. The units are painting and drawing, ceramics, printmaking and

Textiles. Year 7 students will complete one semester of Art.

Students maintain a workbook, which records and evaluates their artistic experiences through referencing of

material, creation of their own drawings and designs, and artistic reflections. Students complete a series of

research projects on topics relevant to their practical studies.

Learning focus

In Visual Arts Practices, students:

Select and use art elements when designing and producing artworks

Apply skills and knowledge when using a range of materials, techniques, and processes to communicate

their ideas in two-dimensional and three-dimensional artworks

Create artworks that communicate their ideas, experiences and feelings

In Respond and Interpret, students:

Distinguish stylistic features of an artwork that locate them in a particular time, place or culture

Identify and describe how art elements and principles have been used in artworks

Topics

Lino print

Embroidery sampler

Drawing and painting

Ceramic sculpture

Workbook

Research projects based on themes relevant to practical work

Assessment

Art assessment tasks include:

Skill development in various studio practices

Written research projects

Visual diary

Practical projects

Drawing folio

Time allocation

3 x 65-minute periods per cycle for one semester

Contact

Mrs Joanne Saville

Curriculum Leader: Creative Arts

Ph: 8862 1197



6

Drama

Overview

The Year 7 Drama program introduces the students to a variety of Drama styles and conventions with the specific

aim of developing Drama awareness, personal confidence and performance skills in a safe and affirming

environment. Year 7 students complete one semester of Drama.

Students maintain an e-folder of work which records and evaluates their experiences of creating and making drama

and which contains reflections on their own and others’ performances. Students research aspects of Drama

relevant to their practical studies.

Learning focus

In Exploring and Expressing Ideas, students:

Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and

themes

Develop roles and characters consistent with situation, dramatic forms and performance styles to convey

status, relationships and intentions

Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to

shape devised and scripted drama

Manipulate combinations of the elements of drama to develop and convey the physical and psychological

aspects of roles and characters consistent with intentions in dramatic forms and performance styles

In Drama Practices, students:

Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning

Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in

different performance styles and conventions

Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic

action in a range of forms and styles

Structure drama to engage an audience through manipulation of dramatic action, forms and performance

styles and by using design elements

Develop skills to assist and enhance cooperation in ensemble work

In Presenting and Performing, students:

Perform devised and scripted drama using a range of performance styles, maintaining commitment to role

and applying stagecraft

Perform devised and scripted drama making deliberate artistic choices and shaping design elements to

unify dramatic meaning for an audience

In, Responding and Interpreting, students:

Analyse how the elements of drama have been combined in their own and others’ devised and scripted

drama to convey different forms, performance styles and dramatic meaning

Identify and connect specific features and purposes of drama from contemporary and past times to explore

viewpoints and enrich their drama making

Evaluate how the elements of drama, forms and performance styles in devised and scripted drama to

convey meaning and aesthetic effect

Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich

their drama practice

Contribute to discussion and document opinions about their own and others’ use of dramatic elements

Drama skills, techniques and processes when interpreting Drama performances

7

Topics

The collaborative process

Improvisation and playmaking techniques including Process Drama

Theatre styles and history – Melodrama

Analysing and evaluating performance

Character development

Storytelling using non-naturalistic devices

Assessment

Drama assessment tasks include:

Class participation and group work

Melodrama Performance Task

Liver performance analysis

Small group Performance Task including mime and/or process Drama techniques

Individual character development

Scripting for performance

Self and peer evaluation

Time allocation


Contact

Mrs Gabrielle Quin

Curriculum Leader: Drama

Ph: 8862 1222



8

English

Overview

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching

and learning programs balance and integrate all three strands. Together the strands focus on developing students’

knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in

English builds on concepts, skills and processes developed in earlier levels. Teachers will revisit and strengthen

these as needed.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a

range of spoken, written and multimodal texts. The primary purpose is the cultivation of the aesthetic response.

Texts designed to inform and persuade are also interrogated. These include various types of media texts including

newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances.

Students develop their understanding of how texts, including media texts, are influenced by context, purpose and

audience.

Literary texts that support and extend students in Level 7 as independent readers are drawn from a range of

realistic, fiction and historical genres and involve some challenging and unpredictable plot sequences and a range

of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas

within real-world and fictional settings and represent a variety of perspectives. Informative texts present technical

and content information from various sources about specialised topics. Text structures are examined in terms of

chapter headings, tables of contents, indexes and glossaries. Language features include complex sentences with

embedded clauses, technical vocabulary, figurative and rhetorical language, and information supported by various

types of graphics presented in visual form.

Students create a range of imaginative, informative and persuasive types of texts, for example, narratives,

procedures, performances, reports and discussions. They are beginning to create literary analyses, and

transformations of texts and opinion pieces.

Achievement standards

Reading and viewing

By the end of Level 7, students understand how text structures can influence the complexity of a text and are

dependent on audience, purpose and context. They demonstrate understanding of how the choice of language

features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources,

analysing supporting evidence and implied meaning. They select specific details from texts to develop their own

response, recognising that texts reflect different viewpoints.

Writing

Students understand how the selection of a variety of language features can influence an audience. They

understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point

of view. They create texts showing how language features, text structures, and images from other texts can be

combined for effect. They create structured and coherent texts for a range of purposes and audiences. When

creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised

vocabulary, use accurate spelling and punctuation.

Speaking and listening

Students listen for and explain different perspectives in texts. They understand how the selection of a variety of

language features can influence an audience. They understand how to draw on personal knowledge, textual

analysis and other sources to express or challenge a point of view. They create texts showing how language

features and images from other texts can be combined for effect. They create structured and coherent texts for a

range of purposes and audiences. They make presentations, contribute actively to class, and group discussions,

using language features to engage the audience.

9

Assessment

Written communication assessment tasks may include:

Biographical writing

Analytical writing

Creative writing

Persuasive writing

Instructional writing

Informative writing

Poetry

Journal writing

Reading and text response assessment tasks may include:

Creative and analytical responses to set texts

Analysis of film techniques

Analysis of written and visual texts in the media

Oral communication assessment tasks may include:

ROAD author presentation

Formal debates

Analysis of an advertisement


The ROAD (Reading Opens All Doors) program in Year 7 encourages students to read widely for enjoyment,

choosing from an extensive selection of authors and genres. This part of the English course is conducted in close

liaison with the College Library. Components of the program include an introduction to new adolescent literature,

visiting speakers and writers, silent reading in the Library and classroom, keeping a record of reading, and

reporting back to the class on books that have been read.

Time allocation


Contact

Ms Michelle Jennison

Curriculum Leader: English

Ph: 8862 1154



10

Health, Physical Education and Food Studies

Overview

The Year 7 students undertake studies in Physical Education, Health Education and Food Studies.

In Physical Education, students are involved in a wide range of practical and theoretical activities that aim to

encourage development and understanding of physical fitness, motor skills and social values.

In Health, students explore harm minimisation strategies in relation to nutrition and tobacco. They explore physical,

emotional and social changes that occur because of the adolescent stage of development. They explore the

dynamics of healthy relating and how relationships affect directly on health.

In Food Studies, students develop an understanding of the technology process of using food. They are involved in

the development of skills in food safety, hygiene, preparation and presentation. Students are also encouraged to

develop healthy attitudes and health promoting behaviours.

Learning focus – Physical Education

In Movement and Physical Activity, students:

Perform complex movements and manipulative skills

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team

performance

Use performance criteria to evaluate and improve their own performance and the performance of others

Topics

Fitness for health

Hitting and kicking

Rhythm – dance

Throwing and Catching

Gymnastics – balancing, and tumbling

Flight and landing - Athletics

Aquatics – stroke development and survival skills

Learning focus – Health

In Health Knowledge and Promotion, students:

Describe the physical, social and emotional changes that occur as a result of the adolescence stage of the

lifespan and describe the factors that influence their development

Identify outcomes of risk-taking behaviours and apply harm-minimisation strategies

Identify the health concerns of young people and the strategies that are designed to improve their health

Describe the health resources, products and services available for young people and consider how they

could be used to improve health

Topics

Health and Relationships - bullying

Puberty and adolescence

Healthy Lifestyles – nutrition and health promotion

Learning focus – Food Studies


Identify major nutritional needs for growth and activity

Analyse a range of influences on personal and family food selection

11

In Producing, students:

Work safely and hygienically with a range of tools and equipment, materials, components and processes to

produce products that meet the requirements of design briefs

Topics

Kitchen safety and hygiene

Measurement and equipment

Basic cooking methods

Family meal planning

Assessment

Physical Education assessment tasks include:

Skill development

Skill tests

Minor games

Rules and tactics

Match play

Self-assessment

Health assessment tasks may include:

Assignments

Oral presentations

Class tasks

Food Technology assessment tasks may include:

Design Brief: Family meal – Brunch or Breakfast

Practical Test

Time allocation

Physical Education

3x 65-minute periods per cycle (Semester 1)

Including 1 swimming session per fortnight in Semester 1

2 x 65 minute periods per cycle (Semester 2)

Health

2 x 65-minute period per cycle (Semester 1)

1 x 65-minute period per cycle (Semester 2)

Food Technology

2 x 65-minutes periods per cycle (Semester 2)

Contact

Ms Vanessa Frazer

Curriculum Leader: Health Sciences

Ph: 8862 1025



12

Humanities

Overview

The Year 7 Humanities program includes studies in History and Geography.

In History, students will study the Ancient World in accordance with the Victorian Curriculum. This will allow them to

develop their skills in using evidence, exploring key historical concepts and understanding the importance of

studying the past.

In Geography, students will undertake the new National Curriculum Framework examining the key topics of ‘water’

and ‘place and liveability’.

Basic mapping and graphing conventions are applied to develop an understanding of the natural and human

actions that bring about change in the environment.

Learning focus – History

National Curriculum: The Ancient World

The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the

ancient period (approximately 60 000 BCE – c.650 CE). It was a period defined by the development of cultural

practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past

and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies

including Australia, Egypt, Greece, Rome, China and India.

The content provides opportunities to develop historical understanding through key concepts, including evidence,

continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts

may be investigated within a particular historical context to facilitate an understanding of the past and to provide a

focus for historical inquiries. Depth studies for this unit will focus on an ancient civilisation in both the Europe and

Asia regions.

The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical

Skills. The key inquiry questions at this year level are:

How do we know about the ancient past?

Why and where did the earliest societies develop?

What emerged as the defining characteristics of ancient societies?

What have been the legacies of ancient societies?

The key Historical Skills at this year level are:

Analysing historical sources

Writing using evidence

Structured essay writing

Research and referencing

Using historical concepts

Synthesising ideas

Depth studies

Introduction and using evidence

Our Ancient Past – Indigenous Peoples of Australia

Ancient Rome

Ancient China

13

Learning focus – Geography

Geography in 2014 will see the introduction of the new national curriculum.

National Curriculum: Year 7 Geography consists of two units: Water in the World and Place and Liveability.

Water in the World focuses on water as an example of a renewable environmental resource. This unit examines

the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects

places as it moves through the environment, its varying availability in time and across space, and its scarcity.

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, that it supports and enriches human and other life, that people

value the environment in different ways and that the environment has its specific hazards. Water is investigated

using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa.

Place and Liveability focuses on the concept of place through an investigation of liveability. This unit examines

factors that influence liveability and how it is perceived, the idea that places provide us with the services and

facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It

develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved

through planning. The liveability of places is investigated using studies drawn from Australia and Europe.

The content of this year level is organised into two strands, which will be taught in an integrated manner:

Geographical Knowledge and Understanding and Geographical Inquiry and Skills.

Key inquiry questions

Students’ geographical knowledge, understanding and skills are examined through inquiry questions and specific

inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical

data.

The key inquiry questions for Year 7 are articulated below.

How do people’s reliance on places and environments influence their perception of them?

What effect does the uneven distribution of resources and services have on the lives of people?

What approaches can be used to improve the availability of resources and access to services?

Assessment

(to include) fieldwork, research assignment, practical tasks, tests

Time allocation

History

7 x 65-minute periods for one semester

Geography


Contact

Mrs Debra Everitt

Curriculum Leader: Humanities

Ph: 8862 1217



14

Languages

Overview

The Year 7 Languages program includes studies in Chinese (Mandarin), French, Italian, and Latin. Students select

the study of two of these languages, which they undertake for a period of two years in the Middle Years Languages

Program. In the Languages program, students develop their understanding of language and use it within the world

of their own experience to describe their personal world. They practise exchanging personal information and use

familiar structures to reproduce modelled language in structured exchanges.

The language programs allow students to develop their understanding that cultural diversity exists and customs

vary over time.

In the Latin program, students are introduced to the culture and history of Ancient Rome. They will develop their

understanding of the use of Latin in the ancient world and its influence on the English language.

Learning focus – Chinese (Mandarin)

In Chinese (Mandarin), students:

Comprehend limited personal and factual information on familiar topics

Discriminate between sounds and tones when listening

Repeat and reproduce modelled language in structured exchanges

Express simple information on known topics and use modelled language for correct pronunciation and tone

Comprehend the main ideas in simple modified written texts

Demonstrate basic knowledge of sound-symbol correspondence and appropriate intonation when reading

aloud

Show awareness of some aspects of the culture of speakers of Chinese (Mandarin)

Reflect on their language learning through the use and sharing of effective strategies

Demonstrate knowledge of China, its speakers and where the language is spoken

Topics – Chinese (Mandarin)

Greetings

Numbers and birthdays

Family and home, including animals/pets

Hobbies, likes and dislikes

Sports and leisure activities

School subjects and timetable

Learning focus – French

In French, students:


Discriminate between questions and statements when listening


Provide simple information on known topics and use modelled language for correct pronunciation and tone


Demonstrate basic knowledge of sound-letter correspondence and appropriate intonation when reading

aloud

Use familiar structures within a series of linked sentences to convey information for a given purpose

Show awareness of some aspects of the culture of speakers of French

Make comparisons between words and concepts in English and French, for example, gender, word order


15

Topics – French

Greetings

Days of the weeks

Personal and family descriptions

Describing home and rooms in the house

Classroom objects

Colours, numbers and the alphabet

Animals and pets

Months of the year

Likes and dislikes

Easter and Christmas in France

Exploring the play or Les Trios Petits Cochons (The Three Little Pigs)

Learning focus – Italian

In Italian, students:


Discriminate between questions and statements when listening


Provide simple information on known topics and use modelled language for correct pronunciation and tone


Demonstrate basic knowledge of sound–letter correspondence and appropriate intonation when reading

aloud

Use familiar structures within a series of linked sentences to convey information for a given purpose

Show awareness of some aspects of the culture of speakers of Italian

Make comparisons between words and concepts in English and Italian, for example, gender, word order


Topics – Italian

Greetings

Personal and family

Likes and dislikes

Numbers

School: classroom items and timetables

Days of the week and months of the year

Easter and Christmas in Italy

Schooling in Italy

Learning focus – Latin

In Latin, students:

Comprehend Latin sentences and short passages of Latin text

Recall the meaning of Latin words

Recite passages of Latin prose with accurate pronunciation, stress and phrasing

Demonstrate awareness of some aspects of the culture and comparison of words and concepts in English

and Latin

Topics – Latin

Verb tenses

Grammar

16

Assessment

Language assessment tasks may include:

A variety of listening and reading activities

Role plays and conversation practice

Writing linked sentences in paragraphs

Translations

Cultural activities

Vocabulary and grammar tests

Time allocation


Contact

Ms Cathy Wu

Curriculum Leader: Languages Foundation to Year 12

Ph: 8862 1167



17

Mathematics

Overview

The Year 7 Mathematics program is diverse and engaging and strives to make Mathematics enjoyable. It develops

an understanding of Mathematics and its applications across the varied aspects of everyday life. The program is

designed so that students will experience success and demonstrate resilience and a committed work ethic.

Students are encouraged to positively face and anticipate challenges, and as such, become confident in their

mathematical learning. Problem solving activities together with the appropriate use of technology are integrated

into the curriculum. All students are encouraged to participate in a variety of Mathematics competitions, namely the

Australian Mathematics Competition and the Mathematics Challenge for Young Australians.

Learning focus

The learning focuses on the three strands from the Victorian Curriculum, Number and Algebra, Measurement and

Geometry and Statistics and Probability.

The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are an integral part of the

Mathematics content across the three strands.

In Year 7, students solve problems involving the order, addition and subtraction of integers including negative

integers. They make the connections between whole numbers and index notation and the relationship between

perfect squares and square roots.

They further develop their numeracy skills by solving problems involving all four operations with fractions, decimals,

percentages and their equivalences. Students make simple estimates to judge the reasonableness of results.

Students use variables to represent arbitrary numbers and connect the laws and properties of number to algebra.

They substitute numbers into algebraic expressions and solve simple linear equations. Students assign ordered

pairs to given points on the Cartesian plane and interpret and analyse graphs of relations from real data.

They describe different views of three-dimensional objects and use formulas for the area and perimeter of

rectangles and calculate volumes of rectangular prisms. They classify triangles and quadrilaterals and solve simple

numerical problems involving angles formed by a transversal crossing two parallel lines.

Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities

to those outcomes.

Digital technology is incorporated into the Mathematics program. Students design and implement mathematical

algorithms using a simple general purpose programming language.

Topics

Number systems

Number patterns

Integers including directed number

Geometry: Angles and shapes

Measurement

Fractions

Decimals

Probability

Algebra

Equations

18

Assessment

Mathematics assessment tasks include:

Pre and Post Assessment tasks/tests for each topic

Cumulative end of Term Tests

Progressive Achievement Tests in Mathematics (PAT Maths Plus)

Homework activities

Analysis and investigative tasks involving non-routine problems

Time allocation


Middle Years Mathematics Enrichment Program

Students who have demonstrated an advanced level of mathematical ability may be invited to join the Enrichment

Program that runs fortnightly (1 period per cycle). This program further challenges these students and provides

another rich mathematical learning experience. The students need to be committed to the program, regularly

submitting work and coming prepared to sessions with the Enrichment Teacher. The Enrichment Teacher assists

them with difficulties they may be having, gathers work for assessment and provides feedback on their

performance on these assessed tasks.

Involvement is in addition to class work and, although students can work on the enrichment tasks in class when

they have completed required class work, some time outside class time will be required to participate in the

program.

It is expected that all Enrichment students will participate in the Mathematical Challenge for Young Australians, the

Australian Mathematics Competition and the Australasian Problem Solving Mathematical Olympiad (APSMO).

Since the nature of completing additional enrichment work is to nurture and further develop mathematical talent,

creativity and higher order thinking, some of these enrichment activities that are covered in these Enrichment

sessions are posted on GenConnect so that all girls in Year 7 can access these excellent resources.

Maths assistance

Members of the Mathematics Department are available to offer extra support at Maths Assist, which is held every

lunchtime, and before school on Wednesday. After school in the library, a number of Alumnae girls are available to

help any student from Years 5 to 12 with their Mathematics.

In the case of students for whom Mathematics is a particular challenge, a member of the Learning Enhancement

Team will attend classes on a regular basis and offer extra one-to-one support. Such students may also be offered

a modified program and assessment to cater for their specific learning needs in Mathematics.

Contact

Mrs Carol Patterson

Curriculum Leader: Mathematics

Ph: 8862 1098



19

Music

Overview

Music at Year 7 is divided into three units:

Composition and Performance

Music Language

Elements of Music

Throughout the year, students engage in a variety of composition and performance tasks. They work in small

groups to create, rehearse and perform to help develop listening, compositional and technical performance skills.

In the unit Music Language, students develop an understanding of music theory. They explore music notation,

music terminology, aural training, different tonalities, intervals, rhythmic and melodic patterns.

In the unit Elements of Music, students critically analyse and interpret music from a range of genres. They explain

how the elements of music are used to communicate ideas and the purpose of the music they listen to.

Learning focus


Students develop basic vocal, keyboard and pitched percussion skills. Key skills include accuracy of pitch,

competent singing in unison and harmony, interpretation, presentation, ensemble skills and teamwork.

Music Language

Topics covered in music language include:

Pitch and tonality

Time and rhythm

Aural training

Keys and scales

Intervals

Chords

Music terminology

The learning focus is on music theory and knowledge in order to develop accuracy in the organisation of sound.

Elements of Music

The elements covered in this unit include:

Dynamics

Rhythm

Structure

Instrumentation

Texture

Harmony

Students identify and analyse how the elements of music are used in different styles of music.

20

Assessment

Music assessment tasks include:

Aural dictation

Theory

Listening and analysis

Composition

Performance

Research project

Time allocation

3 x 65 minute periods per cycle

Contact

Ms Kristen Beayni

Curriculum Leader: Music

Ph: 8862 1223



21

Science

Overview

By the end of Year 7, students compare the three states of matter; solid, liquid and gas. They also explain and

predict the mixing and separating of substances. They describe techniques to separate pure substances from

mixtures. They are introduced to the cellular scale of life by attaining their ‘microscope license’, identifying basic

structures and their functions in plant and animal cells. This knowledge is applied to learn how to classify and

organise diverse organisms. A study of the effects of static electricity and basic electric circuits is undertaken. This

is followed by the last topic about the Earth in its stellar neighbourhood.

Students describe situations where scientific knowledge from different science disciplines has been used to solve a

real-world problem. They explain how the solution was viewed by and affected different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying

variables to be changed and measured. They select equipment that improves fairness and accuracy and describe

how they considered safety. Students draw on evidence to support their conclusions. They summarise data from

different sources, describe trends and refer to the quality of their data when suggesting improvements to their

methods. They communicate their ideas, methods and findings using scientific language and appropriate

representations.

Learning focus

From the Science knowledge and understanding strand, students learn about:

Biological sciences

There are differences within and between groups of organisms; classification helps organise this diversity.

Cells are the basic units of living things and have specialised structures and functions.

Chemical sciences

The properties of the different states of matter can be explained in terms of the motion and arrangement of

particles

Differences between elements, compounds and mixtures can be described by using a particle model

Mixtures, including solutions, contain a combination of pure substances that can be separated using a

range of techniques

Earth and space sciences

Water is an important resource that cycles through the environment

Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of

the Sun, Earth and the Moon

Physical sciences

Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses,

and can disperse to produce a spectrum which is part of a larger spectrum of radiation

The properties of sound can be explained by a wave model

Science as a Human Endeavour

Science and technology contribute to finding solutions to a range of contemporary issues; these

solutions may impact on other areas of society and involve ethical considerations

Science knowledge and understanding of the world changes as new evidence becomes

available.

22

From the Science Inquiry Skills strand, students will:

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and

experiments, ensuring safety and ethical guidelines are followed

In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate

to the task

Construct and use a range of representations, including graphs, keys and models to represent and analyse

patterns or relationships, including using digital technologies as appropriate

Summarise data, from students’ own investigations and secondary sources, and use scientific

understanding to identify relationships and draw conclusions

Topics

Welcome to Science! Introducing the ‘Scientific Method’

Student independent project: Investigating an Australian Animal assignment

What’s the matter? Solids, liquids and gases

How do light images form?

Earth in Space

Cell structure and function. Using microscopes to investigate the structure of cells.

Classification of life

Mixing and separating substances

Assessment

Science assessment tasks may include a range from this list:

Class activities

Creating a WIKI

Reports on their investigations

Scientific Poster using an online template

Model building

Topic tests

Workbook organisation and editing

Self-assessment

Writing scripts for and making short videos

Worksheets

Group poster or PowerPoint presentations

Time allocation


Contact

Mr Michael Kuspira

Curriculum Leader: Science

Ph: 8862 1093



23

Year 8

Religious Education

Overview

In response to the changing nature of our world, the Religious Education Curriculum Framework has been renewed

in a way that students can engage with topics/concepts and ideas from multiple viewpoints through the lens of their

Catholic faith. “In particular the Catholic school invites students to engage in a religious interpretation of their world,

through critical dialogue with a Christian narrative and the Catholic tradition, across all areas of learning.” Horizons

of Hope, Catholic Education Melbourne.

Religious Education in a Catholic School aims to ensure that students develop:

Appreciation and deep understanding of the Catholic Tradition

Religious self-understanding and spiritual awareness

Openness to religious questions and a religious interpretation of the world

Awareness of the diversity of voices in society and within the school

Discernment and participation informed by the Catholic Tradition

Knowledge and understanding are built through discussion, inquiry, critical thinking, and the exploration of the

Catholic Tradition, which includes signs, symbols, ritual, prayer, liturgy, Church teaching and scripture. Students

place their lives at the centre of their learning as they build their understanding of God, revealed through others and

creation. Through inquiry and dialogue, students’ understanding is transformed.

Learning focus

The Religious Education Curriculum Framework covers five content strands:

Scripture and Jesus

Church and Community

God, Religion and Life

Prayer, Liturgy and Sacrament

Morality and Justice

Teachers and students develop questions around a topic or concept. The areas of inquiry selected may focus on

elements from all of the content strands or focus more heavily on one area. Topics that are covered during Year 8

include:

Exploration of the annual College theme

The nature of belonging to a faith community – exploring different faith traditions

Life in First Century Palestine – the connection between Jewish culture, tradition and the life of Jesus

Moral decision making and creating right relationships

Exploring the mission of the Global Church in today’s world

Assessment

Religious Education assessment tasks include:

Reflective written responses

Research assignments

Dramatic presentations/Role plays

Investigating inquiry questions

Quizzes


Collaborative group work

Oral presentations

24

Time allocation


Contact

Ms Mary Fahey

Curriculum Leader: Religious and Faith Education Years 7 - 12

Ph: 8862 1014



25

Art

Overview

The Year 8 Art course focuses on the development of skills in practical and conceptual units of work. The course is

divided into four units of study over two semesters. The units are textiles, painting and drawing, ceramics, and

design.

Students maintain a workbook, which records and evaluates their artistic experiences through referencing of

material, creation of their own drawings and designs, and artistic reflections. Students analyse the use of art

elements in selected artworks; interpret the meaning of the selected artwork and utilise art terminology in their

responses when completing a written research project.

Learning focus

In Visual Arts Practices, students:

Use art elements when designing and producing artworks

Apply skills and knowledge when using a range of materials, techniques, and processes to communicate

their ideas

Use a variety of starting points – observation, research, imaginative thoughts or feelings to generate and

produce artworks

In Respond and Interpret, students:

Distinguish stylistic features of an artwork that locate them in a particular time, place or culture

Identify and describe how art elements and principles have been used in artworks

Topics

Ceramics – construction of a hand built and glazed vessel

Textiles – production of a textile product using machine, embroidery and applique

Drawing and painting – drawing folio, water colour or acrylic painting

Printmaking – edition of lino prints

Workbook

Research projects based on themes relevant to practical work

Assessment

Art assessment tasks include:

Skill development in various studio practices

Written research project

Workbook – including self-evaluation

Practical projects

Drawing folio

26

Time allocation


Contact

Mrs Joanne Saville

Curriculum Leader: Creative Arts

Ph: 8862 1197



27

Drama

Overview

The Year 8 Drama program aims to introduce students to the challenge of exploring drama from different historical

and cultural backgrounds in order to foster awareness of dramatic art forms that have evolved through the ages.

Students research aspects of drama relevant to their practical studies. They identify and analyse how the elements

of drama are used, combined and manipulated in different styles, and apply this knowledge in drama they make

and perform. They evaluate how they and drama practitioners from different cultures, times and locations

communicate meaning and intent through drama. Year 8 students complete one semester of Drama.

Learning focus

In Exploring and Expressing Ideas students:

Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and

themes

Develop roles and characters consistent with situation, dramatic forms and performance styles to convey

status, relationships and intentions

Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to

shape devised and scripted drama

Manipulate combinations of the elements of drama to develop and convey the physical and psychological

aspects of roles and characters consistent with intentions in dramatic forms and performance styles

In Drama Practices students:

Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning

Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in

different performance styles and conventions

Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic

action in a range of forms and styles

Structure drama to engage an audience through manipulation of dramatic action, forms and performance

styles and by using design elements

Develop skills to assist and enhance cooperation in ensemble work

In Presenting and Performing students

Perform devised and scripted drama using a range of performance styles, maintaining commitment to role

and applying stagecraft.

Perform devised and scripted drama making deliberate artistic choices and shaping design elements to

unify dramatic meaning for an audience

In Responding and Interpreting students:

Analyse how the elements of drama have been combined in their own and others’ devised and scripted

drama to convey different forms, performance styles and dramatic meaning

Identify and connect specific features and purposes of drama from contemporary and past times to explore

viewpoints and enrich their drama making

Evaluate how the elements of drama, forms and performance styles in devised and scripted drama to

convey meaning and aesthetic effect

Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich

their drama practice

Contribute to discussion and document opinions about their own and others’ use of dramatic elements

Drama skills, techniques and processes when interpreting Drama performances

28

Topics

Comedy styles and skills – parody, satire, slapstick,

Commedia dell’Arte

Tragedy: Shakespeare

Assessment

Drama assessment tasks include:

Comedy skills group performance

Commedia dell’ Arte performance

Macbeth small group performance: stagecraft design and performance

Commedia dell’ Arte performance analysis

Time allocation

5 x 65-minute periods per cycle (one semester)

Contact

Ms Gabrielle Quin

Curriculum Leader: Drama

Ph: 8862 1222



29

English

Overview

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching

and learning programs balance and integrate all three strands. Together the strands focus on developing students’

knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in

English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and

strengthen these as needed.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a

range of spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed

to inform and persuade. These include various types of media texts including newspapers, magazines and digital

texts, early adolescent novels, non-fiction, poetry and dramatic performances. Students develop their

understanding of how texts, including media texts, are influenced by context, purpose and audience.

Literary texts that support and extend students in Level 8 as independent readers are drawn from a range of

realistic, fantasy, speculative fiction and historical genres, and involve some challenging and unpredictable plot

sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships

and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative

texts present technical and content information from various sources about specialised topics. Text structures are

more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries.

Language features include successive complex sentences with embedded clauses, unfamiliar technical

vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in

visual form.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives,

procedures, performances, reports and discussions, and begin to create literary analyses and transformations of

texts.

Achievement Standards

Reading and viewing

By the end of Level 8, students understand how the selection of text structures is influenced by the selection of

language mode and how this varies for different purposes and audiences. They explain how language features,

images and vocabulary are used to represent different ideas and issues in texts. They interpret texts, questioning

the reliability of sources of ideas and information. They select evidence from the text to show how events,

situations and people can be represented from different viewpoints.

Writing

Students understand how the selection of language features can be used for particular purposes and effects. They

explain the effectiveness of language choices they use to influence the audience.

Through combining ideas, images and language features from other texts students show how ideas can be

expressed in new ways. They create texts for different purposes selecting language to influence audience

response. When creating and editing texts for specific effects, they take into account intended purposes and the

needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and

use accurate spelling and punctuation.

Speaking and listening

Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.

They understand how the selection of language features can be used for particular purposes and effects. They

explain the effectiveness of language choices they use to influence the audience. Through combining ideas,

images and language features from other texts students show how ideas can be expressed in new ways. They

create texts for different purposes selecting language to influence audience response. They make presentations

and contribute actively to class and group discussions, using language patterns for effect.

30

Assessment

Written communication assessment tasks may include:

Autobiographical writing

Informative writing

Persuasive writing

Poetry

Creative writing

Journal writing

Reading and text response assessment tasks may include:

Extended analytical responses to set text

Analysis of literary techniques

Creative responses to set text

Analysis of film techniques

Oral communication assessment tasks may include:

Formal presentations of selected poems and commentary

Formal debates

ROAD presentations and discussions

The ROAD (Reading Opens All Doors) program in Year 8 encourages students to read widely for enjoyment,

choosing from an extensive selection of authors and genres. This part of the English course is conducted in close

liaison with the College Library. Components of the program include an introduction to new adolescent literature,

visiting speakers and writers, silent reading in the Library and classroom, keeping a record of reading, and

reporting back to the class on books that have been read.

Time allocation


Contact

Ms Michelle Jennison

Curriculum Leader: English

Ph: 8862 1154



31

Health, Physical Education and Food Studies

Overview

The Year 8 Health and Physical Education program includes studies in Physical Education, Health Education and

Food Studies.

In Physical Education, students are involved in a wide range of practical activities that aim to encourage

development and understanding of physical fitness and motor skills.

In Health, students explore their own personal health, diet, physical activity and behaviours, which can influence

their health. They develop a personal health profile on their stage of the lifespan.

In Food Studies, students develop an understanding of the technology process using food. They are involved in the

development of skills in food safety, hygiene, preparation and presentation.

Students are also encouraged to develop healthy attitudes and health promoting behaviours.

Learning focus – Health and Physical Education

In Movement and Physical Activity, students:

Perform complex movements and manipulative skills

Combine motor skills, strategic thinking and tactical knowledge to improve individual and team

performance

Use performance criteria to evaluate and improve their own performance and the performance of others

Topics

Fitness for health

Throwing and catching (Netball, Basketball, Softball)

Hitting and kicking (Tennis, AFL, Badminton)

Gymnastics Apparatus

Dance

Aquatic dance

Healthy Lifestyles

Fitness and body systems

Assessment

Physical Education assessment tasks include:

Skill development

Skill tests

Minor games

Rules and tactics

Match play

Health assessment tasks may include:

Class tasks

Personal health portfolio

Learning focus – Food Studies


Identify major nutritional needs for growth and activity

Analyse a range of influences on personal and family food selection

32

In Producing, students:

Work safely and hygienically with a range of tools and equipment, materials, components and processes to

produce products that meet the requirements of design briefs

Topics

Kitchen safety and hygiene

Measurement and equipment

Factors that influence food choice

Nutrition and food selection models

Design briefs: Key Foods

o Cereals

o Vegetables and legumes

o Fruit

o Meat

o Dairy

Assessment

Food Technology assessment tasks include:

Food Design Challenge – Design a pasta dish

Time allocation

Physical Education

2 x 65-minute periods per cycle (Semester 1)

3 x 65 minute periods per cycle (Semester 2)

Including 1 swimming session per fortnight in Semester 2

Health Education

1 x health education lesson per cycle (Semester 2)

Food Studies

2 x 65-minute periods per cycle (Semester 1)

Contact

Ms Vanessa Frazer

Curriculum Leader: Health Sciences

Ph: 8862 1025



33

Humanities

Overview

The Year 8 Humanities program includes studies in History and Geography.

In History, students will undertake the National Curriculum study in history during the Medieval Period. Topics will

include the end of the Roman Empire, the development of Medieval Europe, Viking expansion and the rise of

Shogun-ate Japan.

In Geography, students will undertake the new National Curriculum examining the key topics of Landforms and

Landscapes and Changing Nations.

Learning focus

History

National Curriculum: The Ancient to the Modern World

The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern

period (c.650 CE – c.1750). This was when major civilisations around the world encountered each other. Social,

economic, religious, and political beliefs were often challenged and significantly changed. It was the period when

the modern world began to take shape.

The content provides opportunities to develop historical understanding through key concepts, including evidence,

continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts

may be investigated within a particular historical context to facilitate an understanding of the past and to provide a

focus for historical inquiries.

The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical

Skills.

The key inquiry questions at this year level are:

How did societies change from the end of the ancient period to the beginning of the modern age?

What key beliefs and values emerged and how did they influence societies?

What were the causes and effects of contact between societies in this period?

Which significant people, groups and ideas from this period have influenced the world today?

The key Historical Skills at this year level are:

Analysing historical sources

Writing using evidence

Structured essay writing

Research and referencing

Using historical concepts

Synthesising ideas

Depth Studies

1. Vikings

2. Medieval Europe

3. Rhe Renaissance

4. Shogun Japan

34

Geography

National Curriculum: Landforms and Landscapes/Changing Nations

There are two units of study in the Year 8 curriculum for Geography: Landforms and Landscapes and Changing

Nations.

Landforms and Landscapes focuses on investigating geomorphology through a study of landscapes and their

landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on

landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of

landscapes. Landforms and Landscapes develops students’ understanding of the concept of environment and

enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander

Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from

Australia and throughout the world.

Changing Nations investigates the changing human geography of countries, as revealed by shifts in population

distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has

significant environmental, economic and social effects, both negative and positive. The unit explores the process of

urbanisation and draws on a study of a country of the Asia region to show how urbanisation changes the

economies and societies of low and middle-income countries. It investigates the reasons for the high level of urban

concentration in Australia, one of the distinctive features of Australia’s human geography, and compares Australia

with the United States of America. 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. The unit then examines issues related to the management and future of Australia’s

urban areas.

The content of this year level is organised into two strands, which will be taught in an integrated manner:

Geographical Knowledge and Understanding and Geographical Inquiry and Skills.

Students’ geographical knowledge, understanding and skills are examined through inquiry questions and specific

inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical

data.

The key inquiry questions for Year 8 are articulated below.

How do environmental and human processes affect the characteristics of places and environments?

How do the interconnections between places, people and environments affect the lives of people?

What are the consequences of changes to places and environments and how can these changes be

managed? Access to services?

Assessment

(to include) fieldwork, research assignment, practical tasks, tests

Time allocation

History


Geography


Contact

Mrs Debra Everitt

Curriculum Leader: Humanities

Ph: 8862 1217



35

Languages

Overview

The Year 8 Languages program includes studies in Chinese (Mandarin), French, Italian, and Latin. Students

coming to Genazzano FCJ College in 2019 for the first time are encouraged to discuss their language studies with

the Deputy Principal: Curriculum, Standards and Innovation and the Curriculum Leader: Languages

In the language programs, students extend their understanding and use the language within the world of their own

experience, including the world of learning.

In language classes, students learn to talk about themselves in response to questions and they learn to ask

questions to elicit information.

Through the study of culture, students make comparisons between Australia and the country of the language being

studied. In the Latin program, students make comparisons with culture and history of Ancient Rome and develop

their understanding of the use of Latin in the ancient world and its influence on the English language.

Learning focus – Chinese (Mandarin)

In Chinese (Mandarin), students:

Comprehend personal and factual information on defined topics when listening

Manipulate modelled language, recycle previously learned language while using appropriate pronunciation,

intonation and phrasing

Read and understand key points in short, modified texts and apply knowledge of familiar characters and

punctuation

Use appropriate pronunciation, tone and phrasing when reading aloud

Produce texts on given topics, based on models by using key grammar to convey accurate personal and

factual information

Demonstrate an awareness of linguistic features that serve specific purposes; for example, words with a

common stem and verb tenses

Topics – Chinese (Mandarin)

Food, drink and daily meals

Weather, holiday locations and transportation

Appearance and describing personal characteristics

Describing houses and rooms

Clothes and colours

Daily routine

Learning focus – French

In French, students:




Comprehend the main ideas in extended modified written texts, use the context to understand unfamiliar

words


factual information



36

Topics – French

Weather and seasons

Sport

Leisure activities

Understanding and giving directions

School subjects and timetable

Understanding and giving the time

Food and meals in France

Learning focus – Italian

In Italian, students:




Comprehend the main ideas in extended modified written texts, use the context to understand unfamiliar

words


factual information



Topics – Italian

Nationalities, countries and languages

Musical instruments and music

Popular sports in Italy

Youth today – youth and leisure activities

Different types of transitions

Popular meeting places: Piazza and fontane in Italia

Introduction of Italian food

European currency

Learning focus – Latin

In Latin, students:

Comprehend Latin sentences and Latin texts of increasing length and/or complexity

Comprehend more complex Latin grammatical structures

Recall the meaning of Latin words

Demonstrate awareness of some aspects of the culture and comparison of words and concepts in English

and Latin

Identify English derivations from encountered Latin words

Topics – Latin

Slavery and economy in Roman Britain

The Romans in Britain: the British tribes, the Roman Conquest and Romanisation, and trade

Cogidubnus, the client king of Britain

The Palace at Fishbourne

Alexandria: The city, the Pharos, underwater discoveries

Egypt: Craftsmanship and peasant life

The worship of Isis

Medicine and science

37

Assessment

Language assessment tasks include:

Variety of reading activities

Translations

Cultural activities

Vocabulary and grammar tests

Time allocation


Contact

Ms Cathy Wu

Curriculum Leader: Languages Foundation to Year 12

Ph: 8862 1167



38

Mathematics

Overview

The Year 8 Mathematics program is diverse and engaging and strives to make Mathematics enjoyable. It develops

an understanding of Mathematics and its applications across the varied aspects of everyday life. The program is

designed so that students will experience success and demonstrate resilience and a committed work ethic.

Students are encouraged to positively face and anticipate challenges, and as such, become confident in their

mathematical learning. Problem solving activities together with the appropriate use of technology are integrated

into the curriculum. All students are encouraged to participate in a variety of Mathematics competitions, namely the

Australian Mathematics Competition and the Mathematics Challenge for Young Australians.

Learning focus

The learning focuses on the three strands from the Victorian Curriculum, Number and Algebra, Measurement and

Geometry and Statistics and Probability.

The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are an integral part of the

Mathematics content across the three strands.

In Year 8, students solve everyday problems involving rates, ratios and percentages. They recognise index laws

and apply them to whole numbers. They describe rational and irrational numbers and further develop their skill with

fractions and decimals including negative numbers.

They make connections between expanding and factorising algebraic expressions and can simplify a variety of

algebraic expressions. They can solve linear equations and graph linear relationships on the Cartesian plane.

Students further develop their measurement skills and solve problems relating to the volume of prisms. They

convert between units of measurement for area and volume and perform calculations to determine perimeter and

area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and

circumferences of circles. Students identify conditions for the congruence and similarity of triangles.

Students further develop their probability skills and can choose appropriate language to describe events and

experiments. They can describe the relationship between the median, mean in data displays, and calculate mean,

mode, median and range for data sets.

Students will use algorithms and related testing procedures to identify and correct errors.

Topics

Integers

Algebra including algebraic equations

Statistics and Probability

Fractions, Decimals and Percentages

Measurement

Cartesian graphs

Linear equations

Rates and ratio

Congruency and similarity

Assessment

Mathematics assessment tasks include:

Pre and Post Assessment tasks/tests for each topic

Cumulative end of term tests

Progressive Achievement Tests in Mathematics (PAT Maths Plus)

Homework activities

Analysis and investigative tasks involving non-routine problems

39

Time allocation


Middle Years Mathematics Enrichment Program

Students who have demonstrated an advanced level of mathematical ability may be invited to join the Enrichment

Program that runs fortnightly (1 period per cycle). This program further challenges these students and provides

another rich mathematical learning experience. The students need to be committed to the program, regularly

submitting work and coming prepared to sessions with the Enrichment Teacher. The Enrichment Teacher assists

them with difficulties they may be having, gathers work for assessment and provides feedback on their

performance on these assessed tasks.

Involvement is in addition to class work and, although students can work on the enrichment tasks in class when

they have completed required class work, a significant amount of time outside class time will be required to

participate in the program.

It is expected that all Enrichment students will participate in the Mathematics Challenge for Young Australians, the

Australian Mathematics Competition and the Australasian Problem Solving Mathematical Olympiad (APSMO).

Since the nature of completing additional enrichment work is to nurture and further develop mathematical talent,

creativity and higher order thinking, all these enrichment activities that are covered in these Enrichment sessions

are posted on GenConnect so that all girls in Year 8 can access these excellent resources.

Maths assistance

Members of the Mathematics Department are available to offer extra support at Maths Assist, which is held every

lunchtime and before school on Wednesday. After school in the library, a number of Alumnae girls are available to

help any student from Years 5 to 12 with their Mathematics.

In the case of students for whom Mathematics is a particular challenge, a member of the Learning Enhancement

Team will attend classes on a regular basis and offer extra one-to-one support. Such students may also be offered

a modified program and assessment to cater for their specific learning needs in Mathematics.

Contact

Mrs Carol Patterson

Curriculum Leader: Mathematics

Ph: 8862 1098



40

Music

Overview

Music at Year 8 is divided into three units:


Music Language

Music Styles from Europe and South America

Throughout the year, students engage in a variety of composition and performance tasks. They work in small

groups to create, rehearse and perform to help develop listening, composition and performance skills.

In the unit Music Language, students develop an understanding of music theory. They explore music notation,

music terminology, aural training, different tonalities, intervals, rhythmic and melodic patterns.

In the unit Music Styles, students are exposed to music from different cultures and countries. They critically analyse

and interpret music from a range of genres.

Learning focus


Students develop basic vocal, keyboard and pitched percussion skills. Key skills include accuracy of pitch,

competent singing in unison and harmony, interpretation, presentation, ensemble skills and teamwork.

Music Language

Topics covered in music language include:

Pitch and tonality

Time and rhythm

Keys and scales

Aural training

Intervals

Chords

Music terminology

The learning focus is on music theory and aural training in order to help develop accuracy in the organisation of

sound.

Music Styles

The genres may include:

Romani

Manouche

Flamenco

Klezmer

Tango

Samba

Bossa Nova

Students identify and analyse how the elements of music are used in different styles of music.

41

Assessment

Music assessment tasks include:

Aural dictation

Theory

Listening and analysis

Composition

Performance

Research project

Time allocation

3 x 65 minute periods per cycle

Contact

Ms Kristen Beayni

Curriculum Leader: Music

Ph: 8862 1223



42

Science

Overview

By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and

predict the properties of chemicals. They identify different forms of energy and model unbalanced forces, both

contact and non-contact. A comparison of forces involved in creating igneous, metamorphic and sedimentary rocks

is undertaken. Students examine the structure and function of the reproductive system of organisms.

Students participate in the Science Talent Search organised by the Science Teachers’ Association of Victoria.

Their design of an experiment is a vehicle for demonstrating the skills and vocabulary needed to identify and

construct questions and problems that they can investigate scientifically. They consider safety and ethics when

planning this, and other, investigations, including designing experimental methods. They identify variables to be

changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns

and trends, and use these when justifying their conclusions. They explain how modifications to a method could

improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate

claims made by others. They use appropriate language and representations to communicate science ideas,

methods and findings in a range of text types.

Learning focus

From the Science Knowledge and Understanding strand, students learn about:

Biological sciences

Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to

survive and reproduce

Chemical sciences

The properties of the different states of matter can be explained in terms of the motion and arrangement of

particles

Differences between elements, compounds and mixtures can be described at a particle level

Chemical change involves substances reacting to form new substances

Earth and space sciences

Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur

within Earth over a variety of timescales

Some of Earth’s resources are renewable, but others are non-renewable

Physical sciences

Change to an object’s motion is caused by unbalanced forces acting on the object.

Energy appears in different forms including movement (kinetic energy), heat and potential

energy, and causes change within systems.

Science as a Human Endeavour

Science and technology contribute to finding solutions to a range of contemporary issues; these solutions

may impact on other areas of society and involve ethical considerations

Scientific knowledge and understanding of the world changes as new evidence becomes

available; science knowledge can develop through collaboration and connecting ideas

across the disciplines and practice of science

43

Science Inquiry Skills

Identify questions and problems that can be investigated scientifically and make predictions

based on scientific knowledge.

Collaboratively and individually plan and conduct a range of investigation types, including

fieldwork and experiments, ensuring safety and ethical guidelines are followed.

In fair tests, measure and control variables, and select equipment to collect data with accuracy

appropriate to the task.

Communicate ideas, findings and solutions to problems including identifying impacts and

limitations of conclusions and using appropriate scientific language and representations

Construct and use a range of representations, including graphs, keys and models to represent and

analyse patterns or relationships, including using digital technologies as appropriate.

Summarise data, from students’ own investigations and secondary sources, and use scientific

understanding to identify relationships and draw conclusions

Communicate ideas, findings and solutions to problems using scientific language and

representations using digital technologies as appropriate.

design an experiment to demonstrate this growing knowledge of the Scientific Method as part of the

state-wide Science Talent Search competition

Topics

1. Different types of energy

2. Experiment Design for the “Science Talent Search”. Designing an experiment using the Scientific Method

3. Interpreting forces creating the 3 classes of rocks

4. Specialised systems of organs: reproduction as a case study

5. Properties of chemicals

6. Modelling unbalanced force

Assessment

Science assessment tasks may include:

Class activities

Creating a WIKI

Reports on their investigations

Scientific Poster using an online template

Model building

Topic tests

Workbook organisation and editing

Self-assessment

Writing scripts for and making short videos

Worksheets

Group poster and/or PowerPoint presentations

Time allocation


Contact

Mr Michael Kuspira

Curriculum Leader: Science

Ph: 8862 1093



year 7 and 8 - genazzano fcj college

Documents