BalCC Secondary Pathways Handbook by Ballarat Christian College

Secondary Pathways Handbook

Mr. Scott McKenzie Head of Secondary School

Introduction

At Ballarat Christian College we aim to see every learner reaching their God-given potential and graduate as students who demonstrate Christian character and purpose-driven lives. Jesus said “I have come that you may have life and have it to the full” (John 10:10).

This handbook contains an extensive range of information and advice to assist each student, and their family with understanding of the Years 7-10 and VCE (including the Vocational Major (VM)), and their respective processes.*

The Years 7/8 curriculum students are presented with a range of core subjects, along with rotation subjects.

Year 9 students are presented with a range of core subjects and a variety of elective subjects. They also participate in the Micah 6:8 program.

Year 10 students are presented with a range of core subjects, along with a broader range of options which may include electives, VET and VCE subjects.

BalCC is excited to offer Year 11/12 students a variety of pathways and options, including VCE, VCE Vocational Major (VM), VET, and School Based Apprenticeships.

As students venture into their middle secondary years, and beyond to the senior secondary years, often referred to as the post-compulsory years of schooling, it is important that informed decisions are made before their studies commence. We believe students should prayerfully consider the options and opportunities they are presented.

Our desire is that students will strive to achieve their personal best, be inspired lifelong learners and take their learning into career paths that will enable them to use their God given potential to make valuable contributions to the communities they live and work in.

Some key considerations for students:

• Consider your strengths and weaknesses as well as your level of interest in the various areas subjects available

• Confirm any possible tertiary pathways and establish the prerequisites and or any other entry requirements for them at all the relevant institutions

• Take all of your recommendations seriously

• Talk with parents/carers prior to selection subjects

• Seek advice from the relevant teachers listed

• Read all the information about the VCE and VCE VM pathways on offer at Ballarat Christian College

• Talk to current students about the courses which may interest you

If applying for a VET course through the Highlands LLEN VET Cluster, ensuring that you comply with all the requirements, including the early application closing date; Always read the Careers information, published on the College website.

It is important to invest suitable time, prayer and energy into this process to ensure that you construct a pathway that will be both challenging, enriching, and one to which you will be fully committed.

Students are strongly encouraged to actively participate and contribute to the life of the College community. The Secondary School provides many opportunities for each student to be challenged and developed. Students are encouraged to invest in the opportunities they are presented. The range of excursions, camps and other learning experiences, such as the Year 9 Micah 6:8 program, Year 10 Structured Workplace Learning,

Year 11 retreat, Study Skills presentations, and other extracurricular activities, are designed to contribute to a student’s academic and personal development.

We encourage our students to display commitment in their efforts; however, we do not encourage the pursuit of academic results over spiritual growth but rather that they be one in the same. As the Message translation of Romans 12:1 says: Take your everyday, ordinary life - your sleeping, eating, going-to-work, and walking-around life - and place it before God as an offering. The bible teaches that everything, including study and academic pursuit, should be laid before God as an offering. To separate study and academic achievement from ‘the spiritual’ would be an effort in secularisation – the ‘removing’ of God from different aspects of our lives as if He were irrelevant. God desires not just a portion but the entirety of our lives: “Commit your ways to the Lord...” (Psalm 37:5). As part of this commitment, students in lower secondary years should be cultivating a strong work ethic and developing study habits, rather than simply thinking, “I’ll wait until Year 11 or 12.” Sadly, we have seen this mindset lead some past students, who may have had the best of intentions, to come unstuck.

The senior years of schooling are a significant life challenge, and if students truly wish to excel then they must make study a priority. For a short period in their life other elements of their lifestyles will need to be adjusted and or sacrificed. Ecclesiastes states that ‘there is a season’ for everything. This

‘season’ for those in Senior School is concerned with getting the most out of their education as they seek to prepare for serving God through their vocation.

Parents also play a vital part as research has found that “children whose parents spend time with them in educational activities or who are involved in school activities achieve more in school, regardless of socio-economic status.” (Benson, et al.) At Ballarat Christian College we recognise the necessity of close co-operation between the home and school to ensure the best possible educational opportunities are achieved by students. As is written in Ecclesiastes 4:12 ”…A cord of three strands is not quickly broken.” We strongly encourage parents to become involved in their child’s academic, social and general development, and to communicate with the College on matters of interest or concern. It is vitally important that the values espoused by the home and the College are in harmony, and that parents are seen to support the College in maintaining the reasonable standards of behaviour and performance expected.

We look forward to partnering with you to ensure that your child’s experience in the Secondary School section of Ballarat Christian College is positive and rewarding.

Mr Scott McKenzie Head of Secondary School

We want to develop a relationship with Indigenous Peoples. We seek to develop a new narrative with our indigenous brothers and sisters. As First and Second peoples, we seek to journey together creating socially just and equitable relationships, listening and learning from each other.

(CSA Flourish playbook)

Mrs. Julie Gall Head of Teaching and Learning

Teaching and Learning

It is with excitement and anticipation that we offer a range of subjects for study in 2025 for Years 7 to 12 students at Ballarat Christian College. In these Year levels we seek to provide opportunity for students to explore their interest and pursuit of subjects and pathways which will assist in leading toward their choice of career or vocation.

When considering a career pathway or vocational possibilities, students work towards making informed decisions about their studies and direction, seeking good choices in preparation for the future.

Ballarat Christian College offers a planned and purposeful basis upon which students can work towards the Victorian Certificate of Education, the Vocational Major and/or Vocational Education & Training. All students study core subjects as promoted in the Australian Curriculum, along with Christian Living studies and a choice of taster electives which can offer skills and knowledge toward their future vocational pathway.

As students approach their mid-secondary years, they will begin to purposefully choose their subjects and study pathways, guided by their aspirations and goals for the future. Their choice of subjects should then assist them in further determining their vocational direction.

Provision is made for our students to complete their Level 10 year within a careers development framework which offers experience in Structured Workplace Learning.

Subject information and promotional resources are provided during Term 3 of Semester 2, (2024) via Online access for subject choices. With teacher support and guidance, students are assisted to make informed decisions on the subjects they wish to pursue. The Online digital Secondary Subject Selection Handbook provides a description of each subject area and explains the skills students are able to gain as they engage in the specific learning programs provided. A range of education and career planning resources and connections to key people are also made available in order to assist students in the decision-making process.

As students approach their senior secondary years, the VCE and VM streams provide a range of options to choose from, including Vocational Education and Training studies (VET) and School-Based Apprenticeships Programs (SBA).

The Subject Selection Handbook explains the options that students may wish to consider when selecting subjects that suit their desired pathway and future ambitions.

It is important for students to be informed and steady in their decision making whilst processing the information available and completing subject selections. Once their subject choices are placed Online during the selection process, it is beneficial for students to stay with their chosen areas of study for the entire school year. Students are discouraged from changing subjects once the academic year has started. College staff are available for consultation and negotiation during the subject choice process so that well-informed choices can be made.

Christian Living is a distinctive within the College and all students engage in these studies alongside all other chosen subjects providing opportunity to strengthen and develop their faith and biblical understanding. The College offers Christ-centered teaching which confirms the biblical and foundational understanding that God has a plan and purpose for each student in reaching their God-given potential.

It is the earnest desire of the College that all students are given opportunity to attain to a high standard of commitment and dedication in their studies within a Christian learning environment.

We look forward to seeing our students making their choices and decisions based on their desired vocational pathway and anticipate the very best for their future!

Mrs Julie Gall Director of Teaching and Learning

For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.”

Jeremiah 29: 11 (NIV)

Mr Scott Mckenzie

Head of Secondary School smckenzie@balcc.vic.edu.au

Mrs Julie Gall

Head of Teaching &Learning jgall@balcc.vic.edu.au

Academic Assistance

Mrs Karen Farquhar

Curricular Advisor kfarquhar@balcc.vic.edu.au

Mrs Kaylene Templar

VCE, VET and VSV Coordinator ktemplar@balcc.vic.edu.au

Mr David Neumann

VCE VM Coordinator dneumann@balcc.vic.edu.au

Tutorial assistance is available via a range of opportunities including; lunch time and after school sessions. A schedule of tutorial times and rooms is published at the commencement of each year. These tutoring sessions are not only for those students’ who may be experiencing difficulty in their studies but are also conducted for students who may be wanting to consolidate and/or lift their standard of learning. Students should contact their teacher to discuss tutorials or any academic problems that they might be having. After school tutorial details are published at the commencement of each academic year.

It is the aim of the College to ensure that all students achieve to their maximum potential and so we request Parent/ Carer support in both urging students to regularly attend tutoring and also in the punctual collection of their child/ren is vital. Tutorials are generally facilitated at 3:30-4:30pm, with scheduled days and rooms published at the commencement of the year.

HomeworkClub

Program run by:

Mark Preston, Leanne Coventry, Cheril Kemp, and other teachers as they are available.

Venue/Times:

Science Lab (S1) from 3:30-4:30pm every Wednesday during term, unless otherwise notified for Year 5 to 12 students.

Our Administration Office closes at 4:30pm, so please do not be late for pick ups from Homework Club.

aTTendance:

This is a service offered at no extra charge to parents/carers.

Attendance at this program is optional, but if your child/ren would like to take advantage of Homework Club, even just on a casual basis, we would love to see them there.

noTificaTion:

For your child to attend our Homework Club at BalCC, parental permission is required via Parent Lounge. Please ensure that you complete the following steps on Parent Lounge, under Events:

Accept Terms and Conditions – please note pick up time is 4:30pm sharp

Please verify ALL contact and medical details are correct for your child, on Parent Lounge (if not update or email bcc@balcc.vic.edu.au)

Accept / Decline invitation for Homework Club Press SAVE

If you accept the invitation for your child to attend Homework club this means they will be enrolled for every Wednesday during school term.

*Please note, if your child is not going to attend on a specific Wednesday you are required to advise us via text to 0416 905 324, as part of our Child Safety requirements. We appreciate students being picked up promptly at 4.30pm at the latest.

*Please note that whilst there is no formal teaching program, Homework Club should be regarded in the same light as a normal school class and we expect students to be on their best behaviour when in homework club and adhere to the College IDP Policy. We reserve the right to ask a student to leave if necessary.

If you have any questions about Homework Club, please contact your child’s Homeroom Teacher. 1 2 3 4

YEAR

YEAR 7 CURRICULUM

LOTE (French)

Visual

(Inc. Textiles)

Performing Arts (Music & Drama)

YEAR 7

SUBJECTS

Design

Humanities

Health & Physical Education (HPE)

Ballarat Christian College provides Year 7 students with a broad curriculum, which includes compulsory core subjects and a variety of other subjects.

ENGLISH | YEAR 7

At Ballarat Christian College, the Year 7 English curriculum provides a comprehensive foundation in language, literature, and literacy.

Language: Students explore the structure and function of the English language, enhancing their understanding of grammar, vocabulary, and language conventions. This includes examining how language varies in different contexts and how it can be used to influence and engage audiences.

Literature: Our students engage with a diverse range of literary texts, including novels, poetry, plays, and films. They learn to appreciate various genres and styles, analyse themes and characters, and understand how literature reflects and shapes society and culture.

Literacy: The curriculum focuses on developing students’ reading, writing, listening, and speaking skills. Students practice creating a variety of texts, from creative stories and analytical essays to persuasive speeches and multimedia presentations. They also learn to critically evaluate texts and use evidence to support their interpretations.

Through these subject areas, students build essential skills in communication, critical thinking, and creativity, laying a solid groundwork for their future academic and personal growth.

MATHEMATICS | YEAR 7

In Year 7, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

AREAS OF STUDY:

• Positive and Negative Integers.

• Factors Multiples, Indices and Primes.

• Fractions and Percentages.

• Ratios, Rates and Best Buys.

• Decimals.

• Algebra

• Equations.

• Geometry.

• Measurement

• Coordinates and the Cartesian Plane

• Transformations.

• Probability

• Representing and Interpreting Data

REQUIREMENTS:

Being a very sequential subject, students are required to practice their skills often and to maintain a high level of attendance, prepared with all required materials and equipment in order to build on previous skills and knowledge.

In Year 7 the curriculum has been written to allow students to experience one or more arts subjects in depth.

RATIONALE

The arts are as old as humanity. They are part of every culture and central to the diverse and continuing cultures of First Nations Australians. Through the arts, people share stories, ideas, knowledge and understanding. The arts engage our senses and give us ways to imagine, celebrate, communicate and challenge ways of knowing, being, doing and becoming.

Participating in quality arts experiences and practices enriches our social and emotional wellbeing. It fosters development of our imagination and enables us to reach our creative and intellectual potential. The distinctive languages, knowledges and practices of each arts subject in the Australian Curriculum enable learners to play, explore, question, challenge and imagine new possibilities as they create, embody, design, represent, collaborate and communicate ideas, emotions, observations and experiences. The arts foster rich cross-curriculum opportunities for learners as they grow in their understanding of self and others, and as they make sense of, interpret and respond to their real and imagined worlds.

Rich in tradition, the arts play a major role in the development and expressions of diverse cultures and communities, locally, nationally and globally. The exploration of cultures and histories through Arts learning strengthens understanding of Australia’s cultural diversity and develops critical intercultural understandings to inform decision-making and aesthetic choices. Students communicate meaningful ideas in conventional and innovative arts forms. They use arts knowledge, practice and understandings to learn and make meaning as artists and as audiences, taking

opportunities to engage with arts organisations, creative industries and arts professionals.

Through the arts, students learn to express their ideas, thoughts, questions, understandings and opinions. They develop aesthetic knowledge and learn that the creative and critical processes of each Arts subject are essential to learning in, about and through The Arts.

The arts are core to the development of creative, confident, compassionate and resilient individuals who can think and reflect critically, celebrate and challenge ideas, people and events, and work towards making a difference in sustaining and reimagining their own and their communities’ futures.

AIMS

The Arts aims to develop students’:

• creativity, critical thinking, aesthetic knowledge and understanding about arts practices

• knowledge and skills to imagine, observe, express, respond to and communicate ideas and perspectives in meaningful ways

• use of available resources and materials including digital tools

• empathy for multiple perspectives and understanding of personal, local, regional, national and global histories and traditions through the arts

• engagement with the diverse and continuing cultures, arts works and practices of First Nations Australians

• understanding of local, regional, national and global cultures, and their arts histories and traditions, through engaging with the worlds of artists, arts works, audiences and arts professions.

These aims are extended and complemented by specific aims for each subject in The Arts.

ARTS | YEAR 7

STRUCTURE

In Dance, students use the body to communicate and express meaning through purposeful movement. Dance practice integrates choreography, performance, and responding to dance and dance making. Students experience and explore dance created and performed across diverse contexts, styles and forms, and build understanding of how dance uses the body and movement to communicate ideas and meaning.

In Drama, students create, perform and respond to drama as artists and audiences. They learn to use, manage and manipulate the elements and conventions of drama across a range of dramatic forms and styles. Students learn in, through and about drama as they create dramatic action and communicate dramatic meaning.

In Music, students listen to, compose and perform music from a diverse range of styles, cultures, traditions and contexts. They create, organise, manipulate and share sounds in time and space, and critically analyse music. Music practices are aurally based and focus on developing and applying knowledge and skills through sustained musical engagement and experiences.

In Visual Arts, students learn in, through and about visual arts practices, including the fields of art, craft and design. They experience and explore visual artworks created by artists working in diverse contexts, styles and forms, and build understanding of the significance and impact of visual arts practice and culture for themselves and local and global communities.

Arts learning involves deep engagement through the continuing and emerging practices of The Arts subjects. Understanding how the practices of each subject are being used in dynamic and innovative ways across cultures and communities supports students’ understanding of how they can contribute to their world. Schools make decisions about the subjects and forms students engage in within their Arts learning. For example, students may explore and create:

• arts works that exist in physical, digital or virtual spaces

• individual or collaborative arts works

• arts works that use materials and technologies in traditional and/or innovative ways

• arts works in traditional, conceptual, site-specific, hybrid, multimodal or trans-disciplinary forms

• arts works where the audience is a co-creator with the artist.

ARTS COND | YEAR 7

CAREERS | YEAR 7

I DISCOVER

Year 7 students use a range of activities to discover their strengths and interests to develop a positive self-image that provides the foundation for optimistic pathway planning. They develop an awareness of the importance of social and interpersonal skills in their future life and work roles.

Students investigate the contribution of work to the community and family, recognising the role of paid and unpaid work. They focus on understanding issues relating to stereotyping and discrimination through the study of occupational and labour market information.

Students build their career action plan on the selfknowledge they have acquired through the activities they have undertaken

Sourced: Department of Education - 4th July 2024

At Ballarat Christian College, our Year 7 Christian Living program is dedicated to providing a balanced, gospel-centered education that integrates practical components with relevant biblical and theological theory. Our approach includes life coaching, Christian ethics, and apologetics, ensuring a comprehensive and holistic experience. This course is shaped and guided by various trusted sources including but not limited to, CSA Framework, Gospel Project Resources, RightNow Media and Alpha.

COURSE DESIGN

The program is crafted to be:

• Engaging

• Relevant

• Challenging

• Inspiring

• Biblical

• Gospel-focused

The course accommodates all students and abilities, making necessary modifications and adjustments to cater to special learning needs. Recognizing the diverse backgrounds, learning needs, levels of understanding, and degrees of faith commitment among our students, we tailor our approach accordingly.

Some students will have strong, confident, and sophisticated skills and understanding relating to the Bible, faith, and Christian living, with some already having accepted Christ as their Savior and growing in their faith. Conversely, many students may require understanding in the basics and foundations of the Christian faith, gospel, and Bible, as they may have little biblical and gospel understanding, lack confidence, and may not have made a faith decision yet.

STUDENT ENGAGEMENT

This program aims to nurture each student’s faith journey, regardless of their s starting point, fostering a deeper understanding and commitment to Christian living.

CHRISTIAN LIVING | YEAR 7

CIVICS & CITIZENSHIP:

In Year 7, students study the key features of democracy and Australia’s federal system of government, and explore how values shape our democracy. Students learn about the key features and principles of Australia’s legal system. They look at how the rights of individuals are protected through the legal system, which aims to provide justice. Students also explore how Australia’s secular system of government supports a diverse society with shared values that promote community cohesion.

ECONOMICS & BUSINESS:

The focus of learning in Year 7 is the topic “individuals, businesses and entrepreneurs” within a personal, community and national context. Students investigate the nature and purpose of informed and responsible decision-making by individuals and businesses, with attention to the allocation of limited resources to meet unlimited needs and wants, types of businesses, how entrepreneurial characteristics contribute to business success, and the ways work is undertaken. They also examine the rights and responsibilities that individuals and businesses have within consumer and financial contexts.

GEOGRAPHY:

The Year 7 curriculum involves the study of 2 sub-strands, Water in the World and Place and Liveability. Water in the world – focuses on the many uses of water, the ways it is perceived and valued, and the hazards associated with environmental processes. Students examine the distribution of its different forms as a resource, its varying availability in time and across space, and its scarcity.

They also explore the ways water connects and changes places as it moves through the environment, and the impact of water-related hazards on human-environment relationships. Place and Liveability – focuses on the factors that influence liveability, how it is perceived, and the idea that places provide us with the services and facilities needed to support and enhance our lives. Students examine the distribution of these spaces, and how they are planned and managed by people. They also consider the ways that the liveability of a place is enhanced and how sustainability is managed.

HISTORY:

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 years ago –c.650 (CE), and a study of early First Nations Peoples of Australia. 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 from places including Egypt, Greece, Rome, India and China.

ASSESSMENT:

• Topic Test

• Assignments

• Project work

• Classwork

HASS | YEAR 7

HEALTH AND PHYSICAL EDUCATION | YEAR 7

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen. It is essential that young people develop their ability to respond to new health issues and evolving physical activity options.

Integral to Health and Physical Education is the acquisition and application of movement skills, concepts and strategies across a range of physical activity contexts. This enables students to participate confidently and competently when moving. Movement is a powerful medium for learning through which students can acquire and practise personal, social and cognitive skills. When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance.

In Health and Physical Education, students

• develop personal and social skills through interacting with others in classroom and movement contexts.

• use health and physical activity resources to enhance their own and others’ wellbeing.

Health and Physical Education addresses factors that influence the health, safety, relationships, wellbeing and physical activity patterns of individuals, groups and communities. Students develop the understanding to challenge discrimination, assumptions and stereotypes. They gain skills to take positive action regarding diversity, inclusion, consent and respect in different social contexts.

AIMS

Health and Physical Education aims to enable students to:

• access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation

• develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships

• acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings

• engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong

• analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity.

STRAND 1 - Personal, social and community health

The Personal, social and community health strand focuses on the knowledge, understanding and skills needed to make healthy and safe choices. In the early years, the focus is on exploring and investigating safe and healthy personal practices. The strand examines the contextual factors that influence health, safety, physical activity levels and wellbeing through a range of focus areas and issues. It is underpinned by a strengths-based approach and socio-critical perspectives. It focuses on developing health literacy skills to apply new information to changing circumstances. This strand examines environments that influence health, safety, relationships and wellbeing at an individual and community level.

STRAND 2 - Movement and physical activity

The Movement and physical activity strand promotes appreciation of how movement in all its forms is central to daily life. Movement meets functional requirements and provides opportunities for active living. It is also a setting where personal, social and cognitive skills can be developed and refined. In the early years, the focus is on development of movement skills and physical activity participation through active play and minor games. The acquisition and refinement of a range of movement skills, concepts and strategies builds movement competence and confidence. This also develops the dispositions necessary for lifelong participation in physical activities.

FOCUS AREAS

The content descriptions in Health and Physical Education must be taught through the following 12 focus areas.

• Alcohol and other drugs

• Food and nutrition

• Health benefits of physical activity

• Mental health and wellbeing

• Relationships and sexuality

• Safety

• Active play and minor games

• Challenge and adventure activities

• Fundamental movement skills

• Games and sports

• Lifelong physical activities

• Rhythmic and expressive activities

Sourced: Australian Curriculum Acara 9 - 4th July 2024

- LANGUAGES | YEAR 7

Bienvenue! Comment vas-tu?

Our students have the opportunity to engage in the study of French across all years. French is the language studied at Ballarat Christian College as a core subject for these year levels and is included in Languages required within the 8 KLA’s for all Australian schools.

The course includes instruction and learning in the reading, writing, speaking and listening of the language with a key focus on a conversational approach as students gain confidence in speaking and understanding the French language.

Students who may have the desire to go further in their study of French will find that it is the main language spoken in over 40 countries in the world and one of the key languages offered across the Australian Curriculum.

Students at Ballarat Christian College enjoy the experience of an annual French Celebration Day which is held close to the French National Day to focus on the French culture in July each year.

The objective in studying another language, particularly French, is that there are many links between English and French and understanding this subject, assists students to also understand the origins and language of English. Learning a language has many benefits which include creativity, problem solving and interpretation, improved literacy skills and encouraging an understanding of cultural identity within a nation. Studying Languages also provides advantages for employment as increasing numbers of companies seek bi/multilingual speakers in order to remain competitive in an ever-increasing interconnected global world. (Adapted: Victoria State Education & Training)

LOTE

SCIENCE | YEAR 7

In Year 7, we emphasise that Science is both a body of knowledge and a way of investigating the natural world. Students grow their body of knowledge in the four main scientific areas as well as learning how Science interacts with society and Science Inquiry. They focus on safety when completing practical tasks, and learn how to create and test scientific models.

AREAS OF STUDY:

• Nature and Development of Science

• Use and Influence of Science

• Science Inquiry

Biological Science

• Classification of living things

• Ecosystems and food webs

Chemical Science

• States of matter

• Separating mixtures

Earth and Space Science

• Earth in space

Physical Science

• Forces in Action

ASSESSMENT TASKS

• Topic Tests

• Research Projects

• Practical work skills and Practical reports

• Maintaining workbook and classwork

REQUIREMENTS

Being both a skill based and knowledge based subject, students are required to review the content often in order to maintain their knowledge. Students should come to class being prepared to make observations, provide evidence for any claims that they make and use critical thinking to develop reasoning. Being aware of their surroundings and being safe is of paramount importance in the Science laboratory. Students need to be prepared with all required materials and equipment.

YEAR 8 CURRICULUM

LOTE (French)

Visual

(Inc. Textiles)

Performing Arts (Music & Drama)

YEAR 8

SUBJECTS

Design

Humanities

Health & Physical Education (HPE)

Ballarat Christian College provides Year 8 students with a broad curriculum, which includes compulsory core subjects and a variety of other subjects.

ENGLISH | YEAR 8

At Ballarat Christian College, the Year 7 English curriculum provides a comprehensive foundation in language, literature, and literacy.

LANGUAGE:

Students explore the structure and function of the English language, enhancing their understanding of grammar, vocabulary, and language conventions. This includes examining how language varies in different contexts and how it can be used to influence and engage audiences.

LITERATURE:

Our students engage with a diverse range of literary texts, including novels, poetry, plays, and films. They learn to appreciate various genres and styles, analyse themes and characters, and understand how literature reflects and shapes society and culture.

LITERACY:

The curriculum focuses on developing students’ reading, writing, listening, and speaking skills. Students practice creating a variety of texts, from creative stories and analytical essays to persuasive speeches and multimedia presentations. They also learn to critically evaluate texts and use evidence to support their interpretations. Through these subject areas, students build essential skills in communication, critical thinking, and creativity, laying a solid groundwork for their future academic and personal growth.

MATHEMATICS | YEAR 8

In Year 8, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problem-solving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

AREAS OF STUDY:

• Representing and interpreting Data.

• Probability

• Integers

• Index Laws

• Real Numbers

• Congruence

• Algebra.

• Measurement

• Solving simple linear equations.

• Coordinates and linear Graphs

• Pythagoras’ Theorem

ASSESSMENT TASKS:

• Topic Tests and Assignments

• Maintaining workbook and classwork

REQUIREMENTS:

In Year 8 the curriculum has been written to allow students to experience one or more arts subjects in depth.