Fairholme Middle School Curriculum Overview

Curriculum Overview MIDDLE SCHOOL

Information for Parents & Students TEACHING & LEARNING

Fairholme

College TOOWOOMBA

2014

Key Staff

FAIRHOLME COLLEGE MIDDLE SCHOOL Curriculum Overview

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MIDDLE SCHOOL Curriculum Overview

Head of Middle School

Mrs Jaye Ross

Head of Teaching & Learning

Mr Stewart Peacock

Arts

Ms N Macks

Learning Enhancement

Business

Mrs K Cottle

Learning Pathways Counsellor

Mrs L Anderson

English

The Library and Learning Centre

Mr R Davis

Health and Physical Education

Languages

Ms K Gierke

Home Economics

Mathematics

Mr Stewart Peacock

Humanities

Science

Miss A Scott

Information Technology

Sport

Mr C Chuc

Vocational Education and Training

Mrs M Erbacher

Mrs M Hassall

Mrs J Friend

Mrs W Andersson

Mrs F Brazier

Mr N Byron Miss A Hollindale

INTRODUCTION

Dear Parents and Students, The Middle School at Fairholme College is a platform which allows our teachers to create an exciting new curriculum that addresses the learning needs of this unique group of students – girls aged 11-14 years.

The principles that underpin the best learning in the Middle School years include creating curriculum that is – Focused on literacy and numeracy Relevant to their lives Authentic, not contrived Challenging at every level Intellectually engaging Allowing differentiation, from modified to extension activities Seriously fun!

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Furthermore, Australian and overseas research demonstrates that the Middle School provides an important bridge between the Junior School and Senior School and that the students are best engaged in their learning when – They have a small number of teachers with whom they interact and develop positive and trusting relationships n The amount of assessment is reduced, yet the quality of the assessment allows for greater depth of learning and skill building n The students are offered choice in subjects (increasing from Year 7 to Year 9) n The curriculum encourages negotiation to ensure that students focus on areas of personal interest, as well as developing interest in diverse and unexplored areas. n

At Fairholme College we have endeavoured to create a curriculum in the Middle School that more than meets the needs of our girls; rather it ‘lights the fire’ of learning in all our students.

Mr Stewart Peacock | Head of Teaching and Learning

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Fairholme College MIDDLE SCHOOL Fairholme Middle School is committed to providing a community that empowers, supports and develops resilient students. All students are unique learners, and each aspect of their academic, spiritual and pastoral development is valued through the provision of an inclusive culture, and an innovative, rigorous curriculum.

We understand that the years between 11 and 14 are years where girls often lose their enthusiasm for learning, disengage from classroom activities and make little progress with their learning. Often, the traditional high school structure does nothing to help these girls who find the challenges too daunting and who have falling interest levels.

At Fairholme Middle School we have created a smaller community, within the wider Fairholme community, where girls can be known and cared for as individuals. Our educational environment can be matched to the developmental needs of students in Years 7, 8 and 9. Our rigorous and innovative curriculum is underpinned by a strong pastoral care program which allows us to support the ‘whole’ student and not just focus on the academic aspect of schooling.

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Fairholme Middle School makes every attempt to minimise the number of teachers that work with Middle School girls. This helps to create a sense of belonging where girls feel known and supported by caring staff members. Because our Middle School is part of the wider Fairholme community, our girls also have access to a range of support services through our School Counsellor and Careers Counsellor as well as other interested staff such as Heads of House.

The Middle School community encourages close and mutually respectful relationships between staff, parents and students. The intellectual, ethical and social growth of students is nurtured and supported, allowing every student the opportunity to experience success.

Mrs Jaye Ross | Head of Middle School

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MIDDLE SCHOOL Curriculum Overview

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MIDDLE SCHOOL Subject Offerings YEAR 7 All students in Year 7 complete the following subjects for the duration of one year.

• • • • • • • • • • •

English Mathematics Science Humanities Languages other than English (Japanese, German and French) Art/Design Music Performance (Drama and Dance) Health and Physical Education Christian Living Sport

Please note that computing skills are embedded across the curriculum.

YEAR 8 The following subjects are completed for the duration of one year by all Year 8 students.

• • • • •

• • • •

English Mathematics Science Humanities Languages (two are chosen from Japanese, German and French and are studied for one semester each) Health and Physical Education Christian Living Life Skills Wednesday Afternoon Sport/ GetSmART

The following subjects are undertaken for one semester.

(4 lessons per fortnight cycle) • • • • •

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Art Dance Drama Music (timetabled for the full year at 2 lessons per cycle) Performance Music (entry by audition and is instead of the mainstream Music subject) Food and Fashion

Please note that computing skills are embedded across the curriculum.

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MIDDLE SCHOOL Curriculum Overview

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YEAR 9 The following subjects are completed for the duration of one year by all Year 9 students.

• • • • • • • •

English Mathematics Science Humanities Health and Physical Education Christian Living Life Skills Wednesday Afternoon Sport/ GetSmART

Students choose three (3) of the following to be studied for the entire year.

• • • • • • • • •

Japanese German French Art Dance Drama Music Information Technology Studies Food and Fashion

Please note that computing skills are embedded across the curriculum.

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E M L O H EGE R I FA OLL C

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ENGLISH The Australian National Curriculum > English aims to ensure that students: •

learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose

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appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue

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understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

The Australian National Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students’ growing understanding and use of Standard Australian English. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are: Language, knowing about the English language; Literature, understanding, appreciating, responding to, analysing and creating literature; Literacy, expanding the repertoire of English usage.

Strands and sub-strands: Content descriptions in each strand are grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. The sub-strands are: Language, Literature and Literacy.

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MIDDLE SCHOOL Curriculum Overview

Years 7 and 8 The potential for self-development, growth and discovery through English is vast. The world can indeed be an oyster which we will open by sharpening our intellect and preparedness to learn.

The pearls within this curriculum are not content, but cognitive and learning skills that the students will acquire through varied and real-life learning contexts.

Through different texts the vitality of cultures and communities is discovered by the students and stories are shared. This contributes to the shaping of the students’ personal identities and facilitates the development of cultural understandings.

Through this exposure, the opportunity for students to experience real and imagined worlds, interact with others and create their own texts is provided.

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Why, then the world’s mine oyster, which I with sword will open.

From The Merry Wives of Windsor (II, ii, 2-3)

YEAR 9 The Year 9 English course continues our focus on language, literature and literacy through a varied and innovative curriculum. Critical literacy, Creative writing and Multi-literacy are addressed through units of work that involve the students in activities that utilise – • • • •

Technology Purposeful, analytical, creative writing and speaking Functional grammar and text construction Critical listening, reading and viewing.

Assessment Tasks may involve the following ideas: • • • • • •

Present a Visual Arts Tour Write a Persuasive text Publish a Film Review Perform a Dramatic Intervention Write an Imaginative Text Write an Analytical Exposition.

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MATHEMATICS There is no corner of today’s world that is untouched by mathematics. To be effective citizens and participants in the economy, girls should have well-developed numeracy and problem-solving skills. These are developed by active participation in the classroom and by involvement in the various Extension and Enrichment activities throughout the year.

Fairholme College Mathematics is based on The Australian National Curriculum. The aims, as set out in The Australian National Curriculum Document, are as follows.

The Australian National Curriculum > Mathematics aims to ensure that students: •

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are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

There are four required proficiency standards which will form the basis of assessment across all year levels. These are: o Understanding o Fluency o Problem solving o Reasoning.

Broad topics to be covered throughout the year include:

Year 7

Year 9

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Number and Algebra – real numbers, primes, composites, fractions, decimals, percentages, algebraic expressions, linear and non-linear relationships.

Measurement and Geometry – converting units of length and mass, perimeter, area, volume and capacity, location and transformations, angles, triangles, quadrilaterals, parallel lines and associated angles.

Statistics and Probability – graphs, mean, median, mode, range, tally tables and probability.

Year 8 •

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Number and Algebra – index notation and index laws, rational and irrational numbers, percentage increase and decrease, rates and ratio, profit and loss, algebraic expressions including the use of the distributive law, algebraic and graphical solutions of equations, the Cartesian plane.

Measurement and Geometry – working with units of area and volume, areas of parallelogram, rhombus, kite and circles, volumes of prisms, time calculations, congruency of shapes and applications thereof.

Statistics and Probability – complementary events, two-way tables and Venn diagrams, means, medians and the effect of outliers.

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Number and Algebra – direct proportion, scientific notation, simple interest, index laws, expansion of algebraic expressions, linear graphs and functions, sketching non-linear relationships.

Measurement and Geometry – areas of composite shapes, surface area and volume of cylinders and right prisms, similar figures, ratio, scale, Pythagoras’ Theorem and its applications, trigonometry and its applications.

Statistics and Probability – one- and two-step probability, tree diagrams and arrays, collecting, displaying and evaluating data, mean, median and range.

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SCIENCE The Australian National Curriculum > Science aims to ensure that students develop: • •

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an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

At the core of the Fairholme College Science curriculum is a commitment to challenging, engaging and inspiring young women to see themselves as scientists in action, and as citizens who can contribute to the future development of their nation. In line with this innovative view of the Science curriculum is the understanding that our learners’ worlds are profoundly linked to various technologies.

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MIDDLE SCHOOL Curriculum Overview

The Australian National Curriculum > Science has three interrelated strands: • •

•

Science Understanding (SU) – the knowledge and understanding, or ‘what’, of Science Science as a Human Endeavour (SHE) – provides contexts for linking concepts and learning experiences to applications that are meaningful to students Science Inquiry Skills (SIS) – describes the skills, or ‘how’, of Science.

Together the three strands provide the students with understanding, knowledge and skills through which they can develop a scientific view of the world.

Topics to be covered throughout the year include:

Year 7 • • •

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Biological Sciences – diversity, classification, Food Chains/webs and human impact Chemical Sciences – mixtures and separating techniques Earth and Space Sciences – nonrenewable/ renewable resources, positions of objects in space and their impact on human activities and the water cycle Physical Sciences – balanced/unbalanced forces, simple machines and gravity.

Year 8 • • • •

Biological Sciences – cells, microscopes, organs and systems Chemical Sciences – particle theory, elements, compounds, chemical changes and chemical properties Earth and Space Sciences – rocks and minerals Physical Sciences – forms of energy, energy transformations and efficiency.

Year 9 • • • •

Biological Sciences – co-ordination of organ systems in the body and ecosystems Chemical Sciences – atomic structure, radioactivity and types of chemical reactions Earth and Space Sciences – theory of plate tectonics Physical Sciences – Energy transfer through different mediums.

Assessment

Students will be asked to design and perform experiments to produce individual scientific reports, construct models, respond to stimulus materials and undertake formal examinations.

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HUMANITIES

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Years 7 and 8 The Key Learning Area of Humanities aims to develop an understanding of a world that is constantly changing. Students develop their knowledge about the complex interactions between people, and between people and their environments, to investigate social, political, economic, environmental and cultural ideas and issues.

Through an inquiry approach to learning, students will clarify their personal values and acknowledge others’ values and world views in a range of contexts and settings. It is also fundamental to the course that the students develop the ability to critically reflect on their learning and investigations to make judgements about different values and perspectives.

It is also hoped that students will develop their capacity for effective community participation and meaningful responses to social and environmental issues. Our aim is to promote dynamic, globally aware students who can respond to any issue in enterprising and creative ways. Assessment tasks will cover a range of genre and assessment types.

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MIDDLE SCHOOL Curriculum Overview

Topics to be covered throughout the year include:

Year 7 • • • •

Ancient Egypt Ancient China Cultural Diversity Rainforests and Environmental Awareness

Year 8 • • • •

Medieval Europe Medieval Japan Harsh Environments: Deserts Monster Storms

Year 9 The Year 9 Humanities program covers two key focus areas and is arranged into semester units.

Students will study a semester of History and a semester of Geography as part of the program. The aim is to introduce students to the notion that Humanities is comprised of distinct disciplines, and we start branching out into those disciplines in Year 9.

History History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination.

Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. As part of the Australian Curriculum: History, the Year 9 History program deals with the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914 – 1918, the ‘war to end all wars’.

Geography Geography is a structured way of exploring, analysing and explaining the characteristics of the places that make up our world, through perspectives based on the concepts of place, space and environment.

A study of geography develops students’ curiosity and wonder about the diversity of the world’s places and their peoples, cultures and environments.

Students examine why places have their particular environmental and human characteristics, explore the similarities and differences between them, investigate their significance and meanings to people, explain how they change over time, and evaluate their futures. As part of the Australian Curriculum: Geography, the Year 9 Geography program explores biomes, food security and navigating global connections. The units examine the personal and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. They will also explore the connectedness of Australia with its region and the world. The ability of a student to act locally, but with a regional and global view of the consequences, is investigated.

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LANGUAGES

Learning a language is an important aspect of becoming both a lifelong learner and a good global citizen.

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We are fortunate at Fairholme College to be able to offer three languages to students in both the Middle and Senior School. The languages offered are Japanese, French and German.

Over many years, we have developed programs and acquired resources that allow us to provide our students with a diverse range of teaching and learning experiences. Our sisterschool relationships enhance these experiences by providing opportunities for students to host visiting students and live overseas for a period of time during their Senior years of schooling.

Year 7 In Year 7, students will have an opportunity to learn French, German and Japanese. These lessons are designed to give students a taste of the languages and cultures, and develop students’ confidence with oral/aural skills.

Year 8 In Year 8 students choose two of the three languages and they are undertaken for one semester each. This is a program for both first-time learners and continuing learners, covering topics such as Introductions, Family and School. The target languages are used extensively in class and students are encouraged to use the language as much as possible.

Year 9 In Year 9 students generally choose one language on which to focus, although it is possible for students to continue with two languages. The language will be studied for the two semesters of Year 9 and should be continued in Year 10 in preparation for Senior Studies.

The work in Year 9 further develops students’ language skills and covers various topics. Students use computers and interactive technology in lessons. The internet provides students with a variety of resources to enhance cultural knowledge and understanding, as well as providing language-specific websites. It is another example of how students are using real language for real purposes.

Students are assessed each term, in some or all of the macro skills – listening, speaking, reading and writing. There are no assignments as part of the assessment program. By the conclusion of the course, students should be able to know and use the target language features and understand familiar spoken and written texts. They should also be able to create spoken and written language and respond in situations relevant to their communication needs. Their ability to reason and respond to attitudes, purposes and cultural meanings will also be developed.

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There is no denying that English is a widely used language around the world but, given that only 25 % of the world’s population has some degree of competence in English, we have a duty to educate young Australians, your daughters, to be able to communicate in at least one other language.

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The languages program designed for the Middle School aims to develop students’ language and intercultural competencies. By learning to use real language in real situations, students develop their ability to communicate meaningfully and productively. At the same time, the course incorporates cultural awareness and helps learners to know and understand the world around them, and to understand commonality and difference, global connections and patterns.

THE ARTS Dance (Years 8 and 9 ONLY)

Dance is a human activity of ancient tradition and an evolving form of expression that is fundamental to the human condition. Dance is a universal language that has the power to communicate and convey ideas and images using the human body as a medium across different cultures. Dance fulfils numerous functions socially, culturally and artistically.

The Middle School Dance course exposes students to a wide range of dance styles. The study of dance is enriched by experiences in choreography, performance and appreciation: choreography – the creative process of making dance; performance – the dancer’s demonstration of dance skills; and appreciation – the communication of a student’s response to dance.

Students will learn how to work both individually and collaboratively, and will have the opportunity to perform publicly.

Year 8 Throughout the Year 8 Dance course, students will discover that whilst dance is a universal language, it is also a method of personal expression. They will explore the way in which dance can be used to communicate ideas, themes, emotions, stories and events.

The focus is on exposing students to dance in a classroom setting.

Students will have the opportunity to participate in the creation of a dance performance for public viewing. They will work collaboratively, in small groups, to choreograph a dance in their preferred style; learn a teacher-devised dance that will allow them to experience the rehearsal process; and research and respond to other forms of movements to evaluate their placement under the umbrella of dance styles.

Year 9 The units in Year 9 Dance are structured in such a way that students progressively develop their skills in Choreography, Performance and Appreciation. They will undertake a study of a diverse range of styles including tap, jazz and funk/hip-hop dance. This serves as a strong basis for future studies in Dance. They will also look at Popular Dance Media, and the way that dance is manipulated in the media and in both the music industry and the film industry. Students will be able to relate their experiences in Dance to real life.

A variety of creative and inclusive assessment instruments are implemented in the Middle School Dance course. These instruments are able to cater for the individual needs and abilities of each student. Students’ learning is assessed via practical performances, presentations of choreography and written communication.

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DRAMA

Year 7

Year 8

The Year 7 Drama program will focus upon introducing and exploring stylised methods of performance where the development of characterisation and use of dialogue are secondary to the use of movement, symbolism and the creation of mood to tell a story. The students will work in an ensemble to learn and explore concepts and devise work which will build upon the performance strengths of the group. Where possible, the work created in Drama will link directly with content taught as part of the Integrated Studies Program. ­­

The students will be introduced to the elements of Drama through practical activities. They will be provided with opportunities for roleplay in improvisations and games. Effective group skills are learned and practised as students become increasingly confident with creating and presenting drama for their peers. They will be introduced to such ideas as using staging and character to create dramatically interesting presentations, and to make meaning clear for an audience.

Broad topic areas include: • • • • • • •

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Introduction of Stylised Movement — exploring key expressive devices such as speech, posture and grouping (blocking) to create images which aid in developing narrative.

Exploring some elements of Physical Theatre — a form of movement to create and convey emotion to enhance the meaning of dialogue.

Basics of Classical Mime — to establish place, character and story.

Selection of a Folktale or Story from another Culture for Performance. Casting of roles. Group decision-making regarding adoption of a particular style of movement to convey the story.

Working on devising performance with advice, guidance and assistance from the teacher.

Developing performance problem-solving and feedback, sharing work in progress with other groups.

Refining performance/Assessment.

MIDDLE SCHOOL Curriculum Overview

Throughout the semester, students will have the opportunity to create and perform improvisations, and to reflect on both the process and the audience reaction. Assessment is part of the course, though it is not given undue emphasis. Throughout the semester, students are evaluated on how effectively they are able to use the skills learned – to create drama, present scenes and respond to the meaning which is made for an audience.

The course is very practical in nature and aims to develop creativity and spontaneity. Through discussion, role-play and writing, students are introduced to the basics of drama, using lifelike situations.

Through a range of group activities and some individual tasks, the course also develops the students’ appreciation of the importance of communication skills, teamwork and personal confidence.

Year 9 In Term 1 the students will be introduced to predominantly practical aspects of Drama through a study of elementary melodrama and realism. Both theatrical styles are complex and diverse, each requiring different techniques and approaches in order to master them effectively. Students will be involved in activities exploring these styles and will devise, rehearse and perform scenes for their peers.

In Term 2 students will explore the Elements of Drama through the exploration of Viewpoints (also known as the ‘building blocks’ of Physical Theatre). This unit of work challenges perceptions regarding performing and encourages the students to explore spatial relationships, tempo and time in new ways.

Assessment at this stage requires students to complete a directing task.

Semester 2 involves students in a fusion project – the development of a performance over two terms which involves the devising of a mini collage drama and managing all facets of the performance (stage design, costuming, technical). Students will then present their polished work to a younger audience.

Students will be assessed on Forming, Presenting and Responding tasks within each semester unit, through participation in a range of set practical and written activities. Although the content of the course will comprise mostly practical group work, there will be some balance between the individual and small group, as well as written and practical assessment tasks, though students will always be assessed individually.

The course aims to provide the students with the opportunity to explore their own creative abilities and to participate in a dynamic art form. They will learn about and refine communication skills, so that they can express their own ideas, feelings and values effectively, and understand the values of others.

The predominantly practical nature of Drama also involves some activities and games which develop creativity and spontaneity, and also provide an enjoyable and valid means of learning.

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MUSIC Year 7 Music in Year 7 has a major focus on singing and aural development: skills which are fundamental to all practical musical endeavours. Using Kodaly elements of solfege and rhythm names, students work in small and large groups for performance while also developing some individual composition skills. Rounds and rhythmic games are used to develop confidence in performance; students then complete a research task that allows them to further explore an area of their own interest. With the introduction of laptop computers throughout the Middle School, some focus is also being given to the use of music software to introduce notation and composition skills.

Year 8 In Year 8 Music, a more thorough exploration of the basic elements of music will be undertaken. Initially, students will establish familiarisation with rhythmic and melodic notation, concepts of organisation of scales and chords, and the performance of these skills on classroom percussion instruments as well as guitar or keyboard.

Classroom ensemble performance will provide an opportunity to realise these skills in a practical way. Students will be given the tools to create original compositions using computer software on their laptops.

Following this, students will focus in more depth on the instruments of music. This unit will explore Rock elements and styles as well as the world of Orchestral music, both in its classical form and through its role in movies and the media today.

Broad learning areas include: • Rhythm & Timing • Pitch & Harmony • Timbre & Mood • Ensemble and Solo Performance • Rhythmic Composition • Melodic Structure • Melodic Composition.

Year 8 Performance Music Year 8 Performance Music is for students who have obtained a high standard of skill in either vocal or instrumental music and a sound understanding of reading music notation in Year 7 Music. Year 8 Performance Music provides the opportunity for students with identified ability in performance to develop their individual potential beyond the scope of the Year 8 Music program. The course of study is at a more challenging and exacting level than that offered in the core Year 8 Music course. Students will aim for excellence in their performance of music and strive for cognitive, affective and psychomotor skills of a high order. Year 8 Performance Music Extension operates for those students who have chosen to have individual lessons with a Specialist Teacher in their principal instrument of study (e.g. trumpet, singing and piano) and to participate in an Extra-Curricular music activity at the College. These two components are assessed as a part of the course, and whilst performance opportunities are provided, and skill refinement is taught in class, the teacher of Year 8 Performance Music acts as a facilitator between the student’s Specialist Teacher and Ensemble Director. Other areas covered in the course include performance techniques and refinement, topics associated with performance (e.g. anxiety and etiquette), the study of theory, music analysis, aural skill development and composition.

Towards the end of Year 7, interested students who have obtained an approximate performance standard of Third Grade AMEB (or equivalent) may apply for a place in this specially structured class which will extend their musical talents through music performance and music-related studies. These students will have one period of Music Performance a week and the course is studied for both semesters of Year 8. An audition is required to gain a place in this class.

The musical insights and technical expertise gained through this study may act as a catalyst for further involvement with music within the school environment. It is therefore hoped that most of these students would continue their music studies by choosing the elective subject Music in Year 9.

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MIDDLE SCHOOL Curriculum Overview

Year 9 Music pervades all cultures and evokes a wide range of human responses. As one of the Arts, it makes a profound contribution to personal, social and cultural identity. It forms a unique means of expression and of communicating experiences. Music offers its own language, using predominantly our sense of hearing.

Music contributes to learning through the development of memory, co-ordination, concentration and inventiveness. It develops skills such as logical and critical thinking, decision-making and formation of concepts.

Music enhances our celebration of life by enlightening, inspiring, relaxing, entertaining and enriching our lives.

Music has the capacity to cross national borders and assist cross-cultural understanding.

The Year 9 Music course consists of the following four topic areas: • Brief History of Western Music • The Musical • Music’s Greatest Hits • World Music.

Each semester unit is assessed in a variety of ways.

Every unit contains a formal examination that includes analysing music that students have studied in class either aurally or visually. Aural musicianship is assessed via an aural skills test similar to those given in Year 8 Music or Performance Music. Students learn to compose their own music and these pieces are examined twice each year.

Finally, students are assessed, individually and in groups, on singing and playing instruments.

Music, or indeed any of the performing arts, is the ideal subject to encourage and develop confidence in individual or group situations.

If Music is correctly termed, ‘The Universal Language’, then it should encourage tolerance and appreciation of many cultures and their means of artistic expression.

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VISUAL ART PERFORMANCE (Year 7 ONLY)

As this subject is called ‘Performance’, it will be focused particularly on enhancing performance skills in front of large groups. Not only will these skills assist students in other Arts subjects, but also in all other subjects within the school that require the presentation of information to a larger group. Of course, life outside of school will also present students with many situations where they have to address a gathering of people, and Year 7 Performance is structured with this in mind.

Issues relating to performance style, content, audience, presentation format, subject matter and artistic integrity will be explored. Units covered may include developing a short performance or choreographing a dance or sequence of movements as part of an ensemble, thus enabling students to learn about the dynamics of presenting as part of a group.

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MIDDLE SCHOOL Curriculum Overview

Visual Arts in the Middle School focuses on students making, displaying, reflecting on and appraising images and objects with a focus on skills development. Students develop an understanding of visual language, and perception is nurtured, enabling them to be visually literate in the visual communication of cultures and societies, past and present. They will engage in a variety of Art experiences that will encourage them to develop personal expression and aesthetic awareness, and gain a sense of satisfaction and enjoyment from making artworks.

Students will be given the opportunity to engage in the making of images and objects by designing and creating two-dimensional and three-dimensional forms using a variety of materials, processes and techniques. They will learn and apply knowledge of visual art and design elements and concepts in order to construct meaning through problem solving, and will communicate their ideas, feelings, experiences and observations about the world. The suggested learning experiences that students will make and appraise will be a selection from a variety of two-dimensional and three-dimensional forms.

Broad topic areas include: • Drawing and Design • Painting and Printmaking • Sculpture and Ceramics • Installation and Performance Art • Fibre Art • Photographic Art.

Year 8 Offered for one semester, the Year 8 Visual Arts subject provides an introduction to Visual Art.

Units of study (sample): • • • •

Design – Logos, layout & presentation Drawing – Realism to Abstraction Colour Theory Painting – Major Task.

Learning experiences: • • •

Create, present and reflect on art works with confidence, skill, enjoyment and aesthetic awareness.

Express, present and communicate ideas, feelings and experiences through forms and processes of Visual Art. Understand and critically appreciate the impact of art works and how they construct meaning.

Assessment: •

Visual Process Diary.

Year 9 The Year 9 Visual Arts Course is an elective subject that develops students’ skills in understanding the visual world by making and appreciating images and objects. Emphasis is placed on experimentation, skill development and enjoyment of the art-making process.

Units of study (sample):

Year 7 The Year 7 Visual Arts course explores the Elements of Design through a selection of expressive art experiences.

Units of study (sample): • •

• •

Mixed Media – Mosaics Art Appreciation – Looking into the Past

•

Learning experiences: • • •

Create, present and reflect on art works with confidence, skill, enjoyment and aesthetic awareness.

Express, present and communicate ideas, feelings and experiences through forms and processes of Visual Art. Understand and critically appreciate the impact of art works and how they construct meaning.

Assessment: • •

Drawing – Pastel Portraiture Ceramics – Themed Teapot/Shoe Design Painting – Reflecting Life Printmaking – Intaglio Etching.

Learning experiences:

Design – Exploring the Elements Drawing – Stylisation of Form

Sculpture – Creating a New Species • •

• • • •

Create, present and reflect on art works that incorporate Visual Art techniques, technologies, processes and language.

Understand and use the elements and principles of Art and Design in formal and informal contexts.

Critically appreciate and evaluate art works in appraising and theory classes.

Assessment: • • •

Visual Process Diary containing preliminary work and documentation of practical activities and exercises.

Unit folios of Work.

Written Assignment or Examination.

Visual Process Diary containing preliminary work and documentation of practical activities and exercises.

Major Work.

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FOOD and FASHION The subject Food and Fashion leads into the elective subject Home Economics in Year 10 and the equivalent QSA subject in Years 11 and 12. The existing curriculum in Design in Year 7 and Food and Fashion in Years 8 and 9 has been developed over a number of years in order to provide students with the skills and knowledge required to undertake Home Economics at a Senior School level. Food and Fashion is an exciting and vibrant subject which provides a balance between theoretical understanding and practical applications.

It reflects in every way the philosophy of Home Economics education as outlined by the HEIA position paper for the Australian Curriculum, ‘In an ever-changing and ever-challenging environment that puts centre stage issues such as food security, emotional health, sustainability, consumer excesses and a widening poverty gap, one of home economics education’s unique strengths is that it prepares students to respond to a range of real life challenges.’

Year 7 – Design Term 1: ‘Design It!’

Students are introduced to the ‘building blocks’ of design, ‘The Design Principles’, and learn the basics of hand sewing, presenting a collection of ‘sewing samples’ of skills that will be applied in the context of a minor and major sewing task later in the semester.

Term 2: ‘Master Sewer!’

Students take on the role of Fashion Designer and Master Chef combined.

They continue to learn about the principles of design in the context of purpose and function of textile products.

They learn to thread and use the sewing machine for basic construction, and the culminating activity is an apron personalised to their own set of design specifications including fabric decoration such as appliqué and top stitching.

They will use their apron at the end of term, as they are introduced to the kitchen through a short unit, ‘Let’s Bake’.

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MIDDLE SCHOOL Curriculum Overview

Year 8 – Food and Fashion Food Students in Year 8 participate in one term of Food and one term of Fashion.

Consumers today are surrounded by easy, convenient, fast-food choices, promoted by large corporations for the purposes of profit rather than health.

Year 8 Food aims to give students a basic range of skills that will inspire them to continue to cook simple, healthy meals for their friends and families, and to reduce reliance on unhealthy and expensive food choices. A major focus of this term is the safety of both the cook and those eating the meals.

Girls learn to apply these skills in increasing complexity through the term.

Dish

Skill Focus

Fruit Salad

Cutting, organisation and efficiency

Tomato and Bean Soup

Cutting, safety with gas,

lighting hotplates

Chocolate Muffins

Measuring, baking, lighting ovens

Mexican Tacos

Frying, meat cookery, cutting

Cheese and Bacon Muffins

Utilising all previous skills while working individually

Chicken Stir Fry

Mise en place, Stir frying, reinforcing individual skills in managing the cookery process

Berry Delight Smoothie and Hamburger Group work to produce two items

to eat in a sit-down setting

Theory covered includes: • • • • •

Safety in the kitchen Personal and food hygiene Organisation and efficiency in the kitchen Basic cookery skills Introductory nutrition.

Assessment: •

Practical Cookery Test – Repeat of Cheese and Bacon Muffins as an individual task under test conditions.

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Fashion Year 8 Fashion introduces students to basic hand and machine sewing in a fun and friendly way that aims to inspire a lifelong interest and confidence in their ability to make items for their own use.

The following skills are developed during the term: Hand embroidery: Knots, running stitch, back stitch, chain stitch, stem stitch, blanket stitch Basic machine skills: Introduction to the machine, machine threading, machine stitching Sewing skills: Pinning, attaching bias binding, cutting and labelling pattern pieces, zippers, attaching pocket, finishing Reflective/analytical skills: Progress journal encourages students to reflect on their sewing skills and evaluate them to enable them to develop their skills in further tasks.

Assessment:

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• • • •

Hand-embroidered pocket Machine sewn pincushion Machine sewn pencil case Progress Journal.

MIDDLE SCHOOL Curriculum Overview

Year 9 - FOOD and FASHION – Elective Food Students in Year 9 participate in one semester of Food and one semester of Fashion.

Year 9 Food aims to stimulate students to think about their food choices, examining basic theory about nutrition and different food types.

Cookery skills are further enhanced and the concept of time management is introduced, enabling students to develop greater efficiency in the kitchen.

The following topics are covered throughout the semester:

Term 1

Theory topics

Activity/ Cookery

Health and safety revision

Scones

Personal and food hygiene revision Time planning

Pumpkin Soup

Introduction to nutrition – Healthy Diet

Apple Turnovers

Pyramid/ Target on Healthy Eating Food Focus

Protein

Lasagne

Cereals

Scones, Fried Rice, Pasta Salad

Vegetables

Dairy

Pumpkin soup, Garnishes, Vietnamese spring Rolls Cheese tasting

Fats

All cookery items

Practical Test

Vietnamese Spring Rolls

Term 2 Importance of Breakfast

Breakfast cookery

Evaluating Food Groups

Brochure Activity

Why we eat food?

Food Log Assignment

Food Labelling

Activity

Cake decorating

Design and decoration of cakes at end of semester

Assessment:

Term 1 • •

Practical Cookery test Vietnamese Spring Rolls with Garnishes presented on a plate.

Term 2

‘Why We Eat Food?’

•

Assignment – Students record their food intake for three days and evaluate whether it was healthy using the Target on Healthy Eating and an interpretation tool.

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Fashion In Year 9 Fashion, students have the opportunity to devote more time to the development of their textiles skills. This is an important year as many of the basic techniques are reinforced and new key concepts are introduced. Year 9 Fashion develops many of the fundamental skills to ensure girls are prepared for Senior Home Economics.

Theory Topics

Activities

Term 1

Fibre Samples, Seam Samples, Tote Bag

Introduction to Fibres

Classification, fibre samples

Machine revision

Machine threading and sewing practice

Fabrics

Fabric types and samples – gathered and attributes discussed

Fabric joining

Seam types and samples – production of a sampler

Introduction to design fundamentals

Fashion sketching

Cutting, seam sewing

Strip-pieced Tote Bag, involving many skills in the one product

Term 2

Design and sewing of Skirt

Commercial Patterns

Symbols, pattern pieces, layouts, width and sizes, measurements, notions.

Emphasis on reading, interpreting and following written instructions.

Assessment Term 1 •

Sample collections

•

Creative Tote Bag and written reflection in Journal

Term 2 •

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Skirt made from commercial pattern; written reflection in Journal.

MIDDLE SCHOOL Curriculum Overview

HEALTH and PHYSICAL EDUCATION Health and Physical Education reflects the dynamic and diverse nature of health and recognises the significance of physical activity in the lives of individuals and groups in Australian society. This subject offers students the opportunity to develop the knowledge, processes, skills and attitude necessary for making informed decisions about their health. Students will experience the challenge and fun of physical activity while developing skills necessary for lifelong participation.

Year 7 Students in Year 7 have four practical HPE lessons and four lessons of sport each fortnight. This subject is predominately practical. As we await the mandatory move of Year 7 to the Middle School, our Year 7 students continue to be involved in Junior School Sport. This includes participation in Andrews Cup Competitions. This participation has meant that our theory work (RAP – Resourceful Adolescent Program) is studied over the year. Practical units covered will include: Swimming and swimming technique, Athletics and Cross Country, Ball Games (e.g.Netball and Softball), and New Games.

Year 8 Year 8 students have four HPE lessons per fortnight and two lessons per week of sport. Of their four HPE lessons, three will be of a practical nature and one lesson will cover the theory topic for the semester.

Practical lessons include: Swim and Survive, Athletics, Gymnastics and Touch. Knowledge gained through theory units focuses on body systems and health issues.

Theory units of work will be studied for a semester and practical units for a term.

Year 9 Students in Year 9 have four HPE lessons per fortnight and two lessons per week of sport. Of their four HPE lessons, three will be of a practical nature and one lesson will cover the theory topic for the semester. Theory units for Year 9 run for a semester and two practical activities per semester will be covered. Practical lessons will include: Badminton, Lifesaving, Rhythmic Gymnastics and Volleyball. Theory topics include: Sports Medicine Awareness Course (SMAC) and Lifesaving.

In the assessment program in all three year levels, practical elements have a mixture of performance tests and subjective assessment. Theory units are assessed by short examinations and assignments. Years 7, 8 and 9: 65% practical results and 35% theory result.

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CHRISTIAN EDUCATION Christian Education in the Middle School attempts to give students a basic understanding of the Christian faith. The information and concepts communicated at this time are foundational for subsequent years of study in Christian Education.

Broad topic areas include:

Year 7 • •

Introduction to the Bible – How and why it has been put together and how to use it effectively.

A study of the life and parables of Jesus.

Year 8 • • • •

Gaining a deeper understanding of the Bible and how the teachings can apply to a student’s everyday life.

Who is Jesus and what makes a person a Christian?

What is the church?

Linking the Christian celebrations of Easter and Christmas.

Year 9 • • • •

‘What is the meaning and purpose of life?’

Media – Becoming a discerning consumer.

Women of the Bible – the story of Ruth.

A Study in the Book of James.

LIFE SKILLS (YEARS 8 and 9 ONLY)

Students in Years 8 and 9 are timetabled to attend Life Skills lessons once every two weeks.

The underpinning philosophy behind Life Skills, which is a holistic program, is to equip our students with the personal skills they need to negotiate the increasingly complex world in which they live. The program promotes explorations of the developing self so that our students feel confident not only in the school environment, but also in the wider community. The aim is to instil acceptance of themselves as worthwhile, competent and productive young women.

Life Skills also presents an opportunity for the girls to be heard and to deliberate over some of the issues that individuals in today’s society might face. Students are encouraged to speak openly about their thoughts, ideas, and feelings, in a supportive environment. Questions and comments are answered and discussed frankly, with consideration of up-to-date and age-appropriate information.

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MIDDLE SCHOOL Curriculum Overview

The Greta Statham Library and Learning Centre (TLC Library)

The TLC Library at Fairholme is a dynamic learning environment which empowers students and supports 21st century learning. It is not just a place for reading in, it is also a place for thinking, exploring, creating and collaborating‌ which means it is rarely silent.

Opening Hours – Monday to Friday 7.45am to 4.45pm Students and parents are encouraged to use TLC Library Online available via the College Intranet.

Environment

The TLC Library is a welcoming and stimulating environment in which students and staff can interact with resources, ideas, and with each other, as they share positive and enriching learning experiences. A multiplicity of zones enable individuals to engage in private study; small groups are able to work collaboratively; and classes are able to participate in a range of learning activities.

Accessing Resources

The Fairholme catalogue is available from TLC Library Online on the Intranet. A keyword search in the catalogue retrieves print and non-print library resources from both the TLC Library & the Fairholme Junior Library and digital resources stored on the College network, as well as articles and eBooks from World Book, EBSCO databases, Weblinks and other online databases.

Extensive and Diverse Collections

The TLC Library contains numerous well-resourced collections covering a wide range of formats, including print, multimedia and digital resources.

Resources are selected on the basis of content and quality. With an increase in the need for quality digital information resources, students and staff are provided with access to a wide range of online databases via TLC Library Online on the Intranet.

Readers Cup Competition

Fairholme enjoys a rich and diverse reading culture which has inspired success in the Readers Cup Competitions. The Readers Cup competition challenges students to read widely, work collaboratively and continue developing a love of reading. It allows readers to compete at a regional and state level, similar to sporting competitions, and it also gives girls the opportunity to meet other students with an equal passion for books.

MIDDLE SCHOOL Curriculum Overview

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What is Extension, Core and Modified Assessment – Differentiation ?

Learning Enhancement at Fairholme College is an innovative and multifaceted program which facilitates and provides diverse and rich programs for all students, recognising that they can be at different stages along the learning spectrum. The learning enhancement team comprises a range of professionals with expertise to provide professional advice, student assessment, and programs for students requiring support, extension or acceleration. Embedded within learning enhancement is differentiation, whereby the curriculum offered strives for an optimal match between learner capacity and the level of experiences provided within the learning environment. It offers a variety of entry points for students who differ in abilities, knowledge and skills and allows them to engage in meaningful learning opportunities to achieve individual academic success.

Through the differentiated curriculum available in many subject areas in Years 7, 8 and 9, teachers provide different approaches to what students learn, how students learn and how students demonstrate what they have learned. As a result of this, at times where deemed appropriate, three subsequent levels of curriculum and assessment opportunities emerge: Core, Modified and Extension.

This means that while all tasks are related to the same topic, embedded within the tasks will be requirements that gain increasing intellectual depth and complexity as the task level moves from modified to core to extension.

• • •

The vast majority of students will engage in learning and undertake tasks at a core level (which is the prescribed age for year level).

Students identified as Learning Support would, in all probability, engage in some of their learning at a core level; whilst also undertaking some tasks at a modified level.

Students identified by the College as functioning in a very high cognitive ability range will engage in learning and be offered some tasks at an extension level.

In addition to this, a Learning Enhancement Executive Committee that includes members of the leadership team meets fortnightly to discuss and review individual cases to ensure the best possible educational programs for our students. The College Counsellor and the Learning Pathways Co-ordinator also work collaboratively with the Learning Enhancement team when needed.

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MIDDLE SCHOOL Curriculum Overview

Learning Enhancement in the Middle School provides varied programs for students, staff and parents: • Specialist advice for teachers and parents for shared approaches in class and at home • In-class and small-group assistance for students • Collaborative planning with staff for differentiated curriculum • Formal assessment of individual student needs • Individual education plans for students assessed as requiring additional learning support or extension/accelerative options • Literacy Plus classes in Years7–9 where deemed appropriate to support literacy skills and assessment in all subject areas • Tracking of students undertaking individualised learning pathways • Homework and assessment help sessions conducted before, during and after school • Co-curricular interest groups: for example, Chess • Facilitation of student participation in a variety of competitions including Opti-MINDS, • University of Southern Queensland Science and Engineering Challenge, Darling Downs Maths Team Challenge, Mathematics Olympiad • Referral to, and liaison with, external specialists.

Learning Enhancement in the Middle School also involves the development and facilitation of Enrichment activities, both as a part of the classroom curriculum and, on some occasions, on special days. Enrichment Days are highly valued opportunities for deep learning experiences when students may participate in a day of innovative activities to consolidate their skills and knowledge. Enrichment Days also provide opportunities for students to showcase their learning and for the College community to acknowledge student participation and achievement.

MIDDLE SCHOOL Curriculum Overview

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Residential Address Wirra Wirra Street Toowoomba Q 4350 Postal Address PO Box 688 Toowoomba Q 4350 T 07 4688 4688 F 07 4688 4694 E info@fairholme.qld.edu.au www.fairholme.qld.edu.au Registered Provider (Queensland): Fairholme College (Toowoomba) Pty Ltd CRICOS Provider Code: 00651J ABN: 78 096 814 130