Issuu

2027

Year 7 to 10 Curriculum Handbook

Contents WELCOME................................................................1 CURRICULUM STRUCTURE.....................................3 LEARNING ENGAGEMENT......................................4 HOMEWORK AND STUDY.......................................5 ASSESSMENT PROGRAM........................................6 WELLBEING.............................................................7 INSIDEOUT..............................................................8 SPORTS DEVELOPMENT AND PERFORMANCE .............................................9 SPARC....................................................................11 CO-CURRICULAR PROGRAM................................12 COMMUNICATION & CONTACT...........................15 PARENT FAQS........................................................16

Welcome Seeing each student as an individual FOCUS OF LEARNING

BREADTH OF EDUCATION

Learning in Years 7 and 8 focuses on skill and concept development, critical thinking and problem solving. At the core of the development approach is helping students to understand themselves as learners and work independently. Students are encouraged to think critically, investigate broadly, work co-operatively and take responsibility for their learning. The honing of information and communication technology skills are embedded across all subjects.

Underpinning curriculum design is an awareness of the need to prepare our students for participation as citizens in a global world. The 7 General Capabilities (Literacy, Numeracy, ICT Capability, Creative and Critical Thinking, Personal and Social Capability, Ethical Understanding and Intercultural Understanding) inform learning across the curriculum. In co-curricular programs, they build an integrated and interconnected set of knowledge, skills, behaviours and dispositions that students develop and use in their learning.

Students in Years 9 and 10 find themselves at an exciting stage in their schooling. They are ready to look beyond the immediacy of school and focus on their future directions. There are more elective choices, as the curriculum moves away from a generalist approach and takes a more complex and specialist focus. With this wider choice offered to students also comes greater responsibility and commitment. Students work to develop and consolidate the skills and knowledge needed to prepare for Year 11 courses and become independent as learners. Crucial factors to be developed are a willingness to seek and act on feedback, an ability to review understanding, ask critical questions, and an effective structure for managing study and revision. Each Perth College student is an individual with their own set of capabilities, interests and learning experiences. Thus the School aims to support and challenge each student as they make progress toward their individual goals and achieve their personal best. Within the framework of the curriculum, programs are tailored to allow opportunities for difference and create space for students to flourish as learners.

Experiences in Entrepreneurship, Enterprise and Careers, Leadership and Citizenship form the basis of learning experiences, underpinned by the School’s values of Capable, Courageous and Caring, and are grounded in the School’s positive education philosophy. Through sparc and InsideOut, students are offered a unique future-focused curriculum designed to prepare them for the post-school world. These modules are sequenced across year levels to build the range of competencies that students need for their future, such as: • Critical and creative thinking • Financial literacy • Learning strategies • Effective teamwork and communication • Empathy and perspective The learning in these experiences challenge students to demonstrate agility, resilience and determination – adding to their academic knowledge, and growing them as young people of humanity who can speak and act for themselves and contribute to the world.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 1

WESTERN AUSTRALIAN CURRICULUM Courses are based on the Western Australian Curriculum. This provides the content and achievement standards used to plan learning programs and assess progress.

PROGRAM OVERVIEW The core curriculum is organised into a set of compulsory and elective subjects. Choices in the areas of The Arts and Technologies increase as students move from Year 7 to Year 10, and breadth of learning is strongly encouraged when choosing. All students study English, Mathematics, Humanities and Social Sciences, Science, Health and Physical Education and Beliefs and Values. Studies in Languages is an important part of the learning program. Students study either French or Chinese in Years 7 to 9 and have the option to continue this study into Year 10 and then at ATAR level. In Years 7 to 9, students study one language for the full year and experience a range of units from The Arts and Technologies learning areas.

In Year 10, students are strongly encouraged to continue the study of a language and can select from a broader range of options in The Arts and Technologies. They can choose to study one language and 2 options or, if they’re not studying a language, 4 options. While every effort is made to ensure that option selections are met, sometimes there are insufficient numbers for an option to remain viable on the timetable. In this case, a reserve choice will be allocated.

OPTION FOR YEAR 13 Year 13 is an option for all students, whereby Years 11 and 12 are completed over 3 years. The reasoning for this option may vary, from academic capacity, external commitments or mental health. Students interested in this option are requested to speak with the Director of Learning and Teaching. The selection may be enacted at various stages in Years 11 or 12, to permit flexibility in its use and support at point of need.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 2

Curriculum Structure SUBJECTS OFFERED Beliefs and Values

Languages

English

Health and Physical Education

Mathematics

The Arts

Science

Technologies

Humanities and Social Sciences

sparc

Course Structure YEAR 7 COURSES

YEAR 8 COURSES

LEARNING AREAS / ACTIVITIES

PERIODS / FORTNIGHT

LEARNING AREAS / ACTIVITIES

PERIODS / FORTNIGHT

Beliefs and Values

English

Mathematics

Science

Humanities and Social Sciences

Languages

Health and Physical Education

Art and Technologies

sparc

Kaya/Assembly/Meeting

YEAR 9 COURSES

YEAR 10 COURSES

LEARNING AREAS / ACTIVITIES

PERIODS / FORTNIGHT

LEARNING AREAS / ACTIVITIES

PERIODS / FORTNIGHT

Beliefs and Values

English

Mathematics

Science

Humanities and Social Sciences

Languages

Languages or Art & Technology

Health and Physical Education

Art and Technologies

Health and Physical Education

Kaya/Assembly/Meeting

Careers

Kaya/Assembly/Meeting

2027 YEAR 7-10 CURRICULUM HANDBOOK | 3

Learning Engagement Encouraging growth across all subjects At Perth College, we endeavour to take into account each student’s relative strengths and areas for growth across all of their subjects. We believe that learning outcomes are optimised through close liaison and open communication with families.

However, for students with Specific Learning Disabilities, we acknowledge they may require ongoing remedial support. We offer specific programs for these students that focus on literacy intervention, numeracy support and metacognitive learning strategies, as well as offering in-class support where needed. In Year 10, these programs include specific preparation for the Online Literacy and Numeracy Assessment (OLNA) for students engaged in this process.

Differentiation within units of work caters for the needs of most students, and intervention or extension options are offered to students who would benefit from adjustments to content delivery, learning process or assessment structure. Some students with diverse learning needs may require additional curriculum adjustment to ensure they are working in their optimal learning zone.

The Learning Engagement team also ensures the needs of students identified as high ability are documented in a Gifted Educational Profile (GEP), and are offered mentoring for goal setting and developing personal learning pathways. Differentiated opportunities are offered to these students through the Eudaimonia program, and in class support is offered to extend and deepen their learning, and the acceleration process is used where needed. Students are encouraged to participate in co-curricular activities that complement their passions or strengths through involvement in various opportunities such as Tournament of Minds, Debating, Creative Edge Thinking workshops and Talented Young Writers program.

Students may be clustered into either heterogeneous or ability grouped classes in response to their readiness to learn or specific learning needs. This clustering may be at a course level, or for a particular topic or skill. Groupings are formed using ability and performance data, teacher observation and consideration of background information. These groupings remain fluid and are reassessed at the end of learning cycles to determine growth and respond to changes in student needs. Students identified with diverse learning needs are involved in the development and review of their individual learning profiles and documented plans. These may include Individual Education Plans (IEP) and Learning Adjustment Plans (LAP).

For our students with English as an Additional Language/ Dialect, we use the English Progress Maps to assess and monitor their growth in Australian English language proficiency and are supported through EAL/D Learning Adjustment Plans. In their first few years, targeted and personalised programs support students with their transition into learning English as an additional language. We work closely with classroom teachers to accommodate the individual needs of these students in the classroom.

In Years 7 to 10, we work from a Response to Intervention model where we recognise that all students benefit from a differentiated classroom.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 4

Homework and Study Fostering lifelong learning habits HOMEWORK

STUDY SKILLS

Homework helps students by complementing and reinforcing classroom teaching, fostering lifelong learning habits and developing the self-discipline that forms the foundation of successful learning. Homework provides regular opportunities for students to learn to be responsible for their own learning and to set and achieve their goals.

Students in Years 7 to 10 learn a range of study strategies that are scientifically proven to assist in the long-term revision, retention and retrieval of learning. The goal is that they enter the final years of Senior School equipped with a range of study strategies adaptable to different subjects and contexts that work for them to enhance learning in Year 11 and 12.

TYPES OF HOMEWORK Homework is best understood as work at home and comprises the range of activities that students do outside the classroom. Regular practice exercises provide students with opportunities to apply new knowledge or to review, revise and reinforce newly acquired skills. Preparatory homework provides opportunities for students to gain background information so they are better prepared for future lessons. Assignments, investigations, research and other such work items encourage students to pursue knowledge individually and imaginatively. Test review, and the preparation and organisation of notes, are also effective uses of homework time.

ORGANISATION AND STUDY PLANNERS Each term, students are encouraged to populate a study planner. This allows them to map their workload, cocurricular commitments and rest time in a visible and realistic manner. The overarching goal of this planning is that students work towards balancing their time outside of the classroom in ways that increase their engagement and success as learners.

The School currently runs 2 additional programs to assist students with their study. Brain Boost Homework Club runs every Tuesday to Thursday afternoon during the School term and offers students a place to study in a quiet and supportive environment. There is also PC+ which is an extended hours learning program that provides a supervised and structured environment for students to study in. For more information, refer to the PC+ Extended Day Program page of SPACE.

RECOMMENDED HOMEWORK TIME Year 7 0.5 to 1 hour/night, 5 times a week Year 8 1 to 1.5 hours/night, 5 times a week Year 9 2 to 2.5 hours/night, 5 times a week Year 10 2 to 2.5 hours/night, 5 times a week These are only averages as the school year has ebbs and flows. In some weeks, students may be required to complete more homework than the average and, in others, less. Please see the guidelines on SPACE. Establishing priorities and developing organisation skills are important life skills. Students having trouble completing work should see their Kaya teacher for support with time management and study strategies.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 5

Assessment Program Students are assessed in a range of ways to determine mastery of the learning undertaken. Assessments may be formative (before learning to assess readiness and capacity), during learning (to assess development of skills and understandings) or summative (after learning to determine the degree to which the learning has been achieved).

SEMESTER REPORTS

SUMMATIVE ASSESSMENTS

B: High Achievement The student demonstrates a high achievement of what is expected for this year level.

In Years 7 to 10, a maximum of 2 tests / assessments / assignments (or equivalent) can be scheduled on any one day. Teachers of each subject determine each student’s level of achievement by comparing their performance against the achievement standard for the year level, based on the curriculum taught and assessed. ‘Judging Standards’ support consistent decisions when reporting, providing feedback, and explaining differences in student achievement. Students are encouraged to monitor their schedule of assessments and to work progressively towards preparing and completing them. They are also encouraged to work with their Kaya teacher to develop their organisational strategies and study skills, and to advocate for themselves if they foresee a scheduling issue or a period where their personal assessment loading could be challenging. Students are made aware of their responsibility for the completion of their assessment program and empowered to speak up when faced with concerns.

CONTINUOUS FEEDBACK Each student’s progress is recorded and tracked by teachers within SPACE. Feedback on achievement, as well as strategies for further improvement, are provided for all assessment tasks. This feedback is written for students but it is accessible by parents on their child’s continuous feedback page within SPACE. Parents receive a notification when teachers post feedback, and are encouraged regularly to discuss academic progress and steps for further improvement with their child.

The achievement standard represents the expected level for most students by the end of the year (a ‘C’ or Satisfactory level). Some students will exceed this standard, while others may require additional support. Grades are awarded in line with the requirements of the School Curriculum and Standards Authority (SCSA): A: Excellent Achievement The student demonstrates an excellent achievement of what is expected for this year level.

C: Satisfactory Achievement The student demonstrates a satisfactory achievement of what is expected for this year level. D: Limited Achievement The student demonstrates a limited achievement of what is expected for this year level. E: Very Low The student demonstrates a very low achievement of what is expected for this year level. Students studying a modified curriculum may receive grades based on their adjusted program. Grades are determined using a range of evidence collected over time, including diagnostic, formative and summative assessments. These help teachers understand student progress and make informed judgements about achievement. For more information, visit: https://www.scsa.wa.edu.au/ https://parent.scsa.wa.edu.au/

2027 YEAR 7-10 CURRICULUM HANDBOOK | 6

Wellbeing Personal wellbeing Developing character and resilience

In the Senior School, opportunities are provided to help students strive for optimal wellbeing. The InsideOut and pastoral programs help students to fill their toolkit to navigate life’s joys and challenges by building resilience, emotional regulation, humility, empathy and positive relationships. Students are encouraged to achieve their personal best and become grounded and compassionate citizens of the world.

YEAR 9: CHOOSE COURAGE

YEAR 7: MAKE CONNECTIONS

Students in Year 10 examine what it means to have the confidence to embrace optimism and live by their own values. They explore what it means to have adaptability and grit in the face of peer pressure and develop a self-reflection toolkit to understand ideas that challenge their thinking. They experiment with goal setting and plan ways to step up to make good choices for their future.

Year 7 is a time of growth and change, therefore adaptability is a key concept for this year group. In this year, a sense of belonging is nurtured through developing strong connections to space, place and people, alongside the physical and emotional transitions from childhood to adolescence. Students use a strengths-based approach to develop self-awareness, build communication skills and begin to explore identities. They also understand and have opportunities to practice the social skill set that underpins healthy, flexible friendships, including digital relationships.

Students in Year 9 develop their perceptions of how to nurture relationships by focusing on the qualities of forgiveness, empathy and self-awareness. They will sharpen their moral compass through a consideration of the values that underpin living courageously, deepen their understanding of what it means to use their initiative in service to others, and grow in independence by embracing challenges.

YEAR 10: STEP UP

The Plan

YEAR 8: BUILD STRENGTH Students in Year 8 understand how independence is achieved through growing their personal and social responsibility, including their understanding of digital citizenship. A key focus in building strength is learning how to be comfortable with the uncomfortable. Exposure to a range of perspectives allow students to experience the attributes that underline tolerance of self and others.

The Reality

2027 YEAR 7-10 CURRICULUM HANDBOOK | 7

InsideOut A self-leadership program to help students flourish InsideOut is Perth College’s pioneering initiative for cultivating one simple yet remarkable premise: to promote flourishing in our School community. InsideOut is much more than just a program; it is a lighthouse for our students’ educational experience and for how we are as a School. The genesis of InsideOut was established in our original School prospectus over 100 years ago. The Sisters gave explicit description that, alongside and of equal importance to academics, Perth College students be equipped for excellence in ‘the greater business of life’. We are committed to being astute to the ever-changing nature of what ‘the greater business of life’ means for our students. This means that InsideOut is anchored in our heritage, whilst also being agile and dynamic to real-world contexts and complexities. InsideOut is led by a Clinical Psychologist in collaboration with our Wellbeing Leadership Team. The bespoke and sequential framework integrates contemporary social, emotional and cognitive research, theories and strategies. We explicitly teach skills across all year groups, giving additional care to flagship timepoints for each of our cohorts.

EXAMPLES OF THIS INCLUDE: Year 7 Right from the first moments of Senior School, both kaya and whole-year group time is focused on building students’ capacity and confidence with navigating changes and tolerating the moments of uncertainty that Year 7 brings. Within this, there is a key theme of cultivating compassion for self and others, and how doing so can assist us to helpfully cope with challenges. Year 8 Over the year, in Kaya time and as a whole year group cohort, students immerse themselves in practical applications of what it means to develop ‘a well-built mind’. There is also a focus on translating the Well-Built Mind strategies across school, home and everyday life contexts. Year 9 All students engage in Peer Leader training, strengthsfocused pre-camp activities, and also create studentgenerated resources that contextualise flourishing within PC academic and co-curricular activities. Year 10 Each student engages in our endorsed program Step Up!, which is a curated schedule of workshops and selfreflection activities across 4 terms.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 8

Sports Development and Performance Redefining sporting possibilities for our students Overview

PERTH COLLEGE SWIM ACADEMY

The Sports Development and Performance Program is an exclusive initiative for Perth College students, designed to engage, nurture, and accelerate sports participation across all year levels. This unique program ensures full inclusivity, offering students positive experiences throughout the School while promoting a lifelong commitment to sports and physical activity.

Perth College has an onsite swimming program that offers a range of choices for our students. We believe that learning to become a strong swimmer is a vital skill and offer Learn to Swim for senior school alongside a Swim Squad program for those students looking to extend their capabilities in the pool. Our swim squads train year round with students preparing for interschool swimming competitions and internal squad meets.

Motivated by recent research showing a decline in female sports participation rates across Australia, the program caters to all ability levels and establishes key community partnerships to enhance learning environments and provide direction for sports participation opportunities both within and outside the School. The Sports Development and Performance Program works closely with the Health and Physical Education department to deliver comprehensive sports offerings to our students, including programs that are highly innovative and delivered with great expertise. The Program offers 2 distinct pathways: Community Sport Pathway and Performance Pathway.

Community Sport Pathway: COMPETITIVE AND NON-COMPETITIVE SPORTING OPPORTUNITIES The Community Sport Pathway is made up of 6 key programs that cover a range of sports and provide introductory opportunities to participate in external sporting competitions.

WA VOLLEYBALL JUNIOR LEAGUE Perth College has a number of teams competing during the WA Volleyball League season. Through our partnership with Balcatta Cats Volleyball Club, our students in Years 7-10 can continue their passion for volleyball in a supportive club environment. The competition runs during Terms 2 and 3 and is an extension of the Term 1 IGSSA Volleyball program.

PERTH COLLEGE NETBALL ACADEMY The Perth College Netball Academy (PCNA) is one of the largest school-based clubs in Western Australia and provides our students with an opportunity to play in a competitive, fun and exciting team atmosphere. Our students are encouraged to umpire and coach as they progress through their netball journey; supported by expert PCNA staff.

FITNESS CLUB PROGRAM Each Friday morning, we bring together our Junior and Senior School communities to promote physical activity and build our fitness levels. We’re incredibly lucky to have Perth College Old Girl and Olympian, Sarah Jamieson, taking running sessions in the Summer months and Perth College’s own, accredited Strength and Conditioning Coaches, delivering engaging and challenging circuit training sessions throughout Winter.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 9

Performance Pathway: HIGH-PERFORMANCE SPORTING OPPORTUNITIES The Performance Pathway provides opportunities for students of all athletic abilities to access age-appropriate, movement development and strength training under the supervision of accredited professionals. Delivered through our Athlete Development Program and PC Strong, we’re providing our students with opportunities to expand their physical abilities and develop lifelong fitness skills and habits.

ATHLETE DEVELOPMENT PROGRAM Since its inception in 2022, the Athlete Development Program has been providing personalised support to select high performing senior school athletes, allowing them to thrive both in school and in their chosen sport. The program’s foundations are grounded in developing athletic ability, fostering wellbeing, performance health education and building confidence.

PC STRONG Throughout senior school, students representing Perth College at IGSSA Swimming, Rowing, Cross-Country and Athletics carnivals are offered year-round resistance training sessions to support their athletic development. These engaging PC STRONG sessions focus on injury prevention, building confidence and competence in the gym and improving physical capacity. Delivered by our accredited Strength and Conditioning Coaches, we consider the long-term athletic development of our students as we deliver engaging, age-appropriate and genuinely fun programs to help foster a positive relationship with physical fitness.

Want to know more? To find out more about the Sports Development and Performance Program and participation opportunities that exist for your daughter, please visit our website or contact the Sports Development and Performance team at sdpp@pc.wa.edu.au

Athletes selected in the program receive a suite of performance related services including personalised strength and conditioning sessions, nutrition and sleep education, goal setting and mentoring and rehabilitation support.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 10

sparc Opportunities for lifelong learning Overview sparc is a Perth College initiative, blending a unique, futurefocused framework designed to prepare our students with the knowledge, skills, attributes and values that will see them flourish now and into the future. It is based on experiences that:

Spark passion, grow attributes and build relationships to contribute to the world. Each Perth College student will be involved in experiences that focus on Innovation, Leadership and Citizenship. The basis of these learning experiences are underpinned by the School’s values of Capable, Courageous and Caring and are grounded in the School’s positive education philosophy. These experiences are embedded in the timetable from Pre-Kindergarten to Year 8 and are guided by the School’s Strategic Intent, Learning and Teaching Statement.

Our students will explore themes and work through experiences relating to specific stages of development, to help them feel more prepared for challenges they may encounter. The experiences of sparc will provide students opportunity, beyond the curriculum requirements to: • Grow curiosity, imagination, resilience, self-regulation • Respect and appreciate the ideas, perspectives, and values of others • Cope with failure and rejection • Move forward in the face of adversity • Care about the wellbeing of their friends and families • Care about their communities and the planet

The assessment of sparc is completely formative and is driven by the students with support from their mentors. Students will not receive a grade for sparc, however, they will engage in reflection, creating and collecting evidence of their learning journey, and using their experiences to further develop themselves. We encourage you to engage in conversation with your child about the sparc experiences they have completed.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 11

Co-Curricular Program Perth College offers an extensive range of co-curricular options that allow students to broaden and enhance their educational experiences. CLUBS AND ACTIVITIES

THE ARTS

Students are encouraged to engage in the variety of clubs and activities that operate throughout the year which are held before and after school as well as lunchtimes. With these commitments, students are always reminded to not overcommit themselves to too many options.

The Arts provide plenty of opportunities for students in Years 7 to 10 to involve themselves in co-curricular activities at Perth College. Whether their interest is in drama, dance or music, there is a co-curricular activity for them including the School musical, jazz bands, SPIN dance collective and art club to name a few.

CLUBS AND ACTIVITIES

SUBJECTS OFFERED

Aged Care Support

Media Club

Art Club

Anglicare Sleep Out

Mock Trials

Art Studio Sessions

Barista Club

Myola

EP!C Senior Production

Chess Club

Rotary 4 Way Speaking Competition

EP!C Junior Production

Debating - AHISA

Running Club

Debating - WADL

Science Club

Evatt Competition

Sustainability Club

Fitness Club

Tournament of Minds

Equestrian

The Duke of Edinburgh

Homework Club

VR Club

Musical Theatre Club Senior Choral Concert Senior Music Night Senior School Musical SPIN Dance Collective

Hypatia: Maths Enrichment Program

2027 YEAR 7-10 CURRICULUM HANDBOOK | 12

SPORT Participation in sport is voluntary, but highly recommended. There is a comprehensive range of House and IGSSA sport competitions where students of all levels and abilities are catered for and the emphasis is placed on enjoyment and growth through participation.

SPORTS OPPORTUNITIES Athletics Australian Rules Football Badminton Basketball

THE DUKE OF EDINBURGH’S INTERNATIONAL AWARD The Duke of Edinburgh’s International Award was founded by His Royal Highness The Duke of Edinburgh in 1956. This fully inclusive program empowers young Australians aged between 13 to 25 to explore their full potential regardless of their location or circumstance. There are 3 levels to the Award: Bronze, Silver, and Gold, each progressively more challenging. To earn an Award, each young person must learn a skill, improve their physical wellbeing, volunteer in their community and experience a team adventure in a new environment. Students can use co-curricular school activities as well as club or personal pursuits in the community towards their Award. If the Award is completed in Years 10, 11 or 12, it can be included as an endorsed WACE program. Today more than 130 countries have adopted The Duke of Edinburgh’s International Award program with over 8 million young people having participated worldwide. Achieving an Award recognises individual goal setting and self-improvement through persistence and achievement.

Cricket Cross Country Dance Hockey Water Polo Learn to Row Netball Rowing Soccer Softball Swimming Tennis Volleyball

2027 YEAR 7-10 CURRICULUM HANDBOOK | 13

EXPERIENTIAL LEARNING Perth College provides a compulsory camp experience for all students in Years 7 to 10 as part of our commitment to learning beyond the classroom. Students in Years 7 and 8 participate in whole-year-group, Kaya-focused camps that build connection, confidence and a sense of belonging. From 2027, students in Years 9 and 10 will be able to choose from a range of camp experiences, allowing them to pursue challenges that align with their interests, goals and sense of adventure.

The Perth College experiential learning program reflects our commitment to developing confident, capable and connected young women through learning beyond the classroom. Details of our exciting new 2027 program will be released in the second half of Term 3, 2026. We look forward to sharing these exceptional opportunities with our students and families. Stay tuned to SPACE for further information.

Designed to foster confidence, resilience and personal growth, our experiential learning program provides a balance of challenge, engagement and enjoyment. Through shared adventures and new experiences, students build independence, strengthen teamwork and develop the problem-solving skills needed to navigate an ever-changing world. The program encourages students to adapt and thrive in unfamiliar situations while creating lifelong memories and meaningful connections with their peers.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 14

Communication & Contact

For questions or concerns, the communication flowchart below provides the process to follow.

PARENT INQUIRY OR CONCERN – SENIOR SCHOOL ACADEMIC

GENERAL / ADMINISTRATION

PASTORAL CARE / HEALTH

Parent emails or phones Subject Teacher.

Contact Reception who will direct you to the appropriate person if they are unable to address your query.

Parent emails or phones Kaya Teacher.

ISSUE RESOLVED

YES – No further action required.

ISSUE RESOLVED

NO Parent emails or phones Head of Department of subject area.

YES – No further action required.

NO Parent emails or phones appropriate Head of Year.

NO Parent emails or phones Associate Director of Analytics & Academic Services

YES – No further action required.

NO Parent emails or phones Director of Learning and Teaching

YES – No further action required.

NO Parent emails or phones Director of Wellbeing

Contact the Vice Principal to discuss your concern. If unresolved, please contact the Principal.

EMAIL CONTACT

PARENT-TEACHER CONTACT

Staff can be contacted by email using the following: firstname.surname@pc.wa.edu.au

Learning conferences are held once a year and offer an opportunity for feedback and discussion between parents and teachers about each student’s progress.

It is reasonable to expect a reply to a parent communication within 2 working days.

2027 YEAR 7-10 CURRICULUM HANDBOOK | 15

Parent FAQs WHAT SUBJECTS ARE AVAILABLE IN THE SENIOR SCHOOL? All students in Years 7 to 10 study a broad curriculum, including: • English • Mathematics • Science • Humanities and Social Sciences • Health and Physical Education • Beliefs and Values • Languages (French or Chinese in Years 7 to 9, optional in Year 10) In Year 10, Careers is also included to support pathway planning. Across Years 7 to 9, the focus is on building strong foundations, striving for personal best, and maintaining breadth, ensuring students are well-prepared before making pathway decisions.

HOW DO CLASS PLACEMENTS WORK? Classes are formed based on academic performance data, diagnostic testing, teacher observation and student learning needs to maximise learning engagement support resources. Students may be placed in mixed-ability classes or ability-based groups depending on the subject area for Mathematics, English, Science and Humanities and Social Sciences (MESH). Languages are based on student choice. Arts and Technologies placements are based on the Music Specialist Program in Year 7. Groupings are regularly reviewed and adjusted to support each student in achieving her personal best. Mathematics, English, Science and Humanities and Social Sciences (MESH) Mathematics: We begin the year with flexible grouping using available data from NAPLAN, AAS testing, Student Reports and teacher anecdotal data. Streaming usually begins in Semester 2, Year 7 to ensure students get appropriate support and challenge. A smaller class for those identified as needing additional support is provided.

This process becomes more structured from Year 8 onwards as more data is available with movement available between groups based on student performance and teacher input. English: Heterogenous throughout Year 7 to 9. Year 10 brings an introduction to English and Literature to ensure students are prepared to make informed choices in Year 11. Science: Classes are heterogeneous throughout Years 7 to 8. Banding occurs in Years 9 and 10 to provide a tailored learning program to challenge all students to their ability levels. Students are streamed in Year 10, with Course 1 for those seeking an ATAR pathway, and a Course 2 option for those students who require more support to consolidate their learning. HASS: Heterogenous throughout Year 7 to 9. Depending on the cohort, a Course 2 option is sometimes provided for students in Year 10 who need greater time to consolidate their learning with greater teacher support. Year 10 placements for HASS are based on student interest. However, grade prerequisites may apply. This approach supports students to achieve their personal best, without locking them into early decisions. Grouping is flexible and responsive, allowing students to progress as they develop.

HOW DOES THE ARTS AND TECHNOLOGIES CURRICULUM WORK? The Arts and Technologies offer students a range of opportunities to explore different curriculum, with increasing choice over time. Year 7 to 8: Taster/rotation program including Dance, Drama, Music, Visual Arts, Digital Technologies, Design Technologies, Food Technology and Textiles Technology. Focus: Exploration and discovery of interests. Year 9 to 10: Dance, Drama, Music, Visual Arts, Media Arts, Design Technologies, Digital Technologies, Food Technology and Textiles Technologies – plus in Year 10 there is the option of Sports Science. Focus: Year 9 – Exploration with choice; Year 10 – Specialisation and pathway alignment. Students are encouraged to choose a balanced program while developing areas of strength and interest. 2027 YEAR 7-10 CURRICULUM HANDBOOK | 16

WHAT IS THE AAS TESTING FOR INCOMING YEAR 7 STUDENTS?

WHAT PATHWAYS DOES PERTH COLLEGE OFFER IN YEAR 11 AND 12?

Academic testing provides baseline information to support class placement, identify strengths and areas for growth, and inform extension and support programs. AAS testing is similar in format to NAPLAN which students complete in Years 3 and 5. Our philosophy is to encourage students to just do their best.

Perth College offers the ATAR pathway and Combined pathway towards university entrance. The ATAR Pathway is 4 or more ATAR Courses in Year 11 and 12. The Combined pathway combines VET, General and less than 4 ATAR Courses with students able to gain direct entry to a range of university options with a VET Certificate IV and a passing grade in English.

These assessments are not high-stakes, rather they provide standardised diagnostic data to ensure each student is placed in an environment where she can thrive.

Families who wish to look ahead at course offerings can refer to the Year 11 and 12 Curriculum Handbook, which outlines our current course offerings and bespoke VET options.

Students are gradually introduced to longer assessments, test conditions, and study skills in early Senior School to ensure a supported transition.

The structure allows students to pursue pathways aligned to their strengths, interests and goals.

WHAT SUBJECTS SHOULD STUDENTS FOCUS ON FOR PARTICULAR CAREERS? In Years 7 to 9, the priority is to maintain a broad program, explore interests and strengths, and develop strong learning habits. There are no university prerequisites linked to results in these early years. Year 10 is an important transition point, as performance begins to inform Year 11 course selection. These early years of Senior School are about building capability, confidence and a strong foundation for future pathways. Typically, achieving high C to B grades and above in Year 10 supports access to more advanced pathways, but does not determine final outcomes.

WHAT CAREER INFORMATION IS PROVIDED TO YEAR 7 TO 9 STUDENTS? Career education at Perth College is developmental and staged, supporting students to build confidence and clarity over time so they may explore opportunities and find their passions. In Years 7 to 9, the focus is on: • Striving for personal best • Exploring interests and passions • Developing self-awareness Students are exposed to a range of career insights through:

Families who wish to look ahead can refer to the Year 11 and 12 Curriculum Handbook, where subject prerequisites are outlined.

• Guest speakers during Assemblies and Kaya (KAM)

For specific pathways such as medicine, engineering and health sciences, students are generally encouraged to:

Parents are encouraged to engage with their daughter’s developing interests by accessing the Careers section on SPACE, which provides valuable information and resources from the early years of Senior School.

• Perform strongly in Mathematics and Science given university prerequisites • Work towards higher-level (ATAR) pathways where appropriate This guidance similarly applies to students aspiring to enter Law, as well as selective Business and Economics programs, where higher ATARs are typically required for entry. Students are supported in making these decisions through teacher guidance, academic data and career counselling at the appropriate time. The key message is that students should focus on achieving their personal best, staying engaged in their learning, and exploring their interests, rather than specialising too early.

• A particular emphasis on STEM pathways and real-world applications

Further opportunities for parent engagement are provided through Back to School Nights, where families of Years 7 to 9 students can attend targeted presentations on pathways, including an introduction to ATAR and future subject selection. Importantly, there is plenty of time for exploration, reflection and informed decision-making. In Year 10, career education becomes more structured through a dedicated program that includes: • Subject counselling • Goal setting • Pathway planning for Year 11 2027 YEAR 7-10 CURRICULUM HANDBOOK | 17

31 Lawley Crescent, Mount Lawley WA 6050 (08) 9471 2100 | info@pc.wa.edu.au perthcollege.wa.edu.au ABN 60 629 470 092

CRICOS Code 00445D