Unity College Middle School Course Guide (6-9)

2027

Middle School

Course Guide Years 6-9 YOUbelong

2027 Curriculum Guide Contents

Contents Introduction

03

Australian Curriculum at Unity College

04

Middle School Course Overview

05

Year 9 Course Selections

06

Contents

Middle School Course Guide

Year 9 Semester Electives

02

06

2027 Curriculum Guide Contents

Middle School at Unity College The Middle School years are an important time for building genuine and affirming relationships with peers and adults as young people seek to define their identity, beliefs and place in the community.

Unity College Middle School caters for students in Year 6-9 with innovative, challenging and rewarding learning experiences.

The Unity Way seeks to place students first to enhance the intellectual, spiritual, physical, social and emotional growth of each person within a Christ-centred and supportive environment. The community commits itself to the task of equipping learners for a fulfilling and meaningful life.

Francois Pienaar fpienaar@unitycollege.sa.edu.au

HEAD OF MIDDLE SCHOOL Christian Neumann cneumann@unitycollege.sa.edu.au

MIDDLE SCHOOL CURRICULUM & MYP COORDINATOR Graeme Watkins gwatkins@unitycollege.sa.edu.au

PASTORAL CARE LEADERS Stephanie Lee - Year 8/9 slee@unitycollege.sa.edu.au Emily Rowe - Year 6/7 erowe@unitycollege.sa.edu.au

+ Encourage spiritual growth and Christian faith development through effective pastoral care. + Provide a safe and structured environment while allowing students to be adventurous in developing their learning and knowledge. + Develop independent and collaborative learning skills in all students. + Encourage all students to succeed – whether in the classroom, in extra-curricular activities or within the broader community and workplace. + Provide for an increasing diversity of subject areas and specialist teaching within the framework of a broad liberal education. + Provide authentic interdisciplinary learning experiences. + Provide a variety of pedagogical methodologies to suit the developmental needs of students. + Use a variety of assessment tools to assess student learning. + Respond to students’ differing needs, aspirations and backgrounds, including those of Indigenous students. + Provide support for students who have academic, social, spiritual or emotional needs. + Encourage students to extend their knowledge, explore attitudes and values, and develop ethics of caring for themselves, others and our world. + Ensure that clear and coherent behaviour management strategies, which retain a degree of flexibility, and which reflect God’s forgiving love, are used. + Encourage students to continue to develop their leadership skills and provide opportunity for meaningful student leadership.

The Middle School team looks forward to empowering and providing a supportive, safe, Christ centered environment to continue your child’s life-long learning journey.

Christian Neumann Head of Middle School

Introduction

PRINCIPAL

Middle School Course Guide

Our aims for Middle Schooling include:

03

2027 Curriculum Guide Contents

Australian Curriculum at Unity College At Unity College, teaching and learning are guided by the Australian Curriculum, which provides a consistent and high-quality framework for students from Foundation to Year 10. The curriculum is designed to develop knowledgeable, capable and confident young people who are equipped to thrive in further education, work and life.

The Australian Curriculum encourages students to become successful learners, confident and creative individuals, and active and informed citizens. Through engaging learning experiences, students develop deep disciplinary knowledge while strengthening their ability to think critically and creatively, communicate effectively, collaborate with others, and solve complex problems.

At Unity College, the Australian Curriculum is enriched through both developing explicit skills and inquiry-based learning that encourages students to ask meaningful questions, investigate authentic issues and apply their learning in real-world contexts. Learning experiences are designed to foster curiosity, resilience, ethical decision-making and a commitment to serving others, reflecting the College's Christian values.

The Australian Curriculum's General Capabilities are embedded across all learning areas, supporting students to develop: + + + + + + +

Literacy Numeracy Critical and Creative Thinking Personal and Social Capability Ethical Understanding Intercultural Understanding Digital Literacy.

Middle School Course Guide

Australian Curriculum

Students also explore the Cross-Curriculum Priorities of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's Engagement with Asia, and Sustainability, helping them understand their place within local, national and global communities.

04

In Year 9, the Passion Project within the Thrive Christian Studies program provides students with an opportunity to bring together the knowledge, skills and capabilities they have developed throughout their learning. Students identify an area of personal passion, investigate a genuine need within their community or the wider world, and design a project that demonstrates initiative, service, leadership and Christian compassion.

Through this authentic learning experience, students exercise voice, choice and ownership while making a positive contribution to others and reflecting on the impact of their actions.

The Passion Project in the Thrive Christian Studies program at Year 9 level is the culmination event for students in their Faith journey at Unity College, where they demonstrate their passion for our world, our community, and the impact they have through their actions. The outcomes of genuine service learning and student voice, choice and ownership are achieved to a high standard in this project.

2027 Curriculum Guide Contents

Middle School Course Overview Middle Schooling at Unity College is based on the unique physical, emotional, intellectual, social and spiritual needs of young adolescent students. The curriculum is broad to enable students to experience a wide range of subjects. This model gives students at Year 6 and 7 a taste of all subject areas. Students receive some choices at Year 9 through elective subjects to prepare for Senior School pathways.

MIDDLE SCHOOL

MIDDLE SCHOOL

MIDDLE SCHOOL

MIDDLE SCHOOL

FULL YEAR

FULL YEAR

FULL YEAR

FULL YEAR

+ + +

+ + +

+ + +

+

+

+ +

(Japanese & German)

+ +

Maths Pathways Science

Christian Studies English Health & Physical Education Humanities & Social Science Languages

YEAR 8

+ +

(Japanese OR German)

+ +

Maths Pathways Science

Christian Studies English Health & Physical Education Humanities & Social Science Languages

YEAR 9

(Gender specific)

+ + +

(Japanese OR German)

+ +

Maths Science

Christian Studies THRIVE

+ +

English Health & Physical Education Humanities & Social Science Maths Science

ONE (1) SEMESTER

ONE (1) SEMESTER

ONE (1) SEMESTER

ONE (1) SEMESTER

+ + + + +

+ + + + +

+ + + + +

+

+

Art Drama Music Agriculture Woodwork & Digital Technology Food Studies

+

Art Drama Music Agriculture Woodwork & Digital Technology Food Studies

+

Art Drama Music Agriculture Woodwork & Digital Technology Food Studies

Languages (Japanese OR German)

ELECTIVE ONE (1) SEMESTER +

EDGE (STEM) (Invitation Only)

+ + + + + +

+ + + +

Agriculture A & B Digital Technologies Drama Food Technology German (Sem 2) Industry & Entrepreneurial Solutions Japanese (Sem 2) Music Visual & Media Arts Woodwork

COMPULSORY Full Year Subjects COMPULSORY One (1) Semester Subjects

ELECTIVE ONE (1) OR TWO (2) SEMESTERS

ELECTIVE One (1) Semester Subjects

+

ELECTIVE One (1) OR Two (2) Semester Subjects

Netball and Football Academy (Selection via application, interview & trial process)

Middle School Course Overview

+

Christian Studies English Health & Physical Education Humanities & Social Science Languages

YEAR 7

Middle School Course Guide

YEAR 6

05

2027 Curriculum Guide Contents

Year 9 Semester Elective Subjects EDGE (STEM) YEAR LEVEL 9

+

LEARNING AREA Science COURSE LENGTH 1 Semester

+

STAFF CONTACT Alex Fiegert COURSE CONTENT This invitation-only course introduces students to aerodynamic engineering principles through the hands-on design, development, and testing of CO2-powered model dragsters. Emphasising inquirybased learning, students will engage in practical activities to experiment with and draw conclusions about aerodynamic concepts. +

Middle School Course Guide

Year 9 Course Selections

REQUIREMENTS

06

This course is an extension program for students who have demonstrated commitment and aptitude for Science, Technology and Mathematics. Students who have demonstrated these aptitudes will be invited to participate in this course by their Year 8 teachers of these subjects. There will also be special considerations for students involved in related extracurricular activities and outside of school activities i.e. Pedal Prix, go-karting, engineering and other motorsports.

KEY TOPICS +

+

+

Aerodynamics Fundamentals: Exploring the principles of aerodynamics and their application in CO2 dragster design.

Inquiry-Based Learning: Encouraging independent exploration and experimentation to understand aerodynamic engineering principles.

Engineering Design Project: Developing an aerodynamic Formula-1 style CO2-powered model dragster. This project includes: + Design: Using CAD software to create dragster designs. + Development: Building dragster components and bodies using 3D printing, wind tunnel testing, and other manufacturing technologies.

+

Testing: Conducting aerodynamic simulations and real-world tests to refine and validate designs.

Technologies and Tools: Utilizing a range of technologies and tools, including: + CAD software for design and manufacturing + Wind tunnels for aerodynamic testing + 3D printers for component creation + Simulation programs for aerodynamic analysis + Workshop tools and equipment for dragster construction Experimentation and Analysis: Conducting experiments to analyze design decisions and validate performance.

Engineering Report: Documenting the design process and analyzing results in a comprehensive engineering report, emphasizing the "explore before explain" model of independent learning.

ASSESSMENT The project will be assessed in three stages, using the technology assessment criteria: + + +

Product inquiry Product development Product solution

PATHWAYS This subject extends students wishing to study Science, Technology and Mathematics at a high level.

AGRICULTURE A YEAR LEVEL 9 LEARNING AREA Sciences COURSE LENGTH 1 Semester STAFF CONTACT Jessica Fegan | Christa Oosthuizen COURSE CONTENT This course focuses on Vegetable Production.

Students research, select and establish their own vegetable garden. In groups students collaboratively work together through the ‘paddock to plate’ process and plant/grow their vegetables/fruits (leafy/roots/ legumes). They learn how to manage and manipulate the environment to improve productivity, such as: cultivation, irrigation, fertilisation (N,P,K), trellising and pest control. They identify soil types (sand/silt/clay), plant growth and risk factors when planting vegetables and the design elements required when creating a sustainable environment. The students complete a profit and loss statement and marketing assignment for their enterprise, reflecting on the links between the production systems and consumers.

PATHWAYS For students wishing to study Agriculture at Year 10, it is an advantage to have studied Agriculture at Year 9.

2027 Curriculum Guide Contents

Year 9 Semester Elective Subjects continued DIGITAL TECHNOLOGIES

DRAMA

YEAR LEVEL 9

YEAR LEVEL 9

YEAR LEVEL 9

LEARNING AREA Sciences

LEARNING AREA Design, Technology & Engineering

LEARNING AREA The Arts

STAFF CONTACT Jessica Fegan | Christa Oosthuizen

COURSE LENGTH 1 Semester

COURSE LENGTH 1 Semester

STAFF CONTACT Alex Fiegert

STAFF CONTACT Benjamin Gallasch | Amy Daniell

COURSE CONTENT

COURSE CONTENT

COURSE CONTENT

This course focuses on Sheep Production.

Students will develop their understanding of text-based programming and apply coding concepts to create interactive gameplay elements, control characters, manage game environments and solve programming challenges. Through practical, project-based learning, students will progressively develop their own playable games while learning how to test, debug and refine their creations. Digital Technologies also explores the rapidly developing world of emerging technologies, including Artificial Intelligence (AI), Augmented Reality (AR) and Virtual Reality (VR). Students investigate how these technologies are being used in entertainment, education, industry and everyday life, while considering how they may shape the future of technology and the way we interact with digital environments. Students will develop skills in creative thinking, computational thinking, coding, digital design, problem-solving and project development, providing an exciting introduction to the technologies driving the future of the digital world.

This course focuses on exploring styles and genres of performance and can be undertaken as a performer, an off stage technical student or a combination. Students experiment with a detailed range of Drama techniques that contribute to storytelling. Students learn how to integrate use technical elements of drama such as projection, sound, live feed and lighting in innovative ways, special effects make up, and genre specific performance elements to build depth and detail into their storytelling and as an artist. Students also respond to their own work and that of others through critical reflection and investigation and begin to explore the elements of Design in the theatre for creating sets, digital performance environments and costume.

Students explore the Australian sheep industry looking at sheep breeds, digestion (rumination), reproduction (breeding) and global markets (imports and exports).

Students explore the differences between meat and wool production systems (meat, fleece, dual purpose) and different farming systems (feedlot, pasture, organic), reflecting on how systems impact on sustainable production outcomes, including profit, biosecurity, welfare and consumer perception. Students are involved in sheep husbandry practicals and learn sheep handling, management tasks and show livestock preparation, selecting suitable equipment and strategies to support safe and effective operation.

Where possible the students attend workshops with sheep breeders where they learn from industry experts.

PATHWAYS For students wishing to study Agriculture at Year 10, it is an advantage to have studied Agriculture at Year 9.

PATHWAYS Year 10 Digital Technologies.

Topics (based on interest, choice and talents) include: +

+ + + + + + +

Technical Drama - lighting, soundscape, live stream, use of projection and film Stage Craft / Design (Set & Costume) Special Effects Make-Up Film Making Innovation in Storytelling - genres and performance techniques Scripted Theatre Children’s Theatre Physical Theatre

**Year 9 Drama includes a Performance to peers and/or younger students.

PATHWAYS For students wishing to study Drama at Year 10, The completion of one semester of Drama at Year 9 (or through negotiation with the Dramatic Arts Coordinator) is recommended.

Year 9 Course Selections

COURSE LENGTH 1 Semester

Middle School Course Guide

AGRICULTURE B

07

2027 Curriculum Guide Contents

Year 9 Semester Elective Subjects continued FOOD TECHNOLOGY YEAR LEVEL 9

This course requires the corresponding compulsory Year 9 Semester 1 language course to be selected.

LEARNING AREA Design, Technology & Engineering COURSE LENGTH 1 Semester STAFF CONTACT Alex Fiegert | Christine Wiencke COURSE CONTENT

Middle School Course Guide

Year 9 Course Selections

This course covers Multicultural Food and features methods of cookery from each culture. Students will explore multicultural foods from around the world, investigating a different culture each week. Tasks involve theoretical and practical aspects. Students will extend their basic cooking skills and develop an understanding of the appropriate standards of presentation of food, including table settings.

08

Topics include: + + + + +

Food Safety and Awareness Origins of Pasta Multicultural Food Traditional Indigenous Food Herbs and Spices

PATHWAYS For students wishing to study Food Technology at Year 10, Year 9 Food Technology is recommended.

INDUSTRY AND ENTREPRENEURIAL SOLUTIONS

GERMAN

YEAR LEVEL 9 LEARNING AREA Design, Technology & Engineering COURSE LENGTH 1 Semester

YEAR LEVEL 9 LEARNING AREA Languages COURSE LENGTH Full Year Semester 1 COMPULSORY Semester 2 Elective STAFF CONTACT Sharon Gierus | Graeme Watkins COURSE CONTENT Students continue to build their vocabulary and knowledge of German language and culture. They also work on resource material taken from international educational sources and are increasingly exposed to authentic materials.

They are encouraged to use German as a means of communication to talk about their life and opinions and interact in German. Students learn about the lives of teenagers in a German state and use a range of everyday life topics to help students develop their ability to think, write and speak in German.

Topics include: + + + + + +

Descriptions At Home Pocket Money Weekends and Holidays Past Tense Berlin

PATHWAYS Students wishing to study German in Semester 2 Year 9 are required to complete 1 full semester with a satisfactory achievement (C+ minimum) at Year 9.

EXTERNAL EXCHANGE There is an opportunity for students studying German in Years 11 and 12 to participate in an external exchange to Germany.

See the course contact for more information.

STAFF CONTACT Alex Fiegert COURSE CONTENT This course introduces students to the world of design and digital manufacturing using industrystandard tools. Students develop technical and creative skills as they design, model, and manufacture physical products using CAD software and CAM technologies through 3D printing. The course promotes problem-solving, precision, and innovation through hands-on learning.

Topics include: + + +

Introduction to Fusion 360 3D printing Jibbitz, nametags and small skill-based projects 3D printed Bluetooth speaker.

PATHWAYS For students wishing to study Design & Technology: Industry and Entrepreneurial Solutions at Year 10, Year 9 Industry and Entrepreneurial Solutions is preferred but not essential.

2027 Curriculum Guide Contents

Year 9 Semester Elective Subjects continued

YEAR LEVEL 9 LEARNING AREA Languages COURSE LENGTH Full Year Semester 1 COMPULSORY Semester 2 Elective STAFF CONTACT Graeme Watkins COURSE CONTENT Students build on their knowledge of all scripts and are increasingly exposed to Kanji (Chinese Characters). They learn about Japanese sentence structure and the use of particles and learn to create sentences more independently. Students in Year 9 revise grammatical concepts previously learnt and focus on verbs and adjective use, including past tense. They make links to our Tokyo sister school, Chuo Suginami High School, and excitement builds for the future possibilities of the Japanese Trip program in Senior School.

Topics include: + + + +

Club Activities Free Time Popular Culture Festivals

PATHWAYS Students wishing to study Japanese at Year 10 are required to complete 2 full semesters with a satisfactory achievement (C+ minimum) at Year 9.

UNITY COLLEGE EXCHANGE There is an opportunity for students studying Japanese in Years 10 to 12 to participate in the Unity College School Exchange to Japan.

See the course contact for more information.

This program is designed to elevate the skills and performance of our netball and football athletes.

Through targeted training sessions, advanced coaching, and sportspecific development, students will build on their existing abilities and gain insights into high-performance sport. The program also focuses on teamwork, leadership, and personal growth, ensuring participants thrive both on and off the court or field.

YEAR LEVEL 9 LEARNING AREA Health & Physical Education COURSE LENGTH Development Squad - Full Year Foundation Squad - 1 Semester STAFF CONTACT Demcey Mentink REQUIRED BACKGROUND Application, Interview and Trials COURSE CONTENT Coaching Lesson: Students work with their specialist coach for their chosen sport of either netball or football. In these lessons students receive high level coaching in small groups working on both basic and higher-level areas of the game. Students will also access strength and conditioning lessons and coaching to ensure adequate preparation and injury prevention.

Theory Lesson: Students will study topics such as goal setting, performance monitoring, exercise physiology, biomechanics, leadership, ethical behaviour/ sportsmanship, nutrition, wellbeing and umpiring. These topics help students develop their sporting ability and give them skills which are valuable as an athlete both on and off the court or field. Students in the netball program will complete their netball umpire exam and foundation umpire course. Students in the football program will complete their foundation umpire course. Please be aware that the football umpire courses can earn 10 SACE Credits.

ASSESSMENT Students' complete assignments within this subject which are specifically related to their sport.

These assignments help them gain extra knowledge about their sport and physiologically what is required to be successful within their sport. Students are assessed on both practical and theoretical components of the course.

COSTS ASSOCIATED External assessments including umpire qualifications may attract additional costs (Approx $100).

There may also be the addition of subject uniforms including training bags and shirts (approx. $150).

Students may also be selected to participate in carnivals and competitions outside of normal Knockout Competitions which may incur cost (approx. $200).

Year 9 Course Selections

This course requires the corresponding compulsory Year 9 Semester 1 language course to be selected.

NETBALL & FOOTBALL ACADEMY

Middle School Course Guide

JAPANESE

09

2027 Curriculum Guide Contents

Year 9 Semester Elective Subjects continued VISUAL & MEDIA ARTS

MUSIC YEAR LEVEL 9

YEAR LEVEL 9

YEAR LEVEL 9

LEARNING AREA The Arts

LEARNING AREA The Arts

COURSE LENGTH Full Year (Preferred) or Semester 1 (by negotiation - in combination with a full year of instrumental lessons)

COURSE LENGTH 1 Semester

LEARNING AREA Design, Technology & Engineering

STAFF CONTACT Benjamin Gallasch

Middle School Course Guide

Year 9 Course Selections

COURSE CONTENT

10

WOODWORK

Learn to play music in a band.

This course is built on creating music and learning skills on a chosen instrument. The focus is on developing performance and related theory skills, culminating in a range of performance opportunities.

Students participate in class band rehearsals, developing an awareness for the universal routines and practices of music ensembles. They also prepare solo performances exploring their own creativity and musical voice.

Students are required to begin/ continue with instrumental lessons which are offered in groups or as an individual. For further information about instrumental lessons please contact the Music Office.

Topics include: + + + +

Rehearsal of ensemble and solo performance Theory skills – AMEB grade 2 Listening/aural skills Music styles and history

PATHWAYS For students wishing to study music at Year 10, a satisfactory completion of Year 9 music (or through negotiation) is recommended.

STAFF CONTACT Benjamin Gallasch | Jennifer Stewart COURSE CONTENT

COURSE LENGTH 1 Semester STAFF CONTACT Alex Fiegert | Scott Crouch

This course introduces students to design. They examine techniques and work independently and collaboratively on arts projects.

They consider function versus aesthetics, and engage with a range of materials and digital applications as a means to generate original designs. Students explore various mediums, which may include painting, print-making, digital tools and sculpture to express ideas.

Students respond to a range of artworks, analysing skills and media use to introduce them to each topic.

Students are introduced to art folio work, and how to use annotations, self-evaluation and a practitioner’s statement.

COURSE CONTENT

Topics include:

PATHWAYS

+ + + + + +

For students wishing to study Design & Technology: Woodwork at Year 10, Year 9 Woodwork is preferred but not essential.

Design: Illustrator Watercolour Painting Printmaking Mixed Media Public Art Careers in Art & Design

PATHWAYS Students may study Visual Arts: Art and/or Design at Year 10 level without having studied Year 9 Visual & Media Arts.

In Woodwork, students develop their understanding of the design process of brainstorming, research, concepts, final design, construction, and evaluation. Students reflect on their own designs and create accurate scale technical drawings.

Accurate use of hand and power tools is expanded, and students develop their skills to create a bar stool.

Topics include: + + + +

Product Design & Development Skills Tasks CAD - Computer Assisted Design Resource Study

2027 Curriculum Guide Contents

Education is the most powerful weapon which YOU can use to change the world. Nelson Mandela Owl Drive, Murray Bridge South Australia 5253

t. 08 8532 0100 e. unity@unitycollege.sa.edu.au www.unitycollege.sa.edu.au

YOUbelong Updated August 2026