YEARS 7 AND 8 TRANSITION PROGRAM INFORMATION HANDBOOK

Year 8 Curriculum

The Learning Program 

Students follow a program that exposes them to the different Learning Areas using the Western Australian Curriculum. It provides them with a strong foundation in the knowledge, skills and strategies required in later studies. Our aim is for students to have a wide variety of experiences in Years 7 and 8, which will help them to make informed decisions about pathways they will take in subsequent years. In Years 9 and 10 students can choose from exciting elective possibilities ranging from Photography to The Arts, from Languages to Outdoor Education.

 

Students are encouraged to develop independence in and responsibility for their learning during Years 7 and 8. The delivery of the curriculum is supported by dynamic practices of peer collaboration, integration and direct teaching. The computer is an important tool in this process.

English 

Year 8 English covers the three English strands – Language, Literature and Literacy. The focus is on narrative texts, such as myths, legends, poetry, drama, novels and feature films. Students learn about the conventions used in these text types and they apply this knowledge to create their own written and spoken texts. Wide reading is an important part of their development as English students. 

 

Support for students who experience some difficulty with their literacy skills is provided through a specialist Literacy teacher who is present for some lessons within their English classes. Identified students will also have the opportunity to improve their skills by joining the separate Focus class. This class takes the place of their Language class and runs for two periods a week. Students with very strong skills will be given opportunities through the Year 8 Extension program.

Humanities and Social Sciences (HASS)

There are four key areas in Humanities and Social Sciences (HASS):

  • Civics and Citizenship
  • Economics and Business
  • Geography
  • History

Civics and Citizenship focusses on the topic ‘Democracy and Law in Action’. Areas covered include democratic freedoms, participation in democracy, how laws are made in Parliament, how courts make law, the types of law, and Australia’s identity.

 

Economics and Business examine ‘Participation and Influences in the Marketplace’. Areas covered include how markets operate, how governments are involved in the market, the rights and responsibilities of consumers and businesses, types of businesses, and influences on the way people work.

 

Geography focuses on the topics ‘Landforms and Landscapes’ and ‘Changing Nations’. Areas of study include types of landscapes and landforms in Australia and their value, geographical processes, and the effects and minimisation of geomorphic hazards. In ‘Changing Nations’, the causes and consequences of urbanisation, and reasons for and effects of internal and external migration are studied.

 

History looks at ‘The Ancient to the Modern World’ through in-depth studies which investigate Medieval Europe and the Black Death. Medieval Europe focuses on continuity and change in society, the way of life and living conditions, significant developments/achievements/people and the changing relations between Islam and the West. An in-depth study of the Black Death considers the role of trade in spreading the disease, and religious beliefs and causes, symptoms and effects of the Black Death.

 

As part of their course, students are introduced to key concepts which are the high-level ideas that enable students to think from a Humanities and Social Sciences perspective.

  • Civics and Citizenship – democracy, democratic values, the Westminster system, justice, participation, rights and responsibilities.
  • Economics and Business – scarcity, making choices, specialisation and trade, interdependence, allocation and markets, economic performance and living standards.
  • Geography – place, space, environment, interconnection, sustainability, scale, change.
  • History – evidence, sources, continuity and change, cause and effect, significance, perspectives, empathy, contestability.

Across all the HASS subjects students practise and develop the skills of questioning and researching, analysing, evaluating, and communicating and reflecting.

Mathematics 

A fundamental goal of the Mathematics curriculum is to educate students to be active, thinking citizens, interpreting the world mathematically, and using Mathematics to make predictions and decisions about personal and financial priorities. 

  

The Mathematics Program for Year 8 students includes work from the strands: 

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability

The program begins with consolidation of fundamental number skills. This is essential to ensure all students possess the skills required to succeed across the strands. In Year 8 they are exposed to a wide range of mathematical concepts, situations and problems using a variety of learning pedagogies. The program includes the use of their computer to enhance their learning. This includes, but is not restricted to, the online programs Mathletics, Mathspace and NelsonNet. 

  

All six Year 8 Mathematics classes take place at the same time and are streamed according to ability. This provides great flexibility in moving students between classes based on their performance. Students who perform very well can be moved to a class being taught at a more accelerated level, while students who are struggling can be moved to a class more suited to their pace of learning. Support is provided in the smaller Group 6 class to enable students to progress in line with their ability, with students in all classes learning the same content, but to a different depth. 

  

Students are placed in one of the six classes in Year 8 based on their performance throughout Year 7. Year 8 students are selected for extension on the basis of testing done early in the school year and teacher input. The extension program is rigorous and involves participation in a number of external competitions. It is the responsibility of the student to keep up with classroom work. 

Science 

The Year 8 course is designed to cover the Science Understanding concepts outlined in the Western Australian Curriculum:

  • Chemical Sciences – differences between the states of matter in terms of the particle model; differences in elements, compounds and mixtures at the particle level; chemical change forms new substances.
  • Biological Sciences – cell biology and microscopes; systems of multicellular organisms that carry out specialised functions for survival and reproduction.
  • Physical Sciences – kinetic and potential energy; types of energy and their effects; energy change/transfer flow diagrams.
  • Earth and Space Sciences – formation and recognition of igneous, sedimentary and metamorphic rocks; rock cycles; minerals, ores and resources.

Throughout the year students continue to develop their Science Inquiry skills and examine examples of Science and Technology in their lives.

Languages 

Every Year 7 and 8 student studies a Language chosen prior to commencement at the College. The College offers two Languages - French: Second Language and Chinese: Second Language. Year 8 students continue with the Language studied in Year 7.  

 

French 

The Year 8 course aims to extend students’ cultural awareness and understanding of the language concepts. Through authentic real-life tasks such as making video presentation, conducting interviews or designing advertisements in the target language, students acquire the necessary vocabulary and language structures to demonstrate their knowledge over the four macro-skills of speaking, listening, reading and writing.  Comparisons drawn between their own personal world and the lifestyle of French young people allow students to reflect on the links between culture, identity and language and therefore learn to adjust to intercultural communication.  

 

Chinese: Second Language 

Year 8 Chinese: Second Language builds on the skills, knowledge and understanding to communicate in the Chinese language developed in Year 7, particularly, focusing on extending their oral and written communication skills. The language is used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion. 

  

New Year 8 students will receive notification of their Language allocation when they are given their House and class allocation. 

The Arts 

Project X is a course which allows students at All Saints’ College to specialise in areas of The Arts whilst also collaborating in a broader arts context. Project X is a two-year course that offers a strong platform from which our students can grow and develop with an agile mind and keenness to engage in effective, creative arts practice with confidence in the future. 

 

Rather than offer traditional classes such as Drama, Dance and Visual Art, Project X will offer a range of ‘experiences’ that will be far more specific and specialised. Students will also have opportunities to experience art in a real world context.

 

The College has a very active Music program. Instrumental and vocal tuition at the College can be arranged through the Music Department. There is also a wide range of cocurricular music activities on offer. Further information can be obtained from the Music Office (music@allsaints.wa.edu.au).

Design and Technology

All students complete a full year of Digital Technologies and rotate through a semester of Food Technology and a semester of Materials. The design process is fundamental to this learning area and an integral component of the achievement of all outcomes. Through this process students are encouraged to investigate and research, develop ideas to devise a range of solutions, select and produce a solution, and evaluate both the results of their endeavours and the process they adopted.

 

Problem-solving skills, critical thinking and individual expression are central to the delivery of the curriculum in this Learning Area.

Physical Education

In Year 8 Physical Education students continue to broaden their repertoire of specialised movement skills and knowledge of sophisticated tactical thinking skills, and apply these to an expanding array of physical activity contexts. They build on skills to analyse their own and others' performance and use basic terminology and concepts to describe movement patterns and suggest ways to improve performance outcomes. 

 

Students continue to reflect on, and refine, personal and social skills that support inclusive participation and fair play, and contribute to positive team cohesion. 

 

Alongside Health, the Physical Education program provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle. In order to develop strong independent learners and to promote student ownership, students will partake in an options program where they can choose from a variety of activities including Invasion Games, Net Games, Striking and Fielding Games, Aquatics and Fitness. Student will also learn about basic anatomical and biomechanical principles relating to physical performance and partake in a range of athletic activities.

 

Students learn through the three distinct areas of moving our body, understanding movement, and learning through movement.

 

Health Education

In Health Education students develop the knowledge, understanding and skills to make decisions and take action to strengthen their sense of personal identity and autonomy, build resilience, manage risk and develop satisfying, respectful relationships. The Year 8 content provides opportunities for students to further examine changes to their identity and ways to manage them. They continue to develop and refine decision-making skills and apply them to a range of situations, as well as in online environments. They investigate health-promotion activities that aim to improve the health and wellbeing of young people and continue to develop critical health literacy skills, including the ability to distinguish between credible and less credible sources of health information. 

 

In Year 8, students learn in three distinct areas; being healthy safe and active, communicating and interacting for health and wellbeing and contributing to healthy and active communities and offers students an experiential curriculum that is contemporary, relevant, challenging, and enjoyable. earning is centred around projects and also includes the development of capabilities. Learning is centred around projects and also includes the development of capabilities

 

The Health and Physical Education curriculum teaches students how to be part of a healthy, active population and experience the personal and social benefits of living a healthy, active and fulfilling life. 

Religion and Philosophy (R&P)

Using Dr Seuss’s Horton Hears a Who! Year 8s explore the possibility of existence beyond our immediate physical world and understanding. They are encouraged to develop ‘ultimate questions’ and discuss mind-stretching concepts of reality and belief.

 

The concept of religion is explored and Year 8s begin their journey into comparative religions by examining the monotheistic tradition of the Jews, both ancient and modern. Focusing on the Gospel stories, they examine the life of Jesus and his teachings within this Jewish background. This is supported with a series of documentaries from ABC’s Compass which uses Archaeology, History and Science to explore some of the mysteries of this biography. Some basic history and fundamental beliefs of the Christian Church will then be studied. An excursion to St George’s Cathedral helps the students to reflect on traditional worship, Christian symbolism and the sense of holy spaces. A part of each lesson is devoted to Stillness and Silence, which helps develop skills in relaxation and self-consciousness. Students are encouraged to question, develop philosophical reasoning, and explore the concept of belief with an open mind.

Life Skills 

Taking place for one period per week, Life Skills is dedicated to exploring the social and emotional issues students face, independent of other curriculum expectations. Activities are designed to help students develop skills for life and learning. Early in the year lessons parallel the topics covered in the Peer Support Program which is led by selected Year 11 students. Issues including making friends, seeking help, and trust are explored through a variety of games, activities and discussions.

 

As the students become more comfortable with one another, the topics will include values and relationships. They are challenged to look at who they are and identify likenesses and differences they share with their peers. The program incorporates Friendly Schools material on bullying and cyberbullying. It also explores Stephen Covey’s 7 Habits, supporting The Leader in Me program, along with other essential Thinking Skills. The aim of this program is to equip students with relevant skills and empathy, so that they are able to develop into more socially and emotionally intelligent members of society.

Innovat[ED]

Innovat[ED] is a unique ASC future-focused program that connects the College and greater community to empower students to develop their voices and capabilities. Through collaborative projects with a ‘real world’ audience, students learn and apply the design thinking process to make a positive difference in the world.

Service Learning

Service Learning at All Saints’ College is a journey in which students explore the ideals of service and engage their heads, hearts and hands in connecting to the world in ways which make a positive difference. As students make the transition from primary to secondary schooling, we focus on connecting their learning with their growing ability to empathise, and on guiding their natural areas of interest more directly to the needs that exist in the community, whether local, national or international. As they become more aware of the many issues with which they are able to engage, whether as advocates or through direct care, we seek to provide avenues through which they can actively support community needs and develop a personal connection.

 

Involvement in existing College initiatives is possible, as are opportunities for leadership through planning and running new activities; an example of this was the 'Mountains of Warmth' drive for The Salvation Army in 2020. As students move through the Transition years, they are encouraged to develop a broader view of the world and to develop their own voice, becoming confident and compassionate members of the community who are committed to worthwhile service to society.