Curriculum
Introduction
The curriculum from Reception to Year 12 is organised into 8 distinct disciplines:
• English
• Mathematics
• Science and Information Communication Technology
• Society and Environment
• Languages other than English (German and Japanese)
• The Arts
• Health and Physical Education
• Values and Ethics
Rationale
These disciplines correspond with the National Curriculum and SACSA Framework and represent the most complete and coherent modes of understanding the world in which students live. They are seen as a set of rights – a means by which essential skills, knowledge and understanding can be transmitted. This structure facilitates the development of Critical, Creative and Ethical Intelligence.
Critical Intelligence involves the skills of language, mathematical and verbal reasoning, logic, memory and processing of information. These abilities are developed through a structured and focused academic curriculum, which supports and challenges all students.
Creative Intelligence involves the abilities to think and act with fluency, innovation, flexibility and originality. These qualities are developed through a total curriculum, which recognises each student’s special strengths and abilities.
Ethical Intelligence involves the ability to think and act with moral insight. These qualities are developed through a total curriculum, which values a spiritual perspective on life within an Anglican context.
Middle School
The curriculum model employed in the Junior School is further developed in the Middle School with the introduction of more specialised teaching, especially at Year 9 level. Curriculum development focuses on the particular needs of adolescents and addresses the educational, social and emotional well being of the individual.
The curriculum has distinct organisational features, which result in an integrated approach. This provides students with a broad curriculum experience and the academic and social maturity to embark on the more rigorous and specific subject based studies in
one ninety.
The following outlines the Curriculum structure for Years 7, 8 and 9.
City Focus in the Curriculum
In the Middle School we embrace our special city location and use it to maximum advantage in our curriculum. We aim to develop an understanding, knowledge and appreciation of Adelaide's unique history, planning, civics, culture, geography, built and natural environment, and political and current issues. Aspects of the city are incorporated into all subject areas and the students participate regularly in excursions to a wide variety of city locations, which can be easily accessed by foot. The curriculum ‘city experience’ culminates with the special ‘City Week’ in Year 9, including an expo of the students’ work and experiences.
YEAR 7
The curriculum is organised around the 8 key learning areas:
| | KEY LEARNING AREA
| LESSON ALLOCATION
Per Fortnight
|
POSSIBLE HOME GROUP TEACHER
| English
Mathematics
Society & Environment
Values & Ethics
Home Group / Pastoral Care
| 9
9
8
2
4
|
SPECIALIST TEACHER
| LOTE: Japanese & German - (1 semester of each)
Science
Art
Music
Drama
PE/Health
| 4
7
4
4
3
6
|
In Year 7 students spend approximately half of their time working with their Home Group Teacher. The remaining time is spent working with specialist teachers in a range of other subjects.
The students move to specialist areas to work in the area of LOTE, Art, Drama, Health/Physical Education, Science and Music.
ICT skills and competencies are taught, where appropriate, across all key learning areas and extensive use is made of the computer labs.
Students must apply to the Director of the Middle School for consideration as to their suitability to do L and EC in place of LOTE. L and EC offers literacy support for students with special needs who would benefit from this extra support, instead of learning a second language. Recommendation from Year 6 teachers will form the basis of this decision.
YEAR 8
The curriculum is organised around the 8 key learning areas:
| KEY LEARNING AREA
| LESSON ALLOCATION
Per Fortnight
|
| POSSIBLE HOME GROUP TEACHER | English
Society & Environment
Values & Ethics
Home Group / Pastoral Care
| 9
8
2
4
|
SPECIALIST TEACHERS
| Mathematics
Science
The Arts - Art / Music / Drama
PE / Health
LOTE - German or Japanese
| 9
8
8
6
6
|
Year 8 students spend a large proportion of their time working with their Home Group Teacher. Increasing specialisation begins to occur in all subject areas.
The students move to specialist areas to work in the area of Mathematics, LOTE, Arts, Health/Physical Education and Science.
Students will further develop their ICT competencies across all key learning areas.
Students must apply to the Director of the Middle School for consideration to do L and EC in place of LOTE, L and EC offers literacy support for students with special needs who would benefit from this extra support, rather than learn a second language. Students who did L and EC in Year 7 will continue in Year 8.
YEAR 9
Curriculum at Year 9 is broadened with more specialisation. Subject choice is also increased:-
KEY LEARNING AREA
| LESSON ALLOCATION
|
English
Mathematics
Society & Environment
Science
PE / Heatlh
Values & Ethics
Home Group / Pastoral Care
LOTE - Japanese or German
| 9
9
8
8
6
2
3
7
|
Year 9 students are assigned to a Home Group Teacher and will work with
this teacher in at least one of the key learning areas as well as
during Pastoral Care time.
Students are offered several subject choices as they start to move towards selecting possible study pathways for the future.
Students
must apply to the Director of the Middle School for consideration to do
L and EC in place of LOTE, L and EC offers literacy support for
students with special needs who would benefit from this extra support,
rather than learn a second language. Students who did L and EC in Year
8 will continue in Year 9.
Students with Specific Needs
Extension ProgramThis program is organized by the Literacy and Extended Curriculum staff who, together with the classroom teacher, identifies student who would benefit from extension activities.
This program caters for student using a combination of approaches and is implemented in the classroom.
The preferred model for delivery of the extension program is curriculum differentiation, however, a number of other strategies may be employed to ensure that we match our teaching to the learning needs of the students.
“Curriculum Differentiation for Gifted Students Teaching strategies and methods of curriculum differentiation which enhance the learning of gifted students in the regular classroom. Appropriate use of different enrichment models that international research has found to be effective with gifted and talented students, such as Bloom, Williams, Maker and Kaplan. Practical applications of pre-testing, curriculum compacting and individualized programming will be included”.
Australian Government, Quality Teacher Program. Gifted and Talented Education Professional Development Package for TeachersLiteracy and Extended Curriculum - Critical Literacy (the subject)A literacy-based program is offered, (by invitation only) at Years 7, 8 and 9 to students who would benefit from developing and expanding their skills in Literacy. These students who require extra support are offered the option to join the L and EC - Critical Literacy class instead of studying a second language. Class sizes are kept small so that individual needs can be addressed.
English as a Second Language (ESL)Once students are identified as needing help with English as a Second Language suitable programs are set in place. These may include:
• bi-lingual support
• a modified classroom program.
• working with an ESL support teacher
Click on the subjects below to see the full curriculum and flow charts.
English
Languages other than English
Literacy & Extended Curriculum
Mathematics and Maths Flow Chart
Performing Arts
Physical Education & Health
Values & Ethics
Science & Information Communication Technology
Studies of Society & Environment
Visual Art