Document Sample

                             YEARS 7 T O 9   >>

                  A L L S H E C A N B E >>

To develop in each Glennie girl the intellectual, physical and spiritual potential to be ‘all
she can be’.

Glennie girls are to be educated to the highest academic standards of which they are
capable. In addition, Glennie girls are to be given the opportunities to develop their
sporting and cultural talents through a rich, diverse and relevant co-curricular program.
By achieving an understanding of their own spiritual dimension, Glennie girls will make a
positive contribution to the world with a sense of their own worth and character in addition
to a well-developed sense of citizenship. As well-skilled, well-rounded and well-grounded
young people of excellent character, integrity and poise, Glennie girls will be able to be all
they can be.

    •	   The Christian Faith                          •	   Achievement
    •	   Our heritage                                 •	   Endeavour
    •	   Community                                    •	   Participation
    •	   Friendships                                  •	   Opportunity
    •	   Respect and understanding                    •	   Balance

As a community where tomorrow’s women learn, our Mission is to provide girls with dynamic
opportunities in education, training and personal growth which develop their individual
potential and prepare them for life. We shall incorporate traditional values within a caring,
Christian environment, together with the best contemporary teaching methods and learning

           Section                               Page
           Introduction                            2
           Middle Years of Schooling               3
           Building a Student Learning Pathway     4
           Core Learning Areas                     5
           Options and Choices Programmes          9
           The Options Learning Areas             10
           Choices                                13
           French Immersion Programme             14
           Student Learning Pathway               15


    The Middle Years at Glennie
    Years 7 to 9 are crucial years in developing a love for learning in our girls. This is the time
    when disengagement from learning can occur. The program which we have developed at
    Glennie recognises the importance of structuring learning with the adolescent student and
    the individual in mind.

    Girls in Year 7 and Year 8 will study a common course throughout the year. There are Core
    Learning Areas as well as the opportunity to complete the Level 1 of study in a number of
    Options, such as Food and Fashion, Financial Literacy, Art, Music and Drama.

    In Year 9, the Core Learning Areas continue to provide essential learning and the girls can
    select from a wider range of Options. The importance of choice to meet the girls’ interests
    and needs is recognised.

    In Year 7 and 8, all girls will be involved in the Choices program. The Year 8 My Choice, My
    Responsibility unit is designed to provide the girls with the skills that will encourage greater
    learning independence.

     By Year 9 girls should elect to participate in courses that they enjoy and in which they
    have an interest. Once selections have been made and subjects allocated it is not always
    possible to make changes.

                                                                              Mrs. Lynn McGovern
                                                                         Curriculum Co-ordinator,
                                                                                      Middle Years

                                                  • Incorporate flexibility - to cater for
                                                     different levels of ability and learning
YEAR 7 TO YEAR 9                                     styles
                                                  • Develop academic rigor - to prepare
                                                     them for the demands of senior schooling
PHILOSOPHY                                           and beyond
                                                  • Provide intellectual challenge - to extend
Modern educational philosophy has drawn              their minds
on extensive research into how the brain          • Stimulate curiosity - to help them
functions in adolescents. Science tells us that      question
the adolescent brain operates differently         • Incorporate real meaning for students
from an adult one.                                   - to make their own connections and
                                                     provide relevancy
AIM                                               • Explore integrated and trans-disciplinary
                                                     learning - to make both overt and covert
                                                     connections between learning areas
In recognising this special period of growth
                                                  • Offer choice - to provide a measure of
and development, Glennie’s Middle
                                                     control over their own learning, to offer
Years of Schooling Programme aims to
                                                     opportunities to explore individual talents
heighten self-identity and self-esteem, as
                                                     and interests
achievement and enjoyment in learning
                                                  • Promote and support the ethos of the
are encouraged.
                                                     School and its community - to feel a
                                                     sense of belonging.
MISSION                                           The     School’s      Notebook     Computer
                                                  Programme supports the philosophical and
This progressive programme has a mission to       pedagogical approaches adopted in the
encourage girls to learn and grow in ways         Middle Years Curriculum Programme. It
that acknowledge and respect this unique          provides flexibility in the way curriculum is
and special phase of their development as         delivered, as well as providing diversity and
adolescents. It is an innovative programme        choice in the way students opt to learn.
that encourages girls to explore individuality
as well as the world in which they live, while    Adolescent learners today are not only
advancing their skills and learning. This is      technology savvy, they expect technology
achieved through a rigorous, engaging             to be an integral part of their learning
and meaningful curriculum that provides           experiences at school.
an ideal preparation for senior studies and
later life.                                       Recognising that motivation is the key
                                                  to learning in adolescents, and that for
PROGRAMME                                         learning to become a lifelong habit, the
                                                  motivation needs to come from within, the
                                                  focus is to encourage intrinsic motivation
Curricular programs in the Middle Years           in our students by providing them with
of Schooling (Years 7 to 9) need to be            a curriculum which gives them every
challenging, relevant and engaging if             opportunity to :
students are to be motivated and truly
immersed in learning. Systems that are there      • Experience and achieve SUCCESS in a
to promote good learning need to provide             range of areas (the need for mastery)
flexibility for both teachers and students.       • Develop their CURIOSITY (the need for
                                                  • Use their ORIGINALITY (the need for self-
                                                  • Develop SATISFYING connections and

    (Teaching and Learning)
                                                   LEARNING PATHWAY
    Problem-based learning
    Problem-based      learning    is  focused,    DEFINITION
    experiential learning (minds-on and hand-
    on) organised around the investigation and     A Student Learning Pathway Plan is an
    resolution of messy real-world problems.       outline of the Learning Stages that are
                                                   offered in each of the optional Learning
    Differentiated instruction                     Areas (OPTIONS and CHOICES). It is a
    We use multiple options for absorbing          means by which a student is able to plan
    information, making sense of ideas and         her pathway of study in the Middle Years of
    expressing what they learn.                    Schooling Programme.

    Character education                            The Middle Years of Schooling Programme
    Inherent in all that we do at Glennie, there   is a sequential, developmental program
    will be an alignment across the school built   designed to equip students with skills across
    around six character traits:                   a range of traditional subject areas, while
                                                   allowing for specialisation in areas that a
          • Respect                                student considers important for her.
          • Responsibility
          • Trustworthiness
          • Fairness
                                                   CORE LEARNING AREAS
          • Caring
                                                   These are compulsory for all students.
          • Citizenship

    Authentic learning opportunities               The Core Learning Areas are Mathematics,
                                                   Science, English and Studies of Society and
    For learning to be truly valued and            Environment (ESS), Languages or Language
    unconditional, it must be authentic or         Studies, Health and Physical Education, and
    reality-centred. Glennie students will have    Religious Education.
    opportunities to:
                                                   A STUDENT LEARNING PATHWAY
          • Follow their interests, where          PLAN
          • Learn deeply rather than broadly       This is not a rigid plan, but it will provide
          • Ask questions and to find their        an opportunity for the student to consider
          own answers to questions                 more deliberately and carefully the learning
          • Explore contemporary situations        pathway she may wish to follow over the 3
          and to unravel the puzzles that they     years. It is particularly useful in mapping the
          provide                                  selections of OPTIONS and CHOICES for the
                                                   School’s organisational purposes.

                                                   While the Year 7 and Year 8 programme
                                                   is standardized, there are many different
                                                   learning pathways available for a student
                                                   in Year 9. The provision of greater flexibility
                                                   in choosing what to learn is an important
                                                   element of the Middle Years Curriculum
                                                   approach. The Learning Stages within each
                                                   of the Options Learning Areas ensure that
                                                   skills are sequentially developed and that
                                                   there is a progressive and logical link to
                                                   subjects that are offered in the Senior Phase
                                                   of Schooling at Glennie (Years 10 – 12).

The School may, however, need to make             CORE LEARNING AREAS
periodic adjustments to the program
as a result of emergent needs, such as
Government         mandated        educational    ENGLISH AND STUDIES
initiatives, internal staffing and timetabling.
                                                  OF SOCIETY AND
Students entering Year 9 will be asked to         ENVIRONMENT (ESS)
nominate their plan for Year 9 at the end
of Year 8.
                                                  This programme is an integrated or trans-
It is important that students discuss any         disciplinary study, covering both the English
adjustments to their initially prepared plan      and SOSE Essential Learning.
with parents/guardians. Therefore it is
advisable that a copy of the preliminary          There is a focus on the development of
agreed plan be kept for future reference.         literacy through the use of a variety of texts
                                                  narrative and factual, written, spoken and
                                                  visual. Continual development of language
                                                  and expression skills aims to increase a
                                                  student’s proficiency and expertise in the
                                                  use and function of the English language,
                                                  while exposing them to skills of inquiry and
                                                  research associated with studies within
                                                  the Social Sciences such as History and

                                                  Literary studies are embedded in the
                                                  course and these are used to support the
                                                  development of critical literacy skills. In Year
                                                  7 and Year 8, students participate in the on-
                                                  line Accelerated Reader Programme. This
                                                  programme requires students to complete
                                                  comprehension tasks on a number of books
                                                  which are graded according to reading
                                                  difficulty. Progress and reading habits can
                                                  be monitored so that better guidance can
                                                  be provided in order to support or extend
                                                  students. Reading development is an
                                                  important element of the programme.

                                                  The ESS programme also requires students
                                                  to use and develop technology skills both
                                                  to enhance learning and for presentation
                                                  of that learning. High–end technology such
                                                  as GIS (Geographical Information Systems
                                                  technology) is introduced and students use
                                                  this powerful tool to build their understanding
                                                  of space, patterns and relationships.

                                                  Field excursions also are undertaken, when
                                                  practicable, in order to provide real-world

                                                  In Year 9, students participate in an Ecology
                                                  Camp which provides them with authentic
                                                  experiences in which to make links between
                                                  their Science and Geography studies.

    All learning is organised around Essential     Mathematics B enables students to access
    Understandings and the Essential Questions     any of the senior Mathematics subjects.
    that focus student learning on the building
    of knowledge and skills to perform tasks       It is advisable for most students to attempt
    which are authentically derived.               Mathematics B in Year 9, unless they have
                                                   been unable to reach a satisfactory level
    The content of the course programme is         in Year 8.
    not rigid and having a flexible programme
    means that the learning needs and interests    All students work with an online computer
    of the student are taken into consideration    programme       called   Mathletics.     This
    when planning units of work.                   interactive programme provides learning
                                                   support so that the mathematical skills and
                                                   concepts can be reinforced and checked

    MATHEMATICS                                    by the students themselves, on an ongoing
                                                   and regular basis.
    The programme during the Middle Years          The use of technology is an integral part of
    is a sequential one, designed to provide       the programme.
    opportunities for the students to develop
    mathematical knowledge, procedures
    and the strategies that will assist them to
    approach relevant, real-life problems now
    and in the future.                             SCIENCE
    As the students work across the strands of     The Middle Years Science Curriculum aims to
    Number, Patterns and Algebra, Shape and        develop greater observational skills, provide
    Line, Measurement and Chance and Data,         challenges in scientific thinking, encourage
    they develop the skills to think, reason and   participation in scientific investigation,
    work mathematically.                           promote the use of experimentation as
                                                   an important scientific tool and introduce
    All students in Year 7 and Year 8 cover        students to the different branches of Science
    core elements assigned for their level, with   (Astronomy, Chemistry, Geology, Ecology,
    opportunities to participate in extension,     Biology and Physics) and the scientific
    enrichment and consolidation activities.       applications associated with them.
    To maximise these learning opportunities,
    classes may be regrouped during the            Topics studied are built around the strands:
    year. These tasks are designed to provide      Earth and Beyond, Energy and Change,
    students with challenges and to use their      Life and Living, Science and Natural and
    mathematical knowledge and reasoning to        Processed Materials.
    solve problems. They vary in complexity and
    are levelled to meet the different needs of    As part of the course, students in all Levels
    the individual learners.                       complete a Science project, which is
                                                   presented at a Science Fair. The project
    Students from the Year 8-10 French             is an independent task and students
    Immersion Programme join the standard          are encouraged to use their research,
    Mathematics programme in Year 9. In Year       observation and experimentation skills to
    9 students may choose, or are guided           investigate a scientific topic of their choice
    towards, the study of Mathematics A or B.      or to test a hypothesis.
    At the B level, more emphasis is placed on
                                                   In Semester 1 Year 9, students participate in
    mathematical investigative processes and
                                                   an Ecology Camp, which also links to the
    deeper problem solving. Year 9 Mathematics
                                                   unit on the environmental management of
    A only leads on to Mathematics A or
                                                   coastlines in the ESS and FSS programmes.
    Prevocational Mathematics in Years 11 and

LANGUAGES                                       ENGLISH LANGUAGE
Two foreign languages, Japanese and             SKILLS PROGRAMMES
French, are offered for study, outside the
specialist French Immersion Programme.          YEAR 7 to YEAR 9 The programme is in
The emphasis is on developing proficiencies     three forms:-
in reading, writing, speaking and listening,
and cultural studies, building awareness of     SMALL GROUP CLASSES
customs, lifestyles, beliefs and behaviours
of people who use the language as their         Students meet with the Learning Support
dominant form of communication.                 teacher where intensive reading and
                                                literacy and language programmes are
In Year 7, students study ONE Semester of       provided. Students are also assisted with the
French and ONE Semester of Japanese.            organisation, planning, management and
                                                presentation of assessment tasks required
In Year 8, students begin a three-year          to be completed in their other subjects.
programme of study (until the end of Year
10) in either Japanese or French. However,      IN-CLASS SUPPORT
a student wishing to pursue a different area
of study in Year 10 may have the flexibility    The Learning Support teacher liaises with the
to do so.                                       student’s teachers providing support and
                                                guidance about the needs of the student
Students who need continued support to          within the general learning programme.
improve their language and literacy skills in   Where appropriate or necessary, the
English, may, through recommendation by         Learning Support teacher may also
their teachers or Learning Support Teacher,     work with the student in the normal class
be offered a place in the English Language      environment.
Skills Program or the English as a Second
Language programme instead of the               INDIVIDUALISED SUPPORT
Languages programme.
                                                Students with very special needs which
                                                significantly impact on their ability to
                                                achieve some learning successes may be
                                                offered specialised one-on-one support for
                                                part of their learning time.

                                                Student results on formal tests and other
                                                testing regimes are used to identify
                                                students who have learning needs, the
                                                type of learning support required and the
                                                breadth of access to the learning support

                                                Support is provided for students in the
                                                organisation, preparation and completion
                                                of assessment tasks from other Learning
                                                Area studies, where needed. This allows
                                                students to feel as though they can succeed,
                                                provides encouragement to persevere and
                                                builds self confidence.

    HEALTH AND PHYSICAL                               that may have traditionally been included
                                                      in other subjects such as health education,
    EDUCATION                                         home economics, human relationships
                                                      education, life skills, personal development,
                                                      physical education and sport education.
    A Middle Years Health and Physical                The theoretical and practical elements of
    Education     programme       provides     a      the programme are weighted equally.
    framework for developing active and
    informed members of society. It incorporates
    teaching approaches that are known                RELIGIOUS EDUCATION
    to engage adolescent learners, namely
    problem based learning, differentiated            This programme involves students in
    instruction, character education and              the study of the Christian faith and an
    authentic learning.                               opportunity to develop an understanding
                                                      and appreciation of different religions in
    Students in these years are experiencing          keeping with the Christian Ethos of the
    rapid personal change, including physical         School.
    growth, emotional and social development,
    broadening social environments and
    transitioning from primary school to
    secondary. The developments associated
    with puberty and the ways of dealing with
    differences in the rates at which individuals
    develop are major issues. Students are also
    increasingly identifying with groups outside
    the family and this provides a context
    for studying the range of peer and social
    influences on their health. There is therefore
    a personal development focus.

    Active engagement in physical activity is also
    a major emphasis. Participation in physical
    activity promotes health and has a unique
    role as a learning medium. The experience
    of physical activity in play, recreation, sport
    and fitness provides challenge, personal
    growth, confidence and enjoyment.
    Children who are sufficiently active have a
    lower risk of developing ‘lifestyle diseases’
    later in life such as diabetes, cardiovascular
    disease, obesity and lay the foundations
    of a healthy adult lifestyle. Students will be
    provided with opportunities to develop
    knowledge, processes, skills and attitudes
    necessary for making informed decisions

       •	 Promoting the health of individuals
          and communities.
       •	 Developing concepts and skills for
          physical activity.
       •	 Enhancing personal development.

    The Middle Years Health and Physical
    Education programme embraces topics

OPTIONS AND CHOICES                            LEARNING STAGE

PROGRAMMES                                     This is a Stage of learning within a course.
                                               Higher stages require higher levels of skill.
An overview of the programme is the Student    Each Learning Area (e.g. Performance) or
Learning Pathway Plan (pages 15-16).           Strand within a Learning Area (e.g. Music
                                               is a Strand within Performance) will have
While the programme is organised over          three designated Learning Stages, and
three years, students may enter at any         may also have preliminary or introductory
point. While most Learning Areas have          stages as well. For example, the introductory
sequentially developed Stages of work,         Performance Stages in Year 7 lead into the
there is some scope for a student to enter     three Stages of Music or Drama studies.
higher Stages without having completed
the earlier Stages.                            STRAND

This programme is additional to the Core        A learning direction within a Learning Area
Programme and offers students the              e.g. Music is a strand within the Performance
opportunity to have experience within          Learning Area.
a range of different Learning Areas and
perhaps to begin ‘specialisation’ in areas     DISCUSSION
of particular interest.
                                               This section should be read in conjunction
A student may be involved in ONLY Three        with the Learning Pathway Plan overview
Optional Learning Areas per semester in        tables on pages 15-16.
Year 9.
                                               YEAR 7
DEFINITIONS                                    In Year 7 all students are involved in the
                                               programme. They participate in the
OPTION                                         Learning Areas of Art, Performance and
A course of study constructed around a         ONE Semester 2 Choices programme over
Learning Area, in which a student may          the year.
elect to be involved.

                                               YEAR 8
This is an integrated or trans-disciplinary
study which incorporates knowledge and         Year 8 is a set program of study. Students
skills or a number of Learning Areas. It is
                                               have opportunities to experience
project-based and fosters higher-order
                                                  •	 Food and Fashion 1
thinking. Students are involved in largely
                                                  •	 Financial Literacy 1
independent study.
                                                  •	 Art 1
In Year 7 there is no formal assessment,          •	 Music 1 and Media
rather, students present their understanding      •	 Drama 1
via the Choices Expo, which is held at the
end of the semester.                           All students in Year 8 will complete the
                                               semester unit My Choice, My Responsibility
In Year 8 and Year 9, 2010 students            These are Semester units and students will
participate in an Independent Learning         complete their studies in them in either
Programme called My Choice, My                 Semester 1 or 2.


This is the main ‘general’ area of study.

     YEAR 9 – 2010 (changes will occur in 2011)       THE OPTIONS LEARNING AREAS
     SEMESTER 1                                       ART
     Select three from:                               ART 1, ART 2 AND ART 3

     Art 2 or 3, Food and Fashion 2,                  The Art programme is designed to develop
     Performance - Music I and Media or Music         awareness and understanding of art
     2, Performance - Drama 2, Multimedia             techniques and processes.
     1, Financial Literacy 2 or One Choices
     programme (My Choice, My Responsibility          It focuses on the importance of art as a means
     – if this unit has not been previously taken).   of self-expression and on the development
                                                      of related skills and vocabulary. It also places
     SEMESTER 2                                       art within historical, social and cultural
     Select three from:
                                                      Three Learning Stages allow for the sequential
     Art 3, Food and Fashion 2 or 3,                  development of skills in the application of
     Performance - Music 2 or 3,                      design elements and principles through
     Performance - Drama 2 or 3,                      directed activities and exercises that
     Multimedia 2,                                    stimulate    personal     exploration    and
     Financial Literacy 2 or 3 or one Choices         manipulation of art materials, techniques
     programme (My Choice, My Responsibility          and processes.
     – if this unit has not been previously taken).
                                                      Art is mandatory for all students in Year 7
                                                      and Art 1 is mandatory in Year 8.

                                                      Students are required to prepare a folio of
                                                      work and also complete written tasks.

FOOD AND FASHION                                PERFORMANCE
In this Learning Area students are              Performance is an interdisciplinary subject
encouraged to gain necessary skills for         offered to Middle School students comprising
living by planning and producing a range        the key learning areas of Music, Drama,
of food and fashion items. They are required    Dance and Media. The subject explores both
to generate ideas, plan activities, organise    the common and contrasting elements of
time and equipment, and develop practical       ‘performance’ across the three disciplines.
skills that have life-long value.
                                                YEAR 7 – A ONE YEAR PROGRAM
Students in Year 7 are not involved in the
programme, which begins in Year 8. The
three Learning Stages are sequentially
                                                Two disciplines of Performance (Music
                                                and Drama) are introduced. These are
                                                linked through a ‘thematic’ approach.
                                                Students present informal presentations
                                                in the classroom context. These offer an
This unit in Year 8 is mandatory. Students
                                                opportunity for parents and friends to see
focus on designing and producing a
                                                what the girls have been doing in class,
fashion accessory using sewing skills and
                                                and to give the students an authentic
incorporating decorative techniques. They
                                                experience fitting in with the concept and
also develop food preparation skills and
                                                aims of Performance.
build knowledge of health and lifestyle
behaviours and food selection.
                                                YEAR 8
                                                All students in Year 8 will complete Music
                                                1 and Media and Drama 1, alternating
This unit in Year 9 builds onto the knowledge   between these studies in Semester 1 and 2.
and skills gained in stage one and
encourages students to apply individuality
to their designs and food choices. The
emphasis for this stage particularly relates
to adolescent lifestyles and needs.


This unit in Year 9 moves the focus from self
to family and culture. Food needs of others
are explored and catering for simple family
meals to special occasions are practised.
Fashion items are created as a result of
individual investigations into the elements
of design.

The course has a significant practical
component, which reinforces and supports
the theoretical studies. Written tests, food
preparation and sewing skill tests, and the
production of a process journal make up the
assessment requirements for the course.

     MUSIC                                              MULTIMEDIA

     Music, like the other arts, has always been an     Multimedia Stage 1 and 2 are offered in
     integral part of life. The three Learning Stages   Year 9. Students will have the opportunity
     in the Performance-Music programme are             to continue their studies in Multimedia
     designed to foster the student’s expression        Applications in Year 10.
     of their creativity and individuality through
     composing, performing and analysing                Each Stage of work aims to allow girls
     music.                                             to extend their computing skills in the
                                                        area of multimedia. The Stages are a
     Students become adaptable and innovative           valuable preparation for the senior subject,
     problem solvers, making informed decisions         Information Technology Systems (ITS) which
     and, as inquirers, develop their ability to        offers the opportunity of completing a
     deconstruct and critically evaluate. This          Certificate II in Information Technology.
     enables the students to become literate and
     functioning musicians, who are capable of          We recommended students complete
     contributing with confidence to a music            Stage 1 before advancing to Stage 2 in
     ensemble whether vocal or instrumental.            Year 9 or Multimedia Applications in Year
     Also, as the use of technology continues to        10. However, students may gain entry to
     be an emerging field within music, students        the higher levels if they can demonstrate
     will have the opportunity to use advanced          prerequisite skills.
     software for composition tasks.
                                                        The students will use industry standard
     Prior study of music is not a pre-requisite for    equipment, and software such as Adobe
     this course. Students who have completed           Photoshop CS3, Dreamweaver CS3 and
     a significant amount of music study on a           Flash CS3 and Corel Video Studio X2 Pro.
     musical instrument already will find that this     They will learn how to capture and prepare
     course will extend their existing knowledge        digital images and video and incorporate
     and not simply cover material already              images, text, sound and animation into a
     learnt.                                            range of multimedia presentations including
                                                        web pages, video and interactive movies.

     DRAMA                                              The assessment is very practical and students
                                                        will work individually and sometimes in
     DRAMA 1, DRAMA 2 AND DRAMA 3                       teams on a number of different learning
                                                        experiences. The skills and knowledge of
     The Middle Years Drama programme offers            the students will be assessed mainly by
     students a chance to creatively investigate        practical tasks and may include some
     both their real and represented lives              supervised tests.
     through the exploration of traditional and
     contemporary performance styles. Students
     are given the opportunity to engage with
     a range of existing dramatic styles as well
     as create their own dramatic statements
     related to their own lived experiences,
     equipping students with critical, social
     and cultural skills and knowledge. Drama
     aims to develop creativity and intellectual
     flexibility in both a practical and theoretical

FINANCIAL LITERACY                                  CHOICES
FINANCIAL LITERACY I (COMPULSORY),                  There are two Choices strands.
LITERACY 3                                            (1) In Year 7, Choices is a unit of
                                                      study which offers a range of learning
This course has been adapted from the                 opportunities to integrate a number of
National Consumer and Financial Literacy              traditional and non-traditional subjects.
Framework, a Federal Government initiative            It incorporates trans-disciplinary and
which aims to provide all Australian students         problem based learning, and it offers
with skills and knowledge to manage their             opportunities for real life and authentic
money wisely. These three stages will also            experiences. Students are encouraged
introduce students to the wider financial             to expand and deepen their interests
world of business.                                    in topics by working on both structured
                                                      and self-devised activities. Students will
There are three learning stages. The first            choose from a range of options.
stage It’s All About Me, introduces the
concepts of budgeting, saving, investing              (2) In Year 8 and Year 9 in 2010, the
and being a wise consumer. The second                 programme is called My Choice, My
and third stages, My Place in the Financial           Responsibility. This programme is an
World develop these concepts further by               independent learning program in which
providing information about and exposure              the student is guided through a structured
to the world of business.                             research process to investigate an area
                                                      of particular personal interest. Skills in time
These     develop       numeracy,     effective       management, organisation, goal setting,
communication, both written and oral and              planning and researching are modelled.
logical reasoning (including analysis and             Students are provided with opportunities
interpretation, problem solving and decision          to develop a deeper understanding of
making) in a business context. In developing          themselves as learners, through a process
these skills and abilities, students will study a     of reflection and discussion.
range of theoretical and practical aspects
of business with a focus on the sole trader         Each student chooses a topic of interest,
organisation. Students will also be provided        develops an hypothesis as a basis for
with opportunities to identify, engage with         investigation, carries out a formalised
and discuss real-world financial contexts.          process of research, which focuses on skills
                                                    such as concept mapping, note taking
Technology, including the use of Excel,             and summarisation, selecting, evaluating
multimedia applications and introductory            and recording resources, writing and
Mind Your Own Business (MYOB), will                 presentation of a product.
be integrated into the course where
appropriate.                                        Choices is mandatory in Year 7 Semester 2.

In today’s world, more than ever before,            My Choice, My Responsibility is mandatory
it is essential for all young people to have        in Year 8 in 2010. Students will complete this
knowledge of the financial world. The skills        unit in either Semester 1 or 2. Students in Year
and knowledge gained through the study              9, 2010, must participate in the My Choice,
of the three stages of Financial Literacy           My Responsibility unit in one semester if they
provide a firm foundation for future studies        have not completed it in 2009.
in Accounting in the Senior School.

     FRENCH IMMERSION                                 other than Religious Education, are taught
                                                      in French. English continues as a separate
     PROGRAMME - YEAR 8-10                            study.

     French Immersion replicates similar learning     Girls in the Year 9 and 10 programmes
     conditions to those which characterise the       have the opportunity to participate in the
     way in which children acquire their native       optional exchange program operating with
     tongue.                                          schools in France and Belgium. This consists
                                                      of a three weeks school experience and a
     A language is learnt best when students          three week educational tour in France.
     are involved in using the language in
     real situations from the beginning of
     their instruction. Students are completely
     immersed in the language for a number of
     subjects and do not have the distraction
     of hearing their native tongue during these
     immersion lessons.

     The programme does not impede future
     success in the subjects studied in French.
     Glennie girls who have participated in the
     French Immersion Programme have gained
     high OP results including a number of OP1.

     Glennie French Immersion students have
     been accepted into advanced language
     courses in Queensland and New South
     Wales universities.

     It is not necessary that the girls have had
     any exposure to French before entering
     the program. However, it is essential that
     the girls realise from the beginning that
     they are accepting quite a challenge, but
     that with consistent effort they will have the
     opportunity to become fluent in French. This
     program continues into Year 10. Students
     in the programme can complete Senior
     Studies in French at the end of Year 11.

     YEAR 8

     Students    study   CORE      subjects     of
     Mathematics, Science, French and Study of
     Society and Environment (FSS), and Health
     and Physical Education in French. English is
     studied as a separate subject and is aligned
     with the ESS programme.

     YEAR 9

     Mathematics is taught in English to allow
     students the opportunity to take advantage
     of the Core and Advanced Mathematics
     program option. All other Core subjects,

               MAP YOUR LEARNING PATHWAY: Choosing your Options

This will help you to plan your learning and is not binding.

In 2010
   •	   Year 7 is a standardised course.
   •	   Year 8 is also a standardised course
   •	   Year 9 students will continue their studies in the Options they selected in 2009.
   •	   All students will participate in the CORE studies.
   •	   Students who have not completed the My Choice My Responsibility unit must do so
        in Year 9.

                                           Year 7:
            Over the course of the year, all students will have been involved in:
CORE Learning Areas:
  • ESS ( English and SOSE)
  • Science
  • Mathematics
  • Health and Physical Education
  • Religious Education
  • LOTE (1 Semester of French and 1 Semester of Japanese)
  • Language Skills ( Whole year, by recommendation ONLY) (Language Skills is an
      alternative to LOTE for students identified as having language difficulties that
      require special support.)

OPTIONS (all year):
   •    Art
   •    Performance

CHOICES (second semester ONLY)

                                           Year 8
CORE Learning Areas:
ESS and LOTE or Language Skills or English and FSS (French and Studies of Society and
Environment), Mathematics, Health and Physical Education, Science, Religious Education.


   •    Art 1
   •    Food and Fashion 1
   •    Financial Literacy 1
   •    Performance- Music 1 and Media
   •    Performance – Drama 1
   •    My Choice, My Responsibility

     Year 9 (2010)

     CORE Learning Areas:

     ESS and LOTE or Language Skills or English and FSS (French and Studies of Society and
     Environment), Mathematics, Health and Physical Education, Science and Religious


                       SEMESTER 1                                    SEMESTER 2:

     Select 3 from:                                 You must have completed Level 2 to
                                                    move into Level 3 (unless an alternative
                                                    arrangement is negotiated)

                                                    Select 3 from:
          Art 2                                        Art 3 ( If you have completed Art 2)

          Art 3 ( If you did Art 2 in Year 8)          Performance – Music 2

          Performance – Music 1 and Media              Performance Music 3 (If you have
                                                         completed Music 2)
          Performance- Music 2
                                                        Performance – Drama 2
          Performance – Drama 2
                                                        Performance – Drama 3 (If you have
          Food and Fashion 2                            completed Drama 2)
          Financial Literacy 2                         Food and Fashion 2
          Multimedia 1                                 Food and Fashion 3 ( If you have
                                                         completed Food and Fashion 2)
          My Choice My Responsibility (If you
           have completed this option in Year 8,        Financial Literacy 2
           you cannot choose it again)
                                                        Financial Literacy 3 (If you have
                                                         completed Financial Literacy 2)

                                                        Multimedia 2 ( You must have
                                                         completed Multimedia 1 )

                                                        My Choice My, Responsibility (If you
                                                         have not previously completed this
                                                         option) then you MUST choose it in this

     Please note: The Year 9 programme for 2011 will have changes included to reflect the
     changes in the programme for Year 8 introduced for 2010.


     ABN 49 734 380 233
     P +61 7 4688 8888
     F + 61 7 4688 8848

     CRICOS 00496D


Shared By: