Middle School
Year 8
Learning
Program
Handbook
2016
Ogilvie High School
Creating futures together
Grade 8 Curriculum Guide and Options Selection Handbook - 2016
The information in this Curriculum Handbook will assist students in making important choices
with regard to their learning program for Gr 8 in 2016. Students need to consider their strengths,
weaknesses, interests and future pathways to ensure they choose courses that will maximise
engagement and success.
Some of the courses are full year and some are semester courses. With the four term structure
Terms 1 and 2 are Semester 1 and Terms 3 and 4 are Semester 2.
Middle School Philosophy
The Middle School at Ogilvie High School is an environment to cater for the needs of young
adolescent learners. The focus of the Middle School program revolves around a core curriculum.
To maximise continuity and minimise disruption in the teaching and learning program, most Middle
School classes are taught by only two core teachers who are responsible for Mathematics and
Science, English, and Studies of Society and Environment. This allows different curriculum areas to
integrate their learning programs and deliver a more flexible curriculum.
The Middle School at Ogilvie High School promotes a student-centred program that places a high
value on pastoral care and relationships. It focuses on the delivery of more personal learning
programs to effectively cater for individual student needs. Students also take part in a variety of
other subjects throughout their first and second year at Ogilvie High School. These include
subjects from Languages other than English, (LOTE), Health and Physical Education, the Arts,
Design Technologies and Digital Technologies. In 2016 students will also begin Work Studies.
Students in Year 8 are able to choose from a range of subjects such as French, Japanese, Drama,
Dance, Art, Music, Food Studies, ruMAD and Design Technology. These subjects are described in
this booklet and students, along with their parents/carers, are required to complete a course
selection form at the back of this booklet and return it to school by Friday 21st August 2015.
Students, parents and carers are also invited to attend
the information night on Tuesday 18th August from
4:00pm – 6:30pm, when teachers will be available to
discuss course selections.
If students require assistance with selecting courses,
they should consult their Home Group Teacher in the
first instance and can also seek further assistance from
Mr Moore and Mrs Kay.
Julie Kay
Assistant Principal
Middle School
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The Ogilvie High School Curriculum
Ogilvie High School is implementing the Australian Curriculum which describes the learning for Australian
students and provides a foundation for successful, lifelong learning and participation in the Australian
community. It acknowledges that the needs and interests of students will vary, and that schools and
teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian
Curriculum acknowledges the changing ways in which young people learn and the challenges that will
continue to shape their learning in the future.
Assessment against the Australian Curriculum
In 2016 all students will undertake study using the Australian Curriculum in the areas of English,
Mathematics, Science, History and Geography, The Arts, Design Technology and Health and Physical
Education. Students will be assessed on an A-E scale which means there will be an A-E rating and descriptor
on the school report to show achievement in each of the Australian Curriculum subjects.
The Curriculum has been designed to be both achievable and challenging for most students in each year
group and of those many would receive a C Award. This means that a C rating is one to be celebrated, as
the student is working at the standard expected for the grade.
The A – E achievement scale enables teachers:
using this phrase
and this
letter
Well above the standard
expected
A
Above the standard expected
B
At the standard expected
C
Approaching the standard
expected
D
Below the standard expected
E
to describe this achievement level
The student has an extensive knowledge and
understanding of the content and can readily apply
this knowledge. In addition, the student has achieved
a very high level of competence in the processes and
skills and can apply these skills to new situations.
The student has a thorough knowledge and
understanding of the content and a high level of
competence in the processes and skills. In addition
the student is able to apply this knowledge and these
skills to most situations.
The student has a sound knowledge and
understanding of the main areas of content and has
achieved the expected level of competence in the
processes and skills
The student has a basic knowledge and understanding
of the content and has achieved a basic level of
competence in the processes and skills
The student has an elementary knowledge and
understanding in few areas of the content and has
achieved very limited competence in some of the
processes and skills.
Assessment of Optional Subjects
A number of subjects are offered at Ogilvie High School that are not assessed against the Australian
Curriculum. These subjects will be assessed against our in-school framework. Students will receive an
assessment on their Progress, Effort, Attitude, and Organisation in these subjects. The subjects are:
French, Japanese, Numeracy Support, RuMad, and Game Maker
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English
Curriculum Area Leader – Erika Boas
In the Middle School at Ogilvie High School, the English curriculum is built around the three inter-related
strands of Language, Literature and Literacy. Together the strands focus on developing students’
knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in
English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and
strengthen these as needed.
In Year 8 the students engage with a variety of texts for enjoyment. They listen to, read, view, interpret,
evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is
aesthetic, as well as texts designed to inform and persuade. These include various types of media texts
including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic
performances. Students develop their understanding of how texts, including media texts, are influenced by
context, purpose and audience. Students create a range of imaginative, informative and persuasive texts
and begin to create literary analyses and transformations of texts.
Science
Curriculum Area Leader – Liz Ryan
Science systematically questions, investigates, predicts and explains events in the universe. It uses logical
processes, based on observation, experimentation and modelling, to gather evidence and develop
explanations. Science at Ogilvie is based on the Australian Curriculum, Science.
The Science curriculum encompasses the three interrelated areas as described in the Australian Curriculum
document, of:
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Science inquiry skills (incorporating skills and
understanding of science as a way of knowing and
doing),
Science as a human endeavour (incorporating
knowledge and understanding of the personal, social,
environmental, cultural and historical significance and
relevance of science), and
Science understanding (incorporating knowledge and
understanding of the biological, physical, and earth and
space sciences).
The development of scientific literacy in all students is the
major goal of Science education. Scientifically literate citizens
can make informed and ethical decisions about the role of
Science and Technology in shaping their lives, the priorities
and directions of their society and the future of the world.
The Grade 8 Science course specifically covers the following areas of Science understanding from the
Australian Curriculum : Science:
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Cells
Biological classification
Ecosystems
Rocks
Geology of ecosystems
Geological evidence of change
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Mechanical systems
Forces
Particles
Types of substances
Chemical properties
Mathematics
Curriculum Area Leader – Jenny Symons
Mathematics in Year 8 provides opportunities for students to expand their ideas and conceptual
understandings of mathematical skills, processes and concepts in the key areas of: Number, Measurement,
Space, Patterns and Algebra, Chance and Data. In Mathematics students are involved in exploring, refining
and communicating more effective ways of thinking and acting mathematically in different situations using
the tools of good mathematicians. These ‘tools’ include, asking questions, estimating, collecting and
analysing data and using a variety of strategies to problem-solve and explore real world problems. In Grade
8 the Mathematics syllabus is based on, and assessed against the Australian Curriculum.
Health and Physical Education
Curriculum Area Leader – Leesa Pettit
Health and Physical Education teaches students how to enhance their own and others’ health, safety,
wellbeing and physical activity participation in varied and changing contexts. It offers students an
experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen
their sense of self and build and maintain satisfying relationships. It helps them to be resilient, make
decisions and take actions to promote their health, safety and physical activity participation. As students
mature, they develop and use critical inquiry skills to optimise their understanding of the influences on
their own and others’ health, safety and wellbeing. They also learn to use resources for themselves and
the communities with which they identify and to which they belong.
The Health and Physical Education program for Grade 8 will cover the following strands and areas
of learning from the Australian Curriculum : Health and Physical Education
Personal, social and community health
Areas of Learning
 Alcohol and other drugs
 Food and nutrition
 Health benefits of physical activity
 Mental health and wellbeing
 Relationships and sexuality
 Safety
Movement and Physical Activity
Areas of Learning
 Challenge and adventure activities
 Games and sports
 Lifelong physical activities
 Rhythmic and expressive movement
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Studies of Society and Environment (SOSE)
Curriculum Area Leader – Wendy Frost
Studies of Society and Environment (SOSE) is the interdisciplinary study of History, Geography and Civics
and Citizenship.
History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination.
Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to
understanding ourselves and others. It promotes the understanding of societies, events, movements and
developments that have shaped humanity from earliest times. Specifically the Year 8 curriculum provides
study of history from the end of the ancient period to the beginning of the modern period. Students will
consider the social, cultural, political and philosophical changes of this period and the influence significant
people, groups and ideas have had on the world today. Depth studies will cover a selection of topics such
as: the Ottoman Empire, Renaissance Italy, the Vikings, Medieval Europe, Shogunate Japan, Mongol
Expansion, the Black Death, Angkor Khmer Empire and the Spanish Conquests.
Geography is a structured way of exploring, analysing and explaining the characteristics of the places that
make up our world, through perspectives based on the concepts of place, space and environment. A study
of geography develops students’ curiosity and wonder about the diversity of the world’s places and their
peoples, cultures and environments. The Year 8 curriculum focuses on the nature of landscapes and the
forces, processes and factors which shape them physically, as well as people’s perceptions and use of them.
Students will develop a range of mapping and observational skills to investigate their immediate physical
surroundings and communities.
Civics and Citizenship is the study of government and democracy; laws and citizens; citizenship, diversity
and identity. In Grade 8, the study of Civics and Citizenship will be integrated through the depth studies of
History and Geography enabling students to develop the knowledge, understanding, and skills, to become
active and informed citizens in local, national, regional and global contexts.
Course Selection Evening
Ogilvie High School
Tuesday 18th August
4.00pm – 6.30pm
N Block Classrooms
The School Principal, Curriculum Area Leaders and Gr 10 Transition Co-ordinator
will all be available to assist in course selection for students and parents
All Welcome!
The following two pages outline the optional courses for Grade Eight students:
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The Arts
Curriculum Area Leader – Lesley Graham
Dance
Semester Course or Full Year Course
The Dance program offers students the opportunity to develop dance skills and techniques, explore the
creative potential of their body, and develop confidence in a safe and supported environment. Students will
be involved in creative thinking, group work, expressing ideas through movement, choreographing dance
works and performing to an audience. Students will learn to analyse and interpret the works of others and
to understand the social, cultural and historical contexts of dance in society.
Drama
Semester Course or Full Year Course
In this course, students will further their skills in improvisation, characterisation, play building and scripted
drama. They will be required to work in groups, pairs and individually to construct drama work. Students
use their knowledge of the elements, styles and conventions of Drama to make and share meaning to an
audience. Students will be required to keep a reflective journal of their progress during the course and
identify specific features and purposes of drama to explore different viewpoints.
Media Arts
Semester Course
Students will learn how to use their media skills to express, communicate, create, inform, persuade and
influence. They will learn about the specific roles and production processes used to create media products
and will analyse a range of media artworks to explore different social and cultural viewpoints and
conventions. Students will learn basic video and audio editing skills and will negotiate personal projects
according to interests and skills.
Music
Semester Course or Full Year Course
Music enables students to develop as musicians through a variety of integrated activities. Students will:
perform on at least one instrument as a soloist and as member of an ensemble; develop performance skills
in a range of styles; undertake listening, improvisation, composition and arrangement tasks; develop skills in
musical listening and understanding from a range of cultural and historical periods. They may use music
software programs appropriate to the musical activities being undertaken, use audio design programs to
record solo and ensemble performances and develop creative thinking and problem solving strategies.
Visual Arts
Semester Course or Full Year Course
In this course students will undertake a number of specific projects and learn to analyse a range of
artworks. These will include learning how to develop their technical and expressive skills in drawing and
painting using a variety of media such as pencils, charcoal, chalk, crayons, pastels, pen, ink and digital
software. They will have the opportunity to produce three-dimensional works such as papier mache bowls,
containers and windsocks. A printing task will also be covered.
Studies of Society and Environment (SOSE)
Curriculum Area Leader – Wendy Frost
ruMAD - Are you making a difference?
Semester Course
In this course students will use critical and creative thinking to identify key issues that matter to them
and/or the world today. Students will then take action as a team to lead the planning and implementation of
a social action project. Students will use a range of literacy, numeracy and ICT skills to explore key issues
that affect them or the world today. Tasks will include: letter writing, phone calls, multimedia presentations,
public speaking, budgeting and project plans and excursions connected with projects.
Students will be required to follow through with commitment as they will publish and/or display their final
research project in a public expo.
Digital Technologies
Curriculum Area Leader – Tim Hortle
Game Maker
Semester Course
Ever wanted to make your own computer game? Then this course is for you! In this course students will
evaluate, use and produce information technology products and games using GameMaker. Students will
study: Graphics and Animation, Multimedia and Video, Game Programming, social issues and projects of
their own choice. There will be a strong focus on team work which will be fostered through Minecraft
simulations and associated computer games.
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Design Technologies
Curriculum Area Leader – David Edwards
Food Studies
Semester Course or Full Year Course
In this course, students will gain knowledge of nutrition and how food can affect the body. Students will
also develop skills in preparation and presentation of food, including how to follow recipes using a wide
variety of cooking methods and ingredients. Students will have opportunities to design, make and appraise
individual recipes and investigate manufacturing processes. All Food and Nutrition learning sequences will
be based on the Australian Guide to Healthy Eating.
Textiles - Cottage Crafts
Semester Course
This practical course provides students with opportunities to develop skills and knowledge in constructing
textiles projects such as character dolls, cushions, wall hangings, bags and soft toys. The course allows
students to begin with basic sewing techniques and progress to more personalised learning through to
advanced craft, clothing and patchwork items according to individual preferences.
Materials and Design Technology
Semester Course
This subject enables students to work with a range of materials including wood, metal, plastic, fabrics and
glass. During the course students will complete a number of design briefs featuring combinations of
materials or working specifically with timber. Students explore the unique features of each material and
explore ways to combine them together into useful and decorative items. Students will also have the
opportunity to construct items using a range of timbers. Research activities, related theory and project
work will be integrated throughout the course.
Languages other than English (LOTE)
Curriculum Area Leader – Susan Clarke
Two languages are offered:
French
Japanese
Full Year Course
Full Year Course
LOTE programs focus on the communication skills of listening, speaking, reading and writing as well as widening
students’ cultural understanding and experiences. In Grade 8, students will consolidate and build upon the skills
and knowledge gained in the previous year and continue to perceive and apply language patterns. Communicating
in a LOTE encourages a broad range of thinking strategies such as classifying, predicting, analysing and applying
rules. Students who study a language are able to:
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strengthen their communication skills in the LOTE as well as deepen their understanding of English
obtain useful skills which give them a competitive edge in the global job market
participate in international student exchange programs
enjoy great travel adventures.
Mathematics
Curriculum Area Leader – Jenny Symons
Numeracy Support
Semester Course
This course is designed for students wishing to improve their understanding of Mathematics – numeracy.
With the support of a Mathematics teacher students will be able to have the opportunity to identify and
build on areas of the Mathematics curriculum which may be of concern. This course will run in conjunction
with regular Mathematics classes and will mean that the study of Mathematics is run over two lines (400
minutes per week). This is an opportunity for students to improve Australian Curriculum : Mathematics
assessments – there will not be a separate rating awarded for this course. Students will need to identify
areas causing concern and be prepared to seek individual help.
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