All Year 8 students study a common course, those being English, Humanities and Social Sciences, Mathematics, Science, Christian Studies, Japanese and Physical Education.
Students also have the opportunity to study a range of subjects per semester, enabling students to "have a go" at each throughout the year. In the first half of the year, students may study Art, Food and Nutrition, Music General/Extension and Drama, then during second semester the students study the other subjects such as Design and Technology, Creating with Textiles and Digital Technologies.
Before going into Year 9, students have the opportunity to request four subjects to continue studying over the next year.
Please read the Subject Information below for further information.
Teaching and Learning
Assessments, Reporting and Homework
The Year 8 curriculum contains a well-balanced introduction to a wide range of subjects. The curriculum provides an effective foundation for all subjects offered in later years. All subjects offered in Year 8 are set out on page 5. Frederick Irwin has a curriculum which is consistent with the Western Australian Curriculum.
Assessment and Reporting
All subjects use a variety of assessment types - such as examinations and tests, folios of work, individual projects and group activities, oral presentations - with the emphasis varying from subject to subject. For most subjects, there will be either examinations or major tests at the end of Terms 2 and 4.
The information gathered by assessment will be formally communicated to parents on three occasions during the year: an interim report at the end of Term 1, and more detailed reports at the end of Terms 2 and 4. There will be a Parent Afternoon/Evening early in Term 2, at which time parents will have the opportunity to discuss their child’s progress with subject teachers.
Homework
The School supports the view that homework is an integral part of a student’s education. Through regular homework, a student is able to develop the kind of study habits and skills that are essential for intellectual growth and academic achievement. Homework should be regarded as:
- On-going study and review of each day’s lessons
- Work set by teachers to be done overnight or by a set date, and
- Reading
To be successful, assignments need careful planning and regular work. Students will receive advice at school about how to plan and organise their studies.
Year 8 Subject Overview
All Year 8 students study a common course, which is made up of two major components:
- Subjects studied for the whole year:
English - 6 periods of 40 minutes per week
Humanities - 6 periods of 40 minutes per week
Mathematics - 6 periods of 40 minutes per week
Science - 6 periods of 40 minutes per week
Physical Education - 2 periods of 40 minutes per week
Health Education - 1 period of 40 minutes per week
Christian Studies - 1 period of 40 minutes per week
- Subjects studied for one semester:
Students will have the opportunity to study each of the subjects below for three periods of 40 minutes per week for one semester.
In the first half of the year students will study one subject from each of the groups. In the second half of the year students will study the other subject in the group.
This gives all Year 8 students the opportunity to ‘have a go’ at a range of subjects. Before going into Year 9 students have the opportunity to request four subjects to continue studying over the next year.
Group A - Art “Make It” or Design and Technology
Group B - Food Specialisation or Textiles Specialisation
Group C - Music General/Music Extension (Music Extension for Semester 2) or Drama
Group D - Digital Technologies or Japanese
Targeted Intervention
The Year 8 cohort’s performance is known and academic data is available from NAPLAN and School based assessment. Therefore, this is the year in which targeted classes are first established.
In English, Humanities, Mathematics and Science, higher ability targeted intervention classes are established. The remaining classes are mixed ability. Mathematics will also establish a support class.
Movement between classes, based on student’s progress and results, will be possible.
Core Subjects Studied for the Whole Year
English
Course Description
In English, students enhance and extend their learning about the English language and how to use it effectively. Students consolidate their functional literacy and develop their ability to think critically through studying texts and contexts. In Year 8 English, all students study a common programme, which incorporates the four main areas of Speaking and Listening, Reading, Viewing and Writing. The Australian Curriculum strands of Literature, Language and Literacy, are embedded within the English programme.
English Classwork
Teachers of Year 8 English students aim to create and cultivate vibrant classrooms that engage students and stimulate an interest in the subject matter. A combination of teaching methodologies is employed, taking full advantage of technology, students’ interests, and a variety of texts. Students will use an A4 exercise book as a general workbook for coursework, creative writing, reviews, journal writing and reflective writing. They benefit from laptops for research, allowing access to ideas from across the globe, usage of Grammarly (an online grammar checker), units from the Internationally recognised Education Perfect program, and the convenience of a well-resourced library on location. Avid writers are also provided the opportunity to participate in Writer workshops delivered by professional authors held at The Literature Centre in Fremantle.
Homework
Students should do approximately 1½ hours of English homework per week. Homework may include formal assessments or non-formal assessment work to be completed. As part of their homework, students will be reading and viewing set texts whilst selecting a variety of their own.
Assessments
Throughout the course, students complete various assessments, including analytical writing, creative writing, multi-modal presentations, and examinations. All common assessment tasks are kept in a student f ile at school. Assessment tasks are given a weighting and mark that contributes towards the semester grade of A, B, C, D or E.
Semester Examinations
These will be held at the end of each semester and will familiarise students with the examination process for their Upper School experience. Students will be made aware of what will be assessed in the examination early in the semester.
Mathematics
All Years 8 students study the National Australian Curriculum. There are three content strands in the Australian Mathematics Curriculum, which are as follows:
- Number and Algebra: In this content strand the concentration will be on number and algebra. Recent research has emphasised the connections between these. An algebraic perspective can enrich the teaching of number and the integration of number and algebra, especially representations of relationships.
- Measurement and Geometry: While there are some aspects of geometry that have limited connection to measurement, and vice versa, there are also topics in both for which there is substantial overlap, including newer topics such as networks.
- Statistics and Probability: Although students are familiar with the terms data and chance,statistics and probability more adequately describe the nature of the learning goals and types of student activity. For example, it is not enough to construct or summarise data — it is important to represent, interpret and analyse it. Likewise, probability communicates that this study is more than the chance that something will happen.
In Year 8 all students do the same curriculum and assessments. There are two targeted classes that are given extension work and a support class that is of a smaller size. Students are placed in these classes on the basis of their Year 7 results and NAPLAN. Movement between classes is always possible.
Students will be required to complete formal assessments which will include tests, investigations and examinations and which address the content areas listed above. Grades will be awarded for each semester based on these tasks.
Science
In the Year 8 Science course students are introduced to cells as microscopic structures that explain macroscopic properties of living systems.
They link form and function at a cellular level and explore the organisation of body systems in terms of f lows of matter between interdependent organs. Similarly, they explore changes in matter at a practical level and distinguish between chemical and physical change.
Students begin to classify different forms of energy and describe the role of energy causing change in systems, including the role of heat and kinetic energy in the rock cycle.
They use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations.
Students make predications and propose explanations, drawing on evidence to support their views while considering other points of view.
Assessments are based around classwork activities, tests and examinations.
Humanities and Social Sciences
Humanities and Social Sciences is the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. Humanities and Social Sciences has a historical and contemporary focus, from personal to global contexts, and considers opportunities and challenges for the future. In the Western Australian Curriculum, the Humanities and Social Sciences learning area comprises four subjects: Civics and Citizenship, Economics and Business, Geography and History. By studying Humanities and Social Sciences, students will develop the ability to question; think critically; make decisions based on evidence; devise proposals for actions; and communicate effectively.
Thinking about, reflecting on, and responding to issues requires an understanding of the key historical, geographical, political, legal, economic, business and societal factors involved, and how these different factors interrelate.
The Humanities and Social Sciences subject provides students with the knowledge and skills they need to develop a broad understanding of the world in which we live and how people can participate as active and informed citizens in the 21st century.
The aim of our Department is to develop in students:
- A deep knowledge and sense of wonder, curiosity and respect for places, people, cultures, events, ideas and environments throughout the world
- A lifelong sense of belonging to, and engagement with, civic life, with the capacity and willingness to be informed, responsible, ethical and active participants in society at a local, national and global scale
- A knowledge, understanding and an appreciation of the past and the forces that shape society
- The ability to think critically, solve problems, make informed decisions and propose actions in relation to real-world events and issues
- Enterprising behaviours and capabilities that enable them to be active participants and decision-makers in matters affecting them, which can be transferred into life, work and business opportunities
- An understanding of, and commitment to, the concepts of sustainability to bring about equity and social justice
- A knowledge and understanding of the connections among the peoples of Asia, Australia and the rest of the world.
Course Outline Each topic covered will be five weeks in length and students will have a specialist teacher for the unit.
- History (Medieval World and Black Death)
- Civics and Citizenship (Democracy)
- Economics and Business (The Marketplace)
- Geography (Landforms and Landscapes, and Changing Nations)
Assessment
Students will complete a variety of assessments which include short and extended responses, practical tasks and examinations. They will assess the students skills and knowledge of the content areas of the course. Grades will be award for each discipline based on their assessment results.
Health and Physical Education
Health 1 period and Physical Education 2 periods per week as a double lesson.
Health and Physical Education teaches students how to enhance their own and others health and wellbeing. Students develop knowledge, understandings and skills to strengthen their sense of personal identity and to build and maintain satisfying relationships. It also helps them to build resilience, make decisions and help take actions to promote their own and others health and physical activity participation.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities in various contexts and settings. how to optimise movement performance; and the benefits of physical activity to themselves, others and communities. Through movement in a variety of contexts and settings, students acquire, practise, manage and refine personal, interpersonal, social and cognitive skills.
Health Education: Personal, social and community health includes the following contexts:
- Secondary transition
- Relationships, (rights and responsibilities in relationships, bullying)
- Mental Health, (definition, stress, exploring resilience)
- Diversity and inclusion, (valuing culture, gender construction and inclusiveness)
- Protective behaviours, (abuse, sexual abuse, strategies for disclosure, trusted networks)
- Community Health, (chronic health conditions)
- Substance Abuse, (smoking, vaping)
Physical Education: Movement and physical activity includes physical skill development in specific contexts chosen from the following broader contexts:
- Gross motor skills, (open water swimming and survival skills)
- Throwing and Catching skills (netball/basketball/volleyball)
- Gross motor skills, (athletics skills, track and field)
- Kicking skills (soccer/Australian Rules/speedball)
- Striking skills (cricket/baseball/softball/hockey)
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
Christian Studies
Course Description
Year 8 Students explore the Gospels, and look in detail at the Gospel of Mark and the historical figure of Jesus. We explore the history, development and doctrine of the Anglican Church in depth. Students consider religion and culture, and the festival of Christmas.
Reflections and House Eucharist These services are held in the Rush Chapel. Each House Group will conduct at least one Reflection each year. House Groups will also have the opportunity to organise and run a Eucharist.
First Communion
Students will learn about the Communion Service, or the Eucharist as it is often called, and what it means. As a worshipping community the School offers each baptised child the opportunity to take communion. Students can also be baptized, be received for first communion and/or confirmed.
Assessment / Homework
The subject is assessed by assignment work, participation in class activities and discussions. Students are given time to complete most work in class but may need to finish assignments at home for homework. A grade will be awarded each semester based on these assessments.
Elective Subjects Studied for Three (3) Periods Per Week for One Semester
Group A - Art “Make It”
Creative activities will be explored that encourage students to visually express their observed, imaginative and personal ideas through the creation of 2D and 3D artworks.
Students will explore a range of methods, mediums and techniques throughout the year. They will be encouraged to apply their ideas and original concepts when creating a series of sculptures, drawings, paintings, and mixed media pieces.
The design and production process and the exploration of style will introduce students to inventive and artistic thinking. Students will become familiar with how artists realise their ideas, the impact of art, and how the audience is important in the production of their own work.
Group A - Design and Technology
Materials and equipment to be provided by the student:
- A4 display file and paper
- Pencil
Materials and equipment to be provided by the School:
- All safety equipment will be provided and must be worn at all times whilst in the workshop.
Tasks
- Designing and making a small project
- Using the design process within design tasks
- Using CAD drawings within design tasks
- Using Laser Cutter, various machines, and hand tools within design tasks
Assignments
These will be based on the design process as well as the hand and electrical tools used by the students during the semester and will be given at appropriate times during the semester.
Group B - Food Technology
Material and equipment to be provided by the student:
- Scrap book
- Container for food
- Plastic sleeve for recipe sheets
- Coloured pencils
Topics
- Practical procedures – measuring, oven management, safety and hygiene
- Healthy Food Guide
- Healthy snacks
- Fruit, milk, eggs, meat, meatless meals
- Breakfast
- Lunch
- Dinner
- Desserts
- Organising a function
- Being a good host / hostess
- Morning tea preparation
Assignments / Assessment:
- Task 1 - Create a Healthy Eating Campaign
- Task 2 - Variety of Practical Lessons
- Task 3 - Design your own Breakfast
- Task 4 - Course Work
Group B - Textile Treasures
Course Title: Sew Much Fun: Year 8 Textile Treasures
Course Duration: (One Semester)
Course Description
Welcome to the Year 8 Sew Much Fun sewing course, a thrilling sewing adventure designed especially for you. Get ready to become a sewing pro as you learn how to master the sewing machine, create drawstring bags, pencil cases, and bring your very own fantasy beanbag creatures to life! Sewing is a relaxing and therapeutic hobby that you can enjoy at school.
Course Highlights
- Learn new skills
- Create textile masterpieces (bags, pencil cases, fantasy beanbag creatures and textile art)
- Become a designer and make your ideas come to life
- Personalise your custom projects
- Collaborate creatively by working with fellow students
- Your sense of accomplishment grows with each project
Future Pathways:
- Sew Style Mastery & Sewing Unleashed.
Group C - Music General or Music Extension
Year 8 students enrolled in the Instrumental/Vocal/Ensemble programme study an extension music course for one semester. All other Year 8 students study a general music course for one semester.
Music - General
Topics covered:
- Listening and simple analysis
- Musical instruments
- Rock music history
- Music Technology
- Keyboard skills
- Guitar skills
Project
All students will complete a Garage band composition project, utilising the in-built loops and creating their own. Their task will be to compose music for a particular purpose.
Cover Version Performance
Students investigate the elements of cover versions and then work in small groups to present their own version of a chosen song. The performance will require students to apply their guitar, keyboard and music technology skills.
Guitar Playing
Students are given the opportunity to learn the guitar in a class setting. The techniques covered include simple chords, with appropriate sequences, strumming styles, and the first steps to advanced techniques such as barre and power chords. Guitars are provided.
Keyboard Skills
All students are given the opportunity to learn to play the keyboard in a class setting. Students develop music notation skills and chordal understanding through their studies in the keyboard laboratory.
Assessment
There is no examination for this subject, although the guitar work and keyboard work is assessed by individual demonstration of skill attained. A grade is given by combining the assessment for:
- In-class bookwork and behaviour
- Projects and presentations
- Practical guitar and keyboard skills
Music Extension
Topics covered:
- Listening and simple analysis
- Musical instruments
- Music technology
- Keyboard skills
- Aural training
Project
All students will complete a 12 Bar Blues Garage band composition project, utilising the in-built loops and creating their own musical work.
Performance
Students will perform to the class on their chosen instrument
Keyboard Skills
All students are given the opportunity to learn to play the keyboard in a class setting. Students develop music notation skills and chordal understanding through their studies in the keyboard laboratory.
Assessment
There is an examination held at the end of the semester. A grade is given by combining the assessment for:
- In-class bookwork and behaviour
- Projects and presentations
- Small tests and the Semester examination
Group C - Drama
All Year 8 students will undertake a course of study in Drama for one Semester. The focus for the course is on introducing students to Drama. Students may or may not have been given the opportunity to study it, so we begin with the fundamentals of improvisation.
This will involve the following:
- A basic study of voice production and the importance of using voice correctly in performance
- An introduction to the foundations of movement including gesture, posture, facial expression and body language
- Learning the importance of the communication process
- Learning the three basic questions associated with effective and successful improvisation
- Exploration of some design and production aspects of performance (including sound and lighting, costuming, use of props etc)
Learning the aspects mentioned above will culminate in the development of a small group devised production for assessment. Other assessment will be informal and made through observation of both individual and group processes.
Students should finish the course with a sound understanding of the basic process associated with small group productions. In addition to this, they will also have had the opportunity to:
- Learn about themselves and their peers
- Develop their own self confidence
- Build on their self esteem
- Realise the importance of group work and gain a clearer understanding of how groups work most effectively
- Develop an awareness and sensitivity of others.
Group D - Digital Technologies
Materials Required
All consumables are supplied from the Digital Technologies Department and a small levy is included in the fees to cover these materials.
Course Content
During the semester the students are given the opportunity to try numerous computer applications. The duration of each task is approximately three weeks and includes tests that form part of a cumulative mark for the end of the semester.
Many Applications are covered and include:
- Weebly web design – creation of web pages using online web creator
- A media production – design of a logo (illustrator) and film editing (premiere pro)
- 2D Graphics work – pixel and vector based graphic work.
- Computational thinking – ROBOMIND and scratch programming projects
- Animation creation – creation of an animation sequence.
Applications are kept as generic as possible so the skills learned can be used across all computer systems.
Homework is kept to a minimum, and when it is required, does not need the use of a computer. All tasks covered in Year 8 are developmental tasks for work set in Year 9.
Group D - Japanese
Year 8 Japanese is a theme-based, learner-centered course.
Themes
Students use the “Mirai Stage 1” course book and activity book to cover the following themes:
- Introductions, greetings and personal information
- Numbers and counting
- Nationality
- School grades, timetables, subjects, describing subjects and teachers, classroom objects
Students will learn to read and write in Japanese.
Assessments
At regular intervals students will have quizzes and topic tests based on the four skill areas of:
- Reading and Responding
- Writing
- Oral
- Aural
Written examinations will be held at the end of each semester.
Homework
Students are expected to do 10 minutes homework four times a week to review grammar, vocabulary and to practice writing Japanese.
Japanese Week
One week of a term is devoted to cultural activities and learning with a focus on Year 8 involvement. Students are involved in activities such as sushi making and origami.
SaiLAB - Australian Sailing STEM Education
Why study SailLAB?
Ahoy, Year 8 students! Get ready to set sail into STEM with SailLAB, an innovative educational course that will seamlessly integrate with the Year 9 Outdoor Education program, SailLAB merges core subjects such as Mathematics, Environmental Science, Physics, and Chemistry.
Through a blend of classroom-based learning, practical application and hands-on experimentation, students will explore and test scientific principles. From understanding wind patterns to constructing wind anemometers and exploring Beaufort's Scale, they will unravel the natural forces behind sailing. Further exploration into buoyancy and engineering involves constructing model boats and testing various hull shapes, leading to a buoyancy challenge where students design boats capable of holding maximum weight.
Mathematics and Physics intersect as students analyse sail features, calculate sail surface areas, and apply Pythagoras' Theorem in sail design, culminating in a sail-powered boat construction challenge. We'll also investigate water quality, learn how to harness wind energy, and understand the subtle shifts of the wind. During our hands-on sessions, you'll have the opportunity to design and test hull shapes, and even create your own racecourse for a mini regatta using radio-controlled boats. Additionally, students investigate the mechanics of sailing, learning about pulleys, levers, and other devices aboard a boat to comprehend mechanical advantages. SailLAB's interdisciplinary approach makes STEM subjects exciting and relevant by immersing students in the captivating world of sailing.
This is a dynamic pilot programme, supported by Australian Sailing. The classroom-based sessions focus on inquiry, design, testing, and evaluation. It may culminate in an optional 1-2 day sailing adventure at a local yacht club, enriching students' understanding through practical activities.
SailLAB nurtures curiosity, critical thinking, and essential STEM skills, fostering a deeper appreciation for the natural sciences. Join us on this educational adventure to inspire and equip students for the future.