Unit outlines provide information to parents and students about what will be taught in each unit of work, specific work requirements must be completed and what assessment tasks will be used to determine an overall grade for the unit.

Differentiation: The Curriculum program requires teachers to prepare differentiated work in subjects.  This is done to provide suitable curriculum for students to ensure that the curriculum is challenging but accessible for all students.

Assessment and Reporting 
It is very important to us that parents (and students) are made fully aware of our expectations and that you are regularly informed about your child’s progress.  Teachers at Werribee Secondary College use a range of assessment strategies that provide opportunities for all students to demonstrate their understanding of the material being studied. 

In addition to posting scores online, the progress made by students is reported to parents in a number of ways: 

• Progress Reports:  Progress reports are generated in the middle, and at the end, of each term. These are available online. These reports provide an indication of the level of student performance in a range of areas including academic results, organisation, participation, homework and behaviour. 
• Parent-Teacher Interviews: All parents are encouraged to attend Parent-Teacher Interviews which immediately follow the issuing of Interim Reports at the end of terms 1 and 3.  These interviews enable parents, students and the teacher to discuss any issues which may be affecting the student’s academic progress or their social development.  Interviews are booked online. 
• End of Semester Reports:  All students are issued with formal written assessments of their performance in each subject at the end of each semester.  These are accessible online via COMPASS. 

On-going Monitoring of Performance 
The College provides all students and parents in Years 7 to 12 with access to student scores via COMPASS.  These scores are available for all subjects from the start of the year.  Student grades are treated confidentially. Courses of study and important assessment tasks are also available online. 

Compass allows staff to inform parents of non-submission of work items. Parents can also see assessment items set by staff and, in real time, the marks achieved for those items. It is important that all parents and students to be aware that the College does not have automatic progression from one year level to another. Students need to demonstrate a satisfactory level of achievement and high levels of attendance in order to be promoted.  Parents may download a copy of our ‘Student Promotion Policy’ from our website. 

Parents should closely monitor their child’s progress online.  You are encouraged to contact the relevant subject teacher, Year Level Coordinator or Sub-School Director if there are any concerns. 

THE GEOGRAPHY, ENGLISH AND MANKIND IN SOCIETY (GEMS) PROGRAM 

The WSC Year 7 GEMS program is a transition program with an emphasis on the pastoral care aspects of learning in the formative years of a student’s secondary education. This is achieved through the study of concepts and skills from both English and Humanities (History and Geography).  Students are engaged in a variety of writing activities (text responses, research assessments) using a number of different styles (structured essays, formal reports). Particular focus is placed on correct usage of punctuation, grammar, sentence structure, proof reading and editing.  

The Wider Reading program (RIBIT) is supported by the well resourced library endeavouring to cater for the interests and needs of all students in literacy. The development of appropriate reading strategies, the development of fluency and enjoyment of literacy experiences are encouraged.  

The use and maintenance of workbooks and a subject specific folder on an everyday basis is designed to develop students’ organisational skills as well as a sense of responsibility for their own progress. Through the acquisition and use of the library (including the introduction of Student Research Grids for all research work carried out in the library), students will develop research, analysis and synthesis skills.  They will be required to use these skills for the presentation of specific projects.  

Students’ listening skills are encouraged as an important social skill, in order to effectively follow directions and instructions.  Oral language skill development is encouraged through individual and group presentations of assignments and literature responses. 

UNITS ONE AND TWO 

Outcome Guide: 

1. Workbook / Homework 

Students maintain workbooks for English and Humanities in a set manner following class work presentation rules. Neat and organised work habits and legible handwriting are expected. 

2. Research Projects (Humanities & ICT) 

Students are expected to research and present their information in a variety of styles and formats. 

3. Reading and Responding 

Students will respond to a variety of texts.  They are required to respond via oral presentations, projects, assignments and book reports.  

4. Creating and Presenting / Using Language to Persuade 

Students will write specifically structured pieces in a range of genres, for a designated audience and purpose.   

5. Language Conventions 

Students will complete Spelling / Vocabulary Theme Words and Language Convention Activities.  

Each of the outcomes above will be graded and with other pieces of work used to determine the overall grade for Year 7 GEMS. 

Homegroup

15 minutes each morning, homegroup aims to encompass as many aspects of student wellbeing as possible. While establishing a connection with a peer group and dedicated teacher, student’s learn about the college and take part in various short activities.

During this time students are given a forum to explore a range of topics and positive wellbeing strategies, and are also informed about opportunities that take place out of class. We know that a strong sense of community and connectedness is extremely beneficial for an individual’s wellbeing, so we encourage our students to get involved as much as possible; to take charge of their wellbeing; seek assistance when they need it; push their boundaries by trying new experiences and embracing the possible discomfort that comes from trying something new. Student’s have the chance to engage in Student Voice by communicating their ideas for a better education for twenty-first century learners.

THE MATHEMATICS PROGRAM

At Werribee Secondary College, our students are encouraged to persevere and take risks through the study of Mathematics. They aspire to learn independently, work collaboratively and through the use of logical reasoning become problem-solvers in their future endeavours and communities.

The courses aim to ensure that students are confident, creative mathematicians who are able to investigate and communicate their findings.  The focus is the development of students’ skills of understanding, fluency, problem-solving and reasoning. The courses will look at mathematical literacy, numeracy, purposeful use of technology as well as critical and creative thinking. 

The topics covered in mainstream classes and SELP Advanced groups are as follow:

Semester 1

• Whole Numbers and Negative Numbers
• Angles
• Summarising Data & Statistical Investigation
• Factors, Multiples, Primes and Divisibility
• Measurement
• Fractions

Semester 2

• Pattern Spotting
• Decimals and Percentages
• Probability
• Solving equations
• Ratios and rates
• Shapes (SELP ADV only)

The topics covered in SELP Accelerated group are as follows:

Semester 1

• Integers & Fractions & Decimals
• Angles and Shapes
• Simplifying
• Summarising Data & Statistical Investigation
• Perimeter, Area and Time & Rich Task (Challenging Stereotypes)
• Factors and Indices
• Brackets

Semester 2

• Pythagoras
• Percentages
• Graphing
• Probability
• Solving equations
• Ratios and rates

Homework and Class Tasks

Tasks are expected to be completed in class or at home on a regular basis.

Assessed Topic Tasks (AT1, AT2, AT3)

Students’ acquired knowledge are assessed regularly through assessment tasks. The assessments are divided into three levels of the curriculum for mainstream groups and two levels of the curriculum for the SELP groups.

Examination or Semester Test

Designed only for SELP and mainstream students’ groups to assess students’ acquired knowledge under timed conditions.

For Mainstream / SELP groups

THE SCIENCE PROGRAM

In Year 7, students work towards developing knowledge and understanding in several key areas. They are introduced to laboratory equipment, how to work safely in a laboratory and the principles of science experimentation. They study the particle model as a basis for understanding chemical reactions, and determine the differences between physical and chemical change. They explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. Students will build on their understanding of the particle model to understand the nature of mixtures, and how separation of components may be achieved. They will investigate forces and simple machines. They investigate relationships in the Earth, sun, moon system and use models to predict and explain events.

In all areas of study, students make accurate measurements and control variables to analyse relationships between system components and explore and explain these relationships through increasingly complex representations.

Students will be assessed in all key knowledge and skill areas through the completion of classroom, laboratory, assignment, and homework tasks:

Assessment Tasks
Students will be assessed throughout, and at the conclusion of, each unit studied during the course of the year:

Practical Work
Experimentation provides students with the opportunity to develop and hone their scientific and report writing skills.
Students will be assessed on their ability to make appropriate observations, keep accurate records, draw conclusions and write reports in the appropriate format.

Assignments

Students will complete both individual and group assignments that are STEM focussed and explore Science as Human Endeavour.

Coursework
Students will complete text work, worksheets and quizzes which help them to apply knowledge which they learn in class.

Topic Tests
Testing provides students and teachers with a gauge of the efficacy of aspects of the learning program.
Working knowledge of each topic will be assessed for each area of study.

THE LANGUAGES OTHER THAN ENGLISH (LOTE) PROGRAM

Year 7 students will study one language from a selection of four (Italian, Spanish, Japanese and Chinese) which they will continue in Year 8 and beyond should they so decide.

ITALIAN

The emphasis in the Languages Other Than English program is to develop students’ communicative competence in the language.  Students will be exposed to many situations and activities in which they experience and use language in authentic contexts.  Through such a program, students will enhance their listening, reading, speaking and writing skills in the language.

Learning Outcomes:
Students are expected to satisfactorily complete all of the following:

1. Listening Activity      2. Oral Presentation

3. Reading Activity       4. Writing

Assessment Tasks:
Levels of student performance are assessed on a variety of tasks, each making up a certain percentage of an overall grade.

1. Listening Work        2. Oral Work

3. Reading                  4. Tests and Written work

JAPANESE

The topics covered in this unit will constantly exercise the students’ oral skills.  It is important to note that in learning the Japanese language, students will have to also become familiar with and learn the relevant script of Hiragana.  Great emphasis will be placed on mastering the script and will be used in classroom activities.  Students will have to learn and know this script if they are to continue with Japanese in the future.

Learning Outcomes
On completion of this unit the student should be able to demonstrate competency in the four key skill areas for Japanese: Reading, Writing, Listening and Speaking.

Assessment Tasks
Assessment tasks are set throughout the semester as well as end of semester and will address the four key skill areas listed above.

WSC has a Japanese sister school, Mihara High School. Students have opportunities to converse in Japanese with them, as well as learn Japanese culture.

SPANISH

The study of Spanish at Year 7 will allow students to discover the many similarities between Spanish and English as well as be immersed in the many different cultures associated with the one language (including Indian cultures such as the Aztecs of Mexico and the INCA Indians of Peru).  The course is designed to develop communicative competence in the language via role plays and recitals and to develop students’ listening, reading and writing skills in authentic contexts.

Learning Outcomes:
Students are expected to satisfactorily complete all of the following:

1. Listening Activity      2. Oral Presentation

3. Reading Activity       4. Writing

CHINESE

The study of Chinese Mandarin at Year 7 will challenge the student to develop their communicative skills. In learning Mandarin students will become familiar with Chinese characters as well as develop their speaking, listening, reading and writing skills.

WSC has a Chinese sister school in Xi’an China and many other connections with Chinese schools. WSC also has an international program and many of these students come from China. Students have opportunities to converse in Chinese with them, as well as learn Chinese culture from them.

Learning Outcomes:
Students are expected to demonstrate competency in the following skills:
1.  Reading              2. Writing
3.  Listening             4. Speaking

Assessment Tasks:
Levels of student performance are assessed on a variety of tasks, each making up a certain percentage of an overall grade.

FOOD TECHNOLOGY

The Food Technology Unit in Year 7 is designed as an introduction to the preparing and cooking food in a safe and hygienic manner. Students will explore the key food groups, with an emphasis on healthy eating, cooking techniques, skills, safety and food hygiene in the kitchen. This will form the focus for practical lessons each fortnight, where they produce a recipe from range of different food items suitable for breakfast, lunch and dinner and other special occasions will be prepared.

Students develop their self-confidence and management skills, to carry out the technology processes of investigating and designing, producing and analysing and evaluating recipes.

Topics covered in the program include:

• Safety and Hygiene in Kitchen
• Introduction to the Kitchen
• Recipe Basics and Equipment
• Sensory Properties of Food
• The Design Process
• Seasonal Foods
• Eating Well to Be Well
• Right Choices for Me

Assessment Tasks:       

1. Workbook activities
2. Practical Skills – recipe production and written evaluations
3. Assignment tasks

HEALTH AND HUMAN RELATIONS 

In this unit, students explore a range of introductory topics emphasising the importance of health and wellbeing as they explore the complex interplay of biological, sociocultural and environmental factors. Students gain an understanding of themselves including personal identity and values, as well as embracing diversity within their community and the importance of their and others safety and wellbeing.

Topics covered include: 

1. Relating skills 
2. Diversity  
3. Cyber Sense
4. Changing and growing 
5. Body image and self-esteem 

Learning Outcomes: 

1.   Being healthy, safe and active

2.   Communicating and interacting for health and wellbeing

3.   Contributing to healthy and active communities

Assessment Tasks: 

1.   Workbook Tasks 

Students are expected to complete workbook and other formative tasks. The quality of work, amount of completed work and the overall presentation will be assessed. 

2.   Common Assessment Tasks 

Students are expected to complete Common Assessment Tasks which are a summative assessment of the units that are covered. These are consistent across the whole of the Year 7 cohort.

PHYSICAL EDUCATION

The emphasis in these Year 7 units is upon participation in a range of fitness and sporting activities.  A number of different areas are covered, enabling students to experience success at some level.

The general aims of Physical Education program are to:

(a)  develop a healthy attitude to physical education and physical activity
(b)  introduce students to a range of skills and activities
(c)  develop co-operation and confidence in group work
(d)  improve student approaches to a healthy lifestyle

UNIT ONE
The practical topics in this unit will be selected from:

• Minor Games
• Fundamental Motor Skill Testing
• Racquet Sports
• Fitness Games/Testing
• Volleyball

UNIT TWO
The practical topics in this unit will be selected from:

• Invasion Games (Netball, Soccer, Football, Tchoukball, Korfball, European Handball, Speedball)
• Striking Sports (Softball, Teeball, Cricket)
• Park Sports

Assessment Tasks:

1.   Moving The Body
Students are assessed on their level of co-operation, effort and participation to the best of their ability.

2.   Learning Through Movement
Students are assessed on their ability to demonstrate appropriate skill level in practice and in game situations. They are also assessed on making reasonable attempts to learn new skills and develop existing skills.

3.   Understanding Movement
Students are assessed on their ability to take on leadership roles such as umpiring and team leading as well as their teamwork skills and participation with students and teachers in a cooperative manner.

THE ARTS PROGRAM – VISUAL ARTS

The Junior School Arts Program involves Year 7 and Year 8 students studying a series of units over two years in the following areas:

• Two and Three Dimensional Art
• Ceramics
• Visual Communication and Design
• Printmaking and Photography

Students create visual art works that communicate, challenge and express their own and others’ ideas. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their world. They learn about the role of the artist, craftsperson and designer and their contribution to society, and the significance of the creative industries. Students learn about the relationships between the viewer and artworks and how artworks can be displayed to enhance meaning for the viewer.

Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language, utilising visual techniques, technologies, practices and processes.

Visual Arts supports students to view the world through various lenses and contexts. They recognise the significance of visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks. They apply visual arts knowledge in order to make critical judgments about their own work and that of others. Learning in the Visual Arts helps students to develop understanding of world cultures and their responsibilities as global citizens.

Learning Strands:

1. Explore and Express ideas: Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations and experiences in artworks that students view and make.
2. Visual Arts Practices: Developing understanding and skills by exploring, selecting, applying and manipulating techniques, technologies and processes. Conceptualizing, planning and designing artworks.
3. Present and Perform: Creating, exhibiting, discussing, analyzing artworks and considering the intention of artists and curators. Considering the relationship between artist intentions and audience engagement and interpretation.
4. Respond and Interpret: Analysing, evaluating interpreting and reflecting upon meanings, beliefs and values in artworks. Examining artworks in historical and cultural contexts.

MUSIC

The emphasis in the music program is on developing an understanding of music.  Students will develop skills in performance, composition, listening, music theory and gain an understanding of the development of musical styles throughout history.  They will learn to sing, play the keyboard and recorder in Year 7 Mainstream. SELP students will learn woodwind / brass or strings as well as singing and keyboard work.  Students are also expected to write reviews and complete assignment work on given topics.  A major focus in the Year 7 program is on fostering confidence and enjoyment through a wide range of musical activities.

Learning Outcomes:

1.   Performance
Students are expected to perform pieces as soloists and as part of an ensemble.

2.   Workbook
Students are expected to keep an accurate record of class notes, activities and homework.

3.   Aural Work
Listening to music and participation in class discussions about musical styles and instruments as well as aural perception.

4.   Composition
Pieces are composed to a given set of guidelines.

Assessment Tasks:

1.  Performance
Students will be assessed on the quality of solo and ensemble performances will be assessed

2.   Workbook
Students will be assessed on the presentation of their workbook and the quality of completed work.

3.   Aural Work
Students will be assessed on the completion of aural work done in class. They will also be required to research and present assignments on given music styles and instruments.

4.   Composition
Students will be assessed on the quality of their completed composition.

DESIGN AND TECHNOLOGIES:

ENGINEERING PRINCIPLES AND SYSTEMS

The Design and Technologies unit introduces students to Design and Technologies using Engineering principles and systems. Students will be provided with the opportunity to begin the tasks of designing, creating and evaluating processes, products and engineering systems using a range of materials and equipment. The aim is to promote innovation, collaboration and promote design skills and creative thinking with an awareness of sustainability.

Topics covered in the program include:

• Research for Designs
• Workshop Safety
• Tools and Equipment
• Sketching and Technical Drawing Skills
• Ethics and Sustainability Considerations.
• An Introduction to Mechanical and Electronic Systems
• The Design and Production Process
• Working with Plastics
  • Cutting
  • Drilling
  • Sanding
  • Joining
• Working with Electronics
  • Simulation
  • Soldering
  • Fault – Finding
• Evaluating Systems and Processes

As well as underdoing theoretical tasks, students will be asked to demonstrate their understanding by Designing, Producing and Evaluating a small Electro-Mechanical System.

Learning outcomes:

Technologies and Society.
Engineering principles and systems.
Creating Designed Solutions