Blackfriars Middle Years Curriculum caters to the needs of boys in this transitional period of life.
Our contemporary and integrated curriculum for Years 7 to 9 is based on the Australian Curriculum. Within these programs, our teachers identify the unique needs of each student and develop challenging and contemporary learning programs which enrich and extend student’s development by incorporating the Capabilities of literacy, numeracy and ICT. A level of self-direction is supported which encourages students to take educated risks and make decisions about their own learning and to develop inquiry and collaborative skills.
The search for identity and meaning is prominent during these years so a range of holistic strategies are used to monitor and respond to students’ different learning needs, social needs, and cultural perspectives. Students’ lives and interests are reflected in the learning sequences. Middle Years teachers accommodate the range of abilities and interests and, at the same time, set high expectations for each individual student to encourage lifelong learning.
Parent, Teacher and Student Partnership
Effective education in Middle Years is dependent upon a partnership between parent, student and teacher. Every attempt is made to keep parents informed of student progress, both academically and pastorally. Regular communication between parents and teachers occurs through SEQTA (Blackfriars Learner Management System), Marksbook, direct message, email, phone and student-led learning conversations.
Transition Programs
New students to Years 7 attend an orientation day where they have an opportunity to meet teachers and fellow students and also familiarise themselves with the school environment. Subject selection for students transitioning into the secondary school occurs during Term 3.
Parent Information Nights are held early in Term 1 to enable parents to meet their son’s teachers.
Core Subjects
In Year 7, students work with Key Teachers for the majority of core subjects; Religious Education, English, Humanities (History, Geography, Civics & Citizenship, and Economics & Business), and Science.
In Year 8 students work with Key Teachers in Religious Education, English and Humanities (History, Geography, Civics & Citizenship, and Economics & Business) where skills are reinforced when taught in an integrated curriculum across different subject areas. In Year 9, students work with Key Teachers in Religious Education, History, Geography and English.
Accelerated Mathematics classes are created in Years 8 and 9 to cater to students with a strong interest and skills in this subject.
Elective Subjects
Middle Years promote choice to cater for the interests of boys and promote lifelong learning. In Year 7 and 8, students make choices about subjects in the Arts including Visual and Media Arts, Drama and Music.
In Technologies they select subjects including Design and Technology and Digital Technology. In Health & Physical Education, students select from Health & PE, Soccer and AFL. In Year 9, students select from a wide range of elective subjects which encompass the Arts, Technologies, and Health and Physical Education.
Curriculum and Pedagogical Practice
Positive relationships between teachers and students is integral in the Middle Years. This pedagogy is essential for the success of students at this crucial stage of their learning where the ‘Middle Years Plunge’ can occur and we recognise that parent involvement and ongoing communication are critical. Other areas of emphasis include respect, responsibility, personal organisation, accountability and the Four Pillars of Dominican life; Prayer, Study, Community Life, and Service.
Integrated Studies is an integral feature of learning in the Middle Years. Key Teachers work with the same class for multiple subjects which creates excellent opportunities to integrate the curriculum and for teachers to know their adolescent learners. The notion of an integrated curriculum is supported by educational experts including Sir Ken Robinson and Heidi Hayes Jacobs who both acknowledge that learning areas are interconnected in the real world. Integrated Studies provide opportunities for teachers to teach cognitive skills associated with ‘real life’ (e.g. cooperation, problem-solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subjects; and integrate new and rapidly changing information with increased time efficiency.” Mathison &Freeman, 1997. Dozens of studies have documented the positive educational outcomes for students in an integrated studies program and some include:
- an increase in understanding, retention, and application of general concepts.
- a better overall comprehension of global interdependencies, along with the development of multiple perspectives, points of view, and values.
- an increase in the ability to make decisions, think critically and creatively and synthesize knowledge beyond the subjects.
- the increased ability to identify, assess, and transfer significant information needed for solving novel problems.
- the promotion of cooperative learning, a better attitude toward oneself as a learner and as a meaningful member of a community.
- Increased motivation.
Teachers differentiate learning programs and provide opportunities for inquiry and choice enabling students to take responsibility for their own learning. The classroom environment allows students to take risks, work collaboratively, be challenged, and celebrate new learning. Team building skills are also explicitly taught so that students learn to collaborate, negotiate and contribute to joint assignments and experience the sharing of roles, responsibilities and ownership.
Students are challenged to explore, question and engage with significant ideas and practices, so they move beyond superficial understandings to develop higher-order, flexible thinking.
The General Capabilities (eg Literacy, Numeracy and ICT) and Cross-Curriculum Priorities (eg Sustainability, Aboriginal & Torrens Strait Islander history and Australia’s engagement with Asia), as well as Child Protection and MITIOG (Made in the Image of God), are integrated across a range of teaching and learning programs.
Students come to Blackfriars with a variety of experiences of and expertise in contemporary technologies. Middle Years students will have access to their own individual devices which enables students to explore their interests in a controlled environment. This contemporary approach facilitates the integration of ICT across all curriculum areas.
Continuous, Authentic and Varied Assessment
Teachers make on-balanced judgments about the quality of learning demonstrated by students based upon the Achievement Standards in the Australian Curriculum.
Assessment contributes to planning at a number of levels. Monitoring of student learning is continuous and encompasses a variety of aspects of understanding and practice. Assessment criteria are explicit and feedback is designed to support students’ further learning. Feedback is visible to parents on SEQTA. Students are provided with opportunities to reflect on learning and evaluate their performance.