High School Curriculum

The Mathematics Curriculum is organised around the interaction of three content strands and four proficiency strands. The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. They describe what is to be taught and learnt. The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe how content is explored or developed, that is, the thinking and doing of mathematics. They provide the language to build in the developmental aspects of the learning of mathematics and have been incorporated into the content descriptions of the three content strands described above. This approach has been adopted to ensure students’ proficiency in mathematical skills develops throughout the curriculum and becomes increasingly sophisticated over the years of schooling. The Mathematics Learning Area supports and contributes to the numeracy and literacy work of the school by setting expectations and providing feedback and support to students that is consistent with community ideals in numeracy and literacy.

In order to cater to the different abilities of the students, the Mathematics department streams year 10 students into different pathways to help them achieve to their highest potential. Pathway 3 is the Extension Program where students will be challenged to prepare them for the highest ATAR course in the future. This Pathway will include students that have been selected to do the Accelerated Program by the school Pathway 2 consists of the mainstream program where students are given a good solid grounding on the Australian Curriculum to prepare them for the basic ATAR courses in the future. Pathway 1 consists of the modified program where students are prepared for non-ATAR general courses in the future, as well as to help students who are at risk of failing OLNA.

• Accelerated Maths Program
• Mainstream Program

Students attending lower school Mathematics classes (Years 7 to 10) will be provided regular homework designed to summarise the critical outcomes/objectives being targeted in class during instruction. Homework should be treated seriously by students as a means to validate understanding and application of concepts learned in class. Parents should encourage their child to study Mathematics regularly by revising class notes, re-working standard examples provided by the teacher during instruction and reviewing activity worksheets. Regardless of the new skill being learned (mental or physical), students will improve their performance only by regular practice. In general, formal homework is expected to be returned (completed) by the DUE DATE.

The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. The Humanities and Social Sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. In the Australian Curriculum, the Humanities and Social Sciences learning area comprises four subjects: History, Geography, Economics and Business, Civics and Citizenship. Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate. The Humanities and Social Sciences subjects provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with highlevel skills needed for the 21st century. The subjects taught in Humanities and Social Science classes include:

• History
• Geography
• Economics and Business
• Civics and Citizenship

• The Humanities and Social Science subjects include a range of skills that can be represented broadly as questioning, researching, analysing, evaluating and communicating. Students apply these skills to investigate events, developments, issues, and phenomena, both historical and contemporary.
• Each subject has a different way of working. Skills and strategies for each Humanities and Social Science subject need to be taught explicitly. The type of questions asked, the information, evidence, and/or data gathered, and the analysis applied will vary by subject.

Students develop questions about events, developments, issues and/or phenomena.

Students collect and organise information, evidence and/or data from primary and secondary sources.

Students interpret and analyse information, evidence and data to identify key points, points of view, perceptions and interpretations. They identify the purpose and intent of sources  and determine their accuracy and reliability.

Students draw evidence-based conclusions; propose explanations for events, developments, issues and/or phenomena; and suggest courses of action in response to an issue or problem.

Students present findings in appropriate forms for different audiences and purposes using subject-specific terminology.

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises. The Western Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers. In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this “scientific literacy” are well established, including giving students the capability to investigate the natural world and changes made to it through human activity. The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of science understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy.

Australian Islamic College offers a wide choice of elective subjects for its students.

In Year 9 and 10, all students are required to study certain disciplines designed to provide foundational knowledge, skills and understanding expected in the courses of study in Year 11 and 12. All Year 9 and 10 students are required to choose one or two electives – depending on the length of the elective along with the core subjects. Students in Years 9 and 10 have the opportunity to select one elective for each semester. Some of these electives are run across two semesters and some only offered for one semester.

This course is an introduction to coding and computer science by way of making and design, using the revolutionary new micro:bit microcontroller board, and Microsoft’s easy and powerful MakeCode block-based coding environment. It is a project-based curriculum with a maker philosophy at its core; the idea is that by making physical objects, students create a context for learning the coding and computer science concepts.

When students complete this course, they will have a good understanding of computer science concepts that can serve as the foundation for future study. They will develop powerful design skills that they can use in future projects of all types, whether they are designing 3D printed prototypes or creating apps that serve a real-world purpose.

The Textile Technology course caters for the student who has an interest in all aspects of clothing and fashion, interior design and textile technology.

Year 9 Textile Technology will see students designing and creating their own Textiles products using a range of hand and machine sewing techniques and fabrics. Along the way they will learn how to develop products like industry professionals. Students also extend their knowledge of how to use Sewing Machines and Over lockers. They will learn textile manipulation techniques and sew items of clothing. Students will also increase their fashion illustration skills and knowledge of fabrics, to design a variety of textile products.

Journalists seek to write about important social issues for the citizens of their society.

Before writing, a journalist must be disciplined in researching their topic or subject and verify facts. It is a journalist’s responsibility to deliver the truth and try to convey a reliable and engaging account of what their research has revealed.

In this elective students will:

• Learn about the importance of writing honestly and ethically when sharing their articles and
  stories with their audience.
• Write persuasively and succinctly.
• Use online publishing tools such as Canva and Microsoft publisher.
• Work collaboratively in a newspaper team and take on a role of: a photographer, reporter,
  researcher and fact checker, sub editor, marketer and creative designer.
• Produce a comprehensive newspaper by the end of the elective, which can be used in
  School zine and the school Facebook page.

Students have opportunities to learn about technologies in society in Food and fibre production; Food specialisations. Students are provided with opportunities to design and produce products, services and environments.

Students have opportunities to learn about technologies in society in Food and fibre production; Food specialisations. Students are provided with opportunities to design and produce products, services and environments. Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements, such as sequenced time, cost and action plans to manage a range of design tasks safely. Students apply management plans, changing direction when necessary, to successfully complete design tasks. They continue to identify and establish safety procedures that minimise risk and manage projects maintaining safety standards and management procedures to ensure success.

The Netball Academy was developed to help develop, motivate and train girls to be confident, to help improve their game and to be the best that they can. The academy aims to offer a challenging but enjoyable programme by providing students with:

• The opportunity to develop their netball skills to a highly competitive level, in a positive and supportive environment.
• Access to expert coaching and personalised training to maximise learning and performance outcomes.
• Netball conditioning, technical and tactical skills that are sequentially developed over the course. Netball conditioning, technical and tactical skills that are sequentially developed over the course.
• The opportunity to develop teamwork and leadership skills in a variety of settings.
• Targeted support to excel in netball whilst maintaining their performance in academic studies.
• Theoretical education on general health and personal development, such as mental health, personal identity and relationships, plus specific netball-related elements such as
  performance analysis, nutrition, fitness components and sport psychology.

We are thrilled to announce that in term 1 and 2 of next year, we will have professional actors from Constable Care’s Theatrical Response Group conducting a series of 10 week intensive acting workshops. Using the internationally recognised “forum theatre” model, you will have the opportunity to learn cutting edge acting and theatrical techniques from full time practitioners, while exploring issues relevant to you and determined by your group. The workshops will culminate in interactive performances to peers, friends and family members.

The Police Ranger program offered at the Australian Islamic College, in conjunction with Police WA, offers students in Years 8-10 amazing opportunities to develop an array of self-management, interpersonal and outdoor skills, along with knowledge of the WA Police Force. The program has a strong focus on leadership development and allows students to forge friendships and build confidence and resiliency, while maintaining respect and discipline within a ranking system. Our partnerships with the WA Police and the Department of Communities allows us to offer this program during school hours.

Units of competence, to be achieved at varying levels depending on rank, include:

• Policing
• Drill and ceremony
• Land operations
• Navigation
• Communications
• Physical skills and training
• Safety– including risk identification/assessment/management
• Leadership
• Community service

A wide range of programs is offered within Parade times that not only provide an opportunity for Rangers to demonstrate the required competencies, but also engage in fun / active learning experiences relevant to their local community and available facilities.

Rangers have access to 4 camps each year which are designed to allow them the opportunity to apply the competencies they have developed within Parade times. All camps foster team building and leadership.

Rangers also have access to apply for formal drill and ceremonial procedures through their involvement in ANZAC assemblies and parades, along with the annual Police Ranger Open Day and the State Ranger Rally.

All Rangers participate in formal training such as Essential and Senior First Aid courses, Bronze Medallion and Surf Rescue qualifications, in order to build their capacity to identify and manage risks and become active contributing members of the broader community.

Rangers are recognized for their achievement of competencies, and for demonstrating excellence in leadership, through a formal Graduation Ceremony at the end of the year where many Rangers achieve promotion to the next rank. All instructors and students within the unit abide by the Ranger Oath and Code of Conduct demonstrating respect and service to others. Students in the Ranger program consistently develop and model skills, attitudes and values that have a positive impact on their schooling as well as their social interactions.

The students will learn tactical game play in football and increase skills for both futsal and 11 aside. The course will consist of working towards the futsal tournaments in term 1 and 11 aside school competitions in term 2 and 3. The Year 10 students will also have an opportunity to travel to Singapore to the Singacup in 2020. This is the largest International Youth tournament in Asia. Please note this Elective is based on selection only. You must be invited to join by making the team through a selection process. Students and their parents have to sign a contract agreeing to the terms of the Football Academy:

• Includes behaviour in other classes
• Need to attend each game
• Payment of fees
• Need to show dedication to academics or they attend the games as a spectator

Students will use visual art language and artistic conventions of greater complexity during their design and production process. They document their ideas applying an understanding of compositional structure to create a unique personal response while representing either a theme/concept or subject matter. Students experience, adapt and manipulate materials, techniques, art styles/processes when producing 2D and/or 3D artwork which communicate artistic intention. Resolved artwork is displayed and appraised, with consideration to personal expression and audience. Students extend their knowledge and use of safe visual arts practice.

Students experience a growing awareness of how and why artists, craftspeople and/or designers are influenced by other artists, their environment and the contexts of culture, time and place. They continue to apply knowledge of techniques used by other artists in the production of their own work. Students are required to critically analyse traditional and contemporary artwork using various analysis frameworks, incorporating appropriate visual art language, art terminology and conventions. Teachers are required to address knowledge and skills in Visual Arts through one art form and art style below. Other art forms and art styles may be used in addition to teaching knowledge and skills in Visual Arts.

Art forms: 2D (painting, printmaking, drawing, photo and digital media, graphics, collage) 3D (ceramics, sculpture, installations, etc…)

9 Art styles: Ancient art, Modernism (Impressionism, Expressionism, Cubism, Art Nouveau, Art Deco, Op Art, Pop Art), Australian art, contemporary craftspeople, designers and photographers, urban art.

In this course students are introduced to various machines and hand-held power tools, as well as common wood working materials. There is an emphasis on safe working procedures in the construction of attractive and useful projects.

A focus of this subject will be product design. Students will be asked to solve a design problem in which they will need to come up with their own solution. In doing so the students will learn the relevant design processes needed as well as how to communicate their ideas.

Classes are fun, engaging, and interactive. We welcome all students to come and give it a go. You may surprise yourself

Game designers are the visionaries and evangelists for a game development project. They thrive on new ideas and are always thinking about how users will interact and enjoy the experience that they have created. A great game designer possesses a combination of technical knowledge, artistic skill and most importantly, the ability to communicate and understand people.

Game designers spend significant amounts of time writing detailed documents specifying game mechanics, environments, playable characters, and the game’s nemesis. This detail extends right down to how a particular item might behave, be animated and sound.

The Game Design & Development course will allow you to create 2D/3D games using the powerful Unity 3D game engine. Students will be introduced to industry standard tools and techniques for game development.

The project-based course ensure that you gain practical skills that can be used in game development beyond the course.

Journalists research, investigate and report on topics across mainstream and independent platforms. They report on both serious social issues as well as uplifting and enjoyable news. Mass communication is a powerful tool, understanding how broadcast news is constructed will be a focus of this elective.
In this elective students will:

• Research and develop their own news segments for television or radio.
• Learn how to sequence news stories. · Learn interviewing and speaking skills.
• Develop practical hands-on visual/audio recording and editing skills.
• Work collaboratively with their newsroom team.
• Produce a television news or radio news episode by the end of the elective which can be played for their peers.

Leadership, Personal Wellness and Financial Literacy at Australian Islamic College is a course that provides students with an opportunity to develop knowledge and a contemporary understanding of the world of work, the diverse sectors within the community, and the roles of education, employment, and training systems. Student will explore both paid and unpaid work through a range of contexts and issues. This includes volunteer work, casual or part-time employment, changes in industry, the changing nature of work in a local and global arena, workplace legislation, and the rights and responsibilities of employees and employers. Students are also given the opportunity to develop employability, enterprise and pathways planning skills, assisting students to achieve the flexibility required for the workplaces of today and of the future. It encourages them to be self- motivated learners who understand the need for further study, work, and training throughout their lives.

Key Areas of Study:

• the world of work
• Personal wellbeing and leadership
• the roles and relationships of diverse sectors within the local and the wider Australian community
• the roles of education, employment and training systems in planning and managing life transitions
• employability, enterprise, and pathways planning
• research and communication that relates to the world of work

The Hifzul Quran elective seeks to afford students an opportunity to engage in structured memorization of the Quran during school hours.

Students will need to satisfy the selection criteria (see below) to be eligible to participate in this elective.

This is a great opportunity for students who are keen to memorise the Quran to develop the skills of memorization. These skills can then be transferred to memorization out of school hours.

Skills to be acquired in this elective:

1. Accurate recitation before memorizing
2. Etiquettes necessary for successful memorization of the Quran
3. Strategies for memorizing new verses
4. Strategies to retain what has already been memorized
5. Strategies for long term retention

Selection criteria:

1. The student must be an advanced Quran reader
2. The student must successfully complete an entrance assessment
3. The student must be willing to apply the necessary etiquette that applies to Quran memorization
4. The student must be able to dedicate sufficient after school time to the memorization

Our students live and breathe in increasingly visual culture, a world dominated by images. In order to be informed and effective consumers of these images, students need to understand how and why images are used. The PDM course looks specifically at artworks and images that are photographic in nature. Over the duration of the course, students will develop an understanding of photographic images from their most basic form as records of light through to digital images and images that move in the form of cinematography and film making. Students engage with how these sorts of images and artworks are made and why.

Artmaking involves the process that each student undergoes when creating finished artworks; from brainstorming and researching their ideas, to experimenting with techniques and processes and producing artworks that reflects these.

Modules and Art-making Tools Explored

• Digital SLR cameras
• Adobe Photoshop
• Image Manipulation, Storage, and Exhibition
• Professional Lighting
• Professional Audio equipment
• Composition and Motion Graphics

The students will produce a number of finished artworks as well as development exercises designed to build their technical skills and conceptual understanding.

In Critical and Historical studies Students will examine the work of specific artists across a range of Photographic and digital media with specific emphasis on a historical understanding of the development of photography and how we use and interpret images.

Over the course, students develop a Digital Portfolio that is a record of the process of their artmaking, the demonstration of developing skills and techniques, conceptual development as well as the presentation of student’s finished works.