Middle Years


​​At St Peter Claver College we recognise that young adolescent learners have particular academic, pastoral and social needs as they make their transition from Primary to Secondary edu​cation.  Our aim is to ensure that the passage is made easier for students and to help them overcome the emotional, social, intellectual and physical challenges by reducing apprehension and increasing students’ sense of belonging.

The underlying philosophy revolves around the seamless transition from primary to secondary schooling ​​leading to more effective student learning, positive experiences in adolescence and a desire and capacity for lifelong learning.

SPCC's Middle Years curriculum encourages the following identified successful teaching strategies for ​​young adolescent learners.

  • Emphasis on a strong teacher-student relationship.
  • Parental and community involvement.
  • Integrated and multi-disciplinary curricula that are negotiated, relevant and challenging.
  • Use of Higher order thinking strategies.
  • Cooperative learning and collaborative teaching.
  • Authentic and reflective assessment with high expectations.
  • Explicit teaching strategies​.

Distinct Middle ​Years Identity

  • We have established the Middle Years as a distinct area of schooling in which we have a shared vision of Middle Years principles and practices.
  • A purpose built Year 7 area and designated Year 8 area – these assist to minimise movement around a large school setting and create a sense of belonging and familiarity in a safe and secure learning environment.
  • Pastoral Care - We recognise the importance of the Middle Years of schooling and pastoral groups are a vertical system in the College.  This allows for relationships across year levels and provides opportunities for older students to mentor younger students.
  • Students remain with their Home class and Home class teacher for the three-year period.

Supportive relationships between: student-student, teacher-student, teacher-teacher, and schoo​​l–home

  • In Year 8 the same student groups are kept together for core classes (i.e. English, Religious Education, History, Geography, Mathematics and Science) which helps to develop peer friendships and assists in decreasing student anxiety when students are continually regrouped for different subjects.
  • The biggest part of the Middle Years curriculum in Years 7 and 8 is grouped into two core areas in which students will largely interact with two broadly specialised teachers who will know students well and connect their learning. This also assists with managing behavior, as students are already familiar with the teacher and the classroom expectations.​

Ye​​ar 7

During the students first year at St Peter Claver College, a set transition program is designed to introduce them to secondary schooling. Students are assisted in feeling a​​t home in the College through Home Class activities, as well as by remaining with the same classma​tes for their core subjects (English, Humanities, Mathematics and Science). There are separate groupings for Health & Physical Education, Arts and Technology. This settled atmosphere, combined with a Personal and Social Development Program, assists students to make friends, feel a sense of belonging and achieve personal bests in their learning.

Students engage with a set fortnightly program that includes English, Mathematics, Science, Religious Education, History/Geography, Literacy and Health and Physical Education.  Students also have the opport​unity for Semester rotational taster subjects including Visual Arts, Japanese, Drama, Food/Fashion/Digital or Industrial Technology and either Music or Dance. A core literacy program also operates as part of the essential learnings of students. This starts at Year 7 and develops through to the end of Year 8.

​​Year 8

The Year 8 curriculum is designed to enable students to work confidently as individuals and in groups. It is a stepping stone between belonging to a core group and also experiencin​​g greater​ independence. As well as studying a core curriculum in English, Mathematics, History, Science and Religious Education, students have a variety of elective subjects including Health & Physical Education, Dance, Drama, Music, Visual Art, Japanese, and Industrial/Food/Fashion/Digital Technology.

Year​​ 9

The Year 9 Cu​rriculum is designed to enable students to work confidently as individuals and in groups at levels that encourage continuous improvement. The emphasis in this final part of their Middle Years journey is on Choice, Challenge and Competence. As well as studying a core curriculum in English, Mathematics, History, Science and Religious Education, students have a variety of elective subjects including Visual Arts, Japanese, Drama, Food/Fashion/Digital or Industrial Technology, and Health & Physical Education specialty units – Dance, Rugby League, Soccer/Futsal, Netball and Life Sports

Learning a​t Home

Learning in ​the Middle Years is a vital pathway for lifelong learning and future success.  Effective learning requires full engagement with learning at school as well as some focused learning at home.

Teachers work with ​students to set a variety of opportunities for learning at home. 

Learning​ at home enhances learning, provides good habits for senior years and lifelong learning.  It also assists parents to understand what their child is​ learning and to assist in an effective learning partnership.

When set lear​​ning at home tasks are not completed, teachers discuss the consequences of not learning with the student.  If this bad habit beco​mes repetitive, Academic Middle Leaders and parents are informed so they may collaborate in a plan to address the issue.