Scots College – Learning. For Life.

Middle Years Programme Subject Areas

Language

Language A (English) courses include the study of:

• the instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized
• literature, which encompasses a variety of periods and genres

The study of Language B (French and Japanese) aims to:

• encourage in the student a respect for and understanding of other languages and cultures
• provide a skills base to facilitate further language learning.

Mathematics

Schemes of work include the five strands of mathematics:

• number
• algebra
• geometry and trigonometry
• statistics and probability
• discrete mathematics.

Aims and objectives include:

• understanding mathematical reasoning and processes
• the ability to apply mathematics and to evaluate the significance of results
• the ability to develop strategies for problems in which solutions are not obvious
• the acquisition of mathematical intuition.

Humanities

The primary aim of the humanities course is to develop the understanding and application of concepts and skills rather than prescribe and assess content.

Within the aims and objectives of this subject group, there are concepts that students must address and skills that must be developed over the five years of the programme. These include:

• the concepts of time, place and space, change, systems and global awareness
• technical, analytical, problem-solving and investigative skills.

Sciences

The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented.

Among other skills, students are expected to:

• use basic laboratory equipment safely and efficiently
• make sensible estimates and take accurate measurements
• make scientifically supported arguments.

Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problem-solving skills.

The Arts

The arts subject group of the curriculum encompasses:

• visual arts
• performing arts.

The Arts course:

• organizes learning around the creative cycle—a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved
• encourages creative energy, communication, interaction and reflection
• aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development
• seeks to acquaint young people with the creations of men and women whose works have proven to be of enduring worth.

Physical Education

The aim of physical education in the Middle Years Programme is to facilitate

• physical
• intellectual
• emotional, and 
• social development.

The aim of this course is to cultivate a healthy and active lifestyle for students. It therefore advocates activities that are not only enjoyable but also contribute to healthy living. Students are helped to develop the motor skills necessary to enable them to participate successfully in a variety of physical activities, and to learn about the nature of physical fitness.

This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values. It also enables students to establish links between different areas of experience and provides opportunities for different forms of self-reflection, communication and team work.

Technology

This course is essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills.

Schools are granted flexibility in the choice of technology subjects, but each course provides a balance between three key areas:

• systems;
• information;
• materials.

In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to:

• investigate
• design
• plan
• create
• evaluate.

This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development.