A varied and purposeful curriculum
caters for academic and vocational learning
The Denmark Senior High School curriculum, in its delivery and content, aims high at academic excellence and whole-person development.
- Proficiency in research, consolidation, problem solving and critical thinking
- Confidence in team work, participation and self- management
- Sound skills base for post compulsory and life long learning
- Informative and inspiring insights into real world opportunity
Over 80% of DSHS students (Year Seven and Nine) attained above National Minimum Standard for numeracy & literacy in 2016
The curriculum is set across 7 key areas of learning:
Through a colourful and diverse range of topics and activities, subject leaders seek to inspire and engage student interest and application.
Educational pathways are progressively tailored towards the individual needs and aims of the student. As students progress through the school, elective choices make up a larger and larger part of their program of study.
Key strengths and interests are explored in Year Eight and Nine. In Year Ten, core subjects are streamed according to results obtained, and students are able to choose from a wide range of electives. At this stage of maturity, students are ready to focus their ambitions, with direction and purpose, towards either University or more vocational preparation.
At every stage of the pathway the curriculum choices offer a balance between practical/applied and theoretical learning. All students benefit from a well rounded education and a whole person approach to learning. However, some students in particular respond better to a more applied approach. These students are well catered for through Technology and Enterprise, Music, Arts and Sports electives and programs.
The streaming systems for Maths, Science and English, in Year Ten, offer students steady or rapid advancement, according to ability. The system also offers a chance for students to receive an applied verses academic learning focus, where appropriate.
Career Education is compulsory in Year Nine and Ten. Focus on real world realities and opportunities, together with sound pathway counselling, sets students on track for success for Years Eleven and Twelve.
Home Study and Study Guidelines
A strong sense of personal responsibility is nurtured at Denmark Senior High School. Personal responsibility is critical to successful learning and home study is a vital part of the learning process. Parents are in partnership with the students and the teachers and are encouraged to assist where possible and support home study.
The School’s Responsibility
- Set home study which is meaningful and reflects the needs of each learning area.
- Advise students clearly and accurately of the home study and study guidelines.
- Set clear and reasonable last dates for submission.
- Encourage a planned approach to major projects.
- Return marked home study promptly.
- Provide feedback to students and parents.
- Contact parents about consistently late, lost or substandard work.
The Student’s Responsibility
- Take responsibility for learning.
- Complete all set home study.
- Record due dates in a home study diary.
- Ask for help when difficulties with home study arise, well before the due date.
- Find out what is missed when absent.
- Prepare a home study and study timetable which includes allocating time after school to organise files and equipment for the following school day.
How Parents Can Help
- Be aware of our home study and study guidelines.
- Provide a home study area for student.
- Assist students to balance sport, social commitments, study, part-time work and relaxation.
- Encourage the preparation of a home study and study timetable.
- Show interest by asking about home study and study.
- Encourage the proper use of a home study diary.
- Actively encourage the completion of all home study by due date.
- Arrange to see teachers if there is an ongoing problem. Contact us on 9848 0100 and ask to speak to the teacher if you have questions or concerns.
Years 7, 8 & 9
Students are provided with opportunities to learn how to speak, listen, read, view and write with purpose, understanding, effectiveness and critical awareness in a wide range of contexts. They develop knowledge of the ways in which language varies according to content, purpose, audience and context as well as their grasp of the conventions of English. Students are exposed to a range of written and visual texts and are encouraged to relate these to aspects of contemporary society as well as to personal experience.
Throughout the course students develop their ability to discuss and analyse texts and language critically and with appreciation. As students progress, the range of text types expands from the familiar to the unfamiliar, and from the simple to the complex.
In Year Ten English students continue to learn about the English language and how to use it effectively, thus preparing them for the Upper School Courses of Study.
Year 7 & 8
In Mathematics students develop and communicate mathematical ideas and information from a range of sources and describe patterns and relationships to understand Number, Algebra, Measurement and Geometry and Statistics and Probability. Through a diversity of problem-solving experiences and mathematical investigations each student’s confidence towards developing into an independent, self-motivated, numerate learner is enhanced.
Pathway 1 & 2
Students will continue to explore the content areas of Number and Algebra; Measurement and Geometry; and Statistics and Probability that are described in the Australian Mathematics Curriculum.
Students will be placed in a Year Nine Maths class based on their ability and their achievement demonstrated in Year Eight. Pathway 1 and 2 will essentially cover the same content with Pathway 1 providing extra challenge and acceleration for mathematically able students.
Students in Pathway 3 will be provided a curriculum with appropriate support tasks and pacing of content to continue the development of their mathematical skills and understandings.
A course designed to prepare students for ATAR Courses of Study leading to Tertiary entrance through WACE examinations of Mathematics Applications, Methods or Specialist. Students use mathematical thinking processes and skills in interpreting and dealing with high level mathematical situations.
A course designed to prepare students for the study of some Mathematics in Senior School. It will provide adequate background to attempt Tertiary Entrance through WACE examinations of the Mathematics Applications Course. It also gives a strong grounding necessary to succeed in TAFE and Trades.
A course designed for students who intend to study Mathematics Essentials in Year Eleven, undertake TAFE courses or entry into the work force. The course is designed to improve students’ ability in applying mathematics in context to help students become more aware of and confident about, mathematics in everyday situations.
Year Seven science begins with a transitional program to introduce students to the science laboratory and focuses on safety in the laboratory and scientific investigation skills. We then move across the four strands of Biology, Chemistry, Physics and Earth and Space Science. The year seven curriculum has a strong attachment to real life and students study topics that include forces, cycles in the solar system, sustainability and classification.
Year Eight involves the same four strands of Biology, Chemistry, Physics and Earth and Space Science. However, depth of scientific understanding becomes more complex. The students study topics that include types of energy, cell biology, the rock cycle and the periodic table.
Year Nine involves the same four strands of Biology, Chemistry, Physics and Earth and Space Science. And is a pivotal year to provide a foundation for Year Ten studies. The students study topics that include plate tectonics, body systems, chemical reactions and electromagnetic radiation. Achievement in Year Nine is closely monitored as it will determine the most appropriate pathway for Year Ten studies.
Science in Year Ten prepares students for WACE or VET studies in Senior School. Year Ten involves the same four strands of Biology, Chemistry, Physics and Earth and Space Science. Students will be counseled towards one of the following pathways based on Year Nine achievement and outcomes.
Pathway 1 & 2
Students cover topics that will give them a solid grounding for entry into Senior School WACE subjects Chemistry, Physics, Human Biology, Biology and Psychology. Topics covered include genetics and evolution, stoichiometry, motion and the big bang theory.
Students cover the same topics as pathway one and two, however, there is more of a practical focus with greater amounts of experimentation. Students will have a good grounding to undertake general Integrated Science, VET of TAFE studies after completion of the years work.
STEM is an acronym for Science, Technology, Engineering and Mathematics. The implementation of STEM as a cross curricular endeavour has been a major focus of the Education Department as part of its Students First strategy. The aims of STEM education are to meet the needs of all learners as they enter a workplace that is increasingly reliant on technology across a variety of contexts.
Students complete a range of project work including video game design, stop motion animation and robotics.
STEM stands for Science, Technology, Engineering and Mathematics. The implementation of STEM as a cross curricular endeavour has been a major focus of the Education Department as part of its Students First strategy. The aims of STEM education are to meet the needs of all learners as they enter a workplace that is increasingly reliant on technology across a variety of contexts.
Students complete a range of project work including coding, electronics and product design.