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Cheltenham Girls’ High School

A Year 7 Parents’ Guide to 2011

School Subjects & Assessments

Who Can I ask for Help about My Daughter’s Assignments?

Year 7 Assessment Guide 2011

A Message from the Principal

Dear Parents,

This booklet has been prepared to assist you and your daughter in the transition from Primary school to Secondary school. In it you will find information about each of the Key Learning Areas studied in Secondary School. You will also find the contact details for each of these areas, including your daughter/ward’s subject classroom teacher’s name. I encourage you to take the time to read the booklet through from cover to cover and to discuss its contents with your daughter/ward. Should you have questions about assessment and reporting in the junior school, you are invited in the first instance to make contact with the Head Teacher of the subject. Contact may be made via mail, fax (9869 8521), email ([email protected] ) or a telephone call. Parents do need to be aware however that immediate access to Head Teachers is rarely possible as they too have teaching duties. Often it is best to contact the school and set up a mutually convenient time to discuss any issues. The change to secondary school can present many challenges to students and their families; by providing information about assessment tasks and processes, together with each faculty’s perspective on homework, I hope that we can all work together to ensure a smooth transition. My thanks go to each of the KLA Head Teachers for their assistance in the preparation of this booklet.

Yours truly,

Mrs Susan M. Bridge Principal

mailto:[email protected]�


Curriculum in the Junior School All students in secondary schools in NSW follow the syllabuses set by the NSW Board of Studies. These syllabuses have been written to ensure that students have access to a high quality modern curriculum that prepares them for life, the world of work and further study. The Years 7–10 syllabuses are based on a belief that students learn best in an environment of high but realistic expectations. As well as being clearer about the essential learning that all students must do, the new syllabuses allow for content to be added to meet locally identified needs and interests. The Parents Page on the Board of Studies website (www.boardofstudies.nsw.edu.au/parents ) contains more information that might be useful to you. It has links to descriptions of all the syllabuses, the syllabuses in full, support documents, past School Certificate papers and a guide to the rules and procedures for the School Certificate. Key Learning Areas These are broad categories of subjects. The Years 7–10 curriculum is organised in eight Key Learning Areas (KLA’s): English; Mathematics; Science; Human Society and Its Environment; Personal Development, Health and Physical Education; Creative Arts; Technology; and Languages. Stage This is a period of learning, typically of two years’ duration. Stage 4 refers to Years 7 and 8. Stage 5 refers to Years 9 and 10. The transition from primary to secondary The primary school curriculum (K–6) is divided into six key learning areas: English; Mathematics; Science and Technology; Creative and Practical Arts; Human Society and Its Environment (HSIE); and Physical Development, Health and Physical Education (PDHPE). All the Years 7–10 syllabuses facilitate transition between primary and secondary schooling by building on the knowledge and skills that students develop in Years K–6. The courses of study also form the foundation for progressing beyond Year 10 to the Higher School Certificate, TAFE, further study and work.


National Assessment Program Literacy and Numeracy 2011

Letter to Parents In 2008 the National Assessment Program - Literacy and Numeracy (NAPLAN) was introduced for all students in Years 3, 5, 7 and 9 in all government and non-government schools across Australia. This program, which has the support of all State and Territory Education Ministers, assesses the literacy and numeracy learning of students in all Australian schools. The results of the tests provide important information to schools about what each student can do, and are used to support teaching and learning programs. Parents receive a report indicating their child’s level of achievement reported against national benchmarks. Background information (student name, gender, date of birth, language background and Aboriginality) is collected as part of this national assessment program. This information is treated confidentially and held securely to ensure that every student’s right to privacy is maintained. The tests are conducted across Australia on the same days for all students according to the following timetable: Tuesday 10 May – Language Convention test (Spelling, Punctuation and Grammar) and a separate Writing test. The genre of the Writing task will change to a persuasive style of writing from 2011. Wednesday 11 May - Reading test Thursday 12 May - Numeracy test (Number, Algebra, function and pattern, Chance and data, Measurement and Space) In the Numeracy tests students do not require any measuring tools such as rulers or protractors. In Years 7 and 9 there will be two Numeracy tests: one where a calculator is allowed and one where calculators are not used. For the calculator test the student should use the calculator that they currently use at school. Friday 15 May - A make-up day is scheduled for students who missed a section of the test or were absent on a particular day. Students may be considered for exemption from the tests if they are newly arrived in Australia (less than one year before the test) and with a language background other than English, or if they have significant intellectual delay. Students with confirmed disabilities or difficulties in learning are expected to participate


in the tests. Special provisions which reflect the student’s normal level of support in the classroom will be provided for students by the school. Large print, Braille and black and white versions of the test are available for students with vision impairment. Access to special provisions and exemption from the tests must be discussed with your school’s learning support team and the school Principal, and a parent or carer consent form must be signed. Parents also have the right to withdraw their child from the tests. If you wish to withdraw your child from the tests you must sign a parent or carer consent form. Consent forms are available at school. Additional information for parents about the National Assessment Program can be found on this website: http://www.naplan.edu.au/parents/parent_information_page.html NSW School Certificate Curriculum The Board’s mandatory curriculum requirements for the award of the School Certificate and the related elective courses are listed below. All time allocations are indicative of the time expected for a typical student to achieve the objectives and outcomes of the course. School Certificate Tests All students sit for the following School Certificate tests at the end of Year 10. These tests are compulsory and must be attempted to be eligible for the award of the 2011 School Certificate. • English-literacy • Mathematics • Science • Australian History, Geography, Civics and Citizenship (one test) • Computing Skills Assessment.

Key Learning Area

Mandatory Courses

English All students study English, Mathematics and Science in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 400 hours in each of these subjects.

Mathematics

Science

Key Learning Area Mandatory Courses Elective Courses (available in Years 9 & 10)

Creative Arts All students study 100-hour courses in each of Visual Arts and Music. At CGHS all student study Non-Elective Music in Yrs 9 & 10.

Dance Drama Music

Photographic and Digital Media Visual Arts Visual Design

http://www.naplan.edu.au/parents/parent_information_page.html�


Human Society and Its Environment (HSIE)

In Stage 4 (Years 7–8) all students study 100-hour courses in each of History and Geography. At CGHS Year 7 students study History and Year 8 students study Geography. In Stage 5 (Years 9–10) all students study 100-hours each of Australian History and Australian Geography. By the end of Year 10 all students must complete 400 hours of History and Geography combined.

Aboriginal Studies Commerce

Languages All students must study 100 hours in one language over one continuous 12-month period at some stage during Years 7–10. At CGHS this is covered in Year 8.

French German Japanese

Personal Development, Health and Physical Education (PDHPE)

All students study PDHPE in Years 7, 8, 9 and 10. By the end of Year 10 all students must complete 300 hours of PDHPE.

Physical Activity and Sports Studies (CEC)

Technology All students study Technology (mandatory) for 200 hours, usually in Stage 4 (Years 7–8.)

Design and Technology Food Technology Graphics Technology Industrial Technology Information and Software Technology Textiles Technology

Assessment In good teaching, assessment is built into the learning process rather than being a separate event. The teacher monitors the responses of students as they do activities that have been designed to show what they have learnt. These activities also provide opportunities for feedback on what has been achieved and what needs to be done for students to progress in their learning. In some cases it is possible for students to monitor their own learning or to benefit from peer feedback. Reporting to Parents Each year you will receive two written reports during the year on your daughter’s achievements at school. The information contained in this report is a summary of her achievement and is one of a number of ways Cheltenham Girls High School communicates with you about her progress. We will provide opportunities for you to meet with your daughter’s teachers to discuss ways to work together to help her. An interim progress report is issued to Year 7 parents at the end of Term One. This report does not focus on the achievement of course specific criteria but provides assessment in each course as to the learning habits demonstrated and developing by the students.


Each Faculty has its own junior assessment policy which specifies the areas to be assessed for each reporting period. Parent teacher meetings are advertised in the Calendar section of the school website: http://www.cheltenham-h.schools.nsw.edu.au . Parents should contact the Head Teacher listed in the first instance if support or clarification is required. We report your daughter’s progress to you using the following five point scale:

A – Outstanding Achievement: The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B – High Achievement: The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C – Sound Achievement: The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D – Basic Achievement: The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills

E – Limited Achievement: The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills

http://www.cheltenham-h.schools.nsw.edu.au/�


Middle School Teams Approach In 2006, NSW DET released a new strategy to support students in Years 5 to 9, particularly during their transition from primary to secondary school. The strategy ‐ Our Middle Years Learners: Engaged, Resilient, Successful ‐ sets a new direction, aiming to build stronger links between primary and secondary schools by promoting innovative teaching practices and focusing on the needs of each student.. As part of this Strategy every public school in NSW is required to establish a Primary-Secondary transition program. At Cheltenham Girls’ High School a Middle School Teams Approach strategy was adopted in 2007 and continues in 2011. Staff form teams for each year 7 and 8 class and meet throughout the year. Our team approach seeks:

•To engage and challenge our students and to ‘know them well’. It is important for teachers to have professional dialogue with others who teach the same students in order to meet this challenge.

•To further formalise our identification process for Gifted and Talented students an

d those experiencing Learning Difficulties. •To identify strategies which will support the ongoing engagement and learning fo

r these students and all others within their class grouping. These strategies will include literacy, numeracy, technology and curriculum differentiation strategies.

•To make informed decisions regarding the best teaching and learning practices for

each individual learner. Teachers need time to hear how students are performing and participating in classes other than their own.

•To encourage teachers to work together to ensure there is not too much cross‐curri

culum overlap. Significant overlap can result in disengagement of students.

“To reach higher, young people need to feel connected to teachers who know

them well, who enhance their confidence through successful learning experiences”

(Our Middle Learners Engaged, Resilient, Successful NSW DET 2006).

https://www.det.nsw.edu.au/media/downloads/newsroom/yr2006/oct/middleyrs.pdf�

https://www.det.nsw.edu.au/media/downloads/newsroom/yr2006/oct/middleyrs.pdf�


English

English is a mandatory course that is studied substantially in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10. Course description Students of English in Years 7–10 learn to read, enjoy, understand, appreciate and reflect on the English language in a variety of texts, and to write texts that are imaginative, interpretive, critical and powerful.

What will students learn about? Students study books, films, radio, television, newspapers, the internet and CD-ROMs. The texts give students experience of Australian literature and literature from other countries and times, and insights into Aboriginal experiences and multicultural experiences in Australia. Students also study texts that give experience of cultural heritages, popular cultures and youth cultures, picture books, everyday and workplace texts, and a range of social, gender and cultural perspectives. Students experience Shakespearean drama in Stage 5 (Years 9 and 10). What will students learn to do? Students develop their skills, knowledge and understanding so that they can use language and communicate appropriately and effectively for a range of purposes and audiences, in a range of contexts. They learn to think in ways that are imaginative, interpretive and critical. They express themselves and their relationships with others and the world. They reflect on their learning in English. Course requirements The study of English in Stage 4 (Years 7 and 8) requires experience of at least two works of each of fiction, film, nonfiction and drama and a wide range of types of poems. In Stage 5 (Years 9 and 10) it requires experience of at least two works of each of fiction, film, nonfiction and drama, and a variety of poetry drawn from different anthologies or from particular poets.

In Stage 5, the selection of texts must give students experience of Shakespearean drama.


Year 7 English 2011 Head Teacher: Mrs Fiona Clifton Description of Modules/Topics/ Areas of Study: Students in Year 7 complete five common units. These units are:

1. Area of Study - Representing Difference 2. Introduction to Drama – One Act Plays 3. Sound, Image and Word – Poetry and Film 4. Close study of a novel 5. Debating: Arguing the Issues

Students have a focus genre for each unit but study a variety of texts within each unit.

2011 Teachers

Name No. of Teaching Periods Teacher

7 R 7 Mrs R Fowell 7 O 7 Mrs M Moore 7 Y 7 Mr K James 7 G 7 Mrs C Narsai 7 B 6/1 Mrs Weir/Mrs Quan 7 I 4/3 Mrs Smith/Mrs Quan 7 V 6/1 Mr Ford/ Mrs Webb

Semester One assessment reflects student progress in the following areas: The Area of Study and Introduction to film unit will be reported on in Semester One. The skills assessed will include the student’s ability to:

- understand how different ideas are represented in texts - understand and contribute to class discussions - understand the content and meaning of written texts - speaks with confidence and clarity - write with technical accuracy

Semester Two assessment reflects student progress in the following areas: Sound, Image and Word – Poetry and Film Close study of a novel Debating: Arguing the Issues

These units will be reported on in Semester Two


Tasks which assess student progress include:

Unit Weight Term Task 1 Reading Task 20% Term 1 Task 2 Creative Writing 20% Term 1 Task 3 Oral Task 20% Term 2 Task 4 Representing 20% Term 3 Task 5 Listening 20% Term 4

100% In year 7 students will complete five common tasks which assess skills in writing, representing, reading, speaking and listening. Students’ critical writing skills will be assessed in class. Students are assessed through their performance in both common tasks and the various class activities which they are required to complete. Homework Expectations All students in Year 7 will receive English homework each week to supplement their English studies. This homework may consist of a variety of tasks including reading set texts of wide reading material, assignment tasks, viewing or monitoring media programs, researching, written tasks or completing class tasks. Students are encouraged to communicate with the teacher if problems regarding the completion of homework exist.


Mathematics Mathematics is a mandatory course that is studied substantially in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10. Course description Mathematics is used to identify, describe and apply patterns and relationships. It provides a precise means of communication and is a powerful tool for solving problems both within and beyond mathematics. In addition to its practical applications, the study of mathematics is a valuable pursuit in its own right, providing opportunities for originality, challenge and leisure. The aim of Mathematics in K–10 is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning. What will students learn about? Students study Number, Patterns and Algebra, Data, Measurement, Space and Geometry. Within each of these strands they will cover a range of topics including:

- fractions - decimals - percentages - consumer arithmetic - probability - algebraic techniques - coordinate geometry - graphing and interpreting

data - perimeter

- area - surface area and volume - trigonometry - properties of solids - geometrical figures - deductive geometry.

What will students learn to do? Students learn to ask questions in relation to mathematical situations and their mathematical experiences; to develop, select and use a range of strategies, including the use of technology, to explore and solve problems; to develop and use appropriate language and representations to communicate mathematical ideas; to develop and use processes for exploring relationships, checking solutions and giving reasons to support their conclusions; and to make connections between their existing knowledge and understanding and the use of mathematics in the real world.

National Assessment in Numeracy It is the policy of the Mathematics Faculty that Year 7 students do not use calculators either in class or in assessments. The purpose is to ensure that students improve their numeracy skills. However, the numeracy component of NAPLAN has both a calculator and non calculator section.


To prepare students for this Year 7 mathematics classes in weeks 10 and 11 of this term will be completing sample questions. During this time the class teacher will check that students have an appropriate calculator and know how to use it. It is recommended that students ensure that they have a calculator by this time of the term. It would appear that a calculator that has basic arithmetic operations would be sufficient i.e. addition, subtraction, multiplication, division, squares and square roots. However the documentation indicates that calculators suitable for the School Certificate may be used. Below is a description of permitted calculators from the Board's website Students are permitted to use calculators, including graphics calculators, that are silent, hand-held, and either battery or solar-powered. Calculators that are capable of communicating or exchanging data may be taken into the examination room, but are not to be used for this purpose in the examination. A calculating device that incorporates a set of keys whose primary function is to represent the alphabetic characters (eg a QWERTY keyboard) is not deemed to be a calculator for the purpose of this examination, and will not be allowed.

Calculators to be used by students in the examination must have been switched off and have had all storage facilities cleared for entry into the examination room.

http://www.boardofstudies.nsw.edu.au/manuals/calculators_hsc_gen_maths.html Homework Expectations Regular homework is given in Mathematics in order to reinforce the concepts learnt in the lesson. It is expected that students complete the homework tasks. Any problems arising can be discussed in class. There may be times when a student may need to see the class teacher at recess or lunch in order to receive further assistance. It is in the best interest of students to resolve any difficulties expeditiously.

https://mail.education.nsw.gov.au/exchweb/bin/redir.asp?URL=http://www.boardofstudies.nsw.edu.au/manuals/calculators_hsc_gen_maths.html�


Mathematics Head Teacher: Ms Robyn Paice Description of Topics Studied: Beginnings in Number, Using Geometrical Instruments, Order and Structure of Number, Graphs and Tables, Directed Numbers, Angles, Decimals, Algebra, Plane and Solid Shapes, Fractions, Percentages, Units of Measurement, Area and Volume. Students complete the ICT4U program during Terms 2 and 3.

2011 Teachers

Name No. of

Teaching Periods

Teacher

7 R 6 1

Mrs. Antoinette Vancuylenburg Mrs. Tracy Chung

7 O 7 Mrs. Irene Lee

7 Y 6 1

Mr. James Lau Mrs. Tracy Chung

7 G 4 3

Mrs. Kirsty Lovett Ms Robyn Paice

7 B 4 3

Mrs. Jan Bates Mrs. Margaret Travis

7 I 5 2

Mrs. Margaret Travis Mrs. Kirsty Lovett

7 V 5 2

Mrs. Tracy Chung Mrs. Kirsty Lovett

Semester One assessment reflects student progress in the following areas: Beginnings in Number, Using Geometrical Instruments, Order and Structure of Number, Graphs and Tables Semester Two assessment reflects student progress in the following areas: Directed Numbers, Angles, Decimals, Algebra, Plane and Solid Shapes, Fractions, Percentages, Tasks which assess student progress include: Common Tests, class tests and assignments. The report reflects all of these assessments. Year 8 classes in Mathematics are determined only on the basis of the Year 7 Common Tests.


Science Science is a mandatory course that is to be studied substantially in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10. Course description Science develops students’ knowledge, understanding and skills in making sense of and explaining the biological, physical and technological world, enabling them to make informed choices and responsible decisions as individuals and as part of the community. What will students learn about? Through their study of science, students develop knowledge and understanding about the living and non-living world. Students examine the historical and continuing contributions of scientists and the implications of scientific research for scientific knowledge, society, technology and the environment. What will students learn to do? Students work individually and in teams in planning and conducting investigations. They evaluate issues and problems, identify questions for inquiry and draw evidenced-based conclusions from their investigations. Through this problem-solving process they develop their critical thinking skills and creativity. They gain experience in making informed decisions about the environment, the natural and technological world and in communicating their understanding and viewpoints. Course requirements Practical experiences which emphasise hands-on activities will occupy a substantial amount of course time. All students will be required to undertake at least one research project during each of Stage 4 and Stage 5. At least one project will involve ‘hands-on’ practical investigation. At least one Stage 5 project will be an individual task.

Year 7 Science 2011

Head Teacher: Mr Geoff Pratt Description of Modules/Topics/ Areas of Study:

• Introducing Science •

: students learn about the nature and practice of science. The States of Matter

•

: students learn about the particle model of matter; the properties of solids, liquids and gases; changes of state; mixtures.

The Energy We Use

•

: students learn about the law of conservation of energy; sound energy; heat energy. Students learn to identify a variety of energy transformations in everyday devices involving electrical, sound, light and/or heat energy.

Living Things: students learn about the cell theory; classification; unicellular organisms;


multicellular organisms. • This Planet Earth

structure of Earth; the atmosphere; the hydrosphere; the lithosphere.

: students learn about the Newtonian model of the solar system; the structure of Earth; the atmosphere; the hydrosphere; the lithosphere.

2011 Teachers


7 R 4 3

Mr I. Scollay Mrs V. Kelleher

7 O 7 Mrs R. Magoffin 7 Y 7 Mrs J. Read 7 G 7 Mrs M. D’Souza 7 B 7 Mrs S. Gulati

7 I 4 3

Mrs M. D’Souza Mrs V. Kelleher

7 V 7 Mr M Whiteman

Semester One and Semester Two assessment reflects student progress in the following areas:

• An ability to demonstrate scientific knowledge and understanding. (This includes the use of models, theories and laws to explain scientific concepts, as well as applying scientific principles in everyday life.)

• An ability to Plan and conduct investigations. (This includes the safe and effective use of laboratory equipment.)

• An ability to demonstrate problem solving skills • An ability to Communicate information in a scientific manner

Common assessment tasks for all students in Year 7 will be held during each Semester that addresses each of these areas, either corporately or as individual tasks. Other tasks, such as oral presentations, class assignments and tests, home experiments may also be used to help assess student progress. Homework Expectations Student responsibilities include completing and submitting all assessment and class tasks and ensuring that all work is a serious attempt. Students can expect homework to be given on a regular basis to support and consolidate their learning and they are encouraged to seek guidance on work before the due date. Homework may consist of a range of activities including reading a section of their textbook and answering questions, completing exercises on worksheets, model making, assignment work, using ICT to research and analyse information, completing work not finished in class and/or catching up on work missed due to an absence. It is expected that students will submit homework on the due date unless prevented from doing so due to ill health or family concerns.


History The History (Mandatory) course requires students to complete: • 100 hours of History in Stage 4 • 100 hours of Australian History in Stage 5. Course description History develops in young people an interest in and enjoyment of exploring the past. A study of History provides opportunities for examining events, people and societies from ancient, medieval and modern times, including twentieth-century Australia. What will students learn about? Students explore the nature of history, how historians investigate the past and the importance of conserving our heritage. Aspects of the ancient and medieval world are studied, including origins and daily life of the ancient world and beliefs and values of medieval societies. The nature of colonisation and contact history is also examined. Students develop an understanding of significant developments in Australia’s social, political and cultural history. They study Federation, the Vietnam War era and the social history of one decade in depth. They examine Australia’s international relationships through study of the two world wars and our role as a global citizen. The changing rights and freedoms of Aboriginal peoples and other groups in Australia are also studied. What will students learn to do? Students learn to apply the skills of investigating history, including analysing sources and evidence and sequencing major historical events to show an understanding of continuity, change and causation. Students develop research and communication skills, including the use of information and communication technologies (ICT), and examine different perspectives and interpretations to develop an understanding of a wide variety of viewpoints. Students also learn to construct a logical historical argument supported by relevant evidence and to communicate effectively about the past to different audiences. Course requirements All students must complete a site study in Stage 4 and Stage 5. Homework Expectations Student responsibilities include completing and submitting all assessment and class tasks and ensuring that all work is a serious attempt. Students are to keep up-to-date with any work they have missed when absent, including finding out about assessment, class and homework tasks. Students are encouraged to seek help on with work before the due date of any task. Students should ensure that they commence larger tasks as soon as they are issued to ensure that they are completed with sufficient effort and detail.


History Head Teacher: Mrs Karen Doyle Description of Modules/Topics/ Areas of Study: Students study History in both semesters in Year 7. They complete work in the following topics:-

• What is History? – skills in History and Time • An Ancient Society and Civilisation of the Past such as Egypt • A Middle Ages Society and Civilisation of the Past such as Europe • Contact and Colonisation Experiences of Australian Aborigines • Another Indigenous Peoples’ Traditional Experiences, Contact and Colonisation.

2011 Teachers


7 R 5 Ms Ellam 7 O 5 Mrs Doyle 7 Y 3/2 Ms Watson/ Mr Johnstone 7 G 5 Ms Nealon 7 B 5 Ms Humphreys 7 I 5 Ms Ellam 7 V 5 Ms Humphreys

Semester One and Two assessments reflect student progress in the following areas:

• an ability to demonstrate knowledge and understanding of the topic studied • an ability to draw conclusions from historical information • an ability to locate ad synthesise information from different sources • an ability to clearly communicate using oral, written and graphic forms. • an ability to appropriately use technology for researching and reporting

Tasks which assess student progress include:

• Skills assessment – Historical language, concepts 20% • Ancient Society - research, synthesising, drawing conclusions 20% • Middle Ages Society - research, oral communication, comprehension, drawing

conclusions 20% • Contact History - group research, oral presentation, historical knowledge,

understanding 20% • Class work including historical fiction - 20%.

All year 7 students have been issued with information on the Year 7 History program and assessment, 2008.


Languages

In NSW students must study at least 100 hours in one language, to be completed over one continuous year. The 100-hour course must cover the Stage 4 outcomes and content of the chosen language syllabus, and must be studied between Years 7–10, but preferably in Years 7–8. When students have completed the mandatory 100 hours of language study, they may continue the study of that language as an elective for the School Certificate and/or choose to study another language. Course description

A language course provides students with the opportunity to gain effective skills in communicating in the chosen language, to explore the relationships between other languages and English, and to develop an understanding of the cultures associated with the chosen language.

What will students learn about in the study of a modern language?

Students will develop the knowledge, understanding and skills necessary for effective interaction in a language other than English. They will explore the nature of languages as systems by making comparisons between English and the chosen language. Students will also develop intercultural understanding by reflecting on similarities and differences between their own and the target culture. What will students learn to do in the study of a modern language? Students will develop the skills to communicate in another language. They will listen and respond to spoken language. They will learn to read and respond to written texts in the language they are learning. Students will establish and maintain communication in familiar situations using the language. Students will explore the diverse ways in which meaning is conveyed by comparing and contrasting features of the language. They will develop a capacity to interact with people, their culture and their language. Homework Expectations Consistency is the key to being a good language student. This involves learning vocabulary and completing exercises given in class. These exercises may involve short answer questions, grammar drills, reading from the student booklet, comprehensions or completing work not finished in class. Some research and collecting material from the Internet will also be required. Any work handed in late will receive a 10% penalty per day.


If a student is absent, she needs to catch up work missed as soon as possible. If a student is unable to complete homework, a note from her parent/guardian needs to be presented to the teacher that day.

Year 7 Languages 2011

Relieving Head Teacher: Mark Johnstone Description of Modules/Topics/ Areas of Study:

German Students learn the German words for members of their family and how to give simple descriptions of their physical appearance and personality. They are also given an introduction to German fairytales.

Japanese Students learn about both traditional and modern Japanese food, as well as associated culture such as table manners and how to use chopsticks. They learn to express their likes and dislikes in Japanese and are able to recognise the Hiragana script.

French Students learn how to introduce themselves and how to describe what they are wearing. They also research the Francophone world and specifically New Caledonia.

Italian Students learn about Italian cities and culture as well as how to introduce themselves and give personal information in Italian.

2011 Teachers


7 R Two Mrs Dudley 7 O Two Mr Hahn 7 Y Two Mr Hahn 7 G Two Mr Hahn 7 B Two Mrs Dudley 7 I Two Ms Doumani 7 V Two Ms Doumani

Semester One students will study French and German. Assessment reflects student progress in the following areas: Speaking involving a simple conversation: asking and answering questions about themselves; recognising French/German words and phrases; reading short texts in French /German. Writing simple sentences in French /German; developing cultural awareness of French Speaking communities and German traditions. Tasks which assess student progress include: common tests in Listening and Reading, Cultural assignments on French speaking cities and the German Fairytale Road and simple role plays. In Semester Two students will study Japanese and Italian. Assessments reflect student


progress in the following areas: Speaking involving simple conversations in Japanese and Italian; Recognising Japanese/ Italian words and phrases; Reading Japanese characters and Italian basic sentences about oneself and Cultural awareness of the differences between Australia and Japan/ Italy; Writing – writing simple sentences in Italian. Tasks which assess student progress include: common tests in Listening and Reading; Cultural assignments based on the differences between Australia and Japan.

Music

The Music Course for Year 7 and Year 8 is a mandatory course of 100 hours followed as part of a student’s School certificate requirements. Course description All students will have the opportunity to develop their musical abilities and potential. As an art form, music pervades society and occupies a significant place in world cultures and in the oral and recorded history of all civilisations. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. At an individual level, music is a medium of personal expression. It enables the sharing of ideas, feelings and experiences. The nature of musical study also allows students to develop their capacity to manage their own learning, engage in problem-solving, work collaboratively and engage in activities that reflect the real-world practice of performers, composers and audiences. What will students learn about? In the mandatory courses, students will study the concepts of music through the learning experiences of performing, composing and listening, within the context of a range of styles, periods and genres. A broad range of musical contexts, including exposure to art music and music that represents the diversity of Australian culture, will be covered. What will students learn to do? In Music, students will learn to perform music in a range of musical contexts, to compose music that represents the topics they have studied and to listen with discrimination, meaning and appreciation to a broad range of musical styles. The development of skills in performing, composing and listening is based on the six musical concepts of Duration, Pitch, Tone Colour, Structure, Texture and Dynamics and Expressive Techniques. Students will be taught to understand these concepts and apply their knowledge to the areas of performance, Composition and Listening.


Course requirements The mandatory course is usually studied in Year 7 and Year 8. Students may not commence study of the elective course until they have completed the requirements of the mandatory course.

Year 7 Music 2011 Head Teacher: Mrs Robyn Mead Description of Modules/Topics/ Areas of Study: In year 7, Semester One we focus on some of the main concepts of music: Introduction to Duration, Pitch of the treble clef and Structure. Activities to support these concepts are derived from Listening Tasks, Composition and Performance activities.

2011 Teachers


7 R 3 Mrs Mead 7 O 3 Mrs Katz 7 Y 3 Mrs Alexander 7 G 3 Mrs Alexander 7 B 3 Mrs Alexander 7 I 3 Mrs Katz 7 V 3 Mrs Katz

Semester One assessment reflects student progress in the following areas: Assessment is based mostly on the class activities. Initially these are often group compositions or performance activities to enable students to achieve confidence in these areas. As the semester and year progresses, some performance and composition assessments may be of an individual nature. Students will be given the opportunity to show an extension of achievement to cater for the gifted and talented students. Listening activities are usually assessed on an individual basis due to the nature of the responses required. Students will complete a Selmer Musical Aptitude test in class for which no study or preparation is required. Results from this give a very strong indication of student potential and form a small percentage of the first semester mark. Students are expected to become familiar with the terms and symbols associated with music being studied. This is known as their Musical Literacy skills. Semester Two assessment reflects similar tasks but at a deeper level of understanding. Each student is expected to have an A4 display folder in which to put the pages of the booklet they are given and any additional worksheets issued by their teacher. It is


important that this folder is brought to every lesson. Homework Expectations: Completion of any work not finished in class, revision of work undertaken in class and study for common tests will form the basis of required homework. Although practical work on the keyboard will be assessed in Semester 2, students are given opportunity tin class to practice and rooms are available at lunch times should they feel the need for extra practice. It is not assumed each girl has access to a keyboard at home however, should that be the case, and then practising their pieces at home would be beneficial.

Personal Development, Health and Physical

Education Personal Development, Health and Physical Education (PDHPE) is a mandatory course that is studied in each of Years 7–10 with at least 300 hours to be completed by the end of Year 10. Course description PDHPE develops students’ capacity to enhance personal health and wellbeing. It promotes their enjoyment of and commitment to an active lifestyle and helps them to achieve confidence and competence in a wide range of activities. Through PDHPE students develop knowledge, understanding, skills, values and attitudes that enable them to advocate lifelong health and physical activity. What will students learn about? All students study the following four modules: • Self and Relationships – Students learn about enhancing their sense of self, improve

their capacity to manage challenging circumstances and develop caring and respectful relationships.

• Movement Skill and Performance – Students explore the elements of composition as

they develop and refine movement skills in a variety of contexts and contribute to the satisfying and skilled performance of otherts.

• Individual and Community Health – Students learn about the specific health issues

of mental health, healthy food habits, sexual health, drug use and road safety. They examine risk, personal safety and how to access health information, products and services.

• Lifelong Physical Activity – Students consider lifestyle balance and the importance of

physical activity and its physical benefits. Students learn to participate successfully in a


wide range of activities and to adopt roles that promote a more active community. What will students learn to do? Students will learn important skills that will enable them to take action to maintain their health and physical activity. These include skills in communicating, interacting, problem-solving, decision-making, planning and moving.

Year 7 PD/H/PE 2011

Relieving Head Teacher: Ms Rebecca McLachlan Description of Modules/Topics/ Areas of Study: * Connecting Myself: Students learn about a sense of self, connectedness, interpersonal

communication, caring and respectful relationships and interacting with others. * Chelty Champs: Students participate in mini-olympic games where the focus is on

participation, sportsmanship and teamwork. * Improving My Health: Students learn about the nature of health, factors that affect

health, drug use, accessing health information and services, components of a balanced lifestyle and benefits of physical activity.

* Ball Games: Students consolidate basic ball skills. * Motor Skills: Students develop and practice motor skills in a range of different contexts * Adolescence and Change: Students learn about adolescent changes and challenges and

basic sexual health. * On The Move: Preparation of a class dance where students learn to work as a team and

acquire leadership skills for a performance held during Term 3. * Risky Business: Students learn about managing risk, strategies to minimize harm and

personal safety. * Dance: Students learn the elements and culture of dance through the Aboriginal dance

unit topics.

2011 Teachers


7 R 5 Rachel Marangon 7 O 5 Samantha Parkinson 7 Y 5 Jane McInerney 7 G 5 Cathy Gray 7 B 5 Rachel Marangon 7 I 5 Tomacin spring and Kirsten

Wood 7 V 5 Emily Davie


ASSESSMENT: Semester One assessment reflects student progress in the following areas: Connecting Myself, Improving My Health, Motor Skills. Students will be assessed on their ability to: • Describe and analyse the influences on a sense of self • Identify strategies that enhance coping skills • Demonstrate word processing skills to create a personal profile • Identify consequences of risk taking behaviours • Demonstrate cooperation and support for others in a variety of contexts • Demonstrate fundamental movement skills and composition skills to perform

specific practical tasks Semester Two assessment reflects student progress in the following areas: Adolescence and Change Ball Games, Risky Business, and On The Move. Students will be assessed on their ability to: • Examine current and future life challenges • Identify and describe coping strategies • Describe strategies to minimise harm from risk taking behaviours • Contribute positively to group activities in both theory and practical lessons • Demonstrate body control, object manipulation and composition skills Tasks which assess student progress include: Computer Word Document Production, Individual Written Tasks, Practical, Dance Presentations, Skills Tests, Self Assessment, Peer Assessment, Level of Involvement in Group Work, Class Tasks. Homework Expectations All students in PDHPE are to expect homework as a supplement to their at-school studies in this course. This homework may consist of reading from student booklet, assignment work, researching and analysing information from the internet and other sources, completing comprehensions or short answer questions, discussing ideas with family and community members, completing work not finished in class and / or catching up on work missed due to absence. Students will be made aware of the due date for homework and should present work on time. Students are expected to have a good reason for not completing their homework. This may include ill health or family concerns but should be supported by documentation from home. If homework is not completed (this includes forgetting book with homework in it) students without a reasonable excuse may be asked to complete one or both of the following: submission of the task at next available opportunity (e.g. 8.30am the following school day or lunch 2 the day it was due) and / or provision of a letter from a parent or guardian stating that the parent or guardian is aware of their daughter’s failure to complete and / or submit homework on the due date.


SPORT Year 7 Sport is an Integrated Sports Program taught by the PDHPE faculty. Sports experienced throughout the year include: Cricket, Soft Crosse, European Handball, Ultimate Frisbee, Athletics, Basketball skills, Tball and Indigenous games. Students learn basic skills for each sport which are applied to many modified game situations. A compulsory swimming program is conducted in Term 4 and a Year 7 Sports Skills day at Dural Park occurs in Term 2.

2011 Teachers


7 R 3 Ms Kirsten Wood 7 O 3 Ms Samantha Parkinson 7 Y 3 Ms Rachel Marangon 7 G 3 Ms Cathy Gray 7 B 3 Ms Mowll/ Ms McLachlan 7 I 3 Ms Gray/ Ms Mowll 7 V 3 Ms Emily Davie


Technology (Mandatory) The Technology (Mandatory) course is studied for 200 hours, typically in Stage 4 (Years 7 and 8). Technology (Mandatory) is the foundation course for a range of elective courses in the Technology learning area. Course description Technology (Mandatory) develops in students an understanding of design and design processes and the technologies that can be employed to produce creative and innovative solutions to identified needs. It enables students to select and use materials, tools and techniques in a responsible and safe manner. What will students learn about? All students will learn about the processes of designing through the development of design projects in the areas of: • Built Environments • Products • Information and Communications. They will learn about the properties and applications of a range of materials and the tools and equipment that are used to shape, form and join these materials. Students will gain an understanding of the factors that influence design including function and aesthetics. They will study the work of designers and the impact of technological advancement on society and the environment. What will students learn to do? Students will learn to identify and respond to needs through the development of quality design projects. They will learn to access and safely use a range of materials, tools and techniques to aid in the development of design projects and to critically evaluate their own work and the work of others. Students will learn to undertake research and experiments to inform the development of design projects and to evaluate, analyse and apply the results of these activities to individual projects.


Year 7 Technology 2011 Head Teacher: Mr John Reardon Description of Modules/Topics/ Areas of Study: Year 7 is involved in two Areas of Study: the Built Environment and Information and Communication. Each area is project based and is presented so that students are involved in determining the design brief, considering all aspects that affect the design, creating the product and assessing the process used to fulfil the design brief. Students undertaking the ‘Built Environment’ create a ‘cushion’ within the Textiles Technology room, whilst Information and Communication can involve the students in media production, the promotion of a food product or the construction of a clock.

2011 Teachers The classes are organised on a rotation basis throughout the year so that they are involved in three aspects of the Built Environment and Information and Communication.

2011 Teachers

Name No. of

Teaching Periods

Teacher (teaching periods)

7 R 7 Tec 1 7 Tec 2 7 Tec 3 7 Tec 4

6 7 Tec 1 – Mrs Sheath (6) 7 Tec 2 – Mrs Sethi (6) 7 Tec 3 – Mrs Lawrence (6) 7 Tec 4 – Mrs Cross (3) Mrs Edwards (3)

7 O 6 7 Y 6 7 G 7 Tec 5

7 Tec 6 7 Tec 7

6 7 Tec 5 – Mrs Sheath (4) Mr Necic (2) 7 Tec 6 – Mrs Cross (3) Mrs Sethi (3) 7 Tec 7 – Mr Reardon (6) 7 B 6

7 I 7 Tec 8 7 Tec 9

7 Tec 10

6 7 Tec 8 – Mrs Lawrence (4) Mrs Cross (2) 7 Tec 9 – Mrs Cross (1) Mrs Glanville (3) Mrs Edwards (2) 7 Tec 10 – Mr Reardon (6) 7 V 6

Half Yearly and Yearly assessment reflects student progress in the following areas:

Report Outcome Manages the completion of quality design projects. Students will be assessed on how they manage their individual projects to ensure the successful completion of a quality product. It is also dependent on the initiative shown in preparing for tasks and the effective utilisation of class time.


Evaluates the design process. Students will undertake an evaluation of their design process during each area of study

Folio is developed to follow the design process reflecting research work and well developed information, communication and technology skills.

Tasks which assess student progress include: the completion of word processing documents, examination of aspects with existing designs, sketching design solutions that may fulfil the design brief, undertaking drawings using CAD equipment, creating the product to suit their design analysis and completing a procedural statement as to how their project was completed.

The assessment criteria may change prior to the report; however students will be informed of these changes. Homework Expectations Students are expected to complete work which is set in class and not completed during the allocated time and small units of homework as set by the class teacher. Students will also receive a class assignment that requires them to examine the changes in technology within the specific Area of Study.


Visual Arts Visual Arts Visual Arts is a mandatory course of 100 hours that is studied across each of Years 7 and 8. Course description Visual Arts provides opportunities for students to enjoy the making (70%) and studying of art (30%). It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world, and enables students to represent their ideas and interests in artworks. Visual Arts enables students to become informed about, to understand and to write about their contemporary world and worlds of the past. What will students learn about? Students learn about the pleasure and enjoyment of making different kinds of artworks in 2D and 3D forms. They learn to represent their ideas and interests via their artmaking practice. They learn how and why artists, including painters, sculptors, architects, designers, photographers and ceramists make artworks. Students learn about how art is shaped by different beliefs, values and meanings by exploring artists and artworks from different times and places and relationships between the artist – artwork – world – audience. They also explore how their own lives and experiences can influence their artmaking and critical and historical studies. What will students learn to do? Students learn to make artworks using a range of materials and techniques in 2D, 3D forms, including traditional and more contemporary forms, site-specific works, installations, digital media and other ICT forms, in order to build a body of work over time. They learn to develop their research skills, how to approach experimentation and how to make informed personal choices and judgments. These skills are the particular area of emphasis in the elective courses studied from Year 9 through to Year 12. They learn to document procedures and activities about their artmaking practices in their Visual Arts diary. They learn to investigate and respond to a wide range of artists and artworks in artmaking, and in critical and historical studies. They also learn to interpret and explain the functions of and relationships between the artist – artwork – world – audience. Course requirements Students are required to produce a body of work and keep a Visual Arts diary.


Year 7 Visual Arts 2011 Head Teacher: Ms Rowena Gibbs Description of Modules/Topics/ Areas of Study: In year 7, Visual Arts students will develop knowledge, understanding and skills to make artworks. They will critically and historically interpret art to assist in the making of their own artworks. They will develop an understanding of art practice (how artists go about creating their works), the conceptual framework (involving the interaction of the artist, artwork, world and audience), and the frames in which artists work (the Cultural, Structural and Subjective Frame). Two structured modules of study will be experienced during the year. Module 1 – People, Portraits and Self Identity: represented through investigations of the human figure and self identity in 2D and 3D form. This will be explored by experiencing a variety of techniques such as drawing, painting, contact print photography, ceramic and sculpture. One major assignment, consistent for all classes, will be completed during the semester. This assignment will be related to the portrayal of the human form, to develop an understanding of art styles, media and techniques. Module 2 – Objects Around Us: represented through investigations of everyday objects, both functional and non-functional, including primitive artefacts and precious objects, in 2D and 3D forms. Techniques experienced here may include drawing, painting, printmaking, ceramics and sculpture. One major assignment, consistent for all classes, will be completed during the semester. This assignment will be related to the portrayal of the still life, to develop an understanding of art styles, media and techniques.


2011 Teachers


7 VAR1 3 Ms. Gibbs 7VAR2 3 Ms. Latty 7 VAR3 3 Ms. Liepins 7 VAR4 3 Mr. Necic 7 VAR5 2 / 1 Ms. Liepins/ Ms.

Gibbs 7 VAR6 2 / 1 Ms. Latty / Ms.

Sourlas 7 VAR7 3 Mr. Necic 7VAR8 3 Ms. Gibbs 7VAR9 3 Ms. Sourlas

7VAR10 3 Ms. Liepins Semester One assessment reflects student progress in the following areas: By negotiation with the classes, module 1 or module 2 will be experienced by the student during Semester 1. Tasks, homework and assignments will be associated with the particular module undertaken. Semester Two assessment reflects student progress in the following areas: The module, either 1 or 2, not experienced in Semester 1, will be offered in Semester 2 and all tasks, homework and assignments, associated with the particular module will be undertaken. Therefore, by the end of the year students will have had equal experience in both modules of study. Tasks which assess student progress include: Class exercises, homework, research and assignments. Homework Expectations Homework tasks will include the completion of class work, set homework exercises, research tasks and 2 major assignments to be undertaken throughout the year.


Reminder!

Your daughter’s Year 7 Year Adviser is there to assist your daughter with

student welfare issues.

If you have a question or concern regarding subjects and class-work, or homework, please contact the Head

Teacher of that subject!

We hope you have found the information provided useful to you.

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information, please let us know!!

cheltenham girls’ high school€¦ · cheltenham girls’ high school . a year 7 parents’ guide...

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