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Whole School Curriculum and Assessment Plan

OUR SHARED VISION School Profile

Sarina State High School is a coeducational school of approximately 750 students in Years 7-12, with 15% identifying as Indigenous. Serving a rural community to the immediate

south of Mackay, many students travel to school by bus from up to 100 km away.

Our school emphasises a culture of high expectations. Our varied curriculum caters for targeted learning needs and enables students’ opportunities to progress and explore

personalised pathways. Our strong and positive links within the local community have formed a strong foundation to allow for work placements, school base apprenticeships

and traineeships.

School information and data Key curriculum documents

Total enrolments 750 Year levels 7 - 12 Systemic

• P–12 curriculum, assessment and reporting framework (Department of Education and Training – DET)

• Every student succeeding - State schools strategy (DET)

• Australian Curriculum, Assessment and Reporting Authority (ACARA) documents

• Queensland Curriculum and Assessment Authority (QCAA) documents

School-based

• Whole School Curriculum Plan

• Whole School Data Plan

• School Pedagogical Framework

• Agreed Faculty Expectations

• School Strategic Plan and Annual Implementation Plan

Student information % Indigenous students: 15% % students with disabilities: 5.5%

Staff information Number of teaching staff: 65 FTE Number of non-teaching staff: 30 FTE

State School priorities

Improve academic achievement for all students.

Lift the performance of our top students.

Improve reading and writing for all students.

Improve Year 12 certification rates.

Close the gap for Aboriginal and Torres Strait Islander students.

Improve the participation and achievement of students with a disability.

Prepare to implement the new Queensland Certificate of Education.

Enhance the learning opportunities of rural and remote students.

School-based priorities

3 Key improvement priorities:

1. High quality teaching (Art and Science of Teaching)

2. Literacy – Writing

3. Know Your Students – Attendance and Differentiation

Additional improvement foci:

Whole school curriculum and assessment alignment

Transition to the new Senior Assessment and Tertiary Entrance (SATE) system

Community partnerships and Student and staff well-being

IMPROVING STUDENT ACHIEVEMENT Each year annual targets are set in accordance with the Annual Implementation Plans (AIP).

Key Targets include:

High Quality Teaching Differentiation Whole school literacy: Writing

Targets 100% teaching staff engaged in ASOT and Explicit Instruction in the classroom.

100% teaching staff engaged in Instructional Rounds.

100% staff engaged in Professional Learning Community (PLC) with a whole school strategic focus.

Whole school attendance target 90% (with less than 20% of students under 85% attendance).

Differentiation plans for every class. Academic achievement for Years 7 -12 A to C

greater than 85%. 95% students achieving A to C for effort and

behaviour in all subjects. Student data tracked and monitored Years 7

to 12.

90% NMS for Reading & 80% for Writing. 10% U2B for Writing and 15% other strands. Improvement in Year 9 Writing. 100% senior school students achieving literacy

and numeracy requirements for QCE. 100% staff engaged in STRIVE process and

Seven Steps to Writing Success. 90% students achieving A to C for English in

Year 7 - 10.

This is being achieved through a number of strategies, including but not exclusive of:

Moderation processes occur at a number of junctures throughout the year and is conducted at the faculty level.

Data analysis as detailed in Sarina SHS Data Plan - driven differentiation of learning experiences in each classroom;

Providing regular feedback, both formally and informally to staff through line management processes and classroom observations;

Providing regular feedback, both formally and informally to students through achievement tracking processes and whole-class and individual feedback conversations;

Providing professional development for staff focused on improving pedagogy;

Diagnostic testing;

Rigorous Senior Education and Training (SET) planning and tracking of senior students’ achievement.

TIME ALLOCATION FOR CURRICULUM DELIVERY: YEARS 7 - 10

Subject Year Level/Lessons (70 mins) per week

Year 7 Year 8 Year 9

English 3 lessons 3 lessons 3 lessons

Mathematics 3 lessons 3 lessons 3 lessons

Science 3 lessons 3 lessons 3 lessons

Humanities (History, Geography, Civics)

3 lessons 3 lessons 3 lessons for 1 semester

Health and Physical Education 2 lessons 2 lessons 3 lessons for 1 semester

Design Technologies: Agriculture, Food and Fibre, Graphics, Industrial Technology and Design.

Agriculture – 2 lessons for term ITD – 2 lessons for term

Food and Fibre – 2 lessons for term ITD – 2 lessons for term

Elective 3 lessons

Digital Technologies: Business Studies, Information Technology

Business studies – 2 lessons for term Information technology – 2 lessons for

term

Information technology - 2 lessons for term

Elective 3 lessons

Japanese 2 lessons for a semester 2 lessons for a semester Elective

3 lessons

Drama Not taught 2 lessons for 1 term Elective

3 lessons

Music 2 lessons for 1 term Not taught Elective

3 lessons

Visual Art 2 lessons for 1 term 2 lessons for 1 term Elective

3 lessons

Netball Development Program 2 lessons 2 lessons Elective

3 lessons

Rugby League Development Program 2 lessons 2 lessons Elective

3 lessons

Junior Enrichment Program (pastoral care and literacy improvement)

2 lessons 2 lessons 2 lessons

Subject

Year Level/Lessons (70 mins) per week

Year 10 (Semester One)

Year 10 (Semester Two)

English 3 lessons English OR

Essential English 3 lessons

Mathematics 3 lessons Advanced Mathematics OR

Mathematics 3 lessons

Science

3 lessons 3 lessons

Humanities

History 3 lessons

Electives

Accounting Business

Legal Studies 3 lessons

Electives History

Geography Legal Studies Accounting

Business 3 lessons

Health and Physical Education

Health and Physical Education OR

Rugby League Development Program OR

Netball Development Program 2 lessons

Electives Recreation

Health and Physical Education Extension Rugby League Development Program Netball Development Program

3 lessons

Design Technologies

Electives Food and Nutrition

Hospitality Graphics

Industrial Technology and Design 3 lessons

Electives Food and Nutrition

Hospitality Graphics

Industrial Technology and Design 3 lessons

Digital Technologies

Elective Information and Communication Technology

3 lessons

Elective Information and Communication Technology

3 lessons

Japanese

Elective 3 lessons

Elective 3 lessons

Drama Elective

3 lessons Elective

3 lessons

Music Elective

3 lessons Elective

3 lessons

Visual Art Elective

3 lessons Elective

3 lessons

Vocational Education and Training (VET)

FSK20113 Certificate II in Skills for Work and Vocational Pathways

5 lessons

Electives MSM10216 Certificate I in Manufacturing (Pathways)

ACM10117 Certificate I in Animal Studies 3 lessons

Electives MSM10216 Certificate I in Manufacturing (Pathways)

AHC10216 Certificate I in AgriFood Operations 3lessons

Senior Enrichment Program

2 lessons

Elective Selections 1 Subject 3 Subjects

JUNIOR ENRICHMENT PROGRAM (Year 7)

The literacy improvement program undertaken at Sarina State High School is based upon a Direct Instruction program, focusing on Decoding, Comprehension or Writing. All

year 7 students are diagnostically tested prior to their enrolment, and at regular intervals during their inaugural high school year.

Students learn in classroom composed of students with a similar ability level. The Direct Instruction program is timetabled for 105 minutes per week and is reviewed regularly

to ensure students are progressing. Modifications to each student’s program pathway are made when required.

There are three programs in which students will complete depending on their individual reading abilities – Decoding, Comprehension or Essentials for writing.

The Decoding program is written for students who have difficulty reading accurately and fluently. The program provides a unique blend of teacher‐directed instruction and

high‐frequency practice to accelerate decoding.

The Comprehension program is designed for students who read without understanding. The program develops vocabulary, information and comprehension strategies needed

for academic success.

Essentials for Writing is specifically designed to help middle/high school students write with clarity, purpose and care. Systematic, explicit instruction and writing assignments

ensure that students focus and structure their thinking, as well as learn strategies for accomplishing specific types of writing tasks.

ENRICHMENT PROGRAM (Year 8 and 9)

The Enrichment Program enables students in Years 8 and 9 the ability to select and engage with a range of programs that aim to extend and enrich them in areas that may be

unable to be offered throughout the curriculum. Through the Enrichment Program, students will engage in literacy, numeracy, higher order thinking, research and writing

skills whilst engaging in programs offered by multiple curriculum areas.

Students will select two enrichment programs, which will be studied for a period of 10 weeks (1 term). Available Enrichment offerings differ on a term-by-term basis and are

dependent on teacher availability, expertise and student interest. Students will have access to both English and Maths tutorial sessions to facilitate those who would like to

continue to develop their literacy and numeracy skills.

Potential Enrichment Programs include but are not limited to:

Quidditch

Environment Club

Reef Guardian

Project

Sustainable Art

Sign Language

Laboratory Skills

Opti-minds

Film Studies

Co2 Dragsters

ENRICHMENT PROGRAM (Year 10)

Year 10 students will engage in an Enrichment Program for Semester two that will assist in the Senior Education and Training (SET) planning process. This program aims to

guide and help shape year 10 students’ future by ensuring they select the correct subjects heading into Year 11 and 12 based on their future goals.

The program includes presentations from local industry representatives and training organisations, practice job interviews, research into higher education options and

pathways, resume writing, aptitude testing, using the MyPath application for students wishing to continue with tertiary education after senior school. The SETplanning part

of this process will involve setting goals for senior school, analysing their current results and deciding what subjects will be best based on their aspirations for the future.

Students will be supported by various members of the senior schooling team including the Deputy Principal, Head of Department, Senior School Liaison Officer and the GO.

The final stage of the SETplanning process is an interview with parent/guardian/carer, student and a member of the senior schooling team going through the students set

plan and ensuring they are on the right path for their future aspirations.

In term 4, students will be involved in classes of their choosing for the Enrichment Program. This to assist students to reach their career aspirations by increasing their skills

and knowledge in a variety of fields. The classes students may be able to select from will be alternative activities to their set curriculum studies. These could be things such

as furniture building, studies of food and nutrition, history extension, photography projects, different sporting options, marine based activities, environmental/conservation

projects and studies, extra certificate courses and the like.

INDIVIDUAL CURRICULUM PLANS (ICPs)

Australian Curriculum, for all students, are specified in the P-12 curriculum, assessment and reporting framework and the Providing the Australian Curriculum in Prep to Year

10 in Queensland state schools from 2017 and in Whole school approach to differentiated teaching and learning. Additional advice about providing an Individual Curriculum

Plan for students in Prep to Year 10 is provided below.

Schools must consider the long-term implications of providing students with an ICP. Ongoing alterations to curriculum may affect students’ future pathways, as they progress

towards either a Queensland Certificate of Education or a Queensland Certificate of Individual Achievement.

Sarina State High School is committed to creating equitable learning opportunities for all students, whereby students are key stakeholders in their education. The process of

putting a student on an ICP is a collaborative decision made with the student, their parents and teachers, taking into consideration past and current academic results,

diagnostic testing results, work samples and observations. It is a school-based decision to place students on an ICP for the subject areas of Maths/Science and

English/Humanities, as a student must be behind in every aspect of a Subject Curriculum. A record of the ICP is in One School under the student profile, support tab; this will

outline the relevant curriculum goals for the subject areas of Maths/Science and English/Humanities. A small percentage of students at Sarina State High School will be

working at the General Capabilities level of the Australian Curriculum and will be on a Highly Individualised ICP.

The stakeholders will review the progress of students on Individual Curriculum Plans (ICPs) on a semester basis. They will decide whether the student has made sufficient

progress to move onto the next year level of their ICP or if the student has made enough gains that, they no longer require an ICP. Teachers will be responsible for collecting

and uploading semester results, work samples, diagnostic testing and teacher notes as evidence to One School.

Students remain on an ICP at Sarina State High School until Semester 2 of Year 10, unless the decision is for the student to transition off their ICP at an earlier date, when

students undertake their Short Course Numeracy and Literacy in preparation for Senior Schooling.

P–12 curriculum, assessment and reporting framework

The P–12 curriculum, assessment and reporting framework specifies the curriculum, assessment and reporting requirements for all Queensland state schools’ principals and staff delivering the curriculum from Prep to Year 12.

Supporting documents

The P–12 curriculum, assessment and reporting framework (PDF, 2MB) (RTF, 3.5MB) is complemented by a series of supporting documents that provide additional detail to deliver a world-class education and improve the progress and academic achievement of every student in Prep to Year 12.

The supporting documents include:

Providing the Australian Curriculum in Prep to Year 10 in Queensland state schools from 2017 (PDF, 532KB) (RTF, 494MB)

Determining implementation approaches for provision of the whole Australian Curriculum in Prep to Year 10 (PDF, 322KB) (DOCX, 170KB)

Preparing students for success in senior secondary (PDF, 2.7MB)

Assessment and moderation in Prep to Year 10 (PDF, 767KB) (RTF, 781KB)

Reporting to parents (DOCX, 202KB)

A whole school approach to differentiated teaching and learning (PDF, 694KB) (RTF, 704KB)

o Individual curriculum plan (PDF, 735KB) (RTF, 231MB)

o Students with disability (PDF, 1MB) (RTF, 959MB)

o Curriculum provision to gifted and talented students (DOC, 662KB)

o English as an additional language or dialect (EAL/D) learners (PDF, 546KB) (RTF, 470KB)

Pedagogical framework (DOC, 376KB)

Homework (PDF, 576KB) (RTF, 594KB)

Statement of expectations: Water safety and learn to swim programs (PDF, 2.7MB) (RTF, 1.4MB)

The P–12 curriculum, assessment and reporting framework reflects Every student succeeding - State schools strategy (PDF, 408KB) and is part of a commitment to providing a world-class education for all students. It is based on the assumption that every student can learn and that responding to the diverse learning needs of all students is central to teaching.

The P–12 curriculum, assessment and reporting framework supporting documents are being revised to outline new requirements for state schools as they work towards implementing all eight learning areas of the Australian Curriculum, Version 8, by the end of 2020.

https://education.qld.gov.au/curriculum/school-curriculum/p-12

https://education.qld.gov.au/curriculums/Documents/p12-carf-framework.pdf

https://education.qld.gov.au/curriculums/Documents/p12-carf-framework.rtf

https://education.qld.gov.au/curriculums/Documents/providing-curriculum.pdf

https://education.qld.gov.au/curriculums/Documents/providing-curriculum.rtf

https://education.qld.gov.au/curriculums/Documents/determining-implementation-whole-australian-curriculum.pdf

https://education.qld.gov.au/curriculums/Documents/determining-implementation-whole-australian-curriculum.DOCX

https://education.qld.gov.au/curriculums/Documents/preparing-students-for-success-y10.pdf

https://education.qld.gov.au/curriculums/Documents/assessment-moderation.pdf

https://education.qld.gov.au/curriculums/Documents/assessment-moderation.rtf

https://education.qld.gov.au/curriculums/Documents/policy-reporting.docx

https://education.qld.gov.au/curriculums/Documents/school-approach-to-differentiated-teach-and-learn.pdf

https://education.qld.gov.au/curriculums/Documents/whole-school-approach-differentiated-teach-and-learn.rtf

https://education.qld.gov.au/curriculums/Documents/individual-curriculum-plan.pdf

https://education.qld.gov.au/curriculums/Documents/individual-curriculum-plan.rtf

https://education.qld.gov.au/curriculums/Documents/students-with-disability.pdf

https://education.qld.gov.au/curriculums/Documents/students-with-disability.rtf

https://education.qld.gov.au/curriculums/Documents/policy-gifted-talented.doc

https://education.qld.gov.au/curriculums/Documents/eald-learners.pdf

https://education.qld.gov.au/curriculums/Documents/eald-learners.rtf

https://education.qld.gov.au/curriculums/Documents/pedagogical-framework.doc

https://education.qld.gov.au/curriculums/Documents/homework.pdf

https://education.qld.gov.au/curriculums/Documents/homework.rtf

https://education.qld.gov.au/curriculums/Documents/water-safety-expectations.pdf

https://education.qld.gov.au/curriculums/Documents/water-safety-expectations.RTF

https://education.qld.gov.au/curriculums/Documents/state-schools-strategy.PDF

https://education.qld.gov.au/curriculum/school-curriculum/p-12

English

Year 7 English

Unit Unit 1: Exploring Poetry and Song Unit 2: Motivational Speaking Unit 3: Novel Study Unit 4: Persuasion: Advertising

Year 7 English: Teaching and Learning

In this unit, students listen to, read and interpret a variety of poems and songs including those that put forward different perspectives on a number of issues. They analyse the text structures and language devices used in each poem to create particular effects and meaning. Students create and present a persuasive response to a song to promote a point of view, and participate in a panel discussion to evaluate the effectiveness of a particular song in making a comment on a social issue. In groups, students select a poem and transform it into a multimodal presentation to promote a new way of seeing the messages and images conveyed through the poem.

In this unit, students examine the ways contemporary events and issues have been represented in non-literary texts. They identify and use language choices that influence a reader to form opinions or judgments. Students write and share a point of view on a chosen event / issue of relevance to them / society today, and justify it using evidence from a range of sources. Students are to persuade the reader to accept their point of view using a range of persuasive techniques and devices.

In this unit, students listen to, read and view literature about Australia and Australians, including the close study of a literary text. Students demonstrate their understanding of the literary text by responding to comprehension questions. They also explore ideas and viewpoints about events, issues and characters represented in the text. Students examine the ways language is used by the author to create characters and to influence the emotions and opinions of readers. They create an imaginative recount to convey a particular point of view, adapting stylistic features such as narrative viewpoint, contrast and juxtaposition.

In this unit, students understand how text structures and language features combine in media texts to influence audiences. Students will examine how language is used to persuade in advertising texts from a range of historical, social and cultural contexts. The text structures, language features and visual features particularly persuasive devices, will be examined. Students will create a response that analyses the persuasive devices and techniques in advertisements and explain how these influence target audiences.

Year 7 English: Assessment

Spoken Creative / Written Analytical

2 – 3 minutes (presentation)

300 – 400 words (analysis)

Undertaken individually

Notice of the assessment at commencement of unit

Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing (for rationale)

Spoken: Persuasive / Multimodal 2 – 3 minutes



Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing (speech script)

One (1) week in class time to create multimodal element Students will compose and deliver a

persuasive / motivational speech to

promote a point of view or enable a new

way of seeing on a chosen issue or event

Written: Imaginative 300 – 400 words



Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing Students will create an imaginative

response of an event from the studied

novel to provide a particular point of view:

victim or villain. Teacher may choose Black

Written: Analytical essay 300 – 400 words Creative: Design an advertisement



Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing (for analysis)

Two (2) weeks’ in class time to create

advertisement

Two (2) weeks’ in class time to

create multimodal element

To create and present a SLAM

poetry performance of a poem.

Students will create a minimum of five (5) poems that foreground a viewpoint on a chosen issue and submit in the form of an anthology. One of the poems (student choice) will be presented to peers in a digital multimodal performance: slam poetry style. Students will write and submit a rationale to accompany their chosen poem: explaining the issue and the techniques they have used in the poem to foreground this issue and position their audience. This rationale will form part of their spoken presentation (it can be presented before or after the Slam poetry performance).

(to be negotiated with classroom

teacher).

Snake or another novel of their choice that

is relevant and appropriate to the purpose

and requirements of the task.

Part A: Students will create a written

analytical response to inform their peers

about persuasive elements in an

advertisement / advertising text and how

these combine to influence the consumer’s

emotions and opinions. Part B: Students

will also create and submit their own

advertisement to demonstrate their

understanding of the persuasive

techniques used in advertising – spoken;

written; video.

Balance and coverage of general capabilities and cross-curriculum priorities

Key Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural

understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Unit Unit 1: Exploring Poetry and Song Unit: Motivational Speaking Unit 3: Novel Study Unit 4: Persuasion: Advertising

Year 8 English

Unit Unit 1: Representations in the News Media

Unit 2: How meaning is created in a drama script

Unit 3: Representing Human Experience: Novel Study

Unit 4: Creative Writing


In this unit, students read, view and listen to a variety of news media texts including those taken from digital environments and television. Students explore representations of individuals, groups and events, explaining how text structures and language features of news media texts affect these representations. They examine techniques used by news media writers to create representations of groups, to position audiences and to privilege particular viewpoints.

In this unit, students examine drama scripts to understand how texts are constructed and meaning is created to engage and influence audiences. They read and view a selection of scripts / script excerpts to interpret stated and implied meanings. They identify, analyse and explain text structures and language features of scripts that convey character, plot and issues. They examine characters and differing viewpoints on ethical issues raised in the texts. Through a persuasive presentation students use persuasive language choices and relevant supporting evidence to express personal viewpoints that will engage and influence an audience.

In this unit students read, view and listen to a variety of texts that create representations of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures. They analyse the text structures and language, and audio and visual features that create these representations and position the audience in relation to the specific groups represented. Students then choose a text and analyse the features that create representations and position the audience; students then write an analysis to express their opinion about the text.

In this unit, students read and comprehend a variety of short stories / illustrated short stories to understand the text structures and language features that are used to develop characterisation, setting and plot, and engage an audience. They identify and explain authors' language and visual choices in short stories and understand how these choices are combined for particular purposes and effects. Students also have opportunities to practise narrative writing to experiment with language choices for specific purposes and effects. In the assessment task, students write a short story, combining text structures and language features, and visual features for specific effects.


Spoken: Creative Digital Multimodal

2 – 3 minutes

Undertaken individually Notice of the assessment purpose and text type response at commencement of unit Three (3) weeks’ in class drafting time for news report with access to teacher constructive feedback and conferencing One (1) week in class drafting time for creation of multimodal element to accompany spoken news report

To create and present a spoken news report with an accompanying multimodal (visual) element to support intended representation. The

Spoken: Persuasive speech 3 – 4 minutes Undertaken individually Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting time for poem and rationale with access to teacher constructive feedback and conferencing Students are to select a social, moral or ethical topic addressed in the drama script OR issue faced by one of the characters and then plan, draft and create a persuasive speech based on that topic. Students will then deliver a persuasive speech selecting and demonstrating relevant voice qualities and body language to influence an audience.

Written: Analytical essay

Exam conditions

70 minutes

300 – 400 words

Undertaken individually Notice of the assessment at commencement of unit Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing (comments only NOT corrections)

Good copy completed under exam conditions

Students will write an analytical essay to explain and evaluate how the author has used language features and text structures for specific purpose and effects, in

Written: Imaginative

Illustrated Short Story

500 – 700 words

Undertaken individually Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting time with access to constructive teacher feedback and conferencing.

Students will create and edit a short story that combines language and text structure choices for particular purposes and effects. Explicit reference to The Seven Steps to Writing Success as a teaching and learning strategy will assist students to complete this task. Encourage the use of ICTs / Book creator ipad app.

news report will present a ‘negative’ or ‘positive’ representation of particular individual, social group and / event as chosen by the student and then discussed and negotiated with the classroom teacher.

constructing the representation of a character, ideas or issues in the novel.



understanding


Unit Unit 1: Representations in the News Media Unit 2: How meaning is created in a drama script

Unit 3: Representing Human Experience: Novel Study

Unit 4: Creative Writing

Year 9 English

Unit Unit 1: Speculative Fiction Unit: Exploring Ethical Issues: Novel Study Unit 3: Exploring Ethical Issues in a Drama Script: 12 Angry Men

Unit 4: Novel Study


In this unit, students listen to, read and view a variety of information and speculative fiction texts to produce close readings of these texts. In particular, students will examine how authors use text structures, language and visual features to present information, opinions and perspectives about issues commonly represented in works of speculative fiction. Students use their knowledge of literary texts to create a speculative fiction short story, using ideas from an information text, such as an article from a science magazine / movie / novel as a stimulus. Students also examine and experiment with the features of narrative texts and apply their knowledge of how authors create different levels of meaning in their writing to transform their ideas into a speculative short story (narrative text)

In this unit, students read a literary text to examine how authors present different perspectives on issues. Students also examine persuasive text structures and language features that influence an audience to accept a particular perspective. Students create and deliver a persuasive presentation to support or challenge the perspectives conveyed on issues represented in the novel.

In this unit, students read a drama text / view a film adaptation of a drama script to comprehend ideas about human experiences in response to ethical dilemmas, such as justice, equity and prejudice. They explore how the social, cultural and historical contexts of a text influence its construction, analysing and evaluating representations in a drama text. They create an interview script / monologue that interprets and integrates ideas from the focus text, to construct representations of characters and a point of view about an ethical issue raised in the text. Students listen to, read and view a variety of literary and non-literary texts to understand the ways that text structures and language features are manipulated to construct meaning and position audiences to accept particular perspectives about social and ethical issues. Students apply understandings about the manipulation of text structures and language features to edit texts for greater precision and persuasive effect.

In this unit, students read a novel to understand how authors use text structures and language features to construct representations of characters, ideas and issues. They read, listen to and view texts that build their understanding of the ways particular text structures and language features are used for specific purposes and effects. They write an analytical essay to evaluate how an author has constructed representations of a character, ideas and issues in the novel.


Written: Imaginative Short story Length: 600 – 700 words Undertaken individually Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting

time with access to teacher

constructive feedback and

conferencing

Spoken: Persuasive: Multimodal: Television Editorial Presentation

Length: 3 – 5 minutes

Undertaken individually Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting time with access to teacher constructive feedback and conferencing

One (1) week to create multimodal

element

Spoken: Creative / Imaginative: Interview script OR Interior Monologue Length: 3 – 4 minutes Undertaken individually Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting time with access to teacher constructive feedback and conferencing

Students will create an additional scene

to the drama text Twelve Angry Men that

Written: Analytical Essay: Supervised Exam Length: 600 – 700 words Time: 70 minutes Undertaken individually Notice of the assessment at commencement of unit Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing

Final copy written under supervised exam

conditions

Students will create a speculative

short story (science fiction) that is

stimulated by ideas and issues

identified in a range of

speculative fiction texts

deconstructed in class to present

perspectives on aspects of the

world and significant human

experiences. Students MUST

discus their chosen ideas and

issues with the classroom

teacher.

Students will create and deliver a

persuasive presentation that supports or

challenges the perspective conveyed on an

issue represented in the studied novel.

Students will also include a multimodal

element to further support the perspective

they are foregrounding.

(The novel is used as a model for how

representations are created and presented

by writers NOT as a source of evidence).

comprises an interview between a

journalist and one of the jurors from the

drama text, OR an interior monologue

from the perspective of one of the jurors)

which takes place after the events of Act

3.

Students will write an analytical essay to

explain and evaluate how the author has

used language features and text structures

for specific purpose and effects, in

constructing the representation of a

character, ideas and issues in the novel.



understanding


Unit Unit 1: Speculative Fiction Unit 2: Exploring Ethical Issues: Novel Study

Unit 3: Exploring Ethical Issues in a Drama Script

Unit 4: Novel Study

Year 10 English

Unit Unit 1: Novel Study Unit 2: Poetry Unit 3: Shakespeare Unit 4: Understanding Satire


In this unit, students read, analyse and evaluate a novel that explores issues relevant to Australian society. They examine narrative viewpoint, characterisation and plot structures in literature. They consider the links between values, beliefs, assumptions and the social, moral and ethical positions of authors. Students examine elements of creative writing and the stylistic features of authors. They create an imaginative response- a short story that contributes an additional scene to the narrative of a novel. Using the narrative viewpoint of a secondary character, the imaginative transformation will provide a unique perspective on characters, settings and events taken from the original novel as well as advancing a social, moral and/or ethical message that responds to an issue from the text.

In this unit, students examine how poetry can be used to develop and present social, moral and ethical perspectives on issues that are relevant to particular audiences and contexts. They examine stylistic features, text structures and language features in poetry and consider how these elements combine to privilege perspectives. Students also consider technical aspects of poetic forms such as odes, elegies, ballads and sonnets, producing their own poetic texts.

In this unit student read and interpret a Shakespearean tragedy. Students begin the unit by developing knowledge that will help them interpret Shakespearean drama; this is followed by a series of lessons where students read and analyse the play: themes; values and beliefs; characters; historical and social context. Students will then produce interpretations of plot, characterisations and themes using language features and text structures commonly used in literary analysis (with supporting evidence form the play).

In this unit students read, view and analyse the techniques used in satirical texts. Students write and present a creative spoken response to demonstrate their knowledge and understanding of the techniques of satire which influence audience interpretation and response.


Written: Creative response: Length: 700 words


Notice of the assessment purpose and text type response at commencement of unit

Three (3) weeks’ in class drafting with access to constructive teacher feedback and conferencing

Spoken Multimodal: Imaginative/ Analytical Slam Poetry Presentation Length: Rationale: 500 words Presentation: 3 minutes

Undertaken individually Notice of the assessment at commencement of unit Total of four (4) weeks’ drafting lessons - drafting to be completed in lesson time with access to constructive teacher feedback and conferencing (teacher may choose to have weekly drafting dates in order for students to

Written: Analytical Essay Exam: No notice of task Length: 500 – 700 words Time: 90 + 10 minutes Undertaken individually Notice of the assessment type response at commencement of unit Will be marked as part of the Cluster

•is based on the playscript, Romeo and Juliet

Spoken: Creative Satirical news text Length: 3 –4 minutes Undertaken individually Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting time with access to teacher constructive feedback and conferencing

Students will create a spoken satirical text (news report for the Australian satirical

Student is to write an imaginative short story that contributes an additional scene to the narrative of a novel. The response will present a resistant representation of a person / event / issue in the studied novel -- student will take on the role of one of the secondary characters from the novel and write from his/ her perspective.

progressively complete their poems, compose rationale and design a multimodal element

You have been called upon to perform in the ‘Take Part’ festival, a community event that advocates art and literature as tools for raising awareness about social, cultural and global issues. As an aspiring poet, you will demonstrate how a poem can be constructed and performed to advance a social, moral or ethical perspective on important social, cultural or global issues. Students will create 5 poems (different forms) that provide a perspective on a social, moral, ethical issue/s of concern foregrounded in the studied novel; students will select ONE poem and compose a justification (rationale) of their text structure and language choices in that poem, then present the justification and poem to the class. Students will also create a multimodal element to accompany their chosen poem that will support their ‘message’ and further influence their audience. The purpose of poem and presentation is to influence thoughts/opinions of the audience re that issue.

•requires students to write a 500-700 word analytical exposition over the course of two (2) sessions under supervised conditions and with no teacher input; the purpose is to analyse

•provide students with 10 minutes’ planning time followed by another 90 minutes’ writing time

•provide students with a single bank of quotes from which to draw. Students should also be encouraged to memorise quotes they consider to be relevant to the general focus of the unit as identified in the Context supplied

•will provide students with a choice between two topics which are both themes/issues-based. Themes/issues schools need to ensure they cover include: love, revenge, conflict, misadventure, fate, greed, violence, teen impetuousness

•details the audience as the teacher

news website the ‘Betoota Advocate’) based on a person, event, social group or issue of topical / contemporary relevance. Students must discuss topic choice with classroom teacher.

Unit Unit 3: Shakespeare Unit 4: Understanding News Media

Year 10 Essential English: Teaching and Learning

In this unit, students view a film interpretation of a Shakespearean play. They use their knowledge of visual codes, elements of sound and the text structures and language features of film review to evaluate the value of the selected film for contemporary Australian teenage audiences.

In this unit, students listen to, read, view and discuss a variety of news texts. They examine how text structures, language features and the arrangement of information within news texts position audiences to respond to people, cultures, places, events, objects and concepts. Students develop a multimodal presentation to analyse, evaluate and compare how two news texts from different sources of news media represent a person, group, culture, place, event, object and/or concept.

Year 10 Essential English

Written: Analytical Film Review Length: 700 words


Spoken: Creative Length: 3 – 4 minutes


Notice of the assessment purpose and text type response at commencement of unit

Three (3) weeks’ in class drafting with access to constructive teacher feedback and conferencing

To write a film review that evaluates the value of a film interpretation of a Shakespearean play (Romeo and Juliet OR The Taming of the Shrew) to persuade contemporary Australian teenage audiences.

Notice of the assessment at commencement of unit Three (3) weeks’ in class drafting time with access to teacher constructive feedback and conferencing

Students will plan, compose and present a spoken news report that portrays a ‘resistant’ (NOT how generally represented / ‘opposite’) representation of an individual, event or social group (this MUST be relevant in contemporary society). Visual (still or moving) images will be used to support this representation – multimodal element. The written script and spoken presentation will demonstrate the student’s knowledge and understanding how text structures, language features and arrangements of visual and written information within news texts influence audience perspectives.



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Unit Unit 1: Novel Study Unit 2: Poetry Unit 3: Shakespeare Unit 4: Understanding Satire / News Media

Mathematics Year 7 Mathematics

Unit Unit 1: Number and Algebra Unit 2: Number and Algebra Unit 3: Measurement and Geometry Unit 4: Statistics and Probability

Year 7 Mathematics: Teaching and Learning

Number and Algebra – Number and Place Value, Real Numbers, Money and Finance Mathematics - Investigate and use square

roots of perfect square numbers (ACMNA150)

- Compare, order, add and subtract integers (ACMNA280)

- Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line (ACMNA152)

- Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)

- Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)

- Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155)

- Round decimals to a specified number of decimal places (ACMNA156)

- Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)

Number and Algebra – Number and place value, Patterns and algebra, Linear and non-linear relationships - Investigate index notation and

represent whole numbers as products of powers of prime numbers (ACMNA149)

- Apply the associative, commutative and distributive laws to aid mental and written computation (ACMNA15)

- Introduce the concept of variables as a way of representing numbers using letters (ACMNA175)

- Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176)

- Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177)

- Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)

- Solve simple linear equations (ACMNA179)

Investigate, interpret and analyse graphs from authentic (ACMNA180)

Measurement and Geometry –

Using units of measurement, Shape, Location and transformation, geometric reasoning. - Establish the formulas for areas of

rectangles, triangles and parallelograms, and use these in problem solving (ACMMG159)

- Calculate volumes of rectangular prisms (ACMMG160)

- Draw different views of prisms and solids formed from combinations of prisms (ACMMG161)

- Describe translations, reflections in an axis and rotations of multiples of 90° on the using coordinates. Identify and rotational symmetries (ACMMG181)

- Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165

- Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (ACMMG166)

- Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)

Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)

Statistics and Probability – Chance,

Data and representation - Construct sample spaces for single-

step experiments with equally likely outcomes (ACMSP167)

- Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168)

- Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)

- Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)

- Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data (ACMSP171)

Describe and interpret data displays using median, mean and range (ACMSP172)

- Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. (ACMNA158)

- Recognise and solve problems involving simple ratios (ACMNA173)

Investigate and calculate 'best buys', with and without digital technologies (ACMNA174)

Year 7 Mathematics: Assessment

Exam 1 x 60 minute duration under exam conditions. Part A: Technology Free(40 mins) Part B: Technology inclusive(20 mins)

Exam 1 x 60 minute duration under exam conditions. Part A: Understanding and Fluency Part B: Problem Solving and Reasoning

PMST 3 Weeks (1 lesson per week of class time will be allocated.) Individual, Access to Internet, Calculator Allowed Exam 1 x 60 minute duration under exam conditions. Part A: Understanding and Fluency Part B: Problem Solving and Reasoning




understanding


Unit 1: Number and Algebra 2: Number and Algebra 3: Measurement and Geometry 4: Statistics and Probability

Year 8 Mathematics



Number and Algebra –

Number and Place Value, Real Numbers, Money and Finance Mathematics - Use index notation with

numbers to establish index laws with positive integral indices and the zero index (ACMNA182)

- Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183)

- Investigate terminating and recurring decimals (ACMNA184)

- Investigate the concept of irrational numbers, including π (ACMNA186)

- Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)

- Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)

Solve problems involving profit and loss, with and without digital technologies (ACMNA189)

Number and Algebra – Patterns and

algebra, Linear and non-linear relationships - Extend and apply the distributive law

to the expansion of algebraic expressions (ACMNA190)

- Factorise algebraic expressions by identifying numerical factors (ACMNA191)

- Simplify algebraic expressions involving the four operations (ACMNA192)

- Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)

- Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)


Using units of measurement, Geometric reasoning. - Choose appropriate units of

measurement for area and volume and convert from one unit to another (ACMMG195)

- Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (ACMMG196)

- Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area (ACMMG197)

- Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume (ACMMG198)

- Solve problems involving duration, including using 12 and 24hour time within a single time zone (ACMMG199)

- Define congruence of plane shapes using transformations (ACMMG200)

- Develop the conditions for congruence of triangles (ACMMG201)

- Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)


Data and representation - Identify complementary events and

use the sum of probabilities to solve problems (ACMSP204)

- Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'. (ACMSP205)

- Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)

- Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)

- Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes (ACMSP206)

- Explore the variation of means and proportions of random samples drawn from the same population (ACMSP293)

- Investigate the effect of individual data values, including outliers, on the mean and median (ACMSP207)


Exam 60 minute examination. Closed book. Calculators allowed.


PMST 4 Weeks (1 lesson per week of class time will be allocated.) Individual, Access to Internet, Calculator Allowed Exam


60 minute examination. Closed book. Calculators allowed.



understanding



Year 9 Mathematics



Number and Algebra –Real

Numbers, Money and Finance Mathematics, Patterns and algebra - Apply index laws to

numerical expressions with integer indices (ACMNA209)

- Express numbers in scientific notation (ACMNA210)

- Solve problems involving simple interest(ACMNA211)

- Extend and apply the index laws to variables, using positive and the zero index (ACMNA212)

- Apply the law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213)

Number and Algebra – Real

Numbers, Linear and non-linear relationships - Solve problems involving direct

proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)

- Find the distance between two points located on the Cartesian using a range of strategies, including graphing software (ACMNA214)

- Find the midpoint and gradient of a line segment (interval ) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294)

- Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)

- Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)


Using units of measurement, Geometric reasoning, Pythagoras and trigonometry. - Calculate areas of composite shapes

(ACMMG216) - Calculate the surface area and

volume of cylinders and solve related problems (ACMMG217)

- Solve problems involving the surface area and volume of right prisms (ACMMG218)

- Investigate very small and very large time scales and intervals (ACMMG219)

- Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar (ACMMG220)

- Solve problems using ratio and scale factors in similar figures (ACMMG221)

- Investigate Pythagoras’ Theorem and its application to solving simple


Data representation and interpretation. - List all outcomes for two-step chance

experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)

- Calculate relative frequencies from given or collected data to estimate probabilities of events involving 'and' or 'or' (ACMSP226)

- Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)

- Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)

problems involving right angled triangles (ACMMG222)

- Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles (ACMMG223)

- Apply trigonometry to solve right- angled triangle problems (ACMMG224)

- Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ (ACMSP282)

- Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283)


PMST 4 Weeks (1 lesson per week of class time will be allocated.) Written report, up to 3 pages. Individual, Access to Internet, Calculator Allowed

Semester Exam 1 x 60 minute duration under exam conditions. Part A: Understanding and Fluency Part B: Problem Solving and Reasoning





understanding



Year 10 Mathematics

Unit 1: Statistics and Probability 2: Number and Algebra 3: Number and Algebra 4: Measurement and Geometry


Statistics and Probability –

Chance, Data representation and interpretation - Describe the results of two and

three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246)

- Use the language of ‘if ....then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)

- Determine quartiles and interquartile range (ACMSP248)

- Construct and interpret box plots and use them to compare data sets (ACMSP249)

- Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250)

- Use scatterplots to investigate and comment on relationships between two numerical variables (ACMSP251)

- Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)

- Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)

Number and Algebra – Money

and financial mathematics, patterns and algebra and real numbers - Connect the compound interest

formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)

- Factorise algebraic expressions by taking out a common algebraic factor (ACMNA230)

- Simplify algebraic products and quotients using index laws (ACMNA231)

- Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)

- Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233)

- Substitute values into formulas to determine an unknown (ACMNA234)

Number and Algebra – Linear and

non-linear relationships, patterns and algebra - Solve problems involving linear

equations, including those derived from formulas (ACMNA235)

- Solve linear inequalities and graph their solutions on a number line (ACMNA236)

- Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)

- Solve problems involving parallel and perpendicular lines (ACMNA238)

- Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate (ACMNA239)

- Solve linear equations involving simple algebraic fractions (ACMNA240)

- Solve simple quadratic equations using a range of strategies (ACMNA241)


Using units of measurement, geometric reasoning, Pythagoras and trigonometry - Solve problems involving surface

area and volume for a range of prisms, cylinders and composite solids (ACMMG242)

- Formulate proofs involving congruent triangles and angle properties (ACMMG243 )

- Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes (ACMMG244)

- Solve right- angled triangle problems including those involving direction and angles of elevation and depression (ACMMG245)


PMST 4 Weeks (1 lesson p/w class time) Written report. Individual, Access to Internet, Calculator Allowed




Unit Unit 1: Statistics and Probability Unit 2: Number and Algebra Unit 3: Number and Algebra Unit 4: Measurement and Geometry

Year 10 Advanced Mathematics: Teaching and Learning

- Investigate reports of studies in digital media and elsewhere for information on their planning and implementation (ACMSP277)

- Calculate and interpret the mean and standard deviation of data and use these to compare data sets (ACMSP278)

- Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation (ACMSP279)

- Define rational and irrational numbers and perform operations with surds and fractional indices (ACMNA264)

- Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265)

- Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266)

- Solve simple exponential equations (ACMNA270)

- Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269)

- Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)

- Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation (ACMNA268)

- Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)

- Prove and apply angle and chord properties of circles (ACMMG272)

- Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)

- Use the unit circle to define trigonometric functions, and graph them with and without the use of digital technologies (ACMMG274)

- Solve simple trigonometric equations (ACMMG275)

- Apply Pythagoras’ Theorem and trigonometry to solving three-dimensional problems in right- angled triangles (ACMMG276)

Year 10 Advanced Mathematics: Teaching and Learning

PMST 4 Weeks (1 lesson p/w class time) Written report. Individual, Access to Internet, Calculator Allowed






understanding


Unit 1: Statistics and Probability 2: Number and Algebra 3: Number and Algebra 4: measurement and Geometry

Science

Year 7 Science

Unit 1: Biological Sciences 2: Chemical Sciences 3: Physical Sciences 4: Earth and Space Sciences Year 7 Science: Teaching and Learning

Science and Understanding - Classification helps

organise the diverse group of organisms (ACSSU111) - Elaborations 1, 2, 3, 4, 5, 6 (ACARA website)

- Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112) – Elaborations 1, 2, 3, 4, 5, 6, 7 (ACARA website)

Science Inquiry Skills - Collaboratively and

individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

- Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)

- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data

Science and Understanding - Mixtures, including solutions,

contain a combination of pure substances that can be separated using a range of techniques (ACSSU113) - Elaborations 1, 2, 3, 4 (ACARA website)

Science as a Human Endeavour - People use science understanding

and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121) – Elaboration 1 (ACARA website)

Science Inquiry Skills - Identify questions and problems

that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

- Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)


- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)

- Summarise data, from students’ own investigations and secondary sources, and use scientific

Science Understanding - Change to an object’s motion is caused

by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117) – Elaborations 1, 2, 3, 4, 5 (ACARA website)

Science as a Human Endeavour - Solutions to contemporary issues

that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120) – Elaboration 1 (ACARA website)

Science Inquiry Skills - Collaboratively and individually

plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)



- Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)

- Reflect on scientific investigations including evaluating the quality of

Science Understanding - Predictable phenomena on Earth,

including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115 ) – Elaborations 1, 2, 3, 4, 5, 6, 7 (ACARA website)

- Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116) - Elaborations 1, 2, 3, 4, 5, 6, 7 (ACARA website)

Science as a Human Endeavour

- Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119 )

Science Inquiry Skills - Collaboratively and individually

plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)



- Summarise data, from students’ own investigations and secondary sources, and use scientific

http://www.scootle.edu.au/ec/search?accContentId=ACSSU111

https://www.australiancurriculum.edu.au/f-10-curriculum/science/?year=12007&strand=Science+Understanding&strand=Science+as+a+Human+Endeavour&strand=Science+Inquiry+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false



http://www.scootle.edu.au/ec/search?accContentId=ACSIS125




http://www.scootle.edu.au/ec/search?accContentId=ACSHE121





















using digital technologies as appropriate (ACSIS129)


- Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)

- Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

- Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133 )

understanding to identify relationships and draw conclusions based on evidence (ACSIS130)




the data collected, and identifying improvements (ACSIS131)



understanding to identify relationships and draw conclusions based on evidence (ACSIS130)




Year 7 Science: Assessment

Exam 1 x 60 minute duration under exam conditions.

Scientific Report Individual work and group work

components.

Experiments to be done in class time (2

lessons).

Booklet to be completed in class time (4

lessons).





















understanding


Unit 1 2 3 4

Year 8 Science

Unit Unit 1: Chemical Sciences

Unit 2: Earth and Space Sciences

Unit 3: Biological Sciences

Unit 4: Physical Sciences

Year 8 Science: Teaching and Learning

Science and Understanding - Properties of the different

states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151) - Elaborations 1, 2, 3 (ACARA website)

- Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152) - Elaborations 1, 2, 3 (ACARA website)

- Chemical change involves substances reacting to form new substances (ACSSU225) - Elaborations 1, 2, 3, 4 (ACARA website)

Science as a Human Endeavour - Scientific knowledge has

changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134) - Elaborations 2,3,4 (ACARA website)

Science and Understanding - Sedimentary, igneous and

metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153 ) - Elaborations 1, 2, 3, 4, 5 (ACARA website)

Science as a Human Endeavour - Science knowledge can develop

through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226) - Elaboration 1 (ACARA website)

- Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135) - Elaborations 1, 3 (ACARA website)

Science Inquiry Skills - Construct and use a range of

representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)

Science and Understanding - Cells are the basic units of living things;

they have specialised structures and functions (ACSSU149) - Elaborations 1, 2, 3, 4, 5, 6 (ACARA website)

- Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150) - Elaborations 1, 2, 3, 4, 5, 6 (ACARA website)

Science as a Human Endeavour - Scientific knowledge has changed

peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134) Elaborations 1 (ACARA website)

- Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226) Elaborations 2,3 (ACARA website)

- Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical

Science and Understanding - Energy appears in different forms,

including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155) - Elaborations 1, 2, 3, 4, 5 (ACARA website)

Science Inquiry Skills - Identify questions and problems that

can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)



- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using


https://australiancurriculum.edu.au/f-10-curriculum/science/?year=12007&year=12008&year=12009&strand=Science+Understanding&strand=Science+as+a+Human+Endeavour&strand=Science+Inquiry+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false



















Science Inquiry Skills - Identify questions and

problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)






- Use scientific knowledge and findings from investigations




- Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)

considerations (ACSHE135) - Elaboration 5 (ACARA website)

- People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136) - Elaboration 3,7 (ACARA website)

Science Inquiry Skills - Identify questions and problems that

can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)




- Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

(ACSIS145)

digital technologies as appropriate (ACSIS144)















to evaluate claims based on evidence (ACSIS234)






Assignment To be completed in 3 weeks. Undertaken in class time. Parts A, D and E are to be completed individually. Parts B and C may be completed in a group. All written materials related to the investigation must be submitted individually.



understanding


Unit 1: Chemical Sciences 2: Earth and Space Sciences 3: Biological Sciences 4: Physical Sciences

Year 9 Science

Unit Unit 1: Physical Sciences Unit 2: Earth and Space Sciences Unit 3: Chemical Sciences Unit 4: Biological Sciences Year 9 Science: Teaching and Learning

Science Understanding - Energy transfer through

different mediums can be explained using wave and particle models (ACSSU182) - Elaboration 1, 2, 3, 4, 5, 6

Science as a Human Endeavour - Values and needs of

contemporary society can influence the focus of scientific research (ACSHE228)

Science Understanding - The theory of plate tectonics explains

global patterns of geological activity and continental movement (ACSSU180) - Elaboration 1, 2, 3, 4, 5

- Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere

Science Understanding - All matter is made of atoms that are

composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177) - Elaboration 1, 2, 3

- Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178) - Elaboration 1, 2, 3, 4, 5

Science Understanding - Multi-cellular organisms rely on

coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175) - Elaboration 1, 2, 3, 4, 5

- Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176 ) - Elaboration 1, 2, 3, 4






Science Inquiry Skills - Formulate questions or

hypotheses that can be investigated scientifically (ACSIS164)

- Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

- Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS166)

- Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

- Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

- Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

- Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)

- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

(ACSSU189) Elaborations 2,3, 4, 5, 6,7, 8 (year 10)

Science as a Human Endeavour - Scientific understanding, including

models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158 )

- Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)

Science Inquiry Skills - Analyse patterns and trends in data,

including describing relationships between variables and identifying inconsistencies (ACSIS169)





- Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179) - Elaboration 1, 2, 3, 4, 5

Science as a Human Endeavour - Scientific understanding, including models

and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

Science Inquiry Skills - Formulate questions or hypotheses that

can be investigated scientifically (ACSIS164) - Plan, select and use appropriate

investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)







Science as a Human Endeavour - Scientific understanding, including models

and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158 )

- People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)

Science Inquiry Skills - Formulate questions or hypotheses that

can be investigated scientifically (ACSIS164) - Plan, select and use appropriate

investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)






- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific
































language, conventions and representations (ACSIS174)



Written Assignment 4 Weeks (1 lesson per week of class time will be allocated.) Written report. Individual, Access to Internet, Calculator Allowed Exam 1 x 60 minute duration under exam conditions.





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Unit 1: Physical Science 2: Earth and Space Sciences 3: Chemical Sciences 4: Biological Sciences

Year 10 Science

Unit Unit 1: Chemical Sciences

Unit 2: Biological Sciences

Unit 3: Physical Sciences

Year 10 Science: Teaching and Learning

Science Understanding

- The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186) Elaborations 1, 2, 3, 4

- Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187) Elaborations 1, 2, 3, 4, 5

Science as a Human Endeavour - Scientific understanding, including models and

theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

Science Inquiry Skills

- Formulate questions or hypotheses that can be investigated scientifically (ACS15198)


- Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184 ) Elaborations 1, 2, 3, 4, 5, 6, 7.

- The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185) Elaborations 1, 2, 3, 4, 5, 6

- The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188) Elaborations 1,2,3,4


- Scientific understanding, including models and theories, is contestable and is refined over time


- Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)

- The motion of objects can be described and predicted using the laws of physics (ACSSU229 )


- People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)

- Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)











- Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems (ACSIS206)


through a process of review by the scientific community (ACSHE191)

- Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)




- Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data the data (ACSIS205)



- Formulate questions or hypotheses that can be investigated scientifically (ACS15198)














understanding


Unit 1: Chemical Sciences 2: Biological Sciences 3: Physical Sciences


Humanities (History, Geography, Civics)

Year 7 Humanities

Unit UNIT 1: HISTORY: Australia’s ancient Past: Lake Mungo

UNIT 2: GEOGRAPHY: Water in the World

UNIT 3: HISTORY: Investigating Ancient Rome OR China

UNIT 4: CIVICS AND CITIZENSHIP: Australia’s Legal and Political system

UNIT 5: GEOGRAPHY: Place and Liveability

Year 7 Humanities: Teaching and Learning

Across this unit students will Investigating the ancient past with a focus on Lake Mungo in Australia: • How historians and archaeologists investigate history, including excavation and archival research • The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. • The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains • The range of sources that can be used in an historical investigation, including archaeological and written sources

In this unit, students will investigate the inquiry questions identified from the Australian Curriculum: Geography:

How do people’s reliance on places and environments influence their perception of them?

What effect does the uneven distribution of resources and services have on the lives of people?

What approaches can be used to improve the availability of resources and access to services?

The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment, interconnections, change, sustainability and scale. In this unit, students will examine the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. Water in the world develops students’ understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa.

CHINA: Across this unit students will: • explore the physical features of China and how they influenced the civilisation that developed there • investigate significant beliefs, values and practices of Chinese society • identify and understand the roles of key groups in ancient Chinese society • investigate the role of a significant individual and how they have been perceived by contemporaries and later historians • examine the extent of contacts and conflicts in and/or with other societies and the resulting developments. ROME: Across this unit students will:

analyse the physical features and settlement patterns of Italy and the importance of the Tiber to Rome's location

determine the nature of the conflicts between Rome and her neighbours in Italy and the western Mediterranean

analyse the life and significance of Augustus in the history and culture of Rome

analyse the characteristics of society and daily life in ancient Rome.

In this unit, students will investigate the following key inquiry questions:

•How is Australia's system of democratic government shaped by the Constitution?

•What principles of justice help to protect the individual's rights to justice in Australia's system of law?

•How is Australia a diverse society and what factors contribute to a cohesive society?

Students will study key features of Australia's system of government and explore how this system aims to protect all Australians. They examine the Australian Constitution and how its features, principles and values shape Australia's democracy. Students look at how the rights of individuals are protected through the justice system. They explore how Australia's secular system of government supports a diverse society with shared values. Through the study of civics and citizenship, students develop skills of inquiry and values and dispositions that enable them to be active and informed citizens.

Across this unit students will:: • Assess liveability in a local area. • Explain how liveability in a local

area can be improved. • Develop a strategy through

observation and research that improves the liveability in a local area.

• Make and justify a decision about which strategy would best improve liveability.

Year 7 Humanities: Assessment

Written: research report Length: 300 words Undertaken individually Notice of the assessment at commencement of unit Five (5) lesson’s in class to complete research booklet Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing to complete report Completed task: all drafting and feedback; planning; final copy of response; completed student research booklet Choose an ancient artefact (Lake Mungo) and conduct an investigation of the artefact to draw conclusions about the society from which it came.

Written: Part A: Exam: 60 minutes Part B: 2 x 40 minute sessions Length: as indicated on exam Undertaken individually Notice of the assessment at commencement of unit Part A: To demonstrate an understanding of geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. Part B: Students will demonstrate an understanding of the geographical processes that influence the characteristics of places; describe alternative strategies to a geographical challenge; propose action in response to a geographical problem, taking into account environmental, economic and social factors. They will describe the expected effects of their proposal.

Written: Exam China: Time: 60 minutes ( 1 session) Length: as indicated on exam Rome: Time: 2 x 60 minutes ( 2 sessions) Length: as indicated on exam Rome: Undertaken individually Notice of the assessment at commencement of unit CHINA: To demonstrate knowledge and understanding of the significance of Qin Shi Huang and points of view about him by people at the time; to explain different interpretations of Qin Shi Huang and the origin and purpose of sources. ROME: To sequence events and developments related to Rome’s conflicts and contacts with other societies and describe the effects of change on societies, individuals and groups; to locate, compare and use information in sources to explain the role of groups in Roman society and suggest reasons for change and continuity over time.

Written: Inquiry and proposal report Length: as indicated in student booklet Undertaken individually Notice of the assessment at commencement of unit Research booklet completed in class Completed task: all drafting and feedback; final copy of responses; completed student research booklet Complete an inquiry through research into how change to the Preamble of the Australian Constitution can reflect the values and identity of contemporary Australian society.

Spoken: Multimodal report Length: 2 – 3 minutes Undertaken individually Notice of the assessment at commencement of unit Two weeks’ in class drafting time with access to teacher constructive feedback and conferencing to compose speech script One (1) week in class time to design multimodal element

Completed task: all drafting and

feedback; planning; final copy of

speech script and hard copy of

multimodal element

Complete a geographic inquiry and a research (multimodal) presentation.



understanding


Unit 1: Australia’s ancient Past 2: Water in the World 3: Investigating Ancient Rome OR China

4: Australia’s Legal and Political system

5: Place and Liveability

Year 8 Humanities

Unit UNIT 1: HISTORY: Medieval Europe

UNIT 2: GEOGRAPHY: Changing Nations

UNIT 3: HISTORY: The Spanish Conquest of the Americas

UNIT 4 : CIVICS AND CITIZENSHIP: Investigating Active Citizenship

UNIT 5: GEOGRAPHY: Landforms and Landscapes: Managing Coastal Environments


A study of Medieval Europe exposes students to a period of history fundamentally different from their own and challenges their minds and imaginations. In this unit students investigate the social, cultural, economic and political features of Medieval Europe, with a particular focus on how groups were influenced by beliefs and values of society during this time (in particular, crime and punishment). The Crusades will also be studied.

This unit has a focus on understanding how environmental and human processes affect the characteristics of places and environments? What are the consequences of changes to places and environments and how can these changes be managed?

In this unit, students will investigate the following key inquiry questions: • What were the causes and effects of contact between societies in this period? • Which significant people, groups and ideas from this period have influenced the world today? Students will: • examine pre-Columbian life in the Americas, including social organisation, city life and beliefs • investigate the reasons behind European exploration and expansion • investigate the nature of the contact and conflict between the Spanish conquistadors and the Aztecs and the subsequent effects on both groups of people in the short- and longer-term.

In this unit, students study the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. They consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity.

Through the study of civics and citizenship, students develop skills of inquiry, values and dispositions that enable them to be active and informed citizens.


• How do environmental and human processes affect the characteristics of places and environments?

• What are the consequences of changes to places and environments and how can these changes be managed?


Written Investigation: Exam 60 minutes Undertaken individually Notice of the assessment (that will be an exam) at commencement of unit Task completed under supervised exam conditions To demonstrate knowledge and understanding of patterns of continuity and change in the systems of crime and punishment from ancient times to the medieval period, and how significant groups were influenced by beliefs and values of society during the time of the Crusades.

Spoken: Multimodal report Length: 3 – 4 minutes Undertaken individually Notice of the assessment at commencement of unit In class drafting time with access to teacher constructive feedback and conferencing to complete research booklet and compose script Completed task: all drafting and feedback; final copy of speech script and copy of multimodal element; completed research booklet Students will investigate the movement of people into and within Australia and evaluate a scenario to develop a sustainable urban development plan.

Written: Exam 60 minutes Undertaken individually Notice of the assessment type (exam) at commencement of unit Task completed under supervised exam conditions Students will demonstrate knowledge and understanding of the causes and effects of the Spanish conquest of the Americas and the motives and actions of people at the time; they identify and explain different points of view in sources and different interpretations of the past; and develop descriptions and explanations.

Written: Collection of Work Student work booklet Undertaken individually Notice of the assessment at commencement of the unit Student booklet completed in class time during the unit To explain how Australian democracy enables active participation within the context of different types of law; to plan action that takes into account multiple perspectives and develops solutions to an issue using democratic processes, which contribute to people’s sense of belonging and to the recognition of national identity.

Part A: Landforms and landscapes Written Exam 2 x 60 minute sessions Part B: Managing coastal environments Written: Research report Undertaken individually Notice of the assessment (type and dates) at commencement of unit Part A: completed under supervised exam conditions Part B: in class time with access to teacher constructive feedback and conferencing to complete research booklet Completed task: 1 x exam and 1 x written research report (booklet) Part A: Students will represent geographical data and information in a range of formats and show analysis

of representations through short responses. Part B: Students will compose a proposal for the environmental management of a coastal location



understanding


Unit 1: Medieval Europe 2: Changing Nations 3: The Spanish Conquest of the Americas

4: Investigating Active Citizenship 5: Landforms and Landscapes: Managing Coastal Environments

Year 9 Humanities

SEMESTER ONE SEMESTER TWO: HISTORY, GEOGRAPHY and CIVICS

Unit UNIT 1: HISTORY: World War 1: investigating the Anzac Identity

UNIT 2: GEOGRAPHY: Geographies of Interconnections

UNIT 1: HISTORY: World War 1: investigating the Anzac Identity

UNIT 2: CIVICS AND CITIZENSHIP: Change in Australia’s Legal and Political System

UNIT 3: GEOGRAPHY: Geographies of Interconnections


In this unit students will: • develop an understanding of nationalism and investigate the political causes of the war and the reasons for Australia's involvement • compare the experiences of Australian soldiers on the battlefields of Gallipoli and on the Western Front • understand how changing technology changed the nature of warfare during World War I

In this unit, students will investigate the following key inquiry questions: • What are the causes and consequences of change in places and environments and how can this change be managed? • What are the future implications of changes to places and environments? • Why are interconnections and interdependencies important for the future of places and environments?

. In this unit students will: • develop an understanding of nationalism and investigate the political causes of the war and the reasons for Australia's involvement • compare the experiences of Australian soldiers on the battlefields of Gallipoli and on the Western Front • understand how changing technology changed the nature of warfare during World War I • appreciate the role of Aboriginal and Torres Strait Islander soldiers in World War I • identify where Australian forces fought and assess the significance of selected battles/campaigns • explore the impact of the war on the home front, particularly in terms of the changing role of women and the conscription debate

In this unit, students explore how Australia's political system enables change. They examine the ways political parties, interest groups, media and individuals influence government and decision-making processes.

Students investigate the features and principles of Australia's court system, including its role in applying and interpreting Australian law. They also examine global connectedness and how this is shaping contemporary Australian society. Through the study of Civics and Citizenship, students develop skills of inquiry, and values and dispositions that enable them to be active and informed citizens.

In this unit, students will investigate the following key inquiry questions: • What are the causes and consequences of change in places and environments and how can this change be managed? • What are the future implications of changes to places and environments? • Why are interconnections and interdependencies important for the future of places and environments?

• appreciate the role of Aboriginal and Torres Strait Islander soldiers in World War I • identify where Australian forces fought and assess the significance of selected battles/campaigns • explore the impact of the war on the home front, particularly in terms of the changing role of women and the conscription debate • develop a discussion about the significance and validity

• develop a discussion about the significance and validity


Spoken: news report / multimodal Length: 3 – 4 minutes Written: completed research activities Undertaken individually Notice of the assessment at commencement of unit Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing to complete script for news report commemorating Anzac Day and the Anzacs and multimodal element Completed task: all drafting and feedback; planning; final copy of speech script and multimodal element; completed research activities Students will analyse, select and organise information

Written: Inquire and report Length: as indicated for each section / phase of written report Undertaken individually Notice of the assessment at commencement of unit In class drafting time with access to teacher constructive feedback and conferencing to complete research and activities during the course of the unit Completed task: all research, drafting and feedback; planning; final copy of written report To complete a geographical inquiry into the interconnections between the people, places and environments involved in the production, consumption and trade of a multinational consumer product for example, mobile phones; the production of chocolate; fast fashion; bottled

Spoken: news report / multimodal Length: 3 – 4 minutes Written: completed research activities Undertaken individually Notice of the assessment at commencement of unit Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing to complete script for news report commemorating Anzac Day and the Anzacs and multimodal element Completed task: all drafting and feedback; planning; final copy of speech script and multimodal element; completed research activities Students will analyse, select and organise information from a range of sources to develop a news story, incorporating historical

Written: Investigation and report Length: 500 – 600 words Undertaken individually Notice of the assessment at commencement of unit Two (2) weeks’ in class time to complete research Two (2) weeks’ in class drafting time with access to teacher constructive feedback and conferencing to compose essay / report Completed task: all drafting and feedback; research and completed essay Students show active and informed citizenship by accounting for differing points of view, examining the use of political and legal processes, and identifying the lessons that can be learned about changing government policy in Australia’s democratic system of government. Provide advice to an interest group that is attempting to change a

Written: Inquire and report Length: as indicated for each section / phase of written report Undertaken individually Notice of the assessment at commencement of unit In class drafting time with access to teacher constructive feedback and conferencing to complete research and activities during the course of the unit Completed task: all research, drafting and feedback; planning; final copy of written report To complete a geographical inquiry into the interconnections between the people, places and environments involved in the production, consumption and trade of a multinational consumer product for example, mobile phones; the production of chocolate; fast fashion; bottled water; soft drink; computer hardware eg laptops).

from a range of sources to develop a news story, incorporating historical interpretation about the significance of the Anzac legend and Anzac Day.

water; soft drink; computer hardware eg laptops). To assess the changes to places as a result of these interconnections, using social, economic and environmental criteria, and determine how such changes can be managed.

interpretation about the significance of the Anzac legend and Anzac Day.

government policy. Your advice will be an evidence-based argument using the lessons learned from the Franklin Dam dispute of 1983.

To assess the changes to places as a result of these interconnections, using social, economic and environmental criteria, and determine how such changes can be managed.



understanding


Unit 1: World War 1: investigating the Anzac Identity

2: Geographies of Interconnections

3: 4: Change in Australia’s Legal and Political System

5:

Year 10 History

SEMESTER ONE (CORE) SEMESTER TWO (ELECTIVE)

Unit UNIT 1: HISTORY: World War Two: Investigating the Kokoda Campaign

UNIT 2: Rights and Freedoms (1945 – Present)

UNIT 1: Investigating Conflict in our World UNIT 2: Investigating the Role of Significant Individuals in Creating Change

Year 10 History: Teaching and Learning

In this unit, students will: • Explore the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression. • Use evidence to explore the course of events during World War II. • Use a range of primary and secondary sources to explore the Australian experience during World War II, including home front experiences, international relationships, the fall of Singapore, POWs, involvement of indigenous Australians and the significance of the Kokoda campaign. • Use sources to explore significant events such as the Holocaust and the use of the atomic bomb during World War II. • Review the legacy of World War II with a particular focus on Australia's significant role in United Nations' peacekeeping.

In this unit, students will: • explore the origin and significance of human rights as well as the background to the struggle of Aboriginal peoples and Torres Strait Islander peoples for rights and freedoms before 1965 • investigate the causes, effects and significance of the Stolen Generations • investigate continuity and change in the civil rights for Aboriginal peoples and Torres Strait Islander peoples over time • investigate methods used by civil rights activists to achieve change for Aboriginal peoples and Torres Strait Islander peoples • examine the significance of the United Nations Declaration of the Rights of Indigenous Peoples to Aboriginal peoples and Torres Strait Islander peoples.

In this unit, students will:

comprehend terms, concepts and issues linked to conflicts in the Modern or Ancient World.

devise historical questions and conduct research associated with conflicts in the Modern or Ancient World.

analyse evidence from historical sources to show understanding about conflicts in the Modern or Ancient World

synthesise evidence from historical sources to form a historical argument associated with conflicts in the Modern or Ancient World

evaluate evidence from historical sources to make judgments about conflicts in the Modern or Ancient World create responses that communicate meaning to suit purpose about conflicts in the Modern or Ancient World.

In this unit, students will:

comprehend terms, concepts and issues linked to a topic focused on significant individuals in the Modern or Ancient World

devise historical questions and conduct research linked to a topic focused on significant individuals in the Modern or Ancient World

analyse evidence from historical sources to show understanding that is linked to a topic focused on significant individuals in the Modern or Ancient World

synthesise evidence from historical sources to form a historical argument that is linked to a topic focused on significant individuals in the Modern or Ancient World

evaluate evidence from historical sources to make judgments linked to a topic focused on significant individuals in the Modern or Ancient World

Create an essay in response to historical sources that communicates meaning to suit purpose that is linked to a topic focused on significant individuals in the Modern or Ancient World.

Year 10 History: Assessment

Written: Supervised Exam: Short Response / Response to stimulus Length: 60 minutes Undertaken individually Notice of the assessment (type) at commencement of unit To be completed in supervised session under test conditions Students are able to seek assistance from their teacher regarding comprehension of sources Source materials are unseen by students prior to assessment

Written: Extended response (essay) Length: 2 x 60 minute session Essay: 600 – 700 words Undertaken individually Notice of the assessment (type) at commencement of unit To be completed in two (2) supervised sessions under test conditions: In Session 1, view the sources and prepare a discussion plan. Students are able to seek assistance from their teacher regarding comprehension

Written: Independent source investigation Length: 1500 words approx. breakdown as follows:

1. Rationale (200-300 words) 2. Source analysis (800-1200 words) 3. Critical summary of evidence (300-500

words) Undertaken individually Notice of assessment to be given 5 weeks prior to due date Students will: Create a response within the word limit

Written: Historical essay based on research Length: 800-1200 words Undertaken individually Notice of assessment to be given 5 weeks prior to due date Students will: Create a response within the word limit Present the results of your research in the form of an historical essay. The response will include evidence of:

identifying, locating and organising your own sources (a minimum of 6 sources,

Students analyse and interpret sources about the Kokoda military campaign and select and use information from these sources as evidence to support conclusions about the Japanese retreat/withdrawal during the Kokoda campaign.

The materials will be handed in at the end of Session 1 and returned at the beginning of Session 2. In Session 2, write your essay. To analyse, select and organise information from a range of sources to develop a historical argument about the significance of the 1992 Mabo case High Court decision. Topic: The 1992 Mabo case High Court decision was a significant turning point in the progress towards Reconciliation. In your response, consider how valid this statement is in light of the historical evidence provided on the source sheet.

Present the results of their investigation in the form of a rationale, source analysis and a critical summary of evidence. The response will include evidence of

identifying, locating and organising your own sources (a combined total of 4–6 sources, including

primary and secondary, that demonstrate a range of perspectives)

devising a key inquiry question and 3–5 sub-questions

creating a rationale (with a paragraph structure) that explains the thinking behind your topic, e.g. topic choice, origins of your questions, possible hypothesis, choice of sources

developing a source analysis where emphasis is given to analysing the origin, purpose and context of historical evidence, and evaluating historical sources and evidence to show understanding of perspectives and interpretations. These can be in dot points. However, accepted standard language conventions apply

creating a critical summary of evidence reflecting on decisions, judgments and/or conclusions practising ethical scholarship by using a recognised referencing system to acknowledge sources (including a reference list).

including primary and secondary, that demonstrate a range of perspectives)

devising a hypothesis from source research

designing topic sentences that clarify and help to argue the hypothesis

constructing well-structured paragraphs that incorporate evidence and elaborations which prove topic sentences and therefore the hypothesis

demonstrating evaluation and examination of sources without disrupting text cohesion/argument practising ethical scholarship by using a recognised referencing system to acknowledge sources (including a reference list).



understanding


Unit 1: World War Two: Investigating the Kokoda Campaign

2: Rights and Freedoms (1945 – Present) 3: Investigating Conflict in our World 4: Investigating the Role of Significant Individuals in Creating Change

ELECTIVE – GEOGRAPHY (SEM 2)

Unit UNIT 1: UNIT 2:

Year 10 Geography: Teaching and Learning


How can spatial variation between places and changes in environments be explained?

What management options exist for sustaining human and natural systems into the future?

How do world views influence decisions on how to manage environmental and social change?


How can spatial variation between places and changes in environments be explained?

What management options exist for sustaining human and natural systems into the future?

How do world views influence decisions on how to manage environmental and social change?

Year 10 Geography: Assessment

Written: Investigation: Data report 1000 words Undertaken individually Notice of assessment at commencement of unit 15 hours class time for research and planning There are many different concepts and measures of human wellbeing, and the cause of global difference in these measures between countries. The geographical location of a community can directly impact the wellbeing of the people that live there. The needs of these communities must be met in order to reduce the gap between differences in wellbeing. Select one place from the data sets (on task sheet) and identify a demographic challenge for you selected place. Propose action/s in a report for managing the impacts of the identified challenge. Your proposal will be presented in the form of a report

Written: Exam: Combination response Short response: 50 – 150 word per item Extended response: 450 – 600 words Entire Exam response: 800 – 1000 words 2 hrs + 15 minutes planning time Undertaken individually Completed under supervised exam conditions Changes within the environment occur for a variety of reasons, and can have impacts on all other aspects of human life. In order to prevent, prepare or react to environmental change, humans must first investigate the causes of these changes and evaluate the effects of them against four criteria: social, economic, environmental and political. Complete 5 short response questions Write one extended response based on stimulus materials provided

Key Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability

Intercultural understanding


Unit 1 2

Health and Physical Education Year 7 HPE (Theory)

Unit UNIT 1: Super Snacks UNIT 2: I can Make Good Decisions UNIT 3: Approaching Adolescence UNIT 4: Generations

Year 7 HPE (Theory): Teaching and Learning

Students engage in a variety of learning experiences about health information and its interpretation. Students investigate the Australian Guide to Healthy Eating and analyse food products to promote the health and wellbeing of individuals and others. Students:

understand the food servings recommended in the Australian Guide to Healthy Eating

interpret nutrition information panels and understand the information about food nutrients

discuss sustainable food choices

discuss adolescent health concerns

recognise how food consumption changes with age

analyse personal food consumption habits

interpret snack food labels and use them to choose snacks

investigate the snack food consumption of adolescents

investigate and apply actions to promote healthy snack food choices

use positive health and nutrition messages to promote healthy snacks to

Students investigate alcohol and drugs, the laws associated with their use and the long and short term effects these have on the body. Students examine health information related to alcohol and other drugs to evaluate possible health concerns and implement actions to promote wellbeing in their school community. Students:

investigate alcohol and drug information

discuss what drugs are and why people take them

examine drug classifications and laws that relate to adolescents

review skills for locating drug related information

evaluate the credibility of sources

investigate and analyse the health impacts of a range of drugs

understand the laws and regulations related to drug use

develop skills to assist in good decision making when faced with drug related situations

recognise who to seek support from when faced with drug related situations

explore the concept of wellbeing in relation to alcohol and drug situations

establish strategies for promoting wellbeing amongst adolescents

Students investigate a range of physical, emotional, social and intellectual changes occurring during adolescence and consider how they impact on identity. They investigate, evaluate and recommend strategies and resources to help manage a variety of changes occurring during adolescence

examine the stage of growth known as adolescence and explore how society recognises this transition

examine how transition to adolescence impacts on personal identity

analyse a variety of emotional responses associated with adolescence investigate factors that influence emotional responses during adolescence

develop strategies to demonstrate empathy and sensitivity during adolescence

examine the benefits of diversity and inclusivity in adolescent relationships

examine increases in adult expectations during adolescence transition

develop decision-making skills for responsible problem solving

evaluate a range of strategies and resources for managing change during adolescence

Students identify what defines a family and how they are structured. They examine how different generations vary in their social and cultural values and experiences. They explore how to build and promote respectful relationships within family. Students explore mental illness and identify ways that respectful relationships with family can contribute to improving adolescent mental wellness. They investigate the role of physical activity in mental wellness and how this has changed between generations. Students:

examine the different types of generations and how changing relationships and experiences define them

investigate family structures and the benefits of family relationships

investigate ways to encourage respectful behaviours and reduce conflict within family relationships

examine mental health and mental illness and consider the impact on adolescents

investigate how and why physical activity levels vary between generations

examine ways that physical activity can help to strengthen family and community relationships

enhance the health and wellbeing of self and others.

Year 7 HPE (Theory): Assessment

Assignment/project Students investigate nutrition information strategies that enhance their own and others’ health and wellbeing. They demonstrate skills to make informed decisions about snack choices. Students propose and implement an action that promotes a healthy snack. The assessment will gather evidence of the student’s ability to:

investigate strategies and practices that enhance their own, others’ and community health and wellbeing

demonstrate skills to make informed decisions\propose and implement actions that promote their own and others’ health, safety and wellbeing

Conditions:

Exam conditions

Undertaken during class time

Students have two 70min periods to complete the assessment

Length: 200-400 words

Research Report Students explore information about alcohol and other drugs, focusing on caffeine and suggest strategies to manage the influences on their decision making. The assessment will gather evidence of the student’s ability to:

analyse factors that influence emotional responses demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing

Conditions:

Exam conditions



IPad permitted Length: 250-500 words

Assignment/project Students explore changes and transitions during adolescence and the impact they have on identity. They analyse factors that influence emotional responses and investigate and recommend strategies and resources to manage these changes and transitions. The assessment will gather evidence of the student’s ability to:

analyse factors that influence emotional responses evaluate strategies and resources to manage changes and transitions and investigate their impact on identities

Conditions:

Exam conditions




Assignment/project Students complete a series of focused activities relating to a single context. They examine the cultural and historical significance of physical activities across generations and examine how connecting to the environment can enhance health and wellbeing. They establish and maintain respectful family relationships and promote inclusivity between generations by recommending a physical activity. The assessment will gather evidence of the student’s ability to:

examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing establish and maintain respectful relationships and promote inclusivity

Conditions:

Exam conditions






understanding


Unit 1: Super Snacks 2: I can make good Decisions 3: Approaching Adolescence 4: Generations

Year 7 HPE (Practical)

Unit UNIT 1: Shoots & Scores UNIT 2: In The Running UNIT 3: We Dig It UNIT 4: Swimphony of Strokes

Year 7 HPE (Practical): Teaching and Learning

Students apply and refine movement concepts and street hockey skills in a variety of games and activities. They apply and refine offensive and

Students participate in a variety of activities to demonstrate control and accuracy when performing specialised jumping and throwing movement skills.

Students develop and apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity in volleyball. They apply and refine

Swimphony of strokes In this context, students develop their skills in swimming strokes, survival skills and strategies in order to apply these in a variety of situations.

defensive strategies to suit different movement situations in street hockey. Students:

become familiar with the rules and safety considerations of modified hockey

develop hockey skills and apply modified hockey skills and concepts

apply, transfer and refine offensive and defensive strategies in modified hockey games

Students:

examine and develop the athletic form for the phases of sprinting, long jump and shot put

examine the qualities of effective feedback

provide effective feedback to improve others’ performance

use feedback to improve performance

perform the movement sequences with control and accuracy

movement concepts and strategies in response to modifications made to volleyball game contexts. Students:

explore what is meant by respectful relationships, fair play and inclusivity

apply personal and social skills in activities and games

develop and refine the skills of the serve, dig pass, set and spike

apply movement concepts in different volleyball s contexts

apply personal and social skills that promote fair play and inclusivity

apply negotiation skills to select volleyball game modifications

participate in modified volleyball games

apply movement concepts of space awareness and effort awareness in modified volleyball games

Students:

examine history and culture in the aquatic environment

examine pool safety and safe practice during aquatic activities

practice and refine swimming components and stroke sequences

apply and refine recognised swimming strokes

Year 7 HPE (Practical): Assessment

Practical

Physical performances are based on the ongoing application of skills and conceptual understandings.

Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made and recorded on observation records.

The assessment will gather evidence of the student’s ability to:

apply movement concepts and refine strategies to suit different movement situations

Practical




demonstrate control and accuracy when performing specialised movement skills

Practical




apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity

apply and refine movement concepts and to suit different movement situations contexts

Practical Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made and recorded on observation records.


demonstrate knowledge, control and accuracy when performing specialised movement skills



understanding


Unit 1: Shoots and Scores 2: In the Running 3: We Dig It 4: Swimphony of Strokes

Year 8 HPE (Theory)

Unit UNIT 1: My Decisions My Life UNIT 2: Food For Life UNIT 3: My Relationships UNIT 4: Cultural Understandings


Students examine the reasons why young people use alcohol and drugs, peer pressure and how to make good decisions using assertive behaviour. They identify the family’s role in decision making and how to communicate and support peers in situations using alcohol and drugs as well as the steps to follow in an emergency situation. Students:

identify values that are important to them

examine the impact of changing values on adolescent identity and decision making

understand how values and emotions change when making decisions in varying alcohol and other drug related situations

identify types of drugs that are legal and illegal

understand the concerns adolescents have with regards to alcohol and other drugs

understand that personal decisions regarding alcohol and other drug

Students investigate influences on food choices for adolescents. They explore dietary guidelines and make informed decisions to propose and implement an eating plan that will promote their own health and wellbeing. Students:

review the changes that are occurring throughout adolescence that impact on food choices

understand the concept of a balanced diet

understand the Australian Guide to Healthy Eating and how it applies to adolescents

understand the dietary guidelines for children and adolescents understand the physical health concerns for adolescents

understand how to determine the accuracy and validity of health information

Students recognise that they are becoming independent and explore risk taking behaviours. They explore respectful relationships with peers and how to conduct these relationships in real life and online. They explore a range of strategies and practices to prevent cyberbullying and to ensure their safety when engaging in online social networking situations. Students:

investigate the impact of online technologies on identity development during adolescence

investigate how social networks contribute to adolescent health and wellbeing

examine the social and communication skills required to maintain respectful relationships

examine the risks associated with online relationships

investigate strategies and practices for adolescents to strengthen social networks

Students explore family and kinship groups in own and other cultures and the values and beliefs in various cultures. They explore the historical significance of physical activities in various cultures and their health practices. They identify behaviours and resources to enhance health and wellbeing of communities. Students:

define family and kinship groups and how they contribute to wellbeing

understand how beliefs inform values and how values contribute to identity

recognise the seen and unseen parts that contribute to the culture of different groups

understand the behaviours that demonstrate respect and allow people to value diversity

examine how communities can support and enhance wellbeing

investigate how physical activity promotes cultural values and connects people, places and past events

understand the link between health practices and people’s health beliefs and behaviours

examine how inclusivity and discrimination affect wellbeing

use will have varied outcomes that impact on their identity

explore resources about alcohol and other drugs and select information that is relevant to adolescents

understand the importance of effective communication skills in situations involving alcohol and other drugs

demonstrate assertive communication in alcohol and other drug related scenarios

understand actions that demonstrate empathetic and sensitive behaviour towards others’ decisions regarding alcohol and other drug use


Research

Students explore drug and alcohol information/statistics to select an issue to investigate and design an action to communicate the information to year 8 and 9 students.


evaluate strategies and resources to manage changes and transitions and their impact on identities

demonstrate skills to make informed decisions, and propose actions that promote their own and others’ health, safety and wellbeing

Conditions:

Exam conditions




Research

Students investigate their diet against the Australian Guide to Healthy Eating and identify areas where they are on track and areas where they could focus efforts to enhance their health.


investigate strategies and practices that enhance their own health and wellbeing

demonstrate skills to make informed decisions, and propose and implement actions that promote their own health, safety and wellbeing

Conditions:

Exam conditions




Assignment/Project

Students complete an assignment. They analyse the factors influencing emotional responses when communicating with friends. They apply personal and social skills to establish and maintain respectful relationships. Students investigate strategies and practices to enhance their own and others’ health and wellbeing when communicating digitally.


analyse factors that influence emotional responses

investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing

apply personal and social skills to establish and maintain respectful relationships

Conditions:

Exam conditions




Assignment/Project

Students complete a series of focused activities relating to a single context. They examine the cultural and historical significance of physical activities and how connecting to the environment can enhance the health and wellbeing of individuals and others. Students evaluate the impact on wellbeing of relationships and respecting diversity.


evaluate the impact on wellbeing of relationships and valuing diversity

examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing

Conditions:

Exam conditions






understanding


Unit 1: My Decisions My Life 2: Food for Life 3: My Relationships 4: Cultural Understandings


Unit UNIT 1: Different Strokes UNIT 2: Get Your Motor Running UNIT 3: Hard-core Handball UNIT 4: Dance, Divas & Dudes


In this context, students develop their skills in swimming strokes, survival skills and strategies in order to apply these in a variety of situations. Students:

examine history and culture in the aquatic environment

examine pool safety and safe practice during aquatic activities

develop survival skills and techniques in aquatic environments

practice and refine swimming components and stroke sequences

apply survival strokes, skills, concepts and strategies in simulated rescue situations

apply and refine recognised swimming strokes

Students investigate, develop and apply a personal fitness plan to improve fitness and movement skills within the context of touch football. They apply elements of space, time, effort and relationships to compose and perform touch football skill sequences. Students:

investigate the major movements involved with playing touch football and align these movements with the relevant components of fitness design and implement a personalised movement and fitness plan develop movement sequences using ruck and line attack.

Students apply personal and social skills to establish and maintain respectful relationships that promote fair play and inclusivity. They participate in a variety of handball games. They apply and refine movement concepts and strategies to suit different movement situations in handball. Students:

develop and apply personal and social skills to promote fair play and inclusivity in handball

apply and refine movement concepts and strategies in handball

evaluate and justify selection of strategies in handball

Students develop movement skills related to dance from a variety of cultures. They investigate the stomp and hip hop genres and modify elements to form a sequence. Students:

explore and practise movement and sequences of selected cultural dances

apply the elements of movement to compose and perform a movement sequence


Practical Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating

Collection of work Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. The students make judgements and record responses based on their understanding and investigation of the physical activities in which they participate.

Practical Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the

Practical Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of

to the quality of performance are made and recorded on observation records.


demonstrate control and accuracy and accuracy when performing specialised movement skills

apply and refine movement concepts and strategies to suit different movement situations

Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made and recorded on observation records.


investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes

apply the elements of movement to compose and perform movement sequences

quality of performance are made and recorded on observation records.


apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity

apply movement concepts and refine strategies to suit different movement situations

performance are made and recorded on observation records.


apply the elements of movement to compose and perform movement sequences



understanding


Unit 1: Different Strokes 2: Get Your Motor Running 3: Hard Core Handball 4: Dance, Diva’s and Dudes

Year 9 HPE (Theory)

Unit UNIT 1: Respectful Relationships UNIT 2: My Social Responsibility


The topic overview has alternative key ideas that are elaborated in the topic outline. The school will decide the most appropriate pathway taking into consideration available resources and the needs of the students. Students identify what respectful relationships are and how empathy and ethical decision making contribute. Students examine the changes they are going through as their sexuality and/or identity develops and the impact these have on relationships. Students investigate the consequences of sexual activity and/or disrespectful relationships on health and wellbeing. They evaluate situations and propose appropriate responses as they reflect on possible outcomes and make decisions in relationship contexts. Students:

understand the characteristics of positive and respectful relationships

understand how empathy and ethical decision-making contribute to respectful relationships

investigate how identity, socio-cultural factors and expectations influence the way adolescents think and act regarding sexuality and relationships OR investigate how

Students explore public health and advertising campaigns to determine their effectiveness on adolescent choices about using alcohol and other drugs. Students examine norms and stereotypes surrounding adolescent alcohol and drug use. They investigate information about alcohol and other drugs; standard drinks; blood alcohol concentration and alcohol and drug laws. Students also examine scenarios and use the decision-making process to be able to make smart choices in regards to alcohol and other drug use.

Students:

consider whether drinking alcohol contributes to Australian culture

understand the external factors that influence their own and other adolescents’ behaviours and attitudes towards alcohol and other drugs

analyse the influence of public health campaigns and advertising of alcohol and other drugs on adolescents

understand the differences between norms and stereotypes

understand how negative stereotypes regarding alcohol and other drug use by adolescents can be changed

identity, socio-cultural factors and expectations influence the way adolescents think and act regarding relationships

describe strategies to keep adolescents healthy and safe

analyse the consequences of sexual activity OR describe strategies to keep adolescents healthy and safe

analyse the consequences of sexual activity OR disrespectful relationships

examine how ethical decision making contributes to safe and healthy relationship decisions

develop decision-making strategies to promote safe, healthy and respectful relationships

consider how norms and stereotypes contribute to adolescents’ expectations and behaviours regarding alcohol and other drugs

understand information related to standard drinks and blood/breath alcohol concentration

discuss how using alcohol and other drugs contributes to health outcomes

recognise the laws and consequences relating to alcohol, other drugs and alcohol-related violence

investigate how to respond to situations involving alcohol and other drugs

evaluate the outcomes of different responses to risky situations involving alcohol and other drugs


Case study Students complete a case study. They read a scenario and answer questions. The assessment will gather evidence of the student’s ability to:

critically analyse contextual factors that influence their identities, relationships, decisions and behaviours

analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing

apply decision-making skills to enhance their own and others’ health, safety and wellbeing

Conditions:

Exam conditions



Length:

300-600 words

Research Report

Students complete an assignment. They evaluate the outcomes of emotional responses to media representations of adolescents’ drinking behaviour. Students critically analyse contextual factors that influence adolescents’ decisions and behaviours in regard to alcohol use, and demonstrate leadership across a range of health contexts.


critically analyse contextual factors that influence decisions and behaviours

evaluate the outcomes of emotional responses to different situations Conditions:

Exam conditions



IPad permitted




understanding


Unit 1: Respectful Relationships 2: My Social Responsibility


Unit UNIT 1: Strike Out UNIT 2: Space Invaders


Students evaluate their own and/or others’ performance of movement skills used in a striking and fielding game. They make judgments and provide feedback using criteria based on the elements of movement — effort, space, time, objects and people. They use the criteria and feedback to refine their performance. The use of ICT to video performances is encouraged in this unit.

Students:

develop the movement skills and sequences used by players in striking/fielding games

apply movement skills and sequences to modified game situations

analyse various on-the-ball movement sequences

develop and apply knowledge of the elements of movement to perform and refine movement sequences

apply criteria to evaluate and generate feedback on their own or others’ performance of the movement sequence/s

apply judgments and feedback to refine their performance of the (selected) ‘on the ball’ movement sequences in striking/fielding games

Students develop their teamwork skills and their capacity to apply and transfer concepts and strategies in invasion games. Students:

understand the common objectives of invasion games

understand how to position and reposition in space to support team possession of the ball collaboratively

devise a code of behaviour that promotes fair play and equitable participation

develop leadership skills and work collaboratively

develop and refine attacking and defending skills and strategies

evaluate personal contribution to teamwork and team outcomes


Practical Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made and recorded on observation records. The assessment will gather evidence of the student’s ability to:

demonstrate leadership and cooperation across a range of move: movement contexts

apply and transfer movement concepts and strategies to new and challenging movement situations

Collection of work Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where students complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made and recorded on observation records. The assessment will gather evidence of the student’s ability to:

apply criteria to make judgments about their own or others’ specialised movement skills and movement performances

refine their own and others’ specialised movement skills and movement performances



understanding


Unit 1: Strike Out 2: Space Invaders

Year 9 Academy HPE (Theory)

Unit UNIT 1: My Decisions My Life UNIT 2: Food For Life UNIT 3: My Relationships UNIT 4: Cultural Understandings

Year 9 Academy HPE (Theory): Teaching and Learning

Students examine the reasons why young people use alcohol and drugs, peer pressure and how to make good decisions using assertive behaviour. They identify the family’s role in decision making and how to communicate and support peers in situations using alcohol and drugs as well as the steps to follow in an emergency situation. Students:

identify values that are important to them

examine the impact of changing values on adolescent identity and decision making

understand how values and emotions change when making decisions in varying alcohol and other drug related situations

identify types of drugs that are legal and illegal

understand the concerns adolescents have with regards to alcohol and other drugs

understand that personal decisions regarding alcohol and other drug use will have varied outcomes that impact on their identity

explore resources about alcohol and other drugs and select information that is relevant to adolescents

understand the importance of effective communication skills in situations involving alcohol and other drugs

Students investigate influences on food choices for adolescents. They explore dietary guidelines and make informed decisions to propose and implement an eating plan that will promote their own health and wellbeing. Students:

review the changes that are occurring throughout adolescence that impact on food choices

understand the concept of a balanced diet

understand the Australian Guide to Healthy Eating and how it applies to adolescents

understand the dietary guidelines for children and adolescents understand the physical health concerns for adolescents

understand how to determine the accuracy and validity of health information

Students recognise that they are becoming independent and explore risk taking behaviours. They explore respectful relationships with peers and how to conduct these relationships in real life and online. They explore a range of strategies and practices to prevent cyberbullying and to ensure their safety when engaging in online social networking situations. Students:

investigate the impact of online technologies on identity development during adolescence

investigate how social networks contribute to adolescent health and wellbeing

examine the social and communication skills required to maintain respectful relationships

examine the risks associated with online relationships

investigate strategies and practices for adolescents to strengthen social networks

Students explore family and kinship groups in own and other cultures and the values and beliefs in various cultures. They explore the historical significance of physical activities in various cultures and their health practices. They identify behaviours and resources to enhance health and wellbeing of communities. Students:

define family and kinship groups and how they contribute to wellbeing

understand how beliefs inform values and how values contribute to identity

recognise the seen and unseen parts that contribute to the culture of different groups

understand the behaviours that demonstrate respect and allow people to value diversity

examine how communities can support and enhance wellbeing

investigate how physical activity promotes cultural values and connects people, places and past events

understand the link between health practices and people’s health beliefs and behaviours

examine how inclusivity and discrimination affect wellbeing

demonstrate assertive communication in alcohol and other drug related scenarios

understand actions that demonstrate empathetic and sensitive behaviour towards others’ decisions regarding alcohol and other drug use

Year 9 Academy HPE (Theory): Assessment

Multimodal Presentation





Conditions:


Students have three 70min periods

to complete the assessment

IPad permitted

Length: 2-3 minutes

Research Report





Conditions:

Exam conditions


Students have two 70min periods to complete

the assessment

IPad permitted


Assignment/Project

Students complete an assignment. They analyse the factors influencing emotional responses when communicating with friends. They apply personal and social skills to establish and maintain respectful relationships. Students investigate strategies and practices to enhance their own and others’ health and wellbeing when communicating digitally.


analyse factors that influence emotional responses

investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing

apply personal and social skills to establish and maintain respectful relationships

Conditions:


Students have three 70min periods to

complete the assessment

IPad permitted


Assignment/Project

Students complete a series of focused activities relating to a single context. They examine the cultural and historical significance of physical activities and how connecting to the environment can enhance the health and wellbeing of individuals and others. Students evaluate the impact on wellbeing of relationships and respecting diversity.


evaluate the impact on wellbeing of relationships and valuing diversity

examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing

Conditions:


Students have three 70min periods to

complete the assessment

IPad permitted




understanding


Unit 1: My Decision My Life 2: Food for Life 3: My Relationships 4: Cultural Understandings

Year 9 Academy HPE (Practical)

Netball UNIT 1: Netball UNIT 2: Netball UNIT 3: Netball UNIT 4: Netball

Year 9 Academy HPE (Practical): Teaching and Learning

Students develop netball skills and strategies in line with Netball Australia’s school-based development guidelines to create clear learning goals and performance expectations. Skill focus is derived from the Early Adolescence stage guidelines.

Students focus on:

Refine movement skills

Refine basic technique

Ability to adapt to modified rules


Students focus on:

Performing in a team environment

Developing an understanding of games strategies in attack

Developing an understanding of game strategies in defence


Students focus on:


Refining attacking strategies

Refining defending strategies

Decision-making under pressure


Students focus on:


Decision-making

Reading the play

Year 9 Academy HPE (Practical): Assessment

Performance and practical application

Various practical assessment undertaken in a wide range of Netball contexts.







Rugby League UNIT 1: Rugby League UNIT 2: Rugby League UNIT 3: Rugby League UNIT 4: Rugby League


Students develop rugby league skills and strategies in line with Australia’s NRL school-based development guidelines to create clear learning goals and performance expectations. Skill focus is derived from the Early Adolescence stage guidelines.

Students focus on:

Refine basic technique (Catch & Pass)

Refine movement skills (Draw & Pass)



Students focus on:


Developing an understanding of games strategies in attack

Developing an understanding of game strategies in defence


Students focus on:


Refining attacking strategies

Refining defending strategies


Specific positional play


Students focus on:


Decision-making

Anticipating play

Evaluation of decision making

Officiating




Various practical assessment undertaken in a wide range of Rugby League contexts.








understanding


Unit 1: Netball/Rugby League 2: Netball/Rugby League 3: Netball/Rugby League 4: Netball/Rugby League

Year 10 Academy & HPE (Theory)

Unit UNIT 1: I can influence others UNIT 2: Excellence in health UNIT 3: Fitness fanatics UNIT 4: Nutrition nuts

Year 10 Academy & HPE (Theory): Teaching and Learning

Students access credible information to identify myths and misconceptions about alcohol and other drugs. They investigate binge drinking and explore the impact of risk-taking behaviours on health. Students examine strategies to minimise risks, respond to emergency situations and make safe and healthy decisions under pressure in social situations. They analyse the responsibilities involved with party planning and identify ways they can prevent antisocial behaviour when socialising. Students critique public health campaigns focused on alcohol, drugs and antisocial behaviours then develop and implement a related health message to demonstrate leadership in their school community.

Students:

examine a range of health information available to adolescents with regard to alcohol and other drugs

Students work in groups to demonstrate leadership and cooperation skills while applying the problem-solving process to take action to enhance their own and others’ health, safety and wellbeing in the school community.

Students:

form cooperative learning groups and negotiate roles and responsibilities

source information and data from a range of sources about health issues in the school community

select a relevant health issue in the school community to take action on

analyse health information to choose a health action that addresses an identified health issue

demonstrate leadership and collaboration when working in groups

plan and implement a health action with a group of peers

individually evaluate the implementation of their group’s health action

Students examine how exercise, sport and physical activity play an important role in many people’s lives. Students investigate how the body can be trained for physical activity and develop an understanding into how to implement exercises or activities that allow a person to improve their athletic ability or to maintain a healthy physical lifestyle.

Students:

investigate their personal fitness levels

identify area for fitness development

make recommendations to improve personal fitness abilities

design a training program to target personal areas for development

evaluate the effectiveness of their training program

Students access credible information to investigate health and nutrition. They examine strategies and practices that enhance their own health and wellbeing. Students investigate the relationship between nutrition and physical activity.

Students:

investigate nutrition information

examine the body’s requirements when participating in a variety of physical activity levels

design a personal nutrition plan

justify the suitability of their suggested dietary intake

investigate the health risks associated with adolescent binge-drinking behaviours

investigate the impact of antisocial behaviours associated with adolescent binge drinking

explore measures to reduce risk in adolescent social situations

investigate the risks and consequences of poorly planned adolescent parties

evaluate a range of resources available to assist adolescents when planning social events

analyse a range of health campaigns designed to reduce antisocial behaviour in situations involving alcohol and other drugs

develop and implement a health message that promotes safe practices when socialising during adolescence

Year 10 Academy & HPE (Theory): Assessment

Assignment/Project





Conditions:

Exam conditions


Students have two 70min periods

Research Report (Group)





Conditions:

Task to be completed throughout the unit in class time.

Students are able to seek assistance from their teacher regarding comprehension and interpretation of resources.

Collection of Work

Part A: Students will investigate their personal fitness levels through participating in a range of fitness tests and identify personal areas for development.

Part B: Students will make recommendations to improve their fitness abilities through designing a three week training program.

Part C: Students will evaluate the effectiveness of their training program

Conditions:


Participation of individual students to be observed and assessed by the teacher throughout the task.

Each student is to keep a record of their results in order to demonstrate their participation in the implementation process.

Assignment/Project

Students will design a personal nutrition plan. They will justify the suitability of their selected dietary intake in reference to their physical activity levels. Part A: Design a nutrition plan that will prepare you for an upcoming game of rugby league/netball. Your plan must include:

Food and drink intake for 30 hours prior to the game

Food and drink intake for 4 hours after the game

Part B: Compose a paragraph that justifies your decisions in your nutrition plan. Conditions:


to complete the assessment


Leadership and cooperation of individual students to be observed and assessed by the teacher throughout the task.

Planning and implementation of a health action undertaken in groups.

Each student is to keep a record of their group’s work in order to demonstrate their participation in the problem-solving process.

Submit all completed worksheets during the unit.

Evaluation of the health action implementation is undertaken individually.

Use an appendix to attach evidence/data to support the evaluation.

Reference all sources in a style according to the school’s policy and guidelines.


Use an appendix to attach evidence/data to support the evaluation.







understanding


Unit 1: I can Influence others 2: Excellence in Health 3: Fitness Fantatics 4: Nutrition Nuts

Year 10 Academy HPE (Practical)

Netball UNIT 1: Netball UNIT 2: Netball UNIT 3: Fitness UNIT 4: Netball


Students develop netball skills and strategies in line with Netball Australia’s school-based development guidelines to create clear learning goals and performance expectations. Skill focus is derived from the Middle Adolescence stage guidelines.

Students focus on:


Students focus on:

Can evaluate strength and weakness of own play

Defensive strategies to manipulate the opposition attack

Students investigate fitness components relevant to specialised position in Netball. They will make recommendations to reach personal fitness goals. Students focus on:

Evaluating personal fitness levels

Identifying components of fitness relevant to specialised Netball position

Implementing designed training program

Increase in strength and explosive power


Students focus on:


Development of self-discipline

Further refinement resulting in consolidation and specialisation of skills


Can meet increasing demands in performance







Students will implement a training program to develop their identified areas for improvement in fitness.



Rugby League UNIT 1: Rugby League UNIT 2: Rugby League UNIT 3: Fitness UNIT 4: Rugby League



Students focus on:

Further refinement resulting in consolidation and specialisation of skills


Skill adaptation to suit environments

Refine basic technique (Catch & Pass)

Refine movement skills (Draw & Pass)



Students focus on:


Defensive strategies to manipulate the opposition attack (Strategic organisation)

Students investigate fitness components relevant to Rugby League. They will make recommendations to reach personal fitness goals. Students focus on:

Evaluating personal fitness levels

Identifying components of fitness relevant to Rugby League

Implementing designed training program


Students focus on:


Development of self-discipline and regulation

Can meet increasing demands in performance

Can identify physiological attributes required for rugby league







Students will implement a training program to develop their identified areas for improvement in fitness.





understanding


Unit 1: Netball/Rugby League 2: Netball/Rugby League 3: Fitness 4: Netball/Rugby League

Year 10 HPE (Extension)

Unit UNIT 1: Sociology in Sport UNIT 2: Biomechanics

Year 10 HPE (Extension): Teaching and Learning

Theory Focus: Focus Area C

Figueroa’s framework for examining equity and access in sport and physical activity in Australian society

Factors affecting equity at the individual level - The role of self-concept, personal beliefs, values and attitudes

Factors affecting equity and access at the interpersonal level - The role of parents, peers, coaches, teachers and media on socialisation, opportunities and decisions about physical activity

Factors affecting equity and access at the institutional level - The impact of institutions such as families, schools, sporting clubs, religions and politics on access to physical activity.

Practical Focus: TEAM DIRECT INTERCEPTIVE- Netball

Theory Focus: Focus Area A • Force and motion • Momentum and inertia • Fluid mechanics – levers • Equilibrium and balance • Biomechanical analysis of physical activity Practical Focus: TEAM INDIRECT INTERCEPTIVE- Volleyball

Year 10 HPE (Extension): Assessment

Research assessment Analytical Exposition The study of sociology and sport gives insight as to reasons for participation in physical activity. Figueroa’s Framework is a tool that is used to investigate how a range of factors can act as barriers or enablers when making decisions regarding participation in particular sports. Student will be required to evaluate and justify sociocultural factors from the Individual and Interpersonal level of Figueroa’s Framework that have had a significant impact on their participation in Netball prior to this unit of study. Conditions:


Compulsory submission of draft Length: 600-800 words Physical Performance - Continuous assessment in variety of authentic Netball contexts

External Exam Throughout the semester, students have explored how the society they live in can influence sporting participation and selection. Students have also investigated how the knowledge and implementation of biomechanical principles can enhance sporting performance. Students will be required to recall fundamental terminologies, apply these terminologies to Netball and Volleyball and evaluate physical performance in relation to Sociology and Biomechanics. Conditions:

Exam conditions

Undertaken individually Length:

60min to complete

10 x Multiple choice

2 x Short answer (50-100 words)

1 x Extended response (150-300 words)



understanding


Unit 1: Sociology in Sport 2: Biomechanics

Year 10 Recreation

Unit UNIT 1: Strength and Conditioning UNIT 2: Tournament Organisation

Year 10 Recreation: Teaching and Learning

Strength and conditioning uses exercises specifically designed to improve performance. This training also helps athletes with injury prevention and proper mechanics within their sports performances. Student will analyse their own fitness levels and explore effective training methods in relation to their individual needs. The following training methods and techniques will be reviewed:

pre and post testing fitness results

personal fitness goals

effects of physical activity on physical health

In a Badminton context, students will engage in the following:

Preparing and assisting in the delivery of recreational Badminton games

Creating safe working practices

Communicating with peers regarding rules and game organisation

Officiating Badminton games

Evaluate preparation and skill in conducting a Badminton Tournament and identify areas for improvement.

Year 10 Recreation: Assessment

Research Report Conditions:


Class time allocated for planning, testing and evaluation

Seen task – can be completed at home

Report template provided

1 Draft


Practical Performance Conditions:

Can be undertaken individually or in a pair

Completed during class time

1 Planning Draft

Planning template provided

Seen task – Planning and evaluation sections can be completed at home

Length:

70 minute tournament

Planning and evaluation sections – 200-400 words



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Unit 1: Strength and Conditioning 2: Tournament Organisation

Design Technologies: Agriculture, Food and Fibre, Graphics, Industrial Technology and

Design Year 8 Food and Fibre

Unit UNIT 1: Lunch Legends

Year 8 Food and Fibre Teaching and Learning

Food specialisations In this unit, students analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating. They will apply design thinking as they develop a savoury parcel that fuses elements from two cultures. Students will explore how social, ethical and environmental issues influence the design of a food product to create preferred futures for the school community. Students will apply these processes and production skills:

investigating:

o critiquing needs or opportunities for different food items o comparing the design of food items from different cultures o comparing ingredients, tools and processes

generating and documenting design ideas for a food that fuses cultural influences

producing a food item by effectively selecting and applying safe and hygienic procedures in a designed environment

independently developing criteria for success including sustainability and evaluating design ideas, processes and solutions

collaborating and working individually throughout the process using project management processes to coordinate production

Year 8 Food and Fibre: Assessment

Portfolio

Students design, produce and evaluate a savoury parcel that incorporates food technologies from two cultures.

Assessment will gather evidence of their ability to:

examine how factors influence the design of food products to meet present and future needs

explain the contribution of food technology innovations and enterprise on society and how the features of technologies impact the design of food products

evaluate needs and opportunities

create and communicate design ideas using technical terms, technologies and graphical representation techniques

safely produce a food product for a client

develop criteria for success, prioritising design factors

manage project using production plans

Conditions:

7 Weeks in class time to work on process journal

1 draft

Workshop lessons (1 per week) for skill development

Product experimenting in week 7

Length:

200-300 words





Unit 1: Lunch Legends 2

Year 9 Food and Fibre

Unit UNIT 1: Protect it UNIT 2: Let’s Celebrate UNIT 3: Family Feasts UNIT 4: Young Designers

Year 9 Food and Fibre: Teaching and Learning

Food and fibre production In this unit, students investigate and make judgments on the ethical and sustainable production of food and fibre. They critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures. Students will apply design thinking as they develop a proposal for an innovative managed environment that

Food specialisations In this unit, students investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating. They critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures. Students will apply design thinking as they design and produce a food product suitable for sale at a school event, and design a food sale environment.

Food specialisations In this unit, students investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating. They critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures. Students will apply design thinking as they design and produce a food product suitable for sale at a school event, and design a food sale environment.

Food and fibre production In this unit, students investigate and make judgments on the ethical and sustainable production of food and fibre. They critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures. Students will apply design thinking as they develop a proposal for an innovative managed environment that enhances food or fibre production in a specific context. Students will apply these processes and production skills:

enhances food or fibre production in a specific context. Students will apply these processes and production skills: investigating emerging

production technologies which improve productivity and sustainability

generating designs for testing growth management strategies to inform proposals

producing a communication product that explains a proposal for an innovative environment, for example, expo display, model, multimodal presentation

evaluating ideas, processes and solutions against comprehensive criteria for success including sustainability

collaborating and working individually throughout the process

managing by using digital technologies to develop project plans that include time, cost, risk and production processes

Students will apply these processes and production skills:

critically evaluate needs and opportunities for marketing a food product

investigating the principles of food safety, preservation, preparation and the impact of social, cultural and individual preferences on food products

generating design ideas for products (food items), services (marketing) and environments (safe, hygienic spaces to produce food)

selecting and using appropriate technologies skilfully and safely to produce high quality food products

evaluating ideas, processes and solutions against comprehensive criteria for success including sustainability and client needs



Students will apply these processes and production skills:

critically evaluate needs and opportunities for marketing a food product

investigating the principles of food safety, preservation, preparation and the impact of social, cultural and individual preferences on food products

generating design ideas for products (food items), services (marketing) and environments (safe, hygienic spaces to produce food)

selecting and using appropriate technologies skilfully and safely to produce high quality food products

evaluating ideas, processes and solutions against comprehensive criteria for success including sustainability and client needs



investigating emerging production technologies which improve productivity and sustainability

generating designs for testing growth management strategies to inform proposals

producing a communication product that explains a proposal for an innovative environment, for example, expo display, model, multimodal presentation

evaluating ideas, processes and solutions against comprehensive criteria for success including sustainability



Year 9 Food and Fibre: Assessment

Portfolio Students design a proposal for a managed environment to enhance food and fibre production. The proposal includes a persuasive presentation plus evidence of a field test environment. Assessment will gather evidence of the student’s ability to:

Portfolio Students design and produce a food item suitable for sale at a school event and they design a plan to manage the food sale environment.

Assessment will gather evidence of the student’s ability to:

explain factors that impact on design decisions

create and connect design ideas and processes

Portfolio Students design a proposal for a managed environment to enhance food and fibre production. The proposal includes a persuasive presentation plus evidence of a field test environment. Assessment will gather evidence of the student’s ability to:

explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used

Portfolio Students design and produce a food item suitable for sale at a school event and they design a plan to manage the food sale environment.

Assessment will gather evidence of the student’s ability to:

explain factors that impact on design decisions

create and connect design ideas and processes

explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used

identify the changes necessary to designed solutions to realise preferred futures

produce designed solutions for identified needs or opportunities

evaluate the features of technologies and their appropriateness for purpose

critically evaluate needs or opportunities

create and connect design ideas and processes of increasing complexity and justify decisions

communicate and document a project, including marketing to a client

select and use appropriate technologies skilfully and safely to produce a high quality designed solution suited to the client’s need

establish detailed criteria for success, including sustainability, and use these to evaluate ideas and designed solutions and processes

independently and collaboratively apply and adapt sequenced production and management plans

TASK:

justify decisions select and use appropriate

technologies skilfully and safely establish and use detailed criteria for

success use sequenced production and

management plans

TASK: To prepare and plan a decorated cake that reflects your chosen celebration or festival. During this practical assessment you are required to demonstrate a wide range of practical skills to produce an attractive and quality cake. Ensure you effectively plan and manage your time during the practical lesson. You will also need to complete a reflection after you have finished preparing your cake. Conditions:

Completed independently

Class time allocated

1 Planning Draft


identify the changes necessary to designed solutions to realise preferred futures

produce designed solutions for identified needs or opportunities

evaluate the features of technologies and their appropriateness for purpose

critically evaluate needs or opportunities

create and connect design ideas and processes of increasing complexity and justify decisions

communicate and document a project, including marketing to a client

select and use appropriate technologies skilfully and safely to produce a high quality designed solution suited to the client’s need

establish detailed criteria for success, including sustainability, and use these to evaluate ideas and designed solutions and processes

independently and collaboratively apply and adapt sequenced production and management plans

TASK:

Survey or interview your family about their dietary requirements and interests

Record 1 week of your diet

Analyse your weekly intake of each food group and interpret which food group needs attention in your weekly diet

Make recommendations about how you can incorporate more of the food group in your diet

Design a weekly meal planner for your family dinners

Plan and create 1 dish from your meal plan

Evaluate your practical application

justify decisions select and use appropriate

technologies skilfully and safely establish and use detailed criteria for

success use sequenced production and

management plans

TASK: Design, produce and evaluate a breakfast muffin that is nutritionally valuable and appropriate for adolescences. Conditions:



1 Planning Draft


Design, plan and create an IPAD or Laptop protective solution that includes one embellishment technique to personalise your cover. You need to include a flyer advertising your final design. Your planning, experimentation and reflection needs to be communicated in a process journal. Conditions:



1 Draft


Provide photographic evidence of your final product

Conditions:



1 Planning Draft




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Unit 1: Protect It 2: Let’s Celebrate 3: Family Feasts 4: Young Designers

Year 10 Hospitality

Unit UNIT 1: Food and Safety UNIT 2: NON-ALCOHOLIC BEVERAGES

Year 10 Hospitality: Teaching and Learning

This unit is an introductory Hospitality unit aimed at preparing students for year 11 Certificate II in Hospitality and covers the following:

General hygiene

Kitchen specific hygiene

Safe food handling

Equipment operation

Customer service

Food allergies

Meal planning

This unit is an introductory Hospitality unit aimed at preparing students for year 11 Certificate II in Hospitality and covers the following:

Equipment operation

Equipment maintenance

Equipment cleaning

Equipment safety

Ranges of non-alcoholic beverages

Creation of non-alcoholic beverages

Kitchen operations

Year 10 Hospitality: Assessment

Practical Task: You work as a sous chef for an up and coming al a carte restaurant, Hatch & CO. You and your colleague have been selected to design and create a new main meal and dessert menu item. The items need to be coherent, in season and be costed to make a profit (Mains $20 each, Dessert $10) Your project will need to include recipe planning, preparation and service of your 2 course meal. Part 1: Planning

Research foods in season that are suitable

Cost the ingredients to ensure you make a profit and can be sold for the target price

Create a combined production plan for your 2 recipes

Identify any workplace health and safety and food safety requirements and concerns

Design 2 plating ideas for each dish Part 2: Preparation

Use safe food handling techniques

Display a wide range of skills

Work with your colleague to maximise efficiency Part 3: Service

Create and plate your meals in the allocated time limit (70 min)

Clean according to industry standards Part 4: Reflection

PMI evaluation chart Conditions:

Completed in pairs


Computer permitted

1 Planning Draft Length:

70 minute practical lesson

Evaluation: 100-300 words Theory Task: Food safety exam Conditions:

Exam conditions

Unseen task

Completed individually Length:

Practical Task: You work as a mixologist for an upcoming non-alcoholic drink bar. They have identified a gap in the market for young people and interesting mocktails. Your task is to brainstorm and create a new product that can be released at the bar opening. Teenagers in the area have identified that they would like a fresh and fruity drink and would pay around $4 – 7. Your project will need to include recipe planning, preparation and service of your new non- alcoholic beverage. Part 1: Planning

Research flavours that are suitable for a drink

Research popular non-alcoholic beverages currently on the market (3 minimum)

Create a self-determined criteria and solution requirements

Create 2 different recipe and garnish options and evaluation each options suitability

Cost the ingredients to ensure you make a profit and can be sold for the target price

Create a production plan for your recipe

Identify any workplace health and safety and food safety requirements and concerns

Part 2: Preparation

Use safe food handling techniques

Display a range of skills

Work with maximum efficiency Part 3: Service

Create and garnish your beverage in the allocated time limit (40 min)

Clean according to industry standards Part 4: Reflection

PMI evaluation chart Conditions:

Completed individually


Computer permitted

1 Planning Draft Length:

70 minute practical lesson

Evaluation: 100-300 words Theory Task: Non-Alcoholic Beverages Exam (70mins) Conditions:

Exam conditions

Unseen task

70 minutes

9 short response questions

Completed individually Length:

70 minutes

9 short response questions




Unit 1: Food and Safety 2: Non-alcoholic Beverages

Year 10 Food and Nutrition

Unit UNIT 1: Food Technology UNIT 2: Food Solutions

Year 10 Food and Nutrition: Teaching and Learning

Students will investigate the important relationships between food, nutrition and technological advances in food solutions to real world problems. Students will learn how to prepare healthy meals that enhance the nutrient needs of growing adolescents, equipping them with knowledge and skills for other areas of study including food & nutrition, biology and technology. Food Technology provides opportunities to discover and further develop their critical and creative capabilities, while cooking through a food science context. This unit is an introductory Food and Nutrition unit aimed at preparing students for year 11 Food and Nutrition and covers the following:

Nutrients

Food groups

Dieting trends

Food choice

Cookery techniques

Technological advances in food production

Foodie culture

Meal planning

Students will investigate the important relationships between food, nutrition and technological advances in food solutions to real world problems. Students will learn how to prepare healthy meals that enhance the nutrient needs of growing adolescents, equipping them with knowledge and skills for other areas of study including food & nutrition, biology and technology. Food Technology provides opportunities to discover and further develop their critical and creative capabilities, while cooking through a food science context. This unit is an introductory Food and Nutrition unit aimed at preparing students for year 11 Food and Nutrition and covers the following:

Nutrients

Food groups

Dieting trends

Food choice

Cookery techniques

Technological advances in food production

Foodie culture

Meal planning

Year 10 Food and Nutrition: Assessment

Portfolio - Workshop Lessons Conditions:

Individual Task

Seen task – can be completed at home

Class time allocated - Completed over 4 workshop lessons Length:

4 A4 pages (100-400 words)

Portfolio Conditions:

Seen Task - Completed in class (15 hours allocated)

Individual and group work involved Length:

10-12 A3 pages plus contents page & references EXAM Conditions:

Unseen Task - Exam conditions - 90 minutes to complete

Multiple choice & short response questions

Word Count: Short response 20-100 words. Length:

Short response – 20-100 words each (20 questions in total)




Unit 1: Food Technology 2: Food Solutions

Year 7 Agriculture

Unit Unit 1: Brilliant Beef

Year 7 Agriculture: Teaching and Learning

The students will explore beef cattle as an overarching focus. Underlying this students will be exposed to all aspects of cattle terminology and by-products; safe handling of cattle; cattle identification, anatomy, breeds, selection, and digestion; meat science; cattle vaccinations, reproduction, calving, and crossbreeding.

The students will design and make a coin bag including selecting the colour of leather, and using different techniques to colour change leather, hand stitch leather, and thread to finish off their project.

Year 7 Agriculture: Assessment

Folio of Work





Unit 1: Brilliant Beef

Year 8 Agriculture

Unit Unit 1: Buzzing Bees

Year 8 Agriculture:

The aim of this unit is to stimulate an interest in science, technology and agriculture in young people and to promote the teaching of bees. Bees face some serious biosecurity threats from diseases and pests including introduced bee species that could out-compete our native bees and insects or honey bees. Most students have heard about the plight of bees and the important role that they play in our environment and in food production. This investigation encourages students to take their knowledge a

Teaching and Learning

bit deeper and to take action to support bees – both honey bees and Australian native bees. The investigate units of work provide authentic learning experiences to support students’ development of science, technology and communication skills. Real-world content guides the application of these skills in a meaningful learning context. By completing in the Investigate units students will understand that science plays an important role in their lives every day. Other Investigate units include Investigate: fire ants and Investigate: aphids.


Folio of Work: The Investigate units of work provide authentic learning experiences to support students’ development of science, technology and communication skills. Real-world content guides the application of these skills in a meaningful learning context. By completing in the Investigate units students will understand that science plays an important role in their lives every day. Other Investigate units include Investigate: fire ants and Investigate: aphids. Students will design and complete an investigation and create a portfolio of work that aligns with outcomes.





Unit 1: Buzzing Bees

Year 9 Agriculture

Unit Unit 1: The Australian Hamburger

Unit 2: Agri-food, Fibre and Fuel Technology

Unit 3: Food and Fibre Production (An Aboriginal Perspective)

Unit 4: Life and the Living

Year 9 Agriculture: Teaching and Learning

This unit of work provides students with the opportunity to investigate the importance of Australian agricultural production to our society and gain a broad understanding of some of our main agricultural industries including: beef, sheep, poultry, pork, cropping (wheat) and horticulture.

The Agri-food, fibre & fuel technology unit aims to highlight the range of developing technologies which are transforming agricultural management and production.

Aboriginal people were not solely nomadic, rather the contrary. Numerous historical accounts and new archaeological evidence along with oral traditions and ethnographic observations reveal that prior to, and at the time of European arrival the Indigenous peoples of Australia had well established permanent settlements. They also had agriculture, cultivation, animal management, aquaculture, food and fibre harvesting in place to sustain sometimes massive thriving communities. Aboriginal agriculture was not solely firestick farming, and hunting and gathering practices carried out by nomadic peoples. The perception of these peoples as being nomadic was more a result of their displacement post European settlement.

The Life and the Living allows students to experience a range of areas such as animal anatomy and physiology, factors influencing animal production, beef cattle, beef production, dairy cattle, pigs, hormone in meat, and food security issues.


Theory: Work booklet Practical: Design and create an Australian Hamburger

Theory: Work booklet Practical: Maintenance of garden

Theory: Work booklet Practical: Maintenance of gardens

Theory: Exam Practical: Maintenance of gardens



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Unit 1: The Australian Hamburger 2: Agri-food, Fibre and Fuel 3: Food and Fibre Production 4: Life and the Living

Year 7 Industrial Technology and Design - Metal

Unit Unit 1: Engineering Principles and Systems

Year 7 Industrial Technology and Design - Metal: Teaching and Learning

In this unit, students will design and make an Egg Flipper out of Aluminium and Mild Steel. Students will learn about the characteristics and properties of materials so they can select the appropriate materials for their design. They will consider factors like cost, manufacturing and production processes, and how materials react to heat. Students will apply their knowledge and understanding of material properties and characteristics when completing the design process. They will use industry processes and production skills to construct their designs. Students will:

Developing technical production skills and safe working practices with independence to produce quality solutions designed for sustainability

Practicing techniques to improve expertise, for example cutting and joining materials

Identifying and managing risks in the development of various projects, for example working safely, responsibly, cooperatively and ethically on design projects, assessing uncertainty and risk in relation to long-term health and environmental impacts

Developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time.

Year 7 Industrial Technology and Design - Metal: Assessment

Project: Manufacture a Mild Steel and Aluminium Egg Flipper Completed in Class time



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Unit 1: Engineering Principals and Systems

Year 8 Industrial Technology and Design - Wood

Unit Unit 1: Engineering principles and systems

Year 8 Industrial Technology and Design - Wood: Teaching and Learning

In this unit, students will design and make a Pencil Case out of timber. Students will learn about the characteristics and properties of materials so they can select the appropriate materials for their design. They will consider factors like cost, manufacturing and production processes, and how materials react to heat. Students will apply their knowledge and understanding of material properties and characteristics when completing the design process. They will use industry processes and production skills to construct their designs. Students will:

Developing technical production skills and safe working practices with independence to produce quality solutions designed for sustainability

Practicing techniques to improve expertise, for example cutting and joining materials

Identifying and managing risks in the development of various projects, for example working safely, responsibly, cooperatively and ethically on design projects, assessing uncertainty and risk in relation to long-term health and environmental impacts

Developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time.

Year 8 Industrial Technology and Design - Wood: Assessment

Project: Manufacture a Wooden Pencil Case Completed in Class time



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Unit 1: Engineering Principals and Systems

Year 10 Industrial Technology and Design

Unit Unit 1: Engineering principles and systems Unit 2: Engineering principles and systems

Year 10 Industrial Technology and Design: Teaching and Learning

In this unit, students will follow technical plans to make a wooden truck out. On completion, they will develop a design brief for a trailer to match their wooden truck. Students will design and make technical plans to industry standards for their trailer. They will then follow their plans to construct the trailer using off cuts found in the workshop. Students will learn how to critique existing technologies and designs, to make a design that complements their needs. They will consider factors like cost, manufacturing and production processes.

In this unit, students will design and make a tackle box that has multiple compartments, moving parts, and removable parts. Students will learn about sustainability issues with existing designs and the characteristics and properties of materials so they can select the appropriate materials for their design. They will consider factors like cost, manufacturing and production processes, and how materials react when exposed to the environment. Students will apply their knowledge and understanding of material properties and characteristics when completing the design process. They will use industry processes and production skills to construct their designs. Students will:

Year 9 Industrial Technology and Design

Unit Unit 1: Metal and Acrylic Unit 2: Metal Unit 3: Wood and Acrylic Unit 4: Wood and Acrylic

Year 9 Industrial Technology and Design: Teaching and Learning

ACTDEK046

Tools

Engineering

Deductive reasoning

Materials

Fibres (materials) ACTDEP048

Deductive reasoning

Design

Materials

Critical Thinking

Fibres (materials)

Scientific inquiry

ACTDEK046

Tools

Engineering

Deductive reasoning

Materials


Deductive reasoning

Design

Materials

Critical Thinking

Fibres (materials)

Scientific inquiry

ACTDEK046

Tools

Engineering

Deductive reasoning

Materials


Deductive reasoning

Design

Materials

Critical Thinking

Fibres (materials)

Scientific inquiry

ACTDEK046

Tools

Engineering

Deductive reasoning

Materials


Deductive reasoning

Design

Materials

Critical Thinking

Fibres (materials)

Scientific inquiry

Year 9 Industrial Technology and Design: Assessment

Project - Night Light: Design and make a night light that passes light between materials. Completed in Class time

Project - Multi Tool: Design and make a multi tool that has moving folding components. Completed in Class time

Project - Lolly Dispenser: Design and make a reservoir and catchment for a lolly dispenser. Completed in Class time

Project - Desk Caddy: Design and make a desk caddy that holds technology. Completed in Class time



understanding


Unit 1: Metal and Acrylic 2: Metal 3: Wood and Acrylic 4: Wood and Acrylic

Students will apply their knowledge and understanding of material properties and characteristics when completing the design process. They will use industry processes and production skills to construct their designs. Students will:

Critique existing designs to assist in their material selection.

Justify decisions when selecting materials, technology, tools and equipment.

Analyse and explain why the characteristics of materials have been considered in the design.

Investigate emerging materials and their impact on design decisions.

Investigate and make judgements, on how technologies can be combined to create designed solutions.

Critiquing a range of design and technology ideas. ACTDEK046 – Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions. Acara (2017) ACTDEP048 – Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas. Acara (2017)

Critique existing designs to assist in their material selection.

Justify decisions when selecting materials, technology, tools and equipment.

Analyse and explain why the characteristics of materials have been considered in the design.

Investigate emerging materials and their impact on design decisions.

Investigate and make judgements, on how technologies can be combined to create designed solutions.

Critiquing the design of new products to identify how well design ideas respond to sustainability issues.

ACTDEK046 – Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions. Acara (2017) ACTDEP048 – Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas. Acara (2017)

Year 10 Industrial Technology and Design: Assessment

Design Project: Design and make a trailer for a wooden truck out of recycled products. Completed in Class time

Design Project: Design and make a tackle box that can withstand the effects of the environment. Completed in Class time



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Unit 1: Engineering Principals and Systems 2: Engineering Principals and Systems

Year 9 Graphics

Unit Sketching and Digital Image Manipulations

Year 9 Graphics: Teaching and Learning

In this unit, students will be introduced to a variety of sketching techniques and utilise a selection of digital presentation techniques to manipulate and enhance their work. ACTDEK047 –Investigate and make judgments, within a range of technologies specialisations on how technologies can be combined to create designed solutions. Acara (2017) ACTDEP049 – Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication. Acara (2017)

Year 9 Graphics : Assessment

Design Project: Design and create a folio of work that shows a broad range of graphic skills in the preparation and presentation of individually created sketches and digitised final products. Completed in Class time



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Unit 1: Sketching and Digital Image Manipulations

Year 10 Graphics

Unit Materials and Technologies Specialisations

Year 10 Graphics : Teaching and Learning

In this unit, students will research and critique existing advertisements for a selected destination. They will develop a design brief for a brochure promoting the destination to a target audience that considers multiple factors (location, audience, airline, colour, layout and composition, information, etc.). They will create prototypes and analyse the functional, structural and aesthetics of the brochure in relation to their research. They will research and examine the manufacturing processes of brochures to develop a sustainable option in relation to the environment. ACTDEK047 –Investigate and make judgments, within a range of technologies specialisations on how technologies can be combined to create designed solutions. Acara (2017) ACTDEP049 – Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication. Acara (2017)

Year 10 Graphics: Assessment

Folio of Work including a Design Project: Design and make a brochure that promotes a product to its market audience. Completed in Class time



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Unit 1: Materials and Technologies Specialisations

Digital Technologies: Business Studies, Information Technology Year 7 Digital Technologies

Unit Unit 1: Get serious about Games

Year 7 Digital Technologies: Teaching and Learning

In this unit students will apply computational and systems thinking to evaluate educational information systems and create digital solutions using a general purpose programming language. Students will apply a range of skills and processes in the production of digital solutions, which include a model of a real-world system and a game that will educate their peers. They will:

analyse data to model a real life object or event, with consideration to gaming mechanics investigate how data including text, images and sound are represented in binary, and how this impacts game design define and decompose real-world problems, considering functional requirements and technical, social and usability constraints investigate how game mechanics influence user experience and apply those principles to the user experience design use algorithms including flow charts, storyboards and pseudocode to design their solution test algorithms for accuracy evaluate how well needs are met by digital solutions and information systems, and evaluate them against criteria including innovation, future risks and sustainability plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account explore emerging technologies. Use basic programming to have robots complete simple tasks.

Year 7 Digital Technologies: Assessment

Student responses to summative assessment tasks contribute to their assessment folio. It provides evidence of their learning and represents their achievements over reporting period. The assessment folio should include a range and balance of assessments to make valid judgments about whether the student has met the achievement standard. Unit 1: Get serious about games Portfolio Students will plan and manage the development of a game. Assessment will gather evidence of the student’s ability to:

explain how image and audio data can be represented and presented in a digital system define problems with functional requirements and constraints evaluate needs, innovation and sustainability of solutions design user experiences and algorithms (flowchart and pseudocode), incorporating branching and iterations implement a serious game using a general purpose programming language plan and manage a project develop and apply protocols to communicate and collaborate online, taking safety and social contexts into account.

Program robots to complete simple tasks



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Unit 1: Get Serious about Games

Year 8 Digital Technologies

Unit Unit 1: Let’s Go Lego


EV3 Lego Robots In this 10 week unit students will investigate the programming language of the Lego Robots. They will create programs using visual programming environments to

programming the EV3 robots to carry out challenges. As the challenges become more complex, students learn to break the large problems down into simpler ones, and construct solutions with care, one step at a time.


Competency Test Students show knowledge and understanding of basic programming as they program the EV3 Lego robots. They will be marked competent or not competent. The challenge incorporates a number of simple algorithmic exercises that program the robot. The algorithms are tested for accuracy. Skills in robot rescue as suggested by the Australian RoboCup competition will be used as the bench mark for this task.



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Unit 1: Let’s Go Lego


Unit Unit 1: Systems in Society

Unit 2: There’s an application for that


Over the course of this unit students will design systems for organising and storing and accessing information. Students design, develop and implement information searches using basic spreadsheet and database products.

In this unit students will use mark-up language and style sheets to design and create a prototype data-driven webpage or web app to solve an identified problem. For example, students may Design an app/webpage to locate the best surfing spots in Queensland. Learning opportunities will include: • examining existing apps • studying the agile software development cycle used in real-world projects • exploring and evaluating examples of solutions developed using big data, such as in meteorology, transportation and government.


Folio demonstrating mastery of spreadsheet and database application through the practical and real life use of both.

Students create a prototype app or website that addresses a data visualisation need, applying skills in defining, designing, Implementing, evaluating, collaborating and managing. Students are introduced to the Design, Develop and Evaluate cycle.



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Unit 1: Systems in Society 2: There’s an Application for that


Unit Unit 1: Creative Computing


Students use technologies knowledge and understanding; technologies processes and production skills; and systems, design, and/or computational thinking to solve and produce creative solutions to problems, needs or opportunities. They communicate and record their ideas using a range of media and technologies. The learning here is largely creative as students prepare for the senior ICT subjects. Broadly speaking the topics covered are Gaming, app development and 3D printing.


Students use their knowledge and understanding of data and digital systems to apply processes and production skills as they create digital solutions. This will be presented through a folio of projects. This will include a standalone game, a publishable app and a 3D product.



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Unit 1: Creative Computing

Year 7 Business

Unit Unit 1: Markets and Business Opportunities

Year 7 Business: Teaching and Learning

In this unit, students will develop and apply enterprising behaviours and capabilities, and knowledge, understanding and skills of inquiry, to investigate a familiar personal, community, national or regional economics or business issue (for example, observing a business to identify factors that contribute to its success; opportunities in the market for a business to take advantage of these in a new enterprise or venture; developing a business plan for an new business venture). The economics or business issue investigated will enable students to: describe the interdependence of consumers and producers in the market; explain how markets operate in Australia; explain the importance of short- and long-term planning to achieve personal, organisational and financial objectives; identify different types of business and explain how they respond to opportunities in Australia; explain the rights and responsibilities of consumers and businesses in Australia; describe characteristics of entrepreneurs and successful businesses. Resource allocation and making choices • The ways consumers and producers interact and respond to each other in the market (ACHEK017) (Year 7) • The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027) (Year 8) • The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028) (Year 8) Consumer and financial literacy • Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018) (Year 7) • The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029) (Year 8) The business environment • Characteristics of entrepreneurs and successful businesses (ACHEK019) (Year 7) • Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030) (Year 8) Work and work futures • Why individuals work, types of work and how people derive an income (ACHEK020) (Year 7) • Influences on the ways people work and factors that might affect work in the future (ACHEK031) (Year 8) ECONOMICS AND BUSINESS SKILLS: Questioning and research • Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021) (ACHES032) (Year 7 and 8) • Gather relevant data and information from a range of digital, online and print sources (ACHES022) (ACHES033) (Year 7 and 8) Interpretation and analysis • Interpret data and information displayed in different formats to identify relationships and trends (ACHES023) (ACHES034) (Year 7 and 8) Economic reasoning, decision-making and application • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative • Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025) (ACHES036) (Year 7 and 8) Communication and reflection • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions

Year 7 Business: Assessment

Item 1: Multiple Choice and Short Response Exam (40%); 35 minutes Item 2: Group Assignment – Business Plan (60%); Written project and practical selling of product in Business Shop as well as an event; 4 weeks

Year 9 Business

Unit Unit 1: Economics and Business Financial responsibilities – Risks and rewards

Unit 2: Competing as a business in the global economy

Unit 3: Managing economic performance and standard of living

Unit 4: Improving business productivity

Year 9 Business: Teaching and Learning

In this unit, students will develop and apply enterprising behaviours and capabilities, and knowledge, understanding and skills of inquiry, to investigate a familiar, unfamiliar and/or hypothetical personal, local or national economics or business issue for example:

exploring strategies for mitigating financial risks associated with online banking and/or shopping; determining how to manage over-indebtedness using cost-benefit analysis and appropriate criteria to recommend and justify a course of action; exploring investment risk and financial scams and strategies as a component of financial management for personal and business contexts).

In this unit, students will develop and apply

enterprising behaviours and capabilities,

and knowledge, understanding and skills of

inquiry, to investigate a familiar, unfamiliar

and/or hypothetical national, regional or

global economics or business issue, for

example:

Exploring why it is increasingly

important for businesses to seek a

competitive advantage in the global

economy; or examining the role of

TNCs in strategies of national

competitiveness; or hypothesising why

the export of locally-made products

will greatly benefit the local

community).



and knowledge, understanding and skills or

inquiry, to investigate a familiar, new and

complex hypothetical national, regional or

global economics or business problem, for

example:

Using economic data and information

for a hypothetical developing country

to devise a five-year plan with

strategies governments could use to

manage the economy and improve

living standards).



and knowledge, understanding and skills or

inquiry, to investigate a familiar, new and

complex hypothetical national, regional or

global economics or business problem, for

example:

Exploring how governments,

businesses and individuals respond to

changing economic conditions, such as

rise of Asia, ageing of population and

increasing demand for health and

social services, rapidly advancing

technology, shift to a clean energy

economy as a result of climate

change.)



understanding


Unit 1: Markets and Business Opportunities

Year 9 Business: Assessment

Research task: eCommerce

Multi-Modal Presentation

Individual

4 weeks

Assignment: Folio of work

Completed throughout the term in class

Oral Presentation

Individual

Assignment: Folio of Work

Individual

4 Weeks

Research task:

4 Weeks

Individual



understanding


Unit 1: Economics and Business Financial responsibilities

2: Competing as a business in the global economy

3: Managing economic performance and standard of living

4: Improving business productivity

Japanese

Year 7 Japanese

Unit Unit 1: Self-Introduction Unit 2: Manga and Technology

Year 7 Japanese: Teaching and Learning

At the end of this unit the students will be able to:- Use and understand common Japanese greetings and apply appropriate social etiquette when meeting people, use numbers 1 – 99 and understand how to apply these to age, year level and phone numbers. They will be able to recognise geographically where Japan is located globally as well as the main islands and cities in Japan whilst also using language to describe where they live and their nationality. They will be able to give their name in Japanese and recognise common Japanese names. Students will be introduced to Japanese script – hiragana (basic table) and kanji numbers 1 – 10 and will increase their confidence reading and writing this script. They will also learn interesting cultural similarities and differences between the two cultures while developing an appreciation for learning a second language from a global perspective.

At the end of this unit the students will be able to:- Use common nouns for classroom items and ask for something in Japanese; Use and

respond to classroom instructions in Japanese; Use and understand language in

Japanese in order to describe basic physical descriptions of both people (including

family members) and fictional characters including robots (body parts, colours,

shapes, adjectives – true and quasi); Use basic verbs to describe common daily actions

(e.g. cleaning, cooking, clothes washing); Students will continue to develop their

composition and comprehension of Japanese script – hiragana and will increase their

confidence reading and writing this script. They will be introduced to extended rules

using hiragana script (ten ten and maru, double consonants, long vowel sounds,

combined sounds).

They will also reflect on Japanese technology and the place of robot technology in daily life including advantages and disadvantages.

Year 7 Japanese: Assessment

Two Assessment Tasks: Speaking: Oral Presentation of Self Introduction 1-2 minutes Listening: 30 minutes; Greetings and Self Introductions; students listen to the task 3 times and record answers in English

Two Assessment Tasks: Writing: Students have three weeks to complete poster of anime character with descriptions in Japanese about the different body parts Reading: Descriptions; Students are to read Hiragana sentences and answer questions in English, 30 minutes

ACLJAC001, ACLJAC002, ACLJAC003, ACLJAC004, ACLJAC005, ACLJAC007, ACLJAC008, ACLJAC009, ACLJAC010, ACLJAC011, ACLJAC013, ACLJAC014, ACLJAC015, ACLJAC016, ACLJAC017, ACLJAC018




understanding


Unit 1: Self Introduction 2: Manga and Technology

Year 8 Japanese

Unit Unit 1: Let’s Excursion Unit 2: Let’s Eat

Year 8 Japanese: Teaching and Learning

Students will:

Become proficient in hiragana

Recognise katakana

Read and write high frequency katakana and kanji

Develop knowledge of word order and grammar features such as particles, adjectives, verb tenses and polite forms

Apply modelled language to create and present their own texts

Be able to talk about their typical day in Japanese

Be able to understand and follow directions to places in Japanese

Students will:

Become proficient in hiragana

Recognise katakana

Read and write high frequency katakana and kanji

Develop knowledge of word order and grammar features such as particles, adjectives, verb tenses and politeness forms.

Apply modelled language to create and present their own texts

Be able to create a recipe in Japanese

Be able to invite someone to an event

Year 8 Japanese: Assessment

Two Assessment Tasks Listening Exam: 30 minutes; students listen to the information 3 times (in Japanese) and write answers in English; Directions and locations as well as describing of locations Reading Exam: 30 minutes; students are to read an itinerary of an excursion and answer questions;

Speaking and Writing project: Food Diary; 4 weeks; students are to write in Japanese what they have eaten for 10 different meals; they are to describe the food and the different foods and drinks; PowerPoint Presentation or Booklet in Japanese accompanies their speech in Japanese about the food diary.

ACLJAC001, ACLJAC002, ACLJAC003, ACLJAC004, ACLJAC005, ACLJAC006, ACLJAC007, ACLJAC008, ACLJAC009, ACLJAC010, ACLJAC012, ACLJAC013, ACLJAC014, ACLJAC015, ACLJAC016, ACLJAC017, ACLJAC018




understanding


Unit 1: Let’s Excursion 2: Let’s Eat

Drama

Year 8 Drama

Unit Unit 1: Make it up! Unit 2: Script time Unit 3: Children’s theatre

Year 8 Drama: Teaching and Learning

Students will learn the basics of improvisation and the elements of drama.

Students will write a play and in groups perform a scene from a published play script.

Students will create a piece of theatre suitable for young people and perform it.

Year 8 Drama: Assessment

Practical Exam

Published Polished Performance

Group Work

1 – 2 minute performance

Practical Performance, Written Script

Group work

3 weeks practice and performance time

Practical Performance

Group work

3 weeks practice and performance time

ACADRM047, ACADRM048, ACADRM049, ACADRM050, ACADRM051, ACADRM052

ACADRM047, ACADRM048, ACADRM049, ACADRM050, ACADRM051, ACADRM052, ACADRM053




understanding


Unit 1: Make it Up! 2: Script Time 3: Children’s Theatre

Year 9 Drama

Unit Unit 1: Defining our destinations Unit 2: Myths and Legends Unit 3: Script work Unit 4: Children’s theatre and movie making

Year 9 Drama: Teaching and Learning

Students will learn the basics of improvisation and the elements of drama.

Students will research various myths and legends and create a piece of theatre based on said myth

Students will write a play and in groups perform a scene from a published play script.

Students will create a piece of theatre suitable for young people and perform it. Students will make a movie on a subject of their choice


1 Practical Improvisation Practical Test

1 lesson Prep and present Exam: Elements of Drama

70 Minute Exam

One performance

Group presentation – 7 minutes for group

One design folio

Ongoing whole term

One script

Acting script

Group work

3 weeks One performance

3 weeks

Group presentation

One performance

at a kindy

Group presentation

4 weeks preparation Making a completed movie.

Group presentation

3 weeks

ACADRM047, ACADRM048, ACADRM049, ACADRM050, ACADRM051, ACADRM052






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Unit 1 2 3 4

Year 10 Drama

Unit Unit 1: Realism Unit 2: Documentary drama

10 Drama: Teaching and Learning

Students will learn the basics of realism and the elements of drama. Students will look at the power of theatre to change lives and public opinion


Practical Performance

1 performance of JUICE or CHILDREN OF THE BLACK SKIRT

Group presentation

3 weeks preparation

Concept and Performance Presentation

Students will create a devised concept and perform a concept

Group work

3 weeks preparation

ACADRM047, ACADRM048, ACADRM049, ACADRM 050, ACADRM051, ACADRM052 ACADRM047, ACADRM048, ACADRM049, ACADRM050, ACADRM051, ACADRM052, ACADRM053



understanding


Unit 1: Realism 2: Documentary Drama

Music

Year 7 Music

Unit Unit 1:

Year 7 Music: Teaching and Learning

By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers. Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose

Year 7 Music: Assessment

Written Assessment – Week 7 Lesson 1 Performance Task – Week 10 Lesson 1

Experiment with texture and timbre in sound sources using aural skills (ACAMUM092)

Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music (ACAMUM093)

Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills (ACAMUM094)

Structure compositions by combining and manipulating the elements of music using notation (ACAMUM095)

Perform and present a range of music, using techniques and expression appropriate to style (ACAMUM096)

Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)



understanding


Unit 1

http://www.scootle.edu.au/ec/search?accContentId=ACAMUM092





http://www.scootle.edu.au/ec/search?accContentId=ACAMUR097

Year 9 Music

Unit Unit 1: Blues Unit 2: Film and TV Unit 3: Contemporary Music Unit 4: World/African Music

Year 9 Music: Teaching and Learning

Manipulate combinations of

the elements of music in a range

of styles, using technology

and notation (ACAMUM100)

Practise and rehearse to refine a

variety of performance repertoire

with increasing technical and

interpretative skill (ACAMUM101)

Plan and organise compositions

with an understanding of style and

convention, including drawing

upon Australian music by

Aboriginal and Torres Strait

Islander artists (ACAMUM102)

Perform music applying

techniques and expression to

interpret the composer’s use

of elements of music (ACAMUM103)

Evaluate a range of music and

compositions to inform and refine

their own compositions and

performances (ACAMUR104)

Manipulate combinations of

the elements of music in a range of

styles, using technology

and notation (ACAMUM100)

Analyse a range of music from

contemporary and past times to explore

differing viewpoints and enrich their

music making, starting with Australian

music, including music of Aboriginal and

Torres Strait Islander Peoples, and

consider music in international

contexts (ACAMUR105)

Analyse a range of music from

contemporary and past times to explore

differing viewpoints and enrich their music

making, starting with Australian music,

including music of Aboriginal and Torres

Strait Islander Peoples, and consider music

in international contexts (ACAMUR105)

Evaluate a range of music and

compositions to inform and refine their

own compositions and

performances (ACAMUR104)

Plan and organise compositions with an

understanding of style and convention,

including drawing upon Australian music by

Aboriginal and Torres Strait

Islander artists (ACAMUM102)

Manipulate combinations of the elements of music in a range of styles, using technology and notation (ACAMUM100)

Perform music applying techniques and

expression to interpret the composer’s use

of elements of music (ACAMUM103)

Practise and rehearse to refine a variety of

performance repertoire with increasing

technical and interpretative

skill (ACAMUM101)

Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance(ACAMUM099)

Year 9 Music: Assessment

Composition: 12 Bar Blues Composition written Composition – 24 bar (min) 4 weeks Performance Task: Length 60 second Week 10 Lesson 1 Group Performance – Individually Assessed

Analytical Essay: 4 weeks 400-600 words

Report on music from a film/musical

Composition:

single song parody composition

4 weeks 1 full song Essay Task: 5 weeks 400-600 words

Report on how the music industry has changed over time

Performance: 60 second length

individual/small group performance



understanding


Unit 1: Blues 2: Film and TV 3: Contemporary Music 4: World/African Music















Visual Art Year 7 Art

Unit Unit 1: Wild Things

Year 7 Art: Teaching and Learning

Students will develop ways to enhance their intentions as artists through exploration of the illustrated childrens book “Where the Wild Things Are” and how the author and illustrator Maurice Sendak use materials, techniques, technologies and processes. They will develop planning skills for art-making by exploring techniques and processes such as pen, pencil, hatching and cross-hatching. Students will practice techniques and processes to enhance representation of monsters and creatures in their art-making and present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience. They will also analyse how Maurice Sendak use visual conventions in his artworks.

Year 7 Art: Assessment

Folio of Work: including making and responding responses. Ongoing throughout the term

Develop ways to enhance your intentions as an artist through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119) Develop planning skills for art-making by exploring techniques and processes used by different artists (ACAVAM120) Practice techniques and processes to enhance representation of ideas in your art-making (ACAVAM121) Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience (ACAVAM122) Analyse how artists use visual conventions in artworks (ACAVAR123)



understanding


Unit 1: Wild Things

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACAVAM119




http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACAVAR123

Year 8 Art

Unit Unit 1: Journeys


Students will experiment with visual arts conventions and techniques used by Aboriginal artists, to represent maps and journeys in their artwork. They will develop planning skills for art-making by exploring “personal maps” created by different artists. Students will practise linocut printing techniques and processes to enhance representation of personal maps in their art-making and present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience. Lastly students will identify and connect specific features and purposes of visual artworks from contemporary and past times to explore different viewpoints of the Australian landscape.


Folio of work: including making and responding responses.

Experiment with visual arts conventions and techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork (ACAVAM118)

Develop planning skills for art-making by exploring techniques and processes used by different artists (ACAVAM120)

Practice techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)

Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience (ACAVAM122)

Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich your art-making (ACAVAR124)



understanding


Unit 1: Journeys






Year 9 Art

Unit Unit 1: Fantasy, Myths and Legends (2D).

Unit 2: Fantasy, Myths and Legends (3D) Unit 3: Nature & Scape (Printmaking) Unit 4: Nature & Scape (Painting)


Students will create a folio of drawn observations and experiment with materials and processes. Students will be exploring the concept of objects as symbols and research artists who used the Surrealist style and identify where the artists have used symbols. Students will select images from explorations and use these to develop different compositional possibilities. Students will resolve a Surreal style of drawing using dislocation, juxtaposition and transformation.

Students will research Surrealism and Fantasy along with cultures where myths and legends are used to tell stories. The students will focus on a culture or theme that interest them and create designs for a ceramic collection which show evidence of their research and investigations. Students will learn about the qualities of clay and the construction techniques and design and produce their own ceramic collection. The collection will include (but is not limited to) a decorative tile, a pinch pot and a coil pot all based on a common theme.

Students will create a folio of drawn observations and experiment with materials and processes including stencil, mono, lino prints and found object prints. Students will research artists who use and are influenced by their environment and self, and build upon their ideas and explorations to create possible solutions. Students will create a print design based on explorations and will bring together their explorations and developments to make and display and edition of prints.

Students will research artists who use and are influenced by “Scape/Environments” and the impressionist technique. Students will experiment with impressionist processes, collect personal observations suitable for impressionist painting and build upon their ideas and explorations to create possible solutions. Students will design a composition for an impressionist painting based on explorations to resolve an impressionist style painting.


Folio of work: Including making and responding responses.




Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125)

Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)



Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)



















Plan and design artworks that represent artistic intention (ACAVAM128)

Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)


Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)



Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)

Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)



Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)




understanding


Unit 1: Fantasy, Myths and Legends (2D) 2: Fantasy, Myths and Legends (3D) 3: Nature & Scape (Printmaking) 4: Nature & Scape (Painting)












