Year 7 Learning Handbook 2018

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INTRODUCTION This booklet is a guide for both students and parents. It contains an overview of the learning and teaching that is scheduled to occur this year. Students will be supported and challenged by the College to work to their potential. They are encouraged to actively participate in all learning opportunities offered, seek feedback about their progress regularly and implement it to the best of their ability. The overview of assessments for each subject provided in this booklet will help students manage their time so that they can plan to succeed. Parents should not hesitate to contact staff to discuss any concerns relating to a student’s academic progress and learning needs. Best Wishes Shane Fuller Leader of Curriculum

ASSESSMENT Assessment is the broad name for the collection and evaluation of evidence of a student's learning. It is integral to teaching and learning and has multiple purposes. Assessment can enhance student engagement and motivation, particularly when it incorporates interaction with teachers, other students and a range of resources. Assessment:  provides opportunities for teachers to gather evidence about student achievement in relation to syllabus outcomes  enables students to demonstrate what they know and can do  clarifies student understanding of concepts and promotes deeper understanding  provides evidence that current understanding is a suitable basis for future learning. In Stage 4, assessment will primarily occur at school in class. Assessment provides invaluable opportunity for teachers to provide feedback to students in a timely way. Students are assessed using a standards-referenced approach. This refers to the process of collecting and interpreting information about students' learning. It uses syllabus outcomes as key reference points for decisions about students' progress and achievement. Syllabus outcomes:  indicate the knowledge, understanding and skills expected to be acquired by most students by the end of a stage as a result of effective teaching and learning  present a sequence of learning for each stage and take into account prior and subsequent learning of students. Syllabus outcomes are used by teachers to:  plan and develop learning and assessment opportunities  monitor student progress throughout each stage  assess and measure student achievement against intended learning at each stage  report student progress and achievement during, and at the end of, a stage. 2

The Common Grade Scale shown below is used by teachers to provide feedback to students and report achievement in junior secondary years in all NSW schools. The Common Grade Scale describes performance at each of the five grade levels. The student has an extensive knowledge and understanding of the content and can readily A apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. The student has a thorough knowledge and understanding of the content and a high level of B competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. C

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

D

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Students and parents should consult this document and the Year Level Google Assessment Calendar for planning purposes.

ASSESSMENT POLICY Junior Assessment Policy (Years 7-9) Guidelines The classroom is the preferred setting for assessment in Stages 4 and 5. This assessment is used for a variety of purposes:  To assess where students are in their learning.  To identify ‘where to next?’ in student learning.  To collect evidence for informal and formal reporting of student learning, including the extent to which outcomes are achieved, and the allocation of grades. There is a diversity of assessment approaches in Stages 4 and 5. Some courses of study do not have formal assessment tasks and rely on on-going teacher observation and recording of student achievement of outcomes. Other courses have a limited number of formal assessment tasks that complement the daily work of informal assessment and fast feedback. In Stages 4 and 5 all formal assessment tasks have a classroom element as teachers work with students to make clear what students are expected to know, understand and do to achieve outcomes and satisfy criteria.

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For each course the College has developed an assessment program which:  Outlines the requirements for satisfactory completion of the course.  States the number and type of tasks to be completed during the semester/year  Lists the schedule of tasks.  States the weighting of each task if applicable.  Identifies the tasks used to determine the assessment result included in the Semester 1 and 2 Reports. This program will be distributed to student at the commencement of the year.  For each formal assessment task, students will be given a written notification at least two weeks in advance of the task indicating the issue date, due date, weight, outcomes being assessed, specific task description and marking criteria.  Feedback, written and verbal, will be provided to each student using the marking criteria for the task and annotation to student work, indicating where learning is now and how to move learning forward.  A student will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that the student has: (a) followed the course developed or endorsed by NESA as per the relevant syllabus; (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and (c) achieved some or all of the course outcomes. Formal Assessment Task Submission  Formal assessment tasks are to be submitted on the due date in the format discussed during class time preparation.  Google Drive automatically saves and updates student work, including drafts. Digitally presented work should be completed in Google Drive unless a different platform is nominated by the teacher in class preparation time.  Assessment work must be authentic and reference the work of others where appropriate. ‘Turnitin’ may be used to check authenticity and for submission.  A serious attempt must be made. Illness/misadventure and Requests for Extension  Students may request an extension if illness or other circumstances prevent completion of the task by the due date. Requests for extension must be made before the due date for a submitted task. If an in-class task or exam is missed due to illness/misadventure, a call should be made to the College as soon as possible after 8am on the day of the task.  The Leader of Curriculum or the appropriate KLA Coordinator can assist students requesting an extension. An Illness/Misadventure Extension Form must be completed before extensions are considered.

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Non-submission of Tasks, Non-completion of tasks, Non-serious Attempts and Malpractice  Teachers will include checks during class to ensure that all students are making progress on an on-going class-based task. Late tasks are not accepted unless an extension has been given. Teachers will assess any work completed at the due date and inform parents of nonsubmission or non-completion.  Plagiarised work will not be assessed.  Students will be required to complete core work of the assessment to ensure satisfactory completion of the course. This work may be completed at lunchtime or alternative times if students do not respond to the request to complete in their own time. Additional Information  Parents are asked to check the Assessment Handbook and Assessment Overview to see when tasks are scheduled.  Taking time off school to complete assessment work is unethical as it may give students an unfair advantage.  Students with Special Provisions as granted by NESA are entitled to the specified adjustments.

HOMEWORK Homework is designed to be meaningful and manageable. Traditionally it will have a literacy and numeracy focus, such as Accelerated Reader, HOTmaths or writing and vocabulary activities. These align with our College priorities. Homework could also include assessment preparation and study. It supports and complements the work of the classroom.

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STAFF Principal Assistant Principal Leader of Curriculum Leader of Learning and Teaching Leader of Academic Care and Well Being Leader of Mission Careers Advisor

Mr Rod Whelan Ms Christie Scoble Mr Shane Fuller Ms Alison Sutton Ms Caitlin Fahey Ms Christine Savage Ms Karen Murray

[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]

KEY LEARNING AREAS Religious Education - Religion English - English HSIE History Geography Mathematics - 5.1, 5.2, 5.3 -

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PDHPE PDHPE

Science - Science Creative Arts - Music - Visual Arts TAS - Technology Mandatory -

Mr Terry Kennedy

[email protected]

Mr Damian Quinn Ms Megan Hardy

[email protected] [email protected]

Mrs Sharon Forwood Mr Kel Woodhouse

[email protected] [email protected]

Mrs Colleen Rainibird Mrs Vicki Kenny

[email protected] [email protected]

Mrs Angie Cooper

[email protected]

Mr Shane Fuller Mrs Jenny Stephens Ms Dannyelle Gaiter

[email protected] [email protected] [email protected]

Mrs Mel Cotterill

[email protected]

Mrs Jenny Watt

[email protected]

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NESA GLOSSARY OF KEY VERBS Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks. Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions Analyse Identify components and the relationship between them; draw out and relate implications Apply Use, utilise, employ in a particular situation Appreciate Make a judgement about the value of Assess Make a judgment of value, quality, outcomes, results or size Calculate Ascertain/determine from given facts, figures or information Clarify Make clear or plain Classify Arrange or include in classes/categories Compare Show how things are similar or different Construct Make; build; put together items or arguments Contrast Show how things are different or opposite Critically Add a degree or level of accuracy depth, knowledge and understanding, (analysis/evaluate) logic, questioning, reflection and quality to (analyse/evaluation) Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Distinguish Recognise or note/indicate as being distinct or different from; to note differences between Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into Explain Relate cause and effect; make the relationships between things evident; provide why and/or how Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquire into and draw conclusions about Justify Support an argument or conclusion Outline Sketch in general terms; indicate the main features of Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action 7

Recall Recommend Recount Summarise Synthesise

Present remembered ideas, facts or experiences Provide reasons in favour Retell a series of events Express, concisely, the relevant details Putting together various elements to make a whole

Disclaimer: The dates supplied in this Assessment Book are true and correct at the time of printing, however, could be subject to change.

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Kildare Catholic College Year 7 TERM 1 TOPIC

OUTCOMES

ASSESSMENT

TERM 2 TOPIC

OUTCOMES

ASSESSMENT

Wk 1

Scope and Sequence - 2018

Subject: Religious Education Wk 2

Wk 3

Wk 4

Wk 5

Wk 6

Wk 7

Initiation & Belonging (17 hours/ 7 wks) In this unit students explore initiation rites within the Catholic Church with particular reference to their personal experience of transitioning from primary school to secondary school. Students also explore the rites of passage in other cultures and reflect on and critique the experiences and challenges of adolescence. The establishment of the Presentation Sisters in Wagga Wagga can also be used as an example of what it means to belong to a community. C4.5 Examines ways in which the sacraments are actions of Christ and the Church which reconcile, renew and build up the Christian community. C4.9 Gathers and analyses information about religion, independently and in teams. C4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C4.11 Use appropriate terminology related to religion and belief systems. C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #1 Symbols of the Catholic Church PEEL paragraph (FORMATIVE) [ Outcome C4.10] #2 Sacraments of Initiation presentation (FORMATIVE) [ Outcome 4.12] #3 Steps of the RCIA storyboard (FORMATIVE) [Outcome C4.9] #4 St Brigid creative expression (FORMATIVE) [Outcome C4.5] #5 Marzano pre and post text (FORMATIVE) [Outcome C4.11]

Week 1

Week 2

Week 3

Sacred Time and Place (17 hours/ 7 wks) Students also explore the sacred place of Kildare in Ireland and its connection to the Presentation Sisters and Kildare Catholic College. C4.11 Use appropriate terminology related to religion and belief systems. C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #3 PEEL paragraph (FORMATIVE) [Outcome C4.7] #4 ‘Travelling’ to sacred places (FORMATIVE) [Outcome C4.10]

Week 4

Week 5

Week 8

Week 9

Week 10

Sacred Time and Place (15 hours/ 6 weeks) In this unit students study the phenomena of sacred time and place from a cross religious perspective as a context for the study of the Church’s liturgical year and Christian places of worship. This unit seeks to emphasise a Catholic appreciation of the sacredness of all creation.

C4.7 Explains ways in which prayer and spirituality are faith responses central to the life and mission of the Church. C4.9 Gathers and analyses information about religion, independently and in teams. C4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts.

#1 Marzano Vocab (FORMATIVE) [Outcome C4.11] #2 ‘66 words’ task (FORMATIVE) [Outcome C4.11]

Week 6

Week 7

Week 8

Week 9

Week 10

Catholic Beliefs and Practices (17 hours/7 weeks) This unit is intended to deepen students’ awareness of what it means to be Christian and more specifically what it means to belong to the Catholic community. The Catholic experience of Advent is explored including its significance within the liturgical calendar. Students also explore the influence of the Presentation Sisters on the beliefs and practices of Catholicism. C4.6 Explains links between Christian life, fidelity to Church teaching, conscience, and inspiring people of faith. C4.9 Gathers and analyses information about religion, independently and in teams. C4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C4.11 Use appropriate terminology related to religion and belief systems. C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #1 Source Image (FORMATIVE) [Outcome C4.6] #2 Comparative Task (FORMATIVE) [Outcome C4.12] #3 Wordle (FORMATIVE) [Outcome C4.12] #4 Role Play (FORMATIVE) [Outcome C4.9] #5 Grotto visit (FORMATIVE) [Outcome C4.

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TERM 3 TOPIC

OUTCOMES

ASSESSMENT

TERM 4 TOPIC

OUTCOMES

ASSESSMENT

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Life and Times of Jesus – The person of Jesus (17 hours /7 wks) In this unit, students study various aspects of the land, society, religious culture and history of the Jewish people at the time of Christ. The unit includes a study of the person and mission of Jesus through the scriptures. It also attempts to demonstrate the importance of such historical understandings to the interpretation of scripture in context.

Literary Forms in the Bible (17 hours/7 wks) In this unit, students gain an understanding and appreciation of the various ways in which scripture is interpreted and applied. Students also explore the harmony between religion and science and are provided with opportunities to interpret and apply Scripture in ways that challenge and nourish Christian life.

C4.2 Examines different images and insights into the mystery of Jesus. C4.9 Gathers and analyses information about religion, independently and in teams. C4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C4.11 Use appropriate terminology related to religion and belief systems. C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #1 Sequence events in life of Jesus (FORMATIVE) [Outcome C4.11] #2 Padlet- Jerusalem at the time of Jesus (FORMATIVE) [Outcome C4.9] #3 Mapping- key places in the life of Jesus (FORMATIVE) [Outcome C4.10] #4 PEEL Paragraph- Compare your life with Jesus (FORMATIVE) [Outcome C4.12] #5 Newspaper report- Jesus challenging the attitudes and practices of the times (FORMATIVE) [Outcome C4.2]

C4.3 Explains how the Scriptures are central to the teaching and life of the Church. C4.9 Gathers and analyses information about religion, independently and in teams.

Week 1

Week 2

Week 3

Week 4

Week 5

#1 Major religions in the world, beliefs and celebrations (FORMATIVE)[Outcome C4.9) #2 Marzano vocab tasks (FORMATIVE) [Outcome 4.11]

Week 6

Week 7

Week 8

Week 9

Week 10

Literary Forms in the Bible (17 hours/7 wks) In this unit, students gain an understanding and appreciation of the various ways in which scripture is interpreted and applied. Students also explore the harmony between religion and science and are provided with opportunities to interpret and apply Scripture in ways that challenge and nourish Christian life.

Religions in the World (15 hours/6 wks)

4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C4.11 Use appropriate terminology related to religion and belief systems. C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision.

C4.8 Explains how religions contribute to culture and people’s sense of belonging in community. C4.9 Gathers and analyses information about religion, independently and in teams. C4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C4.11 Use appropriate terminology related to religion and belief systems. C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision.

#3 PEEL paragraphs comparing and contrasting a Christian religious practices and Non-Christian practices. At least 4-5 practices included. (FORMATIVE) [Outcome 4.10] #4 Evaluation of places of worship and corresponding symbols using sacred texts for support (FORMATIVE) [Outcome 4.8]

#1 Marzano vocab (FORMATIVE) [Outcome C4.11] #2 World Map creation (FORMATIVE) [Outcome 4.10] #3 Creating a Liturgy for a school Mass, in groups (FORMATIVE) [Outcome C4.12] #4 Performing different types of prayer in world religions (FORMATIVE) [Outcome C4.9]

In this unit students examine the nature and role of Catholic Christianity. As part of this, students explore the work of the Presentation Sisters in Ireland and the work of Pope Francis in Rome. Students also explore the beliefs and religious expressions of other major religious traditions. This unit provided opportunities for students to develop and practice a range of research and academic skills. The introduction of multi-faith Australia allows students to gain mutual understanding and respect through dialogue and cooperation.

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Kildare Catholic College Year 7 TERM 1 TOPIC

Week 2

Scope and Sequence - 2018

Subject: English Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Persuading the Audience - Composing Texts. (35 hours/11 weeks) Within this unit, students will explore how composers have the ability to persuade their audience. They will investigate how specific words and phrases are used within a variety of texts types, particularly a class novel. Students are then to apply their knowledge to a variety of speaking and writing tasks to convince a class audience of a point of view.

OUTCOMES

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

ASSESSMENT

Formative Processes/Ongoing Assessment. Activities includes: listening task, novel response, class debate, GAP Common Task Essay. [Focus outcomes EN4-2A, EN4-5C, EN4-7D, EN4-6C]

TERM 2

Week 1

TOPIC

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Characters on Stage - Within Texts (33 hours/10 weeks) Students will explore how characters have been created within a play deliberately by the playwright. They are to investigate how the attitudes, values and beliefs of characters inform and drive the action of the play. They will rehearse as a class and put on a play in the annual College Drama Night.

OUTCOMES

ASSESSMENT

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning Formative Processes/Ongoing Assessment. Activities includes: promotional poster, PEEL paragraphs, dramatic performance. [Focus outcomes EN4-1A, EN4-5C and EN49E]

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TERM 3 TOPIC

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Perspectives of Adversity - Responding to Texts (33 hours/10 weeks) Students will investigate how characters face and overcome adversity through looking first at poetry and then at prose. They respond with empathy to the trials and tribulations faced by characters within texts and then they are to compose a variety of PEEL paragraphs that outlines their response to the character and the adversity.

OUTCOMES

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence EN4-6C identifies and explains connections between and among texts

ASSESSMENT

Formative Processes/Ongoing Assessment. Activities includes: poetry response, poetry composition, poetry performance, PEEL paragraphs. [Focus outcomes EN4-1A, EN4-4B and EN4-6C]

TERM 4

Week 1

TOPIC

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Transforming Superheroes - Between and among texts (30 hours/ 9 weeks) Students will explore a variety of text types in relation to how they present the idea of a super heroes. These text types might include graphic novels, movie segments, comics and posters. Through investigating similarities and differences between these texts, students will come to a deeper understanding of the purpose of ‘heroes’ in our culture. Students will also be explore the role of a local hero through investigation of Australian of the Year nominees and acceptance speeches.

OUTCOMES

ASSESSMENT

EN4-2A - effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies EN4-7D - demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it EN4-8D - identifies, considers and appreciates cultural expression in texts EN4-9E - uses, reflects on and assesses their individual and collaborative skills for learning Formative Processes/Ongoing Assessment. Activities includes: analysis/composition of a speech, visual text composition, Movenote presentation. [Focus outcomes EN42A, EN4-7D, EN4-8D and EN4-9E]

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Kildare Catholic College Year 7 TERM 1 TOPIC OUTCOMES

Scope and Sequence - 2018

Subject: Mathematics Week 2 1.

Week 3

Week 4

Week 5

Computation with positive integers (14hrs) Ch 1

MA3-4NA Orders, reads and represents integers of any size and describes properties of whole numbers MA3-5NA Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size and applies the order of operations to calculations involving more than one operation with counting numbers of any size MA3-6NA selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation

Week 6

Week 7

Week 8

Week 9

Week10

Week 11

2. Angle relationships (10.5hrs) Ch 2

3. Computation with positive and negative integers (10.5hrs) Including Easter Ch 3

MA3-16MG measures and constructs angles, and applies angle relationships to find unknown angles

MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers

MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines

MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation

MA4-4NA Compares, orders and calculates with integers, applying a range of strategies to aid computation Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT TERM 2 TOPIC OUTCOMES

Week 10 HOTmaths task Learning Logs – ongoing over the semester Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

4.Understanding fractions, decimals and percentages (17.5hrs incl NAPLAN) Ch 4

5. Probability (7hrs) Ch 5

6. Computation with decimals and fractions (21hrs) Ch 6

MA3-7NA compares, orders and calculates with fractions, decimals and percentages

MA3-19SP conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes MA4-21SP represents probabilities of simple and compound events

MA3-7NA compares, orders and calculates with fractions, decimals and percentages

NAPLAN

MA4-5NA operates with fractions, decimals and percentages

MA4-5NA operates with fractions, decimals and percentages

Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT

Wk 6 Open Book Test

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TERM 3 TOPIC

Week 1

Week 2

Week 3

Week 4

6.Computation with decimals and fractions (continued)

OUTCOMES

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

7.Time (3.5 hrs) Ch7

8.Algebraic Techniques 1 (14hrs) Ch 8

9.Equations (14hrs) Ch 9

MA3-13MG uses 24-hour time and am and pm

MA3-8NA analyses and creates geometric and number patterns and locates points on the Cartesian plane

MA3-8NA analyses and creates geometric and number patterns, constructs and completes number sentences

MA4-15MG performs calculations of time

MA4-8NA generalises number properties to operate with algebraic expressions

MA4-10NA uses algebraic techniques to solve simple linear equations

MA4-11NA creates and displays number patterns; graphs and analyses linear relationships

Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT

Wk 5/6 HOTmaths Maths Investigation - Weeks 6-10 Learning logs - ongoing over the semester

TERM 4 TOPIC

Week 1 9.

Week 2

Equations (cont)

OUTCOMES

Week 3

Week 4

Week 5

Week 6

10. Measurement and computation of length, perimeter and area (14hrs) Ch 10 MA3-9MG selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length

Week 7

Week 8

Week 9

Introducing indices (10.5hrs) Ch11 MA4-9NA operates with positive-integer and zero indices of numerical bases

MA3-10MG selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles MA4-12MG calculates the perimeters of plane shapes and the circumferences of circles MA4-13MG uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT

Wk 3 Common Test

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Kildare Catholic College Year 7 TERM 1 TOPIC OUTCOMES

ASSESSMENT

TERM 2 TOPIC OUTCOMES

ASSESSMENT

Scope and Sequence - 2018

Subject: SCIENCE Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

What is Science? (35 hours/term). Students learn about safety in the lab, the scientific method and a variety of separation techniques SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-5WS collaboratively and independently produces a plan to investigate questions and problems SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-16CW describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their use in everyday life Open-Ended Investigation: Plan, Carry Out and Write up a Basic Experiment. Term 1 Weeks 3-9. SC4-4WS, SC4-5WS, SC4-9WS, SC4-16CW

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Forces – They’re everywhere! (35 hours/term). Students investigate how forces cause change SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-10PW describes the action of unbalanced forces in everyday situations Portfolio: Data analysis from First Hand and Secondary Source Investigations. Term 2 Weeks 1-9 SC4-6WS, SC-7WS, SC4-9WS, SC4-10PW

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TERM 3 TOPIC OUTCOMES

ASSESSMENT

TERM 4 TOPIC OUTCOMES

ASSESSMENT

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Ecology is classified (35 hours/term). Students learn how to classify living things, their interactions in an ecosystem and sustainability. SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-14LW relates the structure and function of living things to their classification, survival and reproduction SC4-15LW explains how new biological evidence changes people’s understanding of the world Research and Construction of Final Product: Crazy Critters Classification Task. Term 3 Weeks 3-5 SC4-8WS, SC4-9WS, SC4-14LW, SC4-15LW

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Earth and Space (35 hours/term). Students develop an understanding of the Earth, its resources and how they are used and managed. SC4-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures SC4-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system SC4-13ES: Explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management Guided Inquiry and Model: Environment and Technology. Due week 4. SC4-8WS, SC4-12ES, SC4-13ES

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Kildare Catholic College Year 7 TERM 1 TOPIC

Scope and Sequence – 2018

Subject: History Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Depth Study 1: Investigating History 7 Weeks / 18 hours

Week 9

Week 10

Week 11

Depth Study 2: Ancient Egypt 7 Weeks / 21 hours [Includes Virtual Site Study: British Museum –Ancient Egypt]

Historical Overview 10% integrated throughout course across semester OUTCOMES

Week 8

ASSESSMENT

4.1 describes the nature of history and archaeology and explains their 4.2 describes major periods of historical time and sequence contribution to an understanding of the past events, people and societies from the past 4.5 identifies the meaning, purpose and context of historical sources 4.4 describes and explains the causes and effects of events and 4.6 uses evidence from sources to support historical narratives and explanations developments of past societies over time 4.7 identifies and describes different contexts, perspectives and interpretations of 4.6 uses evidence from sources to support historical narratives the past and explanations 4.8 locates, selects and organises information from sources to develop an 4.9 uses a range of historical terms and concepts when historical inquiry communicating understanding of the past 4.9 uses a range of historical terms and concepts when communicating 4.10 selects and uses appropriate oral, written, visual and digital understanding of the past forms to communicate the past 4.10 selects and uses appropriate oral, written, visual and digital forms to communicate the past Formative (PEEL writing tasks, source work, presentations) 40% ongoing throughout semester

TERM 2

Week 1

TOPIC OUTCOMES

ASSESSMENT

Week 2

Week 3

Depth Study 2: Ancient Egypt continued

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Depth Study 3 The Asian World : China 7 Weeks / 21 hours

4.2 describes major periods of historical time and sequence events, people and societies from the past 4.3 describes and assesses the motives and actions of past individuals and groups in the context of past societies 4.6 uses evidence from sources to support historical narratives and explanations 4.9 uses a range of historical terms and concepts when communicating understanding of the past 4.10 selects and uses appropriate oral, written, visual and digital forms to communicate the past Formative 40% ongoing throughout semester (PEEL writing tasks, source work, presentations). Continued

17

Kildare Catholic College Year 7 TERM 3

Scope and Sequence - 2018

Subject: Geography Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

TOPIC Landscapes and Landforms (11 weeks/33 hours) OUTCOMES

GE4-1 locates and describes the diverse features and characteristics of a range of places and environments GE4-2 describes processes and influences that form and transform places and environments GE4-4 examines perspectives of people and organisations on a range of geographical issues GE4-5 discusses management of places and environments for their sustainability GE4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-8 communicates geographical information using a variety of strategies

ASSESSMENT Formative Ongoing - Report based on fieldwork, PEEL paragraph, Uluru Fact Sheet. Fieldwork Trip - The Rock Hill Site Study. TERM 4

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

TOPIC Place and Liveability (10 weeks/30 hours) OUTCOMES

GE4-1 locates and describes the diverse features and characteristics of a range of places and environments GE4-3 explains how interactions and connections between people, places and environments result in change GE4-4 examines perspectives of people and organisations on a range of geographical issues GE4-6 explains differences in human wellbeing GE4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-8 communicates geographical information using a variety of strategies

ASSESSMENT

Formative Ongoing: Writing Task – Global Disadvantage; Skills

18

Kildare Catholic College Year 7 TERM 1 THEORY TOPIC OUTCOMES

Scope and Sequence - 2018

Subject: PDHPE Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Safety and Survival (11 hours) 4.2 Identifies and selects strategies that enhance their ability to cope and feel supported 4.7 Identifies the consequences of risk behaviours and describes strategies to minimise harm 4.11 Selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations

ASSESSMENT PRACTICAL TOPIC OUTCOMES

ASSESSMENT

TERM 2 THEORY TOPIC OUTCOMES ASSESSMENT PRACTICAL TOPIC OUTCOMES ASSESSMENT

Swimming and Lifesaving (6 hours)

Athletics (5 hours)

4.4 Demonstrates and refines movement skills in a range of contexts and environments 4.4 Demonstrates and refines movement skills in a range of contexts and environments 4.7 Identifies the consequences of risk behaviours and describes strategies to minimise harm 4.14 Engages successfully in a wide range of movement situations that displays an 4.14 Engages successfully in a wide range of movement situations that displays an understanding of how and why people move understanding of how and why people move Swimming and lifesaving skills - Outcomes Assessed: 4.4, 4.7,4.14 Due Date: Ongoing to Week 6 SPORT / PHYSICAL ACTIVITY (10 hours) Week 1

Week 2

Week 3

Week 4

Week 5 Week 6

Week 7

Week 8

Week 9

Week 10

Changing Times (10 hours) 4.1 Describes and analyses the influences on a sense of self 4.2 Identifies and selects strategies that enhance their ability to cope and feel supported Common learning checkpoints - Outcomes Assessed: 4.1, 4.2 Due Date: Ongoing to Week 6 Basic Skills (10 hours) 4.4 Demonstrates and refines movement skills in a range of contexts and environments 4.11 Selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations 4.13 Demonstrates cooperation and support of others in social, recreational and other group contexts Basic Skills, Outcomes Assessed: 4.4, 4.11, 4.13 Due Date: Ongoing to Week 10 SPORT / PHYSICAL ACTIVITY (10 hours)

19

TERM 3

Week 1

THEORY TOPIC OUTCOMES

ASSESSMENT PRACTICAL TOPIC OUTCOMES

ASSESSMENT

TERM 4 THEORY TOPIC OUTCOMES

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Food for Life (10 hours) 4.6 Describes the nature of health and analyses how health issues may impact on young people 4.8 Describes how to access and assess health information, products and services 4.9 Describes the benefits of a balanced lifestyle and participation in physical activity Common learning checkpoints - Outcomes Assessed: 4.6, 4.8, 4.9 Due Date: ongoing to Week 7 Dance (5 hours)

Soccer (5 hours)

4.4 Demonstrates and refines movement skills in a range of contexts and 4.4 Demonstrates and refines movement skills in a range of contexts and environments environments 4.5 Combines the features and elements of movement composition to perform in a 4.5 Combines the features and elements of movement composition to range of contexts and environments perform in a range of contexts and environments 4.15 Devises, applies and monitors plans to achieve short-term and long-term 4.14 Engages successfully in a wide range of movement situations that goals displays an understanding of how and why people move Just Dance, Outcomes Assessed: 4.4, 4.5, 4.15 Due Date: Completed by Week 4 SPORT / PHYSICAL ACTIVITY (10 hours)

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Good Buddies, Great Mates (9 hours) 4.2 Identifies and selects strategies that enhance their ability to cope and feel supported 4.3 Describes the qualities of positive relationships and strategies to address the abuse of power 4.11 Selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations

ASSESSMENT PRACTICAL TOPIC OUTCOMES

Netball (5 hours)

Cricket (4 hours)

4.4 Demonstrates and refines movement skills in a range of contexts and environments 4.5 Combines the features and elements of movement composition to perform in a range of contexts and environments 4.15 Devises, applies and monitors plans to achieve short-term and long-term goals

4.4 Demonstrates and refines movement skills in a range of contexts and environments 4.5 Combines the features and elements of movement composition to perform in a range of contexts and environments 4.14 Engages successfully in a wide range of movement situations that displays an understanding of how and why people move

ASSESSMENT SPORT / PHYSICAL ACTIVITY (10 hours)

20

Kildare Catholic College Year 7

Scope and Sequence - 2018

Subject: Technology Mandatory

TERM 1

Week 1

TOPIC

Aerodynamics (27 hours /11 weeks)

OUTCOMES

ASSESSMENT TERM 2 TOPIC OUTCOMES

ASSESSMENT

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Outcomes taught: 4.1.1 applies design processes that respond to needs and opportunities in each design project 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications 4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life 4.2.1 generates and communicates creative design ideas and solutions 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources 4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 4.5.1 applies management processes to successfully complete design projects 4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project 4.6.1 applies appropriate evaluation techniques throughout each design project 4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects Area of Study: Information & Communication Design specialisations: Software design Technologies: Control Technologies and School Developed Technologies Task type: Model making Week 1

Due date: Wk 11 April Week 2

Week 3

Outcomes assessed: 4.1.1, 4.1.2, 4.2.1, 4.5.2 Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Desk Organiser (25 hours/ 10 weeks) Outcomes taught: 4.1.1 applies design processes that respond to needs and opportunities in each design project 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications 4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life 4.2.1 generates and communicates creative design ideas and solutions 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources 4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 4.5.1 applies management processes to successfully complete design projects 4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project 4.6.1 applies appropriate evaluation techniques throughout each design project 4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects Area of Study: Product Design specialisations: Industrial Design Technologies: Metal Technologies Type of Task: Product and Portfolio

Due date: Wk10 June

Outcomes assessed 4.1.3, 4.2.2, 4.3.1, 4.3.2, 4.6.2

21

TERM 3

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

TOPIC Courtyard Design (25 hours/ 10 weeks) brief description of unit OUTCOMES

Outcomes taught: 4.1.1 applies design processes that respond to needs and opportunities in each design project 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications 4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life 4.2.1 generates and communicates creative design ideas and solutions 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources 4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 4.5.1 applies management processes to successfully complete design projects 4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project 4.6.1 applies appropriate evaluation techniques throughout each design project 4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects Area of Study: Built Environment Design specialisations: Architectural Design Technologies: House plans

ASSESSMENT Type of task: Research task

TERM 4

Week 1

Due date: Wk 10 September

Week 2

Week 3

Week 4

Outcomes assessed: 4.2.1, 4.3.1, 4.5.2, 4.6.1

Week 5

Week 6

Week 7

Week 8

Week 9

TOPIC Cafe Food (22 hours / 9 weeks) OUTCOMES

Outcomes taught: 4.1.1 applies design processes that respond to needs and opportunities in each design project 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications 4.1.3 identifies the roles of designers and their contribution to the improvement of the quality of life 4.2.1 generates and communicates creative design ideas and solutions 4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources 4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects 4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project 4.4.1 explains the impact of innovation and emerging technologies on society and the environment 4.5.1 applies management processes to successfully complete design projects 4.5.2 produces quality solutions that respond to identified needs and opportunities in each design project 4.6.1 applies appropriate evaluation techniques throughout each design project 4.6.2 identifies and explains ethical, social, environmental and sustainability considerations related to design projects Area of study: Products Design specialisation: Food design Technologies: Food and Information Technologies

ASSESSMENT Type of task: Design communication

Due date: Wk 9 December

Outcomes assessed: 4.1.2, 4.3.1, 4.3.2, 4.4.1, 4.5.1

22

Kildare Catholic College Year 7 TERM 1 TOPIC

Scope and Sequence - 2018

Subject: Music (Mandatory) Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Introduction to Music and Music Notation (9 hours / 3 weeks) This unit is intended to encourage students to start to think critically and analytically about music, in preparation for future topics which will expose students to music outside of their usual listening habits. Students will increase their musical literacy in the following areas and concepts: 



The concepts of pitch and duration and the expression of these concepts through a variety of styles of music notation. o Graphic notation o Letter notation o Traditional notation The application of different styles of notation in performance on keyboard and percussion instruments.

The Instruments of the Orchestra (24 hours / 8 weeks) The purpose of this unit is to improve students’ knowledge of the instruments of the symphony orchestra, how they work in combination with each other and how they are utilised by composers of orchestral music. Material studied in this unit includes, but is not limited to:     

The families and specific instruments in the orchestra The layout of the orchestra The role of the conductor Music composed for the orchestra Orchestration of music

During the course of this study, students will develop performance skills on keyboard, which will be related back to the topics outlined above. OUTCOMES

ASSESSMENT

4.1 performs in a range of musical styles demonstrating an understanding of musical concepts 4.2 performs music using different forms of notation and different types of technology across a broad range of musical styles 4.3 performs music demonstrating solo and/or ensemble awareness 4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing 4.5 notates compositions using traditional and/or non-traditional notation 4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas 4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire 4.9 demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study 4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform Formative assessment incorporating: in-class revision testing; creation and monitoring of individual learning plans; in class performances (Outcomes 4.1, 4.2, 4.3) (peer/teacher assessment); listening diary logs (Outcomes 4.8, 4.9) ; composition videos and reviews (self/teacher assessment) (Outcomes 4.4, 4.5, 4.6)..

23

TERM 2

Week 1

TOPIC

Week 2

Week 3

Week 4

Week Week 5 6

Week 7

Week 8

Week 9

Week 10

World Music (30 hours / 10 weeks) This unit continues to broaden students’ listening experiences through the study of music from a vast range of cultures around the world. Special attention will be payed to the music of Indigenous Australians and this part of the unit will be planned in consultation with Indigenous representatives and with respect to Aboriginal and Torres Strait Islander students studying the material.       

Historical and stylistic analysis of the music of different cultures including: Indigenous Australians, Indonesia, West Africa, Klezmer, Hawaii, India etc The societal function of music in a range of cultures. Performance and composition of music demonstrating knowledge of a range of musical styles. Cultural conventions, traditions and beliefs regarding the performance of music in other cultures. Instruments typical of the music of different cultures including the tone colour produced by these instruments and how this is affected by the material and construction of the instrument. The use of repetition and patterns in music of other cultures including call and response, ostinato and other structural elements The notation of music in other cultures.

During this term, students will apply knowledge from last term’s unit on Instruments of the Orchestra by learning to play an orchestral instrument. The study of World Music will also provide opportunities for students to develop skills on instruments such as percussion and ukulele. 4.1 performs in a range of musical styles demonstrating an understanding of musical concepts 4.3 performs music demonstrating solo and/or ensemble awareness 4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing 4.5 notates compositions using traditional and/or non-traditional notation 4.6 experiments with different forms of technology in the composition process 4.7 demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas 4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire 4.10 identifies the use of technology in the music selected for study, appropriate to the musical context 4.12 demonstrates a developing willingness to engage in performing, composing and listening experiences

OUTCOMES

ASSESSMENT

Formative assessment incorporating: in-class revision testing; creation and monitoring of individual learning plans; in class performances (Outcomes 4.1, 4.2, 4.3) (peer/teacher assessment); listening diary logs (Outcomes 4.8, 4.9) ; composition videos and reviews (self/teacher assessment) (Outcomes 4.4, 4.5, 4.6)..

24

TERM 3

Week 1 TOPIC

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Introduction to Music and Music Notation (9 hours / 3 weeks) This unit is intended to encourage students to start to think critically and analytically about music, in preparation for future topics which will expose students to music outside of their usual listening habits.Students will increase their musical literacy in the following areas and concepts: 

The concepts of pitch and duration and the expression of these concepts through a variety of styles of music notation.

o

Graphic notation

o o

Letter notation Traditional notation



The application of different styles of notation in performance on keyboard and percussion instruments.

The Instruments of the Orchestra (21 hours / 7 weeks) The purpose of this unit is to improve students’ knowledge of the instruments of the symphony orchestra, how they work in combination with each other and how they are utilised by composers of orchestral music. Material studied in this unit includes, but is not limited to: 

The families and specific instruments in the orchestra



The layout of the orchestra



The role of the conductor



Music composed for the orchestra



Orchestration of music

During the course of this study, students will develop performance skills on keyboard, which will be related back to the topics outlined above. OUTCOMES

ASSESSMENT

4.1 performs in a range of musical styles demonstrating an understanding of musical concepts 4.2 performs music using different forms of notation and different types of technology across a broad range of musical styles 4.3 performs music demonstrating solo and/or ensemble awareness 4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing 4.5 notates compositions using traditional and/or non-traditional notation 4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas 4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire 4.9 demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study 4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform Formative assessment incorporating: in-class revision testing; creation and monitoring of individual learning plans; in class performances (Outcomes 4.1, 4.2, 4.3) (peer/teacher assessment); listening diary logs (Outcomes 4.8, 4.9) ; composition videos and reviews (self/teacher assessment) (Outcomes 4.4, 4.5, 4.6)..

25

TERM 4

Week 1

TOPIC

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

World Music (30 hours / 9 weeks) This unit continues to broaden students’ listening experiences through the study of music from a vast range of cultures around the world. Special attention will be payed to the music of Indigenous Australians and this part of the unit will be planned in consultation with Indigenous representatives and with respect to Aboriginal and Torres Strait Islander students studying the material.       

Historical and stylistic analysis of the music of different cultures including: Indigenous Australians, Indonesia, West Africa, Klezmer, Hawaii, India etc The societal function of music in a range of cultures. Performance and composition of music demonstrating knowledge of a range of musical styles. Cultural conventions, traditions and beliefs regarding the performance of music in other cultures. Instruments typical of the music of different cultures including the tone colour produced by these instruments and how this is affected by the material and construction of the instrument. The use of repetition and patterns in music of other cultures including call and response, ostinato and other structural elements The notation of music in other cultures.

During this term, students will apply knowledge from last term’s unit on Instruments of the Orchestra by learning to play an orchestral instrument. The study of World Music will also provide opportunities for students to develop skills on instruments such as percussion and ukulele. 4.1 performs in a range of musical styles demonstrating an understanding of musical concepts 4.3 performs music demonstrating solo and/or ensemble awareness 4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing 4.5 notates compositions using traditional and/or non-traditional notation 4.6 experiments with different forms of technology in the composition process 4.7 demonstrates an understanding of the musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas 4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire 4.10 identifies the use of technology in the music selected for study, appropriate to the musical context 4.12 demonstrates a developing willingness to engage in performing, composing and listening experiences

OUTCOMES

ASSESSMENT

Formative assessment incorporating: in-class revision testing; creation and monitoring of individual learning plans; in class performances (Outcomes 4.1, 4.2, 4.3) (peer/teacher assessment); listening diary logs (Outcomes 4.8, 4.9) ; composition videos and reviews (self/teacher assessment) (Outcomes 4.4, 4.5, 4.6)..

26

Kildare Catholic College

Subject: Visual Arts (Mandatory Stage 4)

Year 7 TERM 1/3 TOPIC

Scope and Sequence - 2018

50 Hours of the 100 allocated to Stage 4. This course is taught to 7.1, 7.3, 7.7, 7.4 in Semester One and 7.2, 7.5, 7.6, 7.8 in Semester Two

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Selfie Mini Unit and Exploring Elements of Art Weeks 1-3 - Selfie Mini Unit (6 Hours/2 weeks) Artmaking - students will participate in an exhibition of “Selfie” artworks, as part of a school wide creative arts initiative. Year 7 students will focus on producing a series of A5 mono prints (re-worked) for this task. Art Theory- Students will be introduced to Plein Air artists and write a description of a selected work - Focus subject specific vocab / PEEL paragraph. Weeks 4-10 - Elements of Art (24 Hours/8 weeks) Artmaking - Students will engage in a variety of artmaking activities focusing on the Elements of Art and Design. Students will assemble a portfolio of small, effective and quick success artworks demonstrating their understanding of line, shape, form, colour, value, texture and space. A final artwork will allow students to demonstrate their understanding in applying the elements of art in their artmaking. Art Theory - Students will spend this time becoming familiar with subject specific vocabulary (Marzano vocab activities. Students will be introduced to artists who utilise the elements in their work and be introduced to the subjective, structural frames as well as the conceptual framework).

OUTCOMES

ASSESSMENT Formative

4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts 4.6 selects different materials and techniques to make artworks 4.8 explores the function of and relationships between the artist – artwork – world – audience 4.9 begins to acknowledge that art can be interpreted from different points of view Student work will be checked on an ongoing basis - All Outcomes Above     

Selfie Artwork Portfolio of Elements and Principles artworks VAPD Marzano vocab activities Describing and analysing artworks tasks

27

TERM 2/4

Week 1 TOPIC

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Colour Theory/Painting and Photoshop Weeks 1-6 - Colour Theory and Painting (18 Hours/6 weeks) Artmaking - Painting on Canvas Board - A4/A3 - Focus Colour Theory - Study Impressionism Pointillism, Aust Indigenous Art Gain inspiration for painting from Wagga Botanic Gardens - classes walk - observational drawing, small watercolour studies, I-phone panorama photography. Theory - Subjective, Cultural and Structural Frames focus - Writing Task - analysis / description / interpretation of impressionism, pointillism and Australian indigenous works - Subject Specific Vocab (Marzano). Weeks 7-10 - Photoshop Self Portraits (12 Hours/4 weeks) Artmaking - Digital Media - Students will explore basic photo editing techniques to create an artwork, using Pixlr Editor and/or Photoshop.

OUTCOMES

ASSESSMENT

Art Theory - Students will be introduced to a series of Pop artists and their work (Frames, Artist Practice and C.F.W focus ) Students will complete a timed art exam style response to a series of Pop Art works. PEEL Paragraphs. 4.2 explores the function of and relationships between artist – artwork – world – audience 4.3 Makes artworks that involve some understanding of the frames 4.5 Investigates ways to develop meaning in their artworks 4.7 explores aspects of practice in critical and historical interpretations of art 4.10 recognises that art criticism and art history construct meanings Student work will be checked on an ongoing basis - All Outcomes Above   

Painting VAPD Marzano Activities

28