Year 8 Learning Handbook 2018
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.
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 A readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. The student has a thorough knowledge and understanding of the content and a high level B of 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.
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 the 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.
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 non-submission 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 the 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.
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 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]
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
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.
Kildare Catholic College Year 8 TERM 1 TOPIC
OUTCOMES
ASSESSMENT
TERM 2 TOPIC
OUTCOMES
ASSESSMENT
Week 2
Scope and Sequence - 2018
Subject: Religious Education Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 10
Week 11
Easter Experiences (7 weeks/17 hours) In this unit students consider the human experience of illness, suffering, death and the hope for eternal life. Key Christian beliefs in regard to the meaning of life, suffering and life after death are studied and the scriptural basis for these beliefs are considered. The Easter experience of the early Christians and its celebration in the liturgical cycle of the contemporary Church is studied.
People of the Covenant (6 weeks/15 hours) In this unit students relate key events and themes of salvation, history, including Passover, Exodus and Covenant to their expectations, responsibilities and aspirations as adolescents in relationships with others.
C4.7 Explains ways in which prayer and spirituality are faith response 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. 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 PEEL paragraph Ash Wednesday Promise (FORMATIVE) [Outcome C4.7, C4.10, C4.12] #2 Easter Freeze Frames (FORMATIVE) [Outcome C4.9, C4.10] #3 Marzano pre and post test (FORMATIVE) [Outcome C4.11]
C4.3 Explains how the scripture are central to the teaching and life of the Church 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.
Week 1
Week 2
Week 3
People of the Covenant (continued)
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. #2 Contemporary Cardinal Virtues Hero (FORMATIVE) [Outcome C4.6, C4.9, C4.10, C4.12] #3 Marzano pre and post test (FORMATIVE) [Outcome C4.11]
Week 4
Week 5
Week 6
Week 7
#1 PEEL paragraph Your Word is a Sacred Agreement (FORMATIVE) [Outcome C4.3, C4.6, C4.10, C4.12] Week 8
Week 9
Week 10
The Church Spreads the Good News (7 weeks/17 hours) This unit provides the opportunity to study the formation of the early Christian communities in response to the initial proclamation of the Gospel. Students will study key people, events and themes in Church history from the birth of the Church at Pentecost until the Edict of Milan in 313 AD C4.4 Explains ways in which the Church is a communion of saints called to holiness through faith, prayer, worship and mission 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 PEEL paragraph The Importance of Martyrs (FORMATIVE) [Outcome C4.4, C4.10, C4.11] #2 Symbol of what it means to be a Christian (FORMATIVE) [Outcome C4.4,C4.9, C4.10, C4.11, C4.12 ] #3 Marzano pre and post test (FORMATIVE) [Outcome C4.11]
TERM 3 TOPIC
OUTCOMES
ASSESSMENT
Week 1
Week 2
Week 3
Week 4
Week 5
Ways People Pray (6 weeks/15 hours) This unit explores personal and communal prayer in Christianity and other traditions (Buddhism & Islam) then shifts to the theory and experience of various prayer forms such as meditation; centering; liturgical and devotional prayer; formal and informal prayer. C4.7 Explains ways in which prayer and spirituality are faith response 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. 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 PEEL paragraph Prayer is Powerful (FORMATIVE) [Outcome C4.7, C4.8, C4.9, C4.10, C4.11, C4.12] #2 Create A Prayer Experience (FORMATIVE) [Outcome C4.7, C4.9, C4.10, C4.11, C4.12] #3 Marzano pre and post test (FORMATIVE) [Outcome C4.11]
TERM 4
Week 1
TOPIC
Reconciliation (continued)
OUTCOMES
Outcomes (continued) 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.
ASSESSMEN T
Week 6
Week 2
Week 3
Week 4
Week 7
Week 8
Week 9
Week 10
Reconciliation (7 weeks/17 hours) In this unit students explore the human experience and Catholic understanding of sin, forgiveness and reconciliation. Students study the celebration of the sacraments of Penance and Anointing of the Sick, with specific reference to pastoral care of the sick in the Church, as a continuation of the saving and healing mission of Jesus. 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.
#1 PEEL paragraph Forgiveness is a Gift You Give Yourself (FORMATIVE) [Outcome C4.5, C4.9, C4.10, C4.12] #2 Preparing for Reconciliation How To Guide (FORMATIVE) [Outcome C4.5, C4.9, C4.10, C4.11 ] #3 Marzano pre and post test (FORMATIVE) [Outcome C4.11]
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Images of God (7 weeks/17 hours) In this unit students explore personal images of and questions about the nature and action of God in the world in response to a study of Biblical images and insights. During their study of this unit students will examine Church teachings relating to the attributes of God, Trinity, and Jesus Christ as the icon of God. C4.1 Explains ways in which God is revealed in the world. 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 PEEL paragraph Jesus Helps us Understand God (FORMATIVE) [Outcome C4.1, C4.2, C4.10, C4.11] #2 How do People Make God Real - Inquiry Group Presentation (FORMATIVE) [Outcome C4.1, C4.9, C4.10, C4.11, C4.12] #3 Marzano pre and post test (FORMATIVE) [Outcome C4.11]
Kildare Catholic College Year 8 TERM 1
Subject: English Week 2
TOPIC
Scope and Sequence - 2018
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Representations of Survival – (35 hours/11 weeks). Students will explore how the concept of survival is represented in a variety of texts, but most specifically through the graphic non-fiction text Crash! Students will also explore various survivors’ stories in relation to how they were able to overcome adversity in order to survival disasters.
OUTCOMES
EN4-1A - responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-2A - effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies EN4-4B – makes effective language choices to creatively shape meaning with accuracy, clarity and coherence.
ASSESSMENT
TERM 2
Formative Processes/Ongoing Assessment. Activities includes: posters/advertisements, diary entries, PEEL paragraphs, essay composition. [Focus outcomes EN4-1A, EN4-2A and EN4-4B] Week 1
TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Being creative with poetry - (30 hours/10 weeks) Students will experience a wide range of poetry for critical analysis and pleasure and will also compose a variety of poetry forms. Then students will be introduced to the ‘Poetry Slam’ as a method of performing poetry and have the opportunity to perform poetry of their selection for their peers.
OUTCOMES
EN4-1A - responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN 4-3B – uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN 4-4B – makes effective language choices to creatively shape meaning with accuracy, clarity and coherence. EN 4-5C – responds to texts in ways that are imaginative and interpretive EN 4-7D – understands how texts can express aspects of their broadening world and their relationships within it
ASSESSMENT
Formative Processes/Ongoing Assessment. Activities include: GAP Common Task Responding to Poetry, poetry composition, poetry anthology. [Focus outcomes EN4-1A, EN4-3B, EN4-4B, EN4-5C and EN4-7D]
TERM 3
Week 1 TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Perspectives on Australia (30 hours/10 weeks) Students will explore many different perspectives on Australia through the exploration of a variety of texts and text types. They will also consider how Australia is perceived as an ideal destination by people from other countries. The learning will culminate in the students developing a ‘tour’ of an Australian landmark or icon.
OUTCOMES
EN 4-1A - responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN 4-3B – uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN 4-4B – makes effective language choices to creatively shape meaning with accuracy, clarity and coherence. EN 4-5C – responds to texts in ways that are imaginative and interpretive EN 4-8D - identifies, considers and appreciates cultural expression in texts EN 4-9E - uses, reflects on and assesses their individual and collaborative skills for learning
ASSESSMENT
TERM 4
Formative Processes/Ongoing Assessment. Activities include: GAP Common Task Persuasive Letter composing humorous texts, PEEL paragraphs, composing visual texts. [Focus outcomes EN4-1A, EN4-3B, EN4-4B, EN4-5C, EN4-8D and EN4-9E]
Week 1 TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Transforming Fairy Tales – (30 hours/9 weeks) Students will explore how fairy tales have changed and transformed over time, from the oral tradition to modern Disney tales and finally into postmodern appropriations. Students will also look at how film techniques are important in conveying themes, ideas and concepts.
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 EN4-6C - identifies and explains connections between and among texts 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
ASSESSMENT
Formative Processes/Ongoing Assessment. Activities includes: storyboarding, response to differing texts and context, comparative essay. [Focus outcomes EN4-2A, EN4-6C, EN4-7D and EN4-8D]
Kildare Catholic College Year 8
Subject: Mathematics
TERM 1 TOPIC OUTCOMES
Scope and Sequence - 2018
Wk 1 1.
Wk 2
Wk 3
Wk 4
Wk 5
Data collection, representation and analysis (12hrs) Ch 9
MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
Wk 6
Wk 7
Wk 8
Wk 9
Wk 10
Wk 11
Algebraic techniques and indices (12hrs) Ch 1
Measurement and Pythagoras’ Theorem (18hrs) Ch 3
MA4-9NA operates with positive-integer and zero indices of numerical bases MA4-8NA generalises number properties to operate with algebraic expressions
MA3-9MG selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length MA3-10MG selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles
MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical displays MA4-20SP analyses single sets of data using measures of location, and range
Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT TERM 2 TOPIC OUTCOMES
ASSESSMENT
Wk 10 HOTmaths task All outcomes 10% Learning Logs – ongoing over the semester Wk 1
Wk 2
Wk 3
Measurement and Pythagoras’ Theorem (continued)
Wk 4
Wk 5 1.
Wk 6
Wk 7
Wk 8
Wk 9
Wk 10
Fractions, decimals, percentages and financial mathematics (18hrs) Ch 4
MA3-11MG selects and uses the appropriate unit to estimate, measure and calculate volumes MA4-4NA compares, orders and calculates with integers, applying a and capacities, and converts between units of capacity range of strategies to aid computation MA3-13MG uses 24-hour time and am and pm notation in real-life situations, and constructs MA4-5NA operates with fractions, decimals and percentages timelines MA4-6NA solves financial problems involving purchasing goods 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 MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume MA4-15MG performs calculations of time that involve mixed units, and interprets time zones MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM Wk 6 Open Book Test
Week 1
TERM 3 TOPIC OUTCOMES
1.
Week 2
Week 3
Week 4
Equations (12hrs) Ch 2
MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations
Week 5
Week 6
Week 7
Week 8
Angle relationships and properties of geometrical figures (12hrs) Ch 6 MA3-16MG measures and constructs angles, and applies angle relationships to find unknown angles MA3-15MG manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel linesMA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles
Week 9
Week 10
Ratios and rates (9hrs) Ch5 MA4-7NA operates with ratios and rates, and explores their graphical representation MA4-6NA solves financial problems involving purchasing goods
Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT
TERM 4 TOPIC
HOTmaths task - Wk 5/6 Maths Investigation - Weeks 6-10 Learning logs - ongoing over the semester
Week 1 Ratios and rates (cont)
Week 2 1.
Week 3
Week 4
Week 5
Week 6
Linear relationships (15hrs) Ch 7
MA3-8NA analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane
OUTCOMES
MA4-11NA creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian plane
Week 7
Wk 3 Common Test
Week 9
Transformations and congruence (9hrs) Ch8
MA4-11NA creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian plane MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles
Working Mathematically Outcomes: MA4-1WM, MA4-2WM, MA4-3WM ASSESSMENT
Week 8
Week 10
Kildare Catholic College Year 8
Scope and Sequence - 2018
Subject: SCIENCE
TERM 1
Week 1
TOPIC OUTCOMES
What on Earth (30 hours/10 weeks). Develop an understanding of the age of the earth, rock types and mining SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-7WS 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 SC4-17CW explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their use in everyday life Guided Research and model of the Rock Cycle and Fossil. Term 1 Weeks 5-9. SC4-9WS, SC4-12ES, SC4-13ES
ASSESSMENT
TERM 2
Week 1 TOPIC
OUTCOMES
ASSESSMENT
Week 2
Week 2
Week 3
Week 3
Week 4
Week 4
Week 5
Week 5
Week 6
Week 6
Week 7
Week 7
Week 8
Week 8
Week 9
Week 10
Week 9
Chemical Resources (30 hours/10 weeks). Describe atoms, elements and the periodic table and describe how the elements combine to form useful compounds SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including ethical considerations SC4-5WS collaboratively and individually produces a plan to investigate questions and problems 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 SC4-16CW 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 uses in everyday life Student Research Project. Term 2 Weeks 1-5. SC4-7WS, SC4-9WS, SC4-16CW, SC4-17CW
Week 11
Week 10
TERM 3
Week 1 TOPIC OUTCOMES
ASSESSMENT
TERM 4
OUTCOMES
ASSESSMENT
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Cell to Organism (30 hours/10 weeks). Explain why complex living things need organ systems to function. 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 SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4-14LW A student 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 Topic Test. Term 3 Week 7. SC4-6WS, SC4-8WS, SC4-14LW, SC4-15LW
Week 1 TOPIC
Week 2
Week 2
Week 3
Week 4 Week 5
Week 6
Week 7
Week 8
Week 9
Energy (30 hours/10 weeks). Investigate the many forms of energy and how they used in different technologies 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 SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-5WS collaboratively and individually 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 SC4-10PW describes the action of unbalanced forces in everyday situations SC4-11PW discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations Open Ended Investigation. Term 4 Weeks 1- 5. SCA-4WS, SC4-5WS, SC4-8WS, SC4-11PW
Kildare Catholic College Year 8 TERM 1 TOPIC OUTCOMES
ASSESSMENT
TERM 2
Subject: History Week Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 1 Depth Study 4: Topic 4b: Medieval Europe (7 weeks/21 hours) Historical Overview 10% integrated throughout course across semester › HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies › HT4-5 identifies the meaning, purpose and context of historical sources › HT4-7 identifies and describes different contexts, perspectives and interpretations of the past › HT4-8 locates, selects and organises information from sources to develop an historical inquiry › HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past Medieval Europe wiki; due Week 8; 30%; HT4-7, HT 4-8, HT4-10
Week 1 TOPIC
OUTCOMES
ASSESSMENT
Scope and Sequence – 2018
Week 2
Week 3
Week 4
Depth Study 5: topic 5b: Japan Under the Shoguns cont. Historical Overview 10% integrated throughout course across semester › HT4-2 describes major periods of historical time and sequences events, people and societies from the past › HT4-4 describes and explains the causes and effects of events and developments of past societies over time › HT4-6 uses evidence from sources to support historical narratives and explanations › HT4-7 identifies and describes different contexts, perspectives and interpretations of the past› HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past Source Analysis; Week 3 Term 2; HT4-4, HT4-6, HT4-9; 30%
Week 5
Week 6
Week 9
Week 10
Week 11
Depth Study 5:topic 5b: Japan Under The Shoguns (7 weeks/ 21 hours)
Week 7
Week 8
Week 9
Week 10
Depth Study 6: Expanding Contacts: Aboriginal and Indigenous Peoples, Colonisation and Contact History Historical Overview 10% integrated throughout course across semester HT4-2 describes major periods of historical time and sequences events, people and societies from the past HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-4 describes and explains the causes and effects of events and developments of past societies over time HT4-6 uses evidence from sources to support historical narratives and explanations HT4-7 identifies and describes different contexts, perspectives and interpretations of the past HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past Formative [ including research, source analysis, PEEL writing, presentations ]; 40%; HT4-2, HT4-3, HT4-4, HT4-6, HT4-7, HT4-10
Kildare Catholic College Year 8 TERM 1
Subject: Geography Week 1
TOPIC
Scope and Sequence - 2018
Week 2
Week 3
Week 4
Week 5 Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Water in the World: 11 weeks/33 hours - 33 x 1 hour lessons The topic examines water as a resource and the factors influencing water flows and availability of water resources in different places. Students investigate the nature of water scarcity and assess ways of overcoming it. It includes the investigation of processes that shape the environment including an in depth focus on Tropical Cyclones.
OUTCOMES
ASSESSMENT TERM 2
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 GE4-3 explains how interactions and connections between people, places and environments result in change 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 On-going Formative: Essay; Fieldwork; Geographic Skills Week 1
TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Interconnections: 10 weeks/30 hours - 30 x 1 hour lessons The topic focus is on the connections people have to places across a range of scales. They examine what shapes people’s perceptions of places and how this influences their connections to places. Students explore how transport, information and communication technologies and trade link people to many places. They explain the effects of human activities, such as production, recreation and travel, on places and environments in Australia and across the world and investigate sustainability initiatives and possible futures for these places.
OUTCOMES
ASSESSMENT
GE4-2 describes processes and influences that form and transform 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 GE4-5 discusses management of places and environments for their sustainability GE4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-9 communicates geographical information using a variety of strategies On-going Formatove: Research Report; Geographic Skills; Geographic Investigation
Kildare Catholic College Year 8 TERM 1 Theory TOPIC OUTCOMES
ASSESSMENT Practical TOPIC OUTCOMES
ASSESSMENT
TERM 2
Subject: PDHPE Week 1
OUTCOMES
ASSESSMENT Practical TOPIC OUTCOMES ASSESSMENT
Week 2
Week 3
Week 4
Week 5Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Personal Safety (11 hours) 4.6 A student describes the nature of health and analyses how health may impact on young people. 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 Personal Safety in class written response and Resuscitation activities. Outcomes Assessed: 4.6, 4.7. Due Date: Ongoing - completed by Week 10 Bronze Star (6 hours)
Striking games (5 hours) Softball & cricket
4.4 - Demonstrates and refines movement skills in a range of contexts and 4.4 A student demonstrates and refines movement skills in a range of contexts and environments. environments. 4.7 - Identifies the consequences of risk behaviours and describes strategies 4.5 A student combines the features and elements of movement to perform in a to minimise harm. range of contexts and environments. Components of Bronze Star - Outcomes Assessed: 4.4, 4.7. Due Date: Skills Rubric - Outcomes Assessed: 4.4, 4.5. Due Date: Completed by Week 11 completed by Week 6 SPORT / PHYSICAL ACTIVITY (11 hours) Week 1
Theory TOPIC
Scope and Sequence - 2018
Week 2
Week 3
Week 4
Week Week 5 6
Week 7
Week 8
Week 9
Week 10
Choices (10 hours) 4.3 - A student describes the qualities of positive relationships and strategies to address the abuse of power. 4.6 - A student describes the nature of health and analyses how health may impact on young people. 4.7 - Identifies the consequences of risk behaviours and describes strategies to minimise harm. Smoking Multiple Intellegences - Outcomes Assessed: 4.3, 4.6, 4.7. Due Date: Ongoing Large Target Games (10 hours) Hockey, Lacrosse, European Handball & Soccer 4.4 A student demonstrates and refines movement skills in a range of contexts and environments. 4.5 A student combines the features and elements of movement to perform in a range of contexts and environments. Skills Rubric ongoing - Outcomes Assessed: 4.4, 4.5. Due Date: Completed by Week 10 SPORT / PHYSICAL ACTIVITY (10 hours)
TERM 3
Week 1
Theory TOPIC OUTCOMES
ASSESSMENT Practical TOPIC OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Health Matters (10 hours) 4.8 A student describes how to access and assess health information, products and services 4.12-assesses risk and social influences and reflects on personal experience to make informed decisions 4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them Health matters information workshop - Outcomes Assessed: 4.8, 4.12, 4.16 Due Date: Term 3 Weeks 8, 9 & 10 Crossing the Line (5 hours) Frisbee, Oz Tag, Touch & Vortex 4.4 A student demonstrates and refines movement skills in a range of contexts and environments. 4.5 A student combines the features and elements of movement 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 4.13 demonstrates cooperation and support of others in social, recreational and other group contexts Crossing the line and touch/ oztag - Outcomes Assessed: 4.4, 4.5. Due Date: Completed by Week 10 SPORT / PHYSICAL ACTIVITY (10 hours)
TERM 4
Week 1 OUTCOMES
ASSESSMENT Practical TOPIC OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
4.9 A student describes the benefits of a balanced lifestyle and participation in physical activity 4.10 A student explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity. 4.15 devises, applies and monitors plans to achieve short-term and long-term goals Fitness Program - Outcomes Assessed: 4.9, 4.10, Due Date: Completed by Week 5 Fitness Testing and circuits associated with fit to play (5 hours)
Court Games (5 hours) Basketball & Volleyball
4.4 A student demonstrates and refines movement skills in a range of contexts and environments. 4.5 A student combines the features and elements of movement to perform in a range of contexts and environments 4.13 demonstrates cooperation and support of others in social, recreational and other group contexts Fitness testing ongoing - Outcomes Assessed: 4.4, 4.5, Due Date: Completed by Term 4 Week 5
4.4 A student demonstrates and refines movement skills in a range of contexts and environments. 4.5 A student combines the features and elements of movement 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 Softball ongoing - Outcomes Assessed: 4.4, 4.5 Due Date: Completed by Term 4 Week 9
SPORT / PHYSICAL ACTIVITY (9 hours)
Kildare Catholic College Year 8 TERM 1
Subject: Technology Mandatory Week 1
TOPIC OUTCOMES
ASSESSMENT
TERM 2 TOPIC OUTCOMES
ASSESSMENT
Scope and Sequence - 2018
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Lolly Dispenser (27 hours /11 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 4.2.2 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: Timber Technologies Task type: Product and Portfolio Due Outcomes assessed: 4.1.1, 4.1.2, 4.2.2, 4.3.1, 4.6.1, 4.6.2 date: Week 11 Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Minimalist Lamp Unit (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 4.4.1 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: Built Environment Design specialisations: Interior Design Technologies: Polymer Technologies Task type: Product and Portfolio Due date: Outcomes assessed 4.1.3, 4.2.1, 4.3.1, 4.4.1, 4.5.2 Week 10
Week 10
TERM 3
Week 1
TOPIC OUTCOMES
ASSESSMENT TERM 4 TOPIC OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Art metal (Key tag / Pendant) (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 Area of study: Products Design specialisation: Jewellery Design Technologies: Metal Technologies Type of task: Product and Portfolio Due date: Week 10 Outcomes assessed: 4.2.1, 4.3.1, 4.3.2, 4.5.1
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Coding and Game Design (22 hours / 9 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 Area of study: Digital Technologies Design specialisation: Game Design Technologies: Programming, Design Software Type of task: Product and Peer Assessment Due date: Week 8
Outcomes assessed: 4.2.1, 4.3.1, 4.5.2, 4.6.1
Week 9
Kildare Catholic College Year 8 TERM 1/ TERM 3 TOPIC
Scope and Sequence - 2018
Subject: Music (Mandatory) Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Revision (5 hours/2weeks): Students will recap and further develop skills learned in year 7 music:
notation Soundtrap music notation software performance and composition on keyboard instruments of the orchestra the concepts of music
Music in Film, Television, Radio and Multimedia (17 hours/7 weeks): During the course of this unit, students will explore concepts related to music in Film, Television, Radio and Multimedia:
A short history of music in film, tv, radio and multimedia. The work of prominent film composers. The purpose of music in films and how it is used to highlight and create drama. The concept of leitmotif and the use of musical themes to depict characters, scenarios and events. The use of theme music in the identification of films, television shows and video games. The concept of diegetic and non-diegetic sound and music. The use of Foley in movies and television. Students are made aware of the impact and use of music in advertising.
During the term, students learn skills on ukulele and guitar, relating these skills to the content studied in the above units whenever possible. 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 4.8 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 4.10 identifies the use of technology in the music selected for study, appropriate to the musical context 4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform. 4.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences . Formative assessment incorporating: in-class revision testing (Outcomes: 4.8, 4.9 ); video diaries and reviews of performances and compositions (Outcomes: 4.1, 4.2, 4.3, 4.4); instrument practice diaries (self-assessment)(Outcomes 4.1, 4.2, 4.3); in class performances (Outcomes 4.1, 4.2, 4.3) (peer/teacher assessment); listening diary entries/blogs (Outcomes 4.8, 4.9, 4.10), composition videos and reviews (Outcomes 4.4) (self/teacher assessment).
TERM 2/ TERM 4
Week 1 TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Popular Music (20 hours/10 weeks): During the course of study, students will explore the development, history, concepts and characteristics of popular music:
Exploration of the history and development of popular music Study of the styles of popular music Compilation of a profile of an artist of students’ own choosing Analysis of lyrics and how they relate to the feel of a song using the concepts of music The structure of pop songs The roles of instruments in popular music Marketing strategies The development of different recording technologies.
Students will continue to develop and apply their skills on keyboard, ukulele, guitar, percussion and/or orchestral instruments through repertoire selected by the teacher. At the conclusion of this unit, students are to present a major performance task for the class in groups or as individuals, using repertoire that has been selected by students, but reflects the topic studied. OUTCOMES
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 4.6 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 4.10 identifies the use of technology in the music selected for study, appropriate to the musical context. 4.11 demonstrates an appreciation, tolerance, and respect for the aesthetic value of music as an artform 4.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences
ASSESSMENT
Formative assessment incorporating: in-class revision testing (Outcomes 4.4, 4.5, 4.7), ; creation and monitoring of individual learning plans; instrument practice diaries (Outcomes: 4.2, 4.3) (self-assessment); in class performances (peer/teacher assessment)(Outcomes: 4.2, 4.3); listening diary logs and blogs (Outcomes 4.7); composition videos and reviews (self/teacher assessment)(Outcomes 4.4, 4.5, 4.6).
Kildare Catholic College
Subject: Visual Arts (Mandatory Stage 4)
Year 8 TERM 1&3 TOPIC
Scope and Sequence - 2018
50 Hours of the 100 Hours allocated for Stage 4 mandatory This course is taught Semester One to 8.1 ,8.3 & 8.5 in Semester Two 8.2,8.4 & 8.6
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Year of Youth - Self-Portrait / Appropriation Portrait Artmaking - students will participate in an exhibition of “Selfie” artworks, as part of a school wide creative arts initiative. Year 8 students will focus on producing a A3 and A4 appropriated prtrait works - Focus Artists Joy Hester (Ink studies) and by Julian Opie (markers on tracing paper studies). Art Theory- Students will be introduced to Joy Hester and Julian Opie and write a description of a selected work - Focus subject specific vocab / PEEL paragraph. Printmaking Portfolio - “Dinosaurs, Aliens, Robots and Cyborgs” Artmaking - Students will study a variety of printmaking methods and techniques for the remainder of Term 1. Students will be encouraged create designs for a variety of printmaking plates (lino, etching and calograph) using the themes “Dinosaurs, Aliens, Robots and Cyborgs”. Students will print on a variety of papers, materials to create a portfolio of prints. Art Theory - Studenst will be exposed to a variety artists who engage with printmaking. (Chuck Close, Kiki Smith and Reg Mambassa) Students will study agencies of the Conceptual Framework and engage in Marzano Actvities to build Tier 3 terminology to help improve writing
OUTCOMES
4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks 4.3 makes artworks that involve some understanding of the frames 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts 4.5 investigates ways to develop meaning in their artworks 4.6 selects different materials and techniques to make artworks 4.8 explores the function of and relationships between the artist – artwork – world – audience
ASSESSMENT
Portfolio of artworks - Joy Hester appropriation A3 ink study, Julian Opie appropriation A4 study, Portfolio of prints, Marzano Book, VAPD to record artmaking procgress, Conceptual Framework activities.
TERM 2 & 4
Week 1 TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Making 3D forms - Studies in Clay, Soap Stone, Paper Mache, Wire, Laser Cut forms Artmaking Students will be exposed to a variety of ways to construct 3D forms. Students will create their own sculpture based on a theme agreed to by the class (group devised topics). During this term students will work with visiting Artists to help produce works (Kath Powderly - Clay Busts) other artists to be confirmed closer to the date. Students will be encouraged to explore Adobe Illustrator to create a Laser Cut Sculpture (in a variety of materials) during this term. Visual Arts teachers will work closely with TAS Staff to utilse equipment. Art Theory - Students will study the work of Ah Xian (Clay Busts), Robert Kipple (Wire & Metal) and Warren King. Cardboard sculptureshttps://gbtimes.com/cardboard-sculptures-connect-us-artist-chinese-roots.) Students will engage in a variety of art theory tasks focusing on the frames, conceptual framework and Practice. AND/OR
Street Art - Skateboard Graphic Design Artmaking - Students design and decorate the surface of a skateboard using a range of materials, such as vinyl stickers, spray paint, acrylic paint, mixed media, collage, posca pens, etc. Digital processes are incorporated through the use of illustrator to create a custom sticker to be used either as a stencil or as a sticker itself. Students will also explore digital processes to manipulate imagery to print and collage onto their board. Art Theory - Students will investigate street art practices and the artists who work in this field, such as Banksy, BLU and ZEVS. They will also engage in rich discussions surrounding the difference between graffiti and street art and the impact it has on society. OUTCOMES
4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks 4.2 explores the function of and relationships between artist – artwork – world – audience .4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts 4.8 explores aspects of practice in critical and historical interpretations of art 4.9 begins to acknowledge that art can be interpreted from different points of view 4.10 recognises that art criticism and art history construct meaning
ASSESSMENT
Portfolio 3D sculptural forms and/or skateboard, Marzano Book, VAPD to record artmaking progress, Conceptual Framework, Frames and Practice activities.
Kildare Catholic College Year 8 TERM 1
Subject: French Week 2
TOPIC
Scope and Sequence - 2018
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
No students in week 1 (11 weeks /25 hours) Toi et moi: students learn how to greet someone, to introduce themselves, express pain and surprise, ask questions to someone (where the person lives, is okay, how the person is) and learn numbers to twenty.
OUTCOMES
ASSESSMENT
TERM 2
4.UL.1 A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately 4.UL.2 A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately 4.UL.3 A student establishes and maintains communication in familiar situations 4.UL.4 A students applies a range of linguistic structures to express own ideas in writing 4.MLC.1:A student demonstrates understanding of the importance of appropriate use of language in diverse contexts. 4.MLC.2:A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of French 4.MBC.1 A students demonstrates understanding of the interdependence of language and culture 4.MBC.2 A students demonstrates knowledge of key features of the culture of French-speaking communities Introduction of French culture- research task on a French monument/ famous person/ on a city in France. (4.UL.4; 4.MBC.2) Ongoing formative assessments: listening, reading , writing and speaking activities. Create role play and dialogues (4.UL.3; 4.MBC.1; 4.MBC.1) Week 1
TOPIC
OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
(10 weeks - 25 hours) Les voisins: students learn to talk about feelings, describe someone personality, learn verbs: etre, avoir, habiter, appeler, numbers to thirty express annoyance, definite article. 4.UL.1 A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately 4.UL.2 A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately 4.UL.3 A student establishes and maintains communication in familiar situations 4.UL.4 A students applies a range of linguistic structures to express own ideas in writing 4.MLC.1:A student demonstrates understanding of the importance of appropriate use of language in diverse contexts. 4.MLC.2:A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of French 4.MBC.1 A students demonstrates understanding of the interdependence of language and culture 4.MBC.2 A students demonstrates knowledge of key features of the culture of French-speaking communities Ongoing formative assessments: listening, reading, writing and speaking activities. Games (bingo:making words from letters) Poster : Wanted Person (4.UL.4; 4.MBC.2;4.MLC.2)
Week 10
TERM 3
Week 1 TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
(10 weeks 25 hours) La famille: students learn to introduce family members, saying what people love and hate, talking about age and birthday (including learning name of month and day),c counting to sixty, possessive adjectives, description of different parts of the body
OUTCOMES
ASSESSMENT
4.UL.1 A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately 4.UL.2 A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately 4.UL.3 A student establishes and maintains communication in familiar situations 4.UL.4 A students applies a range of linguistic structures to express own ideas in writing 4.MLC.1 A student demonstrates understanding of the importance of appropriate use of language in diverse contexts. 4.MLC.2 A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of French 4.MBC.1 A students demonstrates understanding of the interdependence of language and culture 4.MBC.2 A students demonstrates knowledge of key features of the culture of French-speaking communities Ongoing formative assessments: listening, reading, writing and speaking activities. French culture: Short reserach on the Tour de France; Asterix (BD)
TERM 4
Week 1 TOPIC
OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
(9 weeks 22 hours) Les Animaux students learn name and how to describe animals, colours, pronouns, descriptive adjectives, formal way to speak to someone, negative sentences, talking about preferences 4.UL.1 A student demonstrates understanding of the main ideas and supporting detail in spoken texts and responds appropriately 4.UL.2 A student demonstrates understanding of the main ideas and supporting detail in written texts and responds appropriately 4.UL.3 A student establishes and maintains communication in familiar situations 4.UL.4 A students applies a range of linguistic structures to express own ideas in writing 4.MBC.1 A students demonstrates understanding of the interdependence of language and culture 4.MBC.2 A students demonstrates knowledge of key features of the culture of French-speaking communities 4.MLC.1:A student demonstrates understanding of the importance of appropriate use of language in diverse contexts. 4.MLC.2:A student explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of French Ongoing formative assessments: listening, reading , writing and speaking activities. A story book for young children in French(4.UL.4; 4.MBC.1;4.MLC.1) Formative Assessment: A trip to France.
