Year 9 Assessment Handbook 2018
STAGE 5 ASSESSMENT GUIDE INTRODUCTION Year 9 marks the beginning of the course of study that leads directly to students earning the award of the Record of School Achievement. This is a credential that is awarded to a student should they leave school prior to completing the HSC. It must be noted that students progressing to Year 11 and 12 must fulfil the Stage 5 academic requirements specified by the NSW Education Standards Authority (NESA) to be eligible to study Stage 6 courses and receive an HSC. For our purposes at Kildare Catholic College, we use a series of ongoing assessment tasks rather than rely on a major examination. The term ‘assessment’ means the process of identifying, gathering and interpreting information about student learning. There are many different types of assessment tasks that can be identified in this handbook. Assessment tasks can include such things as topic tests, practical work, presentations, pieces of writing, art works, books, comprehension exercises, research projects, computing skills, and major assignments. Each subject will have its own method of using a mixture of assessment tasks to measure student performances within that faculty. Student performance will then be measured against ‘Course Performance Descriptors’. Course Performance Descriptors are designed by NESA to indicate to teachers what is an excellent piece of work, what is a poor piece of work, or what is a satisfactory piece of work. Teachers use these descriptors to describe student work against a common set standard. At the end of each semester student learning achievement will be reported through a school report. At our school, reporting is best defined as the process of communicating information about student achievement and progress, and it is worked out from the assessment process. At Kildare Catholic College, our students will earn their grades and take ownership of their results. We will provide students with support to achieve their best, but they need to remember that to achieve their best throughout the assessment process, they need to make a commitment to succeed. It is very important that they read this handbook carefully and discuss it. If there are any questions that need explanation, please ask the Classroom Teacher, KLA Coordinator of the subject concerned; speak with the Leader of Curriculum or the Academic Care Coordinator. It is important that students develop their skills and knowledge base to the best of their ability throughout the whole of Stage 5. This should increase the prospect of success for Year 10 and beyond.
WHAT STUDENTS NEED TO FULFIL For the Record of School Achievement it is essential that students satisfy the following NESA requirements. 1)
2)
3)
Students must complete Mandatory Curriculum Requirements, which include studying Board-Developed or Board-Approved courses for indicative hours of study in Years 7-10. English: Board-developed syllabus, 400 hours (Years 7-10) Mathematics: Board-developed syllabuses, 400 hours (Years 7-10) Science: Board-developed syllabus, 400 hours (Years 7-10) Human Society & Its Environment: Board-developed or Board-endorsed courses, 400 hours (Years 7-10) including 100 hours of Mandatory Australian History and 100 hours Mandatory Australian Geography. Creative Arts: Board-developed syllabuses, 100 hours Visual Arts, 100 hours Music (Years 7-10) Languages Other Than English: Board-developed or Board-endorsed courses, 100 hours (Years 7-10) Technology & Applied Studies: Board-developed syllabuses, 200 hours (Years 7-10) Personal Development, Health & Physical Education: Integrated course, 300 hours (Years 7-10) Students must apply themselves with diligence and sustained effort to the Set Tasks and experiences provided in the course by the school. Students must follow the Assessment Policy of the school so as to adhere to the course of study expected of them. Students must have achieved some or all of the course outcomes. This is determined by performance in assessment tasks as set down by individual class teachers. 4) Students must have satisfactory attendance at school as determined by the Principal. It is essential that students complete all set assessment tasks, plus any other set work for the satisfactory completion of each course. “N” AWARD An “N” Award may be awarded in place of a Grade of A-E if a student has not met the requirements of: a) b) c) d)
attendance participation and effort in assessment tasks effort and achievement in course work reaching of some of the course goals
Consequences of receiving an “N” Award:
No Record of School Achievement An N Award recorded on the Record of School Achievement Failure to progress to Stage 6
If a student is in danger of receiving an “N” Award the school will notify them and their parents in writing. Students who have received TWO WARNINGS and who do not rectify the problem outlined will be regarded as not having completed the course. An example of this Warning Letter. KILDARE CATHOLIC COLLEGE Non-Completion of a School Certificate Course Student’s name: ______________________________ Date: ______________ Dear __________________________________ (parent/guardian) The purpose of this letter is to warn you that ______________________________ (student) is in danger of receiving an ‘N’ determination for non-completion of course requirements in the course listed below. This determination will mean that he/she will not receive a grade in this course and it will/may affect his/her eligibility for the award of a School Certificate. Course in jeopardy: __________________________________ This is/is not a mandatory course. A student who is given an ‘N’ determination in a mandatory course will not be issued with a School Certificate. He/she will, however, remain eligible to sit for and receive results in the School Certificate Tests. The following information specifies those areas where _____________________________ is failing to meet Board of Studies course requirements. The satisfactory completion of a course requires principals to have sufficient evidence that the student has. (a) followed the course developed or endorsed by the Board; and (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. _____ has not to date satisfactorily me
(a), (b), (c) or all three areas
The following list notifies you of those tasks, requirements or outcomes not yet completed and/or for which ___________________ has not made a genuine attempt. In order for him/her to satisfy course requirements the following tasks, requirements or outcomes need to be satisfactorily completed. Task Name/ Course Requirements/ Course Outcome
Date Task initially due (if Applicable)
Action required by student
Date to be completed by (if applicable)
Please regard this letter as an official warning. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. This is the ______ warning we have issued to this student concerning ______________ (eg 1st, 2nd) (course) The Board requires principals to issue a minimum of two course-specific warnings prior to a final ‘N’ determination being made for a course. Please discuss this matter with _____________________ and contact the school (student) if further information or clarification is needed.
Yours sincerely
________________________________ Class Teacher/KLA Coordinator
_____________________ Principal
Please detach this section and return it to the school ```````````````````````````````````````````````````````````````````````````````````````````````````````` Please complete and detach and return this portion to the College. REQUIREMENTS FOR THE SATISFACTORY COMPLETION OF A SCHOOL CERTIFICATE COURSE FIRST, SECOND, THIRD WARNING I have received the letter dated ______________ indicating _____________________ (Name of Student)
is in danger of not satisfactorily completing the course listed in the letter. I am aware that this course may appear on his/her Record of Achievement Part A with an ‘N’. I am also aware that the ‘N’ determination may make him/her ineligible for the award of the School Certificate.
Parent’s/Guardian’s signature: __________________ Date: __________ Student’s signature: ___________________________ Date: __________
ASSESSMENT 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 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 Board of Studies are entitled to the specified adjustments. DISPUTED RESULTS Marks/Results for individual Assessment Tasks can only be queried at the time the tasks are returned to students. It is the students’ responsibility to see the teacher at this time. Appeals cannot be made later than 7 days after the task has been returned. Should a student wish to appeal their result after discussion with their teacher, a panel will be convened consisting of the Leader of Curriculum, KLA Coordinator and classroom teacher. Determination of the panel is final. APPEALS If you think that the Grade you have been given in a particular subject at the end of the year is unfair, you may appeal to the Principal. A Grade is only unfair if it does not match up with the results you have received for your Assessment Tasks.
ASSESSMENT PROCEDURES Absence from a Task on that day: a) b)
c)
d)
The Leader of Curriculum, via the school, must be notified of the absence at the time. On the first day of return to school the student must present documentary evidence explaining the absence, including a Medical Certificate in the case of illness. The Illness Misadventure/Extension Form must be obtained from the Leader of Curriculum. The form must be completed and submitted before a decision is made. Requests will be considered on their merit and it should not be assumed that they will automatically be granted. The Leader of Curriculum will advise the student of the decision via the completed form. A copy of the form is in this booklet. If a student is absent from an Assessment Task due to a family matter, (eg: family illness or bereavement) contact should be made with Leader of Curriculum via the school, a letter of explanation is required as is completion of an Illness Misadventure/ Extension Form. Each case will be evaluated individually if the need arises.
Failure to follow these procedures will result in the following; 20% per day for the duration of the first three days, then a ZERO mark will be recorded. E.g. Task submitted 3 days late will be marked out of 40% of the total task value. (Task worth 20 marks will be marked out of 8 marks if 3 days late) Failure to attend School or individual classes on the day a Task is due: Students who stay away from school for the purposes of completing and/or doing extra work on a piece of work to be submitted, will be considered as being involved in partial truancy, therefore gaining an unfair advantage and will attract a penalty accordingly. Late submission of work: A ZERO MARK will be given for the Task unless an application for an extension of time is made (and upheld) BEFORE the due date. If the extension is granted there will be no mark penalty. Procedures for handing in Assessment Tasks: All Assessment Tasks must be handed directly to the classroom teacher personally on or before the due date and at the time designated by the teacher. If the teacher responsible for the task is unavailable that day, the task must be handed in at the Office. They will register the date/time of submission.
Therefore any work not personally handed to the class teacher or a person nominated by the class teacher will be dealt with in the same manner as for failure to complete a task and a ZERO MARK will be awarded accordingly. Friends are NOT to hand in your task.
Assessments are to be submitted as a hard copy unless otherwise stated by the teacher. Where agreement has been reached to provide an electronic copy of the student’s work, submission must be done at the specified time so that no unfair advantage can be obtained.
Failure to comply with this will incur penalties as noted in this policy. Students are expected to ensure that their work is backed up and that drafts are saved. You must also ensure that they have access to a working printer. Use of working technology is the responsibility of the student. You should ensure that they have adequate time to deal with issues should they occur. SPECIAL PROVISIONS Students with Special Provisions are entitled to the specified adjustments. NON-ASSESSMENT WORK You will only have a small number of Assessment Tasks in each subject during the year. Most tests, activities, homework etc., that you are asked to do are not Assessment Tasks. It is important that you do these Non-Assessment Tasks satisfactorily for a number of reasons:
They are part of the Course Requirements They help you to develop the KNOWLEDGE, SKILLS and UNDERSTANDING that are required in the Assessment Tasks They indicate your degree of EFFORT and PARTICIPATION in the Subject They indicate whether COURSE GOALS are being met.
GRADING SYSTEM EXPLAINED What are Course Performance Descriptors? A set of Course Performance Descriptors is an assessment and reporting tool to assist teachers across NSW in making sound and consistent judgments about overall student achievement at the end of a course. Course Performance Descriptors are a series of statements that summarise observable and measurable features of student achievement and assist teachers to award grades to students based on descriptions of typical achievement from elementary to excellent. Course Performance Descriptors describe the main features of typical students’ performances at the end of the course. The Areas of Assessment consist of the knowledge and skills objectives from the syllabus. The five vertical columns in the descriptors describe different levels of student performance. In using these descriptors, schools ‘match’ each of their students to the descriptor column that best fits the student’s overall achievement in the course. The corresponding grade for that descriptor is then awarded to the student. The General Performance Descriptors presented on the following page form a generic set of descriptors indicating five levels of achievement.
GRADE
PERFORMANCE DESCRIPTORS
A
The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
B
The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C
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
Where ‘N’ appears in place of an A to E grade opposite a course, the student has failed to meet one or more of the following requirements: N Determination
a) followed the course developed by the Board of Studies; b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; c) achieved some or all of the course outcomes.
RECORD OF SCHOOL ACHIEVEMENT If students leave school at the end of Stage 5 they will receive: A document showing the student’s name, school and record of achievement which: a) states the achievement of Mandatory NESA requirements, b) will show a Grade of A-E for subjects studied in Stage 5. Mathematics is the exception to this system as there are 9 grades ranging from A 10 to E 2. All Grades are calculated by School Based Assessment Tasks and are allocated according to Course Performance Descriptors by the School, c) records extra-curricular activities undertaken. Who will get it? Students will need to have completed the mandatory requirements for Stage 5 (Year 10) to be eligible for a RoSA. Those eligible students who choose to leave school prior to receiving their HSC, will receive a RoSA. When will they get it? A RoSA will only be provided to those eligible students who choose to leave school prior to receiving their HSC. What will it show? A RoSA will show grades for all the courses a student has completed up until the point they leave school – including those completed in Year 10, Year 11 or even Year 12. Why give grades? Grading is a way of showing a student’s level of achievement in a course in a way that can be compared fairly between individual students. Giving grades in courses completed after Year 10 will also mean that every student gets acknowledgement for all the work they have done, right up to the time they leave school. How will students get grades? A to E grades are currently awarded for courses completed in Year 10. That same system will now be extended to include courses completed after Year 10 as well (up to the time a student receives an HSC result). Students will be required to submit assessment tasks as delivered by their schools. Teachers will then use marks from those assessments to allocate a grade for each student at the end of the course. Teachers will submit those grades to the Board of Studies NSW for inclusion on the RoSA if required. How can we be sure that grades are awarded consistently? It is important for students, parents and employers that grades are awarded consistently. Teachers already have a strong level of professional judgement, and the Board of Studies NSW will support that further by providing workshops and online resources, including student work samples.
WHERE TO SEEK ADVICE If a concern arises, please seek clarification as early as possible. This may be possible from a number places including: Classroom teacher KLA Coordinator Leader of Curriculum Leader of Learning and Teaching NSW Education Standards Authority website http://educationstandards.nsw.edu.au/wps/portal/nesa/home/ Assessment Certification and Examination (ACE) Manual
FEES AND REFUNDS Course Fees relate to consumables, general course materials, excursions and study days, recurrent disposable items and general maintenance of equipment. Refunds can be sought from the Business Manager. The availability of a refund will be affected by the time and type of the request.
FINAL THOUGHT Stage 5 is important as it provides students with formal recognition of their studies. For those who intend on pursuing post compulsory schooling in Years 11 and 12, it should assist students to develop their skills and knowledge base and determine subjects they may wish to study later. For those planning to pursue employment, it marks an end to their time at school and may assist in opening up opportunities in the workforce. The key to success in Stage 5 is to have a positive work ethic, listen to feedback and implement it to the best of your ability.
Best Wishes, Mr Shane Fuller Leader of Curriculum
GLOSSARY COURSE PERFORMANCE DESCRIPTORS Indicate at what level the student has achieved within a course. They are: Elementary; Basic; Sound; Thorough and Extensive RECORD OF SCHOOL ACHIEVEMENT This documents all the results achieved in each of the courses as well as involvement in extra-curricular activities. ASSESSMENT TASKS The items of work or performance that are counted towards the award of a grade in any individual course. ‘N-AWARD’ This is a result of failing to complete appropriate assessment tasks or failing to attend sufficiently to cover the course work. ‘N-AWARD WARNING’ The school is required to notify parents, caregivers and students if the student is in danger of not completing an individual course.
Disclaimer: The dates supplied in this Assessment Book are true and correct at the time of printing, however, could be subject to change.
STAFF LIST 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 Commerce History Geography Mathematics - 5.1, 5.2, 5.3 -
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PDHPE Child Studies PDHPE PASS Science Science Creative Arts Drama Music Photographical and Digital Media Visual Arts TAS Design and Technology Food Technology Industrial Technology-Art Metal/ Metal/ Timber iSTEM
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]
A GLOSSARY OF KEY WORDS 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 (analysis/evaluate understanding, 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 Recall Recommend Recount Summarise Synthesise
Put forward (for example a point of view, idea, argument, suggestion) for consideration or action 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
Kildare Catholic College Year 9 TERM 1 TOPIC
OUTCOMES
ASSESSMENT
TERM 2 TOPIC
OUTCOMES
ASSESSMENT
Week 1
Scope and Sequence - 2018
Subject: Religious Education Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Justice and Peace (17 hours/ 7 weeks) This unit focuses on justice and peace incorporating an understanding of justice and peace and how it affects both humans and the environment. Students explore Jesus’ teachings and church doctrine and apply these to the one contemporary environmental injustice. C 5.6 Explains links between Christian life, fidelity to Church teaching, conscience, and inspiring people of faith. C 5.9. Gathers and analyses information about religion, independently and in teams. C 5.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C5.11 Uses appropriate terminology related to religion and belief systems. C5.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #1 Marzano pre & post-test [Outcome C5.11] #2 PEEL paragraph [Outcome C 5.9] #3 Research Task -20% Due Week 8) [Outcome C5.6,5.9, 5.10, 5.11, 5.12] Week 1
Week 2
Week 3 TASK 2 DUE
Images of Jesus (continued)
C5.11 Uses appropriate terminology related to religion and belief systems. C5.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #3 Reflection on Bible passage PEEL paragraph/s [Outcome C5.9] #4 Images of Jesus creative task 25% Due Week 3)
Week 4
Week 5
Week 6
Week 8 Week 9 Week 10 Week 11 TASK 1 DUE Images of Jesus (15 hours/6 weeks) This unit focuses on various artistic and literary images of Jesus. Through the study of these images students develop and deepen their understanding of the person of Jesus Christ and how an image shapes understanding of Christian life. C5.2 Examines ways in which God is revealed in the world. C5.9 Gathers and analyses information about religion, independently and in teams. C5.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts.
#1 Marzano vocab [Outcome C5.11] #2 Poster drawing on passages from The Gospels [Outcome C5.10]
Week 7
Week 8
Week 9
Week 10 BANQUET
Christianity in the Middle Ages (17 hours/7 weeks) This unit is a study of Christianity in the Middle Age. Students consider dramatic changes that have occurred in their own lives and are invited to understand Medieval Europe as a time of growth, change and development. Different views on the role and place of religion and faith in Australian society today are considered alongside the faith and practices of a range of medieval Christians. C5.8 Explains how religion contributes to culture, and people’s sense of belonging in community C5.9 Gathers and analyses information about religion, independently and in teams. C5.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C5.11 Uses appropriate terminology related to religion and belief systems. C5.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #1 Marzano vocab [Outcome C5.11] #2 Organisation of banquet task [Outcome C5.12] #3 Banquet (costume, games, food, music in groups) [Outcome C5.8] #4 Peer review/Reflection task [Outcome C5.12]
TERM 3 TOPIC
OUTCOMES
ASSESSMENT
TERM 4 TOPIC
OUTCOMES
ASSESSMENT
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7 TASK 3 DUE
Week 8
Week 9
Week 10
Eucharist (17 hours/7 weeks) This unit is a study of the Catholic sacrament of the Eucharist. Students consider the efforts of selected individuals and organisations to reach out to Australians on the fringe of society and ways in which the Eucharist challenges Catholics to reach out to others, with reference to key rituals and prayers from the Mass. Jesus ministry to the poor and marginalised. with reference to key Scripture passages is students.
The New Testament (17 hours/ 7weeks) This unit focuses on a study of the New Testament. It includes: key Christian biblical writings that have influenced students’ lives; the significance, contents and place of the New Testament in the life of Christians and the Church; a range of key passages from the New Testament.
C5.5 Examines ways in which the sacraments are actions of Christ and the Church which reconcile. renew and build up the Christian community C5.9 Gathers and analyses information about religion, independently and in teams. C5.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C5.11 Uses appropriate terminology related to religion and belief systems. C5.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #1 Marzano vocab (Outcome C5.11) #2 Mass sequence activity [Outcome C5.10] #3 Invitation to an event and justification [Outcome C5.9] #4 Plan a Mass or Liturgy 25% Due Week 7) [Outcome C5.5, 5.9, 5.10, 5.11, 5.12]
C5.3 Explains how the scriptures are central to the teaching and life of the Church C5.9 Gathers and analyses information about religion, independently and in teams.
Week 1
Week 2
Week 3
Week 4 TASK 4 DUE
The New Testament (continued)
C5.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C5.11 Uses appropriate terminology related to religion and belief systems. C5.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision. #4 Padlet 30% Due Week 4 Term 4) [Outcome C5.3] 2015 TASK
Week 5
Week 6
Week 7
#1 Marzano vocab) (Outcome C5.11) #2 PEEL paragraph [Outcome C5.9] #3 Parable recreation [Outcome C5.12]
Week 8
Week 9
Week 10
Mary and the Saints (15 hours/ 6 weeks) This unit focuses on Mary and communion of saints. Topics covered are: the common features of God’s call to, and the response of, a range of Old and New Testament saints; the role and contribution of Mary and the saints in the life and teachings of the Church, with reference to Scripture and the process of canonisation of saints; artistic expressions and devotional practices in relation to Mary and the saints. C5.7 Explains ways in which prayer is a faith response central to the life and mission of the Church. C5.9 Gathers and analyses information about religion, independently and in teams. C5.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts. C5.11 Uses appropriate terminology related to religion and belief systems. C5.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision.
#1 Marzano vocab (Outcome C5.11) #2 PEEL paragraph/s persuasive exposition [Outcome C5.10] #3 Prayer book [Outcome C5.7] #4 Saint or Significant person in the Church presentation [Outcome 5.12]
Kildare Catholic College Year 9 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
Persuasion in the Real World - (30 hours/10 weeks) Students will develop an understanding of the influences mass media entertainment has and explore their view of the world. They will compare the mass media’s view of the world with their own through exploration of a variety of text types and modes. Students will also learn about the power of persuasion and how to use it in their own writing and expression
OUTCOMES
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds
ASSESSMENT
Formative Processes/Ongoing Assessment. Activities include: listening task, persuasive speech, persuasive response. [Focus outcomes EN5-1A, EN5-3B and EN5-7D]
TERM 2
Week 1
TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Representations of War - (30 hours/10 weeks) Students will question, read about, view and articulate a variety of responses to the ways war has been presented through time and in different cultures. They will develop an awareness of a variety of verbs and compose an essay on the representation of war in texts.
OUTCOMES
EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness
ASSESSMENT
Formative Processes/Ongoing Assessment. Activities include: PEEL paragraphs, culminating in a persuasive essay. [Focus outcomes EN5-8D and EN5-9E]
TERM 3 TOPIC
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Appreciating the beauty of Shakespeare (30 hours/10 weeks) Students will consider the timelessness of Shakespeare’s ideas and themes through the close study of Romeo and Juliet. They will reflect on their growing understanding of teen issues and how Romeo and Juliet as a classic text is still so accessible and relevant for young people today. Students will participate in group reading activities and dramatic explorations of the infamous play which will enhance their engagement with the themes and ideas.
OUTCOMES
EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts EN5-6C investigates the relationships between and among texts
ASSESSMENT
Formative Processes/Ongoing Assessment. Activities include: blog posts, peer reviewed tasks, groups spinoff task. [Focus outcomes EN5-4B and EN5-6C]
TERM 4
Week 1
TOPIC
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Transforming and telling stories through film - (30 hours/10 weeks) Students explore the role and features of short stories. Students will examine the forms and conventions of narrative writing, read and write short stories in preparation for film creation. Students will be involved in the planning, filming, acting, editing and production of a short film to be screened at a film premier evening for the KCC community.
OUTCOMES
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds
ASSESSMENT
Formative Processes/Ongoing Assessment. Activities include: GAP Common Task Film Review short film script, storyboarding, filming process, response to film. [Focus outcomes EN5-1A, EN5-2A, EN5-3B, EN5-5C and EN5-7D]
Kildare Catholic College Year 9 TERM 1 TOPIC OUTCOMES
Subject: 5.1 Mathematics Week 1
1.
Scope and Sequence - 2018
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Integers, fractions, ratios and rates (21hrs) Ch 1
Week 8
Week 9
Week 10
Week 11
Financial mathematics (14 hrs) Ch 2
MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation MA4-5NA operates with fractions, decimals and percentages MA4-7NA operates with ratios and rates, and explores their graphical representation MA5.1-9MG uses scientific notation, and rounds to significant figures
MA4-6NA solves financial problems involving purchasing goods MA5.1-4NA solves financial problems involving earning, spending and investing money
Working Mathematically Outcomes: Communication MA5.1-1WM Problem Solving: MA5.1-2WM Reasoning MA5.1-3WM ASSESSMENT
Maths Investigation - Week 11 Learning Logs - Ongoing over the semester
TERM 2 TOPIC OUTCOMES
Week 1 3.
Week 2
Week 3
Week 4
Week 5
Expressions and equations (17.5hrs) Ch 3 including NAPLAN
MA4-8NA generalises number properties to operate with algebraic expressions
NAPLAN
MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations
Week 6
Week 7
Week 8
Week 9
Week 10
Right-angled triangles (17.5 hrs) Ch 4 MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings
Working Mathematically Outcomes: Communication MA5.1-1WM Problem Solving: MA5.1-2WM Reasoning MA5.1-3WM ASSESSMENT
Open book Test - Wk 5
TERM 3 TOPIC OUTCOMES
Week 1
Week 2
Week 3
Week 4
Week 5 Week 6
Week 7
Week 8
Week 9
Week 10
5.Linear relationships (7hrs) Ch 5
6. Length, area, surface area & volume (17.5hrs) Ch 6
7. Indices (10.5hrs) Ch 7
MA4-11NA creates and displays number patterns; graphs and analyses linear relationships MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships
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 MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume
MA4-9NA operates with positive-integer and zero indices of numerical bases MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning of negative indices for numerical bases MA5.1-9MG interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures
Working Mathematically Outcomes: Communication MA5.1-1WM Problem Solving: MA5.1-2WM Reasoning MA5.1-3WM ASSESSMENT
TERM 4 TOPIC OUTCOMES
Maths Investigation - Wk 1-4 HOTmaths task - Week 9 Learning Logs - ongoing over the semester
Week 1 Week 2 Prop of geometrical figures (7hrs)
Week 3
MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknowns MA5.1-11MG describes and applies the prop of similar figures and scale drawings
Week 4 Week 5 Week 6 Week 7 Probability and single variable data analysis (17.5 hrs) Ch 10
Week 8
Week 9
MA4-21SP represents probabilities of simple and compound events MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound events MA5.2-17SP describes and calculates probabilities in multi-step chance experiments 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 MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates sources of data
Working Mathematically Outcomes: Communication MA5.1-1WM Problem Solving: MA5.1-2WM Reasoning MA5.1-3WM ASSESSMENT
Open Book Test - Wk 9
Kildare Catholic College Year 9
Subject: 5.2 Mathematics
TERM 1 TOPIC OUTCOMES
Scope and Sequence - 2018
Week 1 1.
Week 2
Week 3
Week 4
Integers, fractions, ratios and rates (14hrs) Ch 1
MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation MA4-5NA operates with fractions, decimals and percentages MA4-7NA operates with ratios and rates, and explores their graphical representation MA5.1-9MG uses scientific notation, and rounds to significant figures
Week 5
Week 6
Week 7
Financial mathematics (10.5 hrs) Ch 2 MA4-6NA solves financial problems involving purchasing goods MA5.1-4NA solves financial problems involving earning, spending and investing money
Week 8
Week 9
Week 10
Week 11
Expressions and equations (14hrs) Ch 3. MA4-8NA generalises number properties to operate with algebraic expressions MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques
Working Mathematically Outcomes: Communication MA5.1-2-1WM Problem Solving: MA5.1-2-2WM Reasoning MA5.1-3WM ASSESSMENT
TERM 2 TOPIC OUTCOMES
Wk 11 HOTmaths Task Learning Logs – ongoing over the semester
Week 1 Ch 2 cont
Week 2 4.
Week 3
Week 4
Week 5 Week 6
Right-angled triangles (17.5 hrs) including NAPLAN Ch 4
MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings
Week 7
Week 8
Week 9
Linear relationships (14hrs) Ch 5 MA4-11NA creates and displays number patterns; graphs and analyses linear relationships MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships MA5.2-9NA uses the gradient-intercept form to interpret and graph linear relationships MA5.2-9NA uses the gradient-intercept form to interpret and graph linear relationships
Working Mathematically Outcomes: Communication MA5.1-2-1WM Problem Solving: MA5.1-2-2WM Reasoning MA5.1-2-3WM ASSESSMENT
Wk5 Open Book Test
Week 10
Week 1
TERM 3 TOPIC OUTCOMES
6.
Week 2
Week 3
Week 4
Length, area, surface area and volume (14hrs) Ch. 6
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Probability and single variable data analysis (17.5 hrs) Ch 10
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 MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume MA5.2-12MG applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders
MA4-21SP represents probabilities of simple and compound events MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound events MA5.2-17SP describes and calculates probabilities in multi-step chance experiments 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 MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates sources of data
Working Mathematically Outcomes: Communication MA5.1-2-1WM Problem Solving: MA5.1-2-2WM Reasoning MA5.1-3WM ASSESSMENT
TERM 4 TOPIC OUTCOMES
Maths Investigation – Wks 1 – 4 HOTmaths Task – Wks 9/10 Learning Logs – ongoing over the semester
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Properties of geometrical figures Ch 8 (17.5hrs)
9.
Indices (10.5hrs) Ch 7
MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines MA5.1-11MG describes and applies the properties of similar figures and scale drawings MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar
MA4-9NA operates with positive-integer and zero indices of numerical bases MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning of negative indices for numerical bases MA5.1-9MG interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures MA5.2-7NA applies index laws to operate with algebraic expressions involving integer indices
Week 8
Week 9
Quadratic expressions and algebraic fractions (10.5hrs) Ch 9 MA4-8NA generalises number properties to operate with algebraic expressions MA5.2-6NA simplifies algebraic fractions, and expands and factorises quadratic expressions
Working Mathematically Outcomes: Communication MA5.1-2-1WM Problem Solving: MA5.1-2-2WM Reasoning MA5.1-3WM ASSESSMENT
Common Test – Wk 4
Week 10
Kildare Catholic College Scope and Sequence - 2018 Year 9 Subject: 5.3 Mathematics TERM 1 TOPIC OUTCOMES
Week 1 1.
Week 2
Integers, fractions, ratios and rates (7hrs) Ch 1
MA4-4NA compares, orders and calculates with integers, applying a range of strategies to aid computation MA4-5NA operates with fractions, decimals and percentages MA5.1-9MG uses scientific notation, and rounds to significant figures
Week 3
Week 4
Financial mathematics (7hrs) Chap 1 MA5.1-4NA solves financial problems involving earning, spending and investing money MA5.2-4NA solves financial problems involving compound interest
Week 5 Week 6
Week 7
Week 8
Week 9
Expressions, equations and inequalities (14hrs) Chap 2
Week 11
Right-angled triangles (10.5hrs) Chap 3
MA4-8NA generalises number properties to operate with algebraic expressions MA4-10NA uses algebraic techniques to solve simple linear and quadratic equations MA5.2-8NA solves linear and simple quadratic equations, linear inequalities and linear simultaneous equations, using analytical and graphical techniques
Week 10
MA4-16MG applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems MA5.1-10MG applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression MA5.2-13MG applies trigonometry to solve problems, including problems involving bearings
Working Mathematically Outcomes: Communication MA5.1-1WM, MA5.2-1, Problem Solving MA5.1-2WM, MA5.2-2WM, Reasoning MA5.1-3WM ASSESSMENT
TERM 2 TOPIC OUTCOMES
Wk 10/11 HOTmaths task Learning Logs – ongoing over the semester Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Right-angled triangles ctd
5.
MA5.3-15MG applies Pythagoras’ theorem and trigonometric relationships to solve problems involving three dimensions
MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships MA5.2-9NA uses the gradient-intercept form to interpret and graph linear relationships MA5.3–8NA uses formulas to find midpoint, gradient and distance on the Cartesian plane, and applies standard forms of the equation of a straight line.
.
Linear relationships (17.5hrs) Chap 4 including NAPLAN
Week 7
Week 8
Week 9
Week 10
Length, area, surface area and volume (14hrs) Ch 5 MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA5.3-13MG applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids MA5.2-12 and 14MG applies formulas to calculate the volumes of composite solids composed of right prisms, cylinders
Working Mathematically Outcomes: Communication MA5.1-1WM, MA5.2-1, Problem Solving MA5.1-2WM, MA5.2-2WM, Reasoning MA5.1-3WM MA5.2-3WM ASSESSMENT
Open Book Test – Wk 6
TERM 3 TOPIC OUTCOMES
Week 1 7.
Week 2
Week 3
Indices and Surds (10.5 hrs) Ch 6
Week 4
Week 5
Week 6
Properties of geometrical figures (10.5hrs) Ch 7
MA4-9NA operates with positive-integer and zero indices of numerical bases MA5.1-5NA operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning of negative indices for numerical bases MA5.1-9MG interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures MA5.2-7NA applies index laws to operate with algebraic expressions involving integer indices MA5.3-6NA performs operations with surds and indices
MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel lines MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles MA5.1-11MG describes and applies the properties of similar figures and scale drawings MA5.2-14MG calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar MA5.3-16MG proves triangles are similar, and uses formal geometric reasoning to establish properties of triangles and quadrilaterals
Week 7
Week 8
Week 9
Week 10
Quadratic expressions and algebraic fractions (14hrs) Ch 8 MA5.2-6NA simplifies algebraic fractions, and expands and factorises quadratic expressions MA5.2-8NA solves linear and simple quadratic equations, using analytical and graphical techniques MA5.3-5NA selects and applies appropriate algebraic techniques to operate with algebraic expressions MA5.3–7NA solves complex linear, quadratic and simultaneous equations, and rearranges literal equations.
Working Mathematically Outcomes: Communication MA5.1-3-1WM Problem Solving: MA5.1-3-2WM Reasoning MA5.1-3-3WM ASSESSMENT
Maths Investigation - Weeks 1- 4 HOTmaths task - Weeks 9/10 Learning Logs - ongoing over the semester
TERM 4 TOPIC
Week 1 10.
Week 2
Week 3
Week 4
Week 5
Probability and single variable data analysis (14hrs) Chap 9
Week 6
Week 7
Week 8
Week 9
Week 10
Quadratic equations and graphs of parabolas (14hrs) Chap 10
OUTCOMES
MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound events MA5.2-17SP describes and calculates probabilities in multi-step chance experiments MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.2-15SP uses quartiles and box plots to compare sets of data, and evaluates sources of data
MA5.2-8NA solves simple quadratic equations using analytical and graphical techniques MA5.3-7NA solves quadratic equations MA5.1-7NA graphs simple non-linear relationships MA5.3-9NA sketches and interprets a variety of non-linear relationships
Working Mathematically Outcomes: Communication MA5.1-3-1WM Problem Solving: MA5.1-3-2WM Reasoning MA5.1-3-3WM ASSESSMENT
Common Test – Wk 4
Catch up time
Kildare Catholic College Year: 9 TERM 1 TOPIC OUTCOMES
Week 1
Scope and Sequence - 2018
Subject: SCIENCE Week 2
Week 3
Week 4
Week 5 Week 6
TERM 2
Week 2
ASSESSMENT
Week 9
Week 10
Week 1
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations SC5-16CW explains how models, theories and laws about matter have been refined as new scientific evidence becomes available End of topic test- Assessment of learning, Term 1 week 9, SC5-9WS, SC5-16CW
OUTCOMES
Week 8
Chemistry 101 ( 35 hours/10 weeks) Investigate the structure of the atom, Periodic table and chemical processes
ASSESSMENT
TOPIC
Week 7
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 1
Our dynamic Earth (35 hours/10 weeks) Explore the structure of the Earth and its ecosystems SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures SC5-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues SC5-14LW analyses interactions between components and processes within biological systems In-class Research Task - Essay , weeks 4-5, SC5-9WS, SC5-12ES, SC5-13ES, SC5-14LW
TERM 3 TOPIC OUTCOMES
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
TERM 4
Week 2
ASSESSMENT
Week 1
SC5-5WS produces a plan to investigate questions, hypotheses or problems, individually and collaboratively SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems Planning Investigations, Term 3 week (7-8), SC5- 5WS, SC5-8WS, SC5-9WS , SC5-11PW
OUTCOMES
Week 10
Zap and Flash ( 35 hours/10 weeks) Investigate how electrical and light energy are used
ASSESSMENT
TOPIC
Week 9
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
In sickness and in health ( 35 hour/10 weeks) Develop an understanding of how the body responds to disease and how good health is maintained SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions SC5-14LW analyses interactions between components and processes within biological systems Semester Examination, Term 4 week 5, SC5-7WS, SC5- 11PW, SC5-14LW
Kildare Catholic College Year 9 TERM 1 & 3 TOPIC OUTCOMES
Scope and Sequence - 2018
Subject: Geography Week 1
Week 2
Week 3
Week 4
Week 5
Week 6Week 7
Week 8
Week 9
Week 10
Week 11
Sustainable Biomes (11 weeks/33 hours) GE5-1 explains the diverse features and characteristics of a range of places and environments GE5-2 explains processes and influences that form and transform places and environments GE5-3 analyses the effect of interactions and connections between people, places and environments GE5-5 assesses management strategies for places and environments for their sustainability GE5-6 analyses differences in human well-being and ways to improve wellbeing GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-8 communicates geographical information to a range of audiences using a variety of strategies
ASSESSMENT Ongoing formative: Essay Writing, Skills and Fieldwork TERM 2 & 4
Week 1
Week 2
Week 3
Week 4
Week 5 Week 6
Week 7
Week 8
Week 9
Week 10
TOPIC Changing Places (10 weeks/30 hours) OUTCOMES GE5-2 explains processes and influences that form and transform places and environments GE5-3 analyses the effect of interactions and connections between people, places and environments GE5-5 assesses management strategies for places and environments for their sustainability GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-8 communicates geographical information to a range of audiences using a variety of strategies ASSESSMENT
Week 4 Site Study (Wagga CBD) Report
Ongoing formative (Writing Skills and Fieldwork)
Kildare Catholic College Year 9 TERM 1 & 3 TOPIC
OUTCOMES
Scope and Sequence - 2018
Subject: History
Week 1/2
Week 3
Week 4
Week 5
Week 7
Week 8
Week 9
Week 10
Unit 2 Australia and Asia: Making a Nation (15 hours/5 weeks)
Historical Overview 10% integrated throughout course across semester
Historical Overview 10% integrated throughout course across semester
HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-6 uses relevant evidence from sources to support historical narratives, explanations, analyses of the modern world and Australia HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-10 selects and uses appropriate oral, written, visual, digital forms to communicate effectively about past for different audiences
ASSESSMENT
formative including research, source analysis, written tasks
TERM 2
Week 1
Week 2
Week 3
Week 4
Week 5
HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia HT5-6 uses relevant evidence from sources to support historical narratives, explanations, analyses of the modern world and Australia HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences
Week 6
Week 7
Week 8
Week 9
Unit 3: The World at War (30 hours/10 weeks) Historical Overview 10% integrated throughout course across semester
OUTCOMES
ASSESSMENT
Week 11
Unit 1 Making a better world - The Industrial Revolution (15 hours/5 weeks)
TOPIC
Week 6
HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences formative including research, source analysis, written tasks
Week 10
Kildare Catholic College Year 9 TERM 1 TOPIC OUTCOMES
ASSESSMENT
TERM 2 TOPIC OUTCOMES
ASSESSMENT
Week1
Scope and Sequence - 2018
Subject: Commerce Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Core Part 1.1 – Consumer Choice (11 weeks / 33hrs) 5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts 5.3 examines the role of law in society 5.4 analyses key factors affecting commercial and legal decisions 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines Formative: mindmapping, flow diagrams, discussion, writing tasks, problem solving
Week 1
Week 2
Week 3
Week 4
Week 5
Option Topic – Law in Action (5 weeks / 15 hrs)
Week 6
Week 7
Week 8
Week 9
Week 10
Option Topic – Promoting and Selling (5 weeks / 15hrs)
5.3 examines the role of law in society 5.4 analyses key factors affecting commercial and legal decisions 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts 5.4 analyses key factors affecting commercial and legal decisions 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
Formative: mindmapping, flow diagrams, discussion, report writing tasks, problem solving
Formative: discussion, writing tasks, analysis and evaluation of marketing strategies,
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
Core Part 1.2 – Personal Finance (10 weeks / 30hrs) 5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts 5.3 examines the role of law in society 5.4 analyses key factors affecting commercial and legal decisions 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines Formative: mindmapping, flow diagrams, discussion, writing tasks, problem solving, budgeting tasks
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Option Topic- Running a Business (5 weeks / 15 hours) 5.3 examines the role of law in society 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines
Formative: constructing business plan, developing marketing strategy, market day evaluation
Week 7
Week 8
Week 9
Week 10
Option Topic – Travel (5 weeks / 15 hours) 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts 5.4 analyses key factors affecting commercial and legal decisions 5.5 evaluates options for solving commercial and legal problems and issues 5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues 5.7 researches and assesses commercial and legal information using a variety of sources 5.8 explains commercial and legal information using a variety of forms 5.9 works independently and collaboratively to meet individual and collective goals within specified timelines Formative: Analysis of contemporary case studies
Kildare Catholic College Year 9
Scope and Sequence - 2018
Subject: PDHPE
TERM 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 THEORY TOPIC Active Nutrition - 11 hours 5.6 analyses attitudes, behaviours and consequences related to health issues affecting young people. OUTCOMES 5.8 critically analyses health information, products and services to promote health 5.9 formulates goals and applies strategies to enhance participation in lifelong physical activity. 5.15 devises, justifies and implements plans that reflect a capacity to prioritise, think creatively and use resources effectively ASSESSMENT Type of Task: Research Task and Preparing a Healthy Meal Outcomes: 5.6, 5.8, 5.15 Due Date: Completed by Week 10 PRACTICAL Aquatic Games - 6 Lacrosse and Street Hockey - 5 TOPIC hours hours OUTCOMES
ASSESSMENT
5.4 adapts, transfers and improvises movement skills and concepts to improve performance 5.5 composes, performs and appraises movement in a variety of challenging contexts 5.10 adopts roles to enhance their own and others’ enjoyment of physical activity. 5.13 adopts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives Type of Task: Team Participation Due Date: Ongoing from Week 1 to 6, Completed by Week 6 6Outcome: 5.10,5.13 Week 4
Week 5
Week 6
5.4 adapts, transfers and improvises movement skills and concepts to improve performance 5.5 composes, performs and appraises movement in a variety of challenging contexts’ 5.13 adopts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives Type of Task: Skills rubric, Ongoing from Week 7 to 10 Due Date: Completed by Week 11. Outcome 5.4, 5.13
Week 1
THEORY TOPIC OUTCOMES
Rock and Water (Resilience) - 10 hours 5.2 evaluates their capacity to reflect on and respond positively to challenges 5.3 analyses factors that contribute to positive, inclusive and satisfying relationships 5.7 analyses influences on health decision making and develops strategies to promote health and safe behaviours 5.12 adapts and applies decision making processes and justifies their choices in increasingly demanding contexts 5.16 predicts potential problems and develops, justifies and evaluates solutions Type of Task: Writing Tasks: Discrimination and Diversity Due Date: Completed by Week 5 Outcome: 5.3, 5.16 Rock and Water - 5 hours Girl / Boy groups (flip between soccer & Rock n Modified Games - 5 hours Water) 5.3 analyses factors that contribute to positive, inclusive and satisfying 5.4 adapts, transfers and improvises movement skills and concepts to improve relationships performance 5.7 analyses influences on health decision making and develops strategies to 5.5 composes, performs and appraises movement in a variety of challenging promote health and safe behaviours contexts 5.12 adapts and applies decision making processes and justifies their choices in 5.10 adopts roles to enhance their own and others’ enjoyment of physical increasingly demanding contexts activity. 5.16 predicts potential problems and develops, justifies and evaluates solutions 5.14 confidently uses movement to satisfy personal needs and interests
ASSESSMENT
Week 3
Week 11
TERM 2
ASSESSMENT PRACTICAL TOPIC OUTCOMES
Week 2
Week 10
Week 7
Week 8
Week 9
Week 10
TERM 3 THEORY TOPIC OUTCOMES
ASSESSMENT: PRACTICAL TOPIC
Week 1 Week 2 Drugs - 10 hours
Week 3
Week 4
Week Week 5 6
Week 7
Week 8
Week 9
Week 10
5.6 - analyses attitudes, behaviours and consequences related to health issues affecting young people 5.7 - analyses influences on health decision-making and develops strategies to promote health and safe behaviours 5.12 - adapts and applies decision making processes and justifies their choices in increasingly demanding contexts 5.16 - predict potential problems and develop, justify and evaluate solutions. Type of Task: Research Task Due Date: Completed by Week 8 Outcomes: 5.6, 5.7, 5.12, 5.16 Court Games - Basketball, Volleyball and European Handball - 10 hours
ASSESSMENT:
5.4 adapts, transfers and improvises movement skills and concepts to improve performance 5.5 composes, performs and appraises movement in a variety of challenging contexts 5.13 adopts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives 5.14 confidently uses movement to satisfy personal needs and interests Type of Task: Game Sense Due Date: Ongoing Week 1 to 10, Completed by Week 10 Outcome: 5.5, 5.14
TERM 4
Week 1
OUTCOMES
THEORY TOPIC OUTCOMES
ASSESSMENT: PRACTICAL TOPIC OUTCOMES
ASSESSMENT:
Week 2
Week 3
Week 4
Week 5Week 6
Week 7
Week 8
Week 9
Relationships - 9 hours 5.1 analyses how they can support their own and others’ sense of self. 5.2 evaluates their capacity to reflect on and respond positively to challenges. 5.3 analyses factors that contribute to positive, inclusive and satisfying relationships. 5.7 analyses influences on health decision making and develops strategies to promote health and safe behaviours. Type of Task: Relationships Writing Task Due Date: Completed by Week 4 Outcomes: 5.2, 5.3, 5.7 Soccer, Badminton and Cricket - 9 hours 5.4 adapts, transfers and improvises movement skills and concepts to improve performance 5.5 composes, performs and appraises movement in a variety of challenging contexts 5.13 adopts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives 5.14 confidently uses movement to satisfy personal needs and interests Type of Task: Skills Due Date: Ongoing Week 1 to 5, Completed by Week 5 Outcome: 5.4, 5.14
Kildare Catholic College Year 9 TERM 1 TOPIC
Scope and Sequence - 2018
Subject: Child Studies 9.1 and 9.2
Week 1 Week 2 Week 3 Week 4 Unit 1 - WHAT TO EXPECT WHEN EXPECTING (33 hours)
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
ASSESSMENT
A student: 1.1: identifies the characteristics of a child at each stage of growth and development 1.2: describes the factors that affect the health and wellbeing of the child 2.1: plans and implements engaging activities when educating and caring for young children within a safe environment 2.2: evaluates strategies that promote the growth and development of children 3.1: discusses the importance of positive relationships on the growth and development of children 3.2: evaluates the role of community resources that promote and support the wellbeing of children and families 3.3: analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing 4.2: analyses and compares information from a variety of sources to develop an understanding of child growth and development 4.3: applies appropriate evaluation techniques when creating, discussing and assessing information related to child growth and development Summative Task: Look after an Egg Task, Due Date: Week 8, Outcomes: 2.2, 3.1, 3.3
TERM 2 TOPIC
Week 1 Week 2 Week 3 Unit 2 - BEST START TO LIFE (24 hours)
OUTCOMES
OUTCOMES
ASSESSMENT
Week 4
Week 5
Week 6 Week 7 Unit 3 - PLAYTIME
Week 8
Week 9
Week 11
Week 10
A student: 1.1 identifies the characteristics of a child at each stage of growth and development 1.2: describes the factors that affect the health and wellbeing of the child 2.2: evaluates strategies that promote the growth and development of children 2.3: describes a range of appropriate parenting practices for optimal growth and development 3.2: evaluates the role of community resources that promote and support the wellbeing of children and families 4.2: analyses and compares information from a variety of sources to develop an understanding of child growth and development Formative Task: Practical and Theory components of Caring for a Newborn Baby - Due Date:Ongoing Weeks 1-8, Completed by Week 8 Outcomes: 1.2, 2.3, 4.2
TERM 3 TOPIC OUTCOMES
Week 1 Week 2 Unit 3 - PLAYTIME (36 hours)
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
ASSESSMENT
A student: 1.2: describes the factors that affect the health and wellbeing of the child 2.1: plans and implements engaging activities when educating and caring for young children within a safe environment 2.2: evaluates strategies that promote the growth and development of children 3.2: evaluates the role of community resources that promote and support the wellbeing of children and families 3.3: analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing 4.1 demonstrates a capacity to care for children in a positive, understanding and tolerant manner in a variety of settings and contexts Formative Task: Planning and Conducting Playgroup, Due Date: Ongoing Weeks 1-10 Completed by Week 10, Outcomes: 2.1, 2.2, 3.3
TERM 4
Week 1
TOPIC OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Unit 4 - FAMILY MATTERS (27 hours) A student: 1.2: describes the factors that affect the health and wellbeing of the child 1.3: analyses the evolution of childhood experiences and parenting roles over time 2.3: describes a range of appropriate parenting practices for optimal growth and development 3.1: discusses the importance of positive relationships on the growth and development of children 3.2: evaluates the role of community resources that promote and support the wellbeing of children and families 3.3: analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing 4.3: applies appropriate evaluation techniques when creating, discussing and assessing information related to child growth and development Summative Task: In class Comprehension Task, Due Date: Week 6, Outcomes: 3.1, 3.3, 4.3
Week 10
Week 9
Kildare Catholic College Year 9
Scope and Sequence - 2018
Subject: PASS
TERM 1
Week 1
TOPIC
Body systems and their role in physical activity. (22 hours; 22 lessons)
Area of Study
Foundations of Physical Activity
OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
1.1 discusses factors that limit and enhance the capacity to move and perform 1.2 analyses the benefits of participation and performance in physical activity and sport 4.1 works collaboratively with others to enhance participation, enjoyment and performance 4.2 displays management and planning skills to achieve personal and group goals 4.3 performs movement skills with increasing proficiency 4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions Body Systems Exam Due date: Week 10 Term 1 Outcomes Assessed; 1.1, 1.2, 4.4
TOPIC
Fundamentals of movement skill development -Water Polo & Diving (11 hours; 11 lessons)
Area of Study
Foundations of Physical Activity
OUTCOMES
3.1 demonstrates actions and strategies that contribute to enjoyable participation and skillful performance 4.3 performs movement skills with increasing proficiency
ASSESSMENT
N/A
Week 9
Week 10
Week 11
TERM 2
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
TOPIC
Sports Nutrition and Physical Fitness (15 hours; 15 lessons: Practical & Theoretical)
Area of Study
Foundations of Physical Activity
Week 7
Week 8
Week 9
Week 10
ASSESSMENT TOPIC
1.1 discusses factors that limit and enhance the capacity to move and perform 1.2 analyses the benefits of participation and performance in physical activity and sport 4.2 displays management and planning skills to achieve personal and group goals 4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions Components of Fitness Circuit & Analysis Completed by Week 5 Outcomes Assessed:- 1.1, 1.2, 4.2. World Cup Soccer (15 Hours; 15 Lessons: Practical & Theoretical)
Area of Study
Physical Activity and Sport in Society
Outcomes
2.1 discusses the nature and impact of historical and contemporary issues in physical activity and sport 2.2 analyses physical activity and sport from personal, social and cultural perspectives 4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions.
ASSESSMENT
N/A
TERM 3
Week 1
TOPIC
Outdoor Recreation: Bush & Snow (20 hours; 20 lessons incl excursion to the Snow) - Snow skiing, bushwalking, orienteering, leisure games
Area of Study
Foundations of Physical Activity; Physical Activity and Sport in Society; Enhancing Participation and Performance
OUTCOMES
TOPIC
1.1 discusses factors that limit and enhance the capacity to move and perform 1.2 analyses the benefits of participation and performance in physical activity and sport 2.1 discusses the nature and impact of historical and contemporary issues in physical activity and sport 2.2 analyses physical activity and sport from personal, social and cultural perspectives 3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful performance 3.2 evaluates the characteristics of enjoyable participation and quality performance in physical activity and sport 4.1 works collaboratively with others to enhance participation, enjoyment and performance 4.2 displays management and planning skills to achieve personal and group goals 4.3 performs movement skills with increasing proficiency 4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions. Common Learning Checkpoints: Outdoor Recreation Pursuits (digital poster), Orienteering (collaboration & participation), Risk Minimisation in Bush Environments (survival tips video). Outcomes Assessed:- 1.1, 1.2, 3.2, & 4.4 Due date: ongoing Week 1 - Week 10 Australian Winter Sports (10 hours; 10 lessons - Practical)
Area of Study
Enhancing Participation and Performance
Outcomes
3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful performance 4.1 works collaboratively with others to enhance participation, enjoyment and performance 4.2 displays management and planning skills to achieve personal and group goals 4.3 performs movement skills with increasing proficiency 4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions. N/A
OUTCOMES
ASSESSMENT
Assessment
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
TERM 4
Week 1
Week 2
TOPIC
Week 3 Issues in Sport & Physical Activity (Theory - 9 hours; 9 lessons)
Week 4
WeekWeek 5 6
Area of Study
Physical Activity and Sports in Society
OUTCOMES
ASSESSMENT
2.1 discusses the nature and impact of historical and contemporary issues in physical activity and sport 2.2 analyses physical activity and sport from personal, social and cultural perspectives 4.4 analyses and appraises information, opinions and observations to inform physical activity and sport decisions. N/A
TOPIC
Strategies & Techniques in Golf (9 hours; 9 lessons)
Area of Study
Enhancing Participation and Performance
OUTCOMES
ASSESSMENT
3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful performance 3.2 evaluates the characteristics of enjoyable participation and quality performance in physical activity and sport 4.3 performs movement skills with increasing proficiency Skill Acquisition in Golf Skills Rubric Due Date: Weeks 1-5 ongoing Outcomes Assessed:- 3.1 & 4.3
TOPIC
Snorkelling & Introduction to Scuba Diving (9 hours)
Area of Study
Physical Activity and Sports in Society
OUTCOMES
4.3 performs movement skills with increasing proficiency 3.1 demonstrates actions and strategies that contribute to enjoyable participation and skilful performance 4.1 works collaboratively with others to enhance participation, enjoyment and performance
ASSESSMENT
N/A
Week 7
Week 8
Week 9
Kildare Catholic College Year 9
Scope and Sequence - 2018
Subject: Design and Technology
TERM 1
Week Week 2 Week 3 Week 4 Week 5 Week 6 1 TOPIC T-Shirt Graphic Design ( 33 hours/ 11 weeks) Outcomes taught: OUTCOMES
Week 7
Week 8
Week 9
Week 10
Week 11
5.1.1 analyses and applies a range of design concepts and processes 5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions 5.2.1evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments 5.3.1 analyses the work and responsibilities of designers and the factors affecting their work 5.3.2 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design. 5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions 5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences 5.6.1 selects and applies management strategies when developing design solutions 5.6.2 applies risk management practices and works safely in developing quality design solutions 5.6.3 selects and uses a range of technologies competently in the development and management of quality design solutions
ASSESSMENT
TERM 2 TOPIC OUTCOMES
Type of Task: Research report
Week 1
Week 2
Weighting: Formative
Due date: Week 11 Term 1
Week 3
Week 5 Week 6
Week 4
Week 7
Outcomes assessed: 5.1.2, 5.3.2, 5.5.1
Week 8
Week 9
Ring ( 30 hours / 10 weeks) Outcomes taught: 5.1.1 analyses and applies a range of design concepts and processes 5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions 5.2.1evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments 5.3.1 analyses the work and responsibilities of designers and the factors affecting their work 5.3.2 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design. 5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions 5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences 5.6.1 selects and applies management strategies when developing design solutions 5.6.2 applies risk management practices and works safely in developing quality design solutions 5.6.3 selects and uses a range of technologies competently in the development and management of quality design solutions
ASSESSMENT
Type of task: Design communication Week 10 Term 2
Weighting: Formative
Due date:
Outcomes assessed: 5.1.1, 5.2.1
Week 10
TERM 3 TOPIC OUTCOMES
Week 1
Week 2
Week 3 Small Table (45 hours / 15 weeks) Outcomes taught:
Week 4
Week 5 Week 6
Week 7
Week 8
Week 9
Week 10
5.1.1 analyses and applies a range of design concepts and processes 5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions 5.2.1evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments 5.3.1 analyses the work and responsibilities of designers and the factors affecting their work 5.3.2 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design. 5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions 5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences 5.6.1 selects and applies management strategies when developing design solutions 5.6.2 applies risk management practices and works safely in developing quality design solutions 5.6.3 selects and uses a range of technologies competently in the development and management of quality design solutions
ASSESSMENT
TERM 4 TOPIC
Task type: Product & Portfolio Due date: Week 5 Term 4
Week 1
Week 2
Week 3
Small Table (45 hours /15 weeks)
OUTCOMES
Weighting: Formative
Week 4
Outcomes assessed: 5.3.1, 5.6.2, 5.6.3
Week 5
Week 6
Week 7
Week 8
Week 9
Student negotiated (12 hours / 4 weeks) Outcomes taught: 5.1.1 analyses and applies a range of design concepts and processes 5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions 5.2.1evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments 5.3.1 analyses the work and responsibilities of designers and the factors affecting their work 5.3.2 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design. 5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions 5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences 5.6.1 selects and applies management strategies when developing design solutions 5.6.2 applies risk management practices and works safely in developing quality design solutions 5.6.3 selects and uses a range of technologies competently in the development and management of quality design solutions
ASSESSMENT
See term 3
Type of task: Product Weighting: Formative Outcomes assessed: 5.4.1, 5.6.1
Due date: Week 10 Term 4
Kildare Catholic College Year 9 TERM 1
Scope and Sequence - 2018
Subject: Food Technology Week 1
TOPIC OUTCOMES
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Food In Australia (33 hours /11 weeks) Outcomes taught: 5.1.1: demonstrates hygienic handling of food to ensure a safe and appealing product 5.1.2: identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food 5.2.2 accounts for changes to the properties of food which occur during food processing, preparation and storage 5.3.1 describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities 5.4.1 collects, evaluates and applies information from a variety of sources 5.4.2: communicates ideas and information using a range of media and appropriate terminology 5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes 5.6.1 examines the relationship between food, technology and society 5.6.2: evaluates the impact of activities related to food on the individual, society and the environment
ASSESSMENT
TERM 2 TOPIC OUTCOMES
ASSESSMENT
Task type: Research task
Week 1
Week 2
Week 3 Food Equity (30 hours/ 10 weeks)
Outcomes assessed: 5.1.1, 5.4.1,5.4.2, 5.6.1, 5.6.2
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Outcomes taught: 5.1.1: demonstrates hygienic handling of food to ensure a safe and appealing product 5.1.2: identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food 5.2.1 describes the physical and chemical properties of a variety of foods 5.2.2 accounts for changes to the properties of food which occur during food processing, preparation and storage 5.2.3: applies appropriate methods of food processing, preparation and storage 5.3.1 describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities 5.3.2 justifies food choices by analysing the factors that influence eating habits 5.4.1 collects, evaluates and applies information from a variety of sources 5.4.2: communicates ideas and information using a range of media and appropriate terminology 5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes 5.6.1 examines the relationship between food, technology and society 5.6.2: evaluates the impact of activities related to food on the individual, society and the environment
Type of Task: Presentation, group work and observation
Outcomes assessed : 5.3.2, 5.5.1, 5.6.1
Week 10
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
Food Selection & Health – 30 hours (10 weeks) Outcomes taught: 5.1.1: demonstrates hygienic handling of food to ensure a safe and appealing product 5.1.2: identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food 5.2.1 describes the physical and chemical properties of a variety of foods 5.2.2 accounts for changes to the properties of food which occur during food processing, preparation and storage 5.2.3: applies appropriate methods of food processing, preparation and storage 5.3.1 describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities 5.3.2 justifies food choices by analysing the factors that influence eating habits 5.4.1 collects, evaluates and applies information from a variety of sources 5.4.2: communicates ideas and information using a range of media and appropriate terminology 5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes 5.6.1 examines the relationship between food, technology and society 5.6.2: evaluates the impact of activities related to food on the individual, society and the environment Type of task: Research task and presentation Outcomes assessed:5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.5.2 Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Food for Special Occasions – 27 hours (9 weeks) Outcomes taught: 5.1.1: demonstrates hygienic handling of food to ensure a safe and appealing product 5.1.2: identifies, assesses and manages the risks of injury and WHS issues associated with the handling of food 5.2.1 describes the physical and chemical properties +of a variety of foods 5.2.2 accounts for changes to the properties of food which occur during food processing, preparation and storage 5.2.3: applies appropriate methods of food processing, preparation and storage 5.3.1 describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities 5.3.2 justifies food choices by analysing the factors that influence eating habits 5.4.1 collects, evaluates and applies information from a variety of sources 5.4.2: communicates ideas and information using a range of media and appropriate terminology 5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes 5.6.1 examines the relationship between food, technology and society 5.6.2: evaluates the impact of activities related to food on the individual, society and the environment Type of task: Observation of demonstrated skills- practical task Presentation of task Outcomes assessed: 5.1.2, 5.2.3, 5.5.1, 5.5.2,
Week 9
Kildare Catholic College Year 9 TERM 1
Subject: Industrial Technology- Timber
Week 1
TOPIC OUTCOMES
Scope and Sequence - 2018
Week 2
Week 3
Week 4
Timber Frame/ Mirror ( 33 hours / 11 weeks)
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Area of Study: General Wood Core Module 1
Outcomes taught:
5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials, hand tools, machine tools and processes 5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects 5.3.1 justifies the use of a range of relevant and associated materials 5.3.2 selects and uses appropriate materials for specific applications 5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects 5.4.2 works cooperatively with others in the achievement of common goals 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction 5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally
ASSESSMENT
TERM 2 TOPIC OUTCOMES
ASSESSMENT
Task type: Observation of Demonstrated skills Weighting: Formative Due date: Wk 11 Term 1
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Outcomes assessed: 5.1.1, 5.3.1
Week 9
Week 10
Week 11
Storage rack ( 30 hours/ 10 weeks) Outcomes taught: 5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials, hand tools, machine tools and processes 5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes 5.2.1 applies design principles in the modification, development and production of projects 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects 5.3.1 justifies the use of a range of relevant and associated materials 5.3.2 selects and uses appropriate materials for specific applications 5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects 5.4.2 works cooperatively with others in the achievement of common goals 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction 5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally Type of Task: Presentation
Weighting: Formative
Due date: Wk 10 Term 2
Outcomes assessed: 5.2.1, 5.4.1, 5.5.1
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
Furniture item (57 hours / 19 weeks) Outcomes taught: 5.1.1 identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials, hand tools, machine tools and processes 5.1.2 applies OHS practices to hand tools, machine tools, equipment and processes 5.2.2 identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects 5.3.1 justifies the use of a range of relevant and associated materials 5.3.2 selects and uses appropriate materials for specific applications 5.4.1 selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects 5.4.2 works cooperatively with others in the achievement of common goals 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects 5.6.1 evaluates products in terms of functional, economic, aesthetic and environmental qualities and quality of construction 5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally
Formative Assessment: Research task- Timber joining techniques & Timber hardware research task 5.3.1, 5.3.2, 5.7.1
Week 1
Week 2
Week 3
Week 4
Week 5
Outcomes assessed: 5.1.2, 5.2.2, 5.4.2, 5.5.1, 5.6.1
Week 6
Week 7
Week 8
Furniture item ( 57 hours / 19 weeks) Continued from term 3 Type of task Portfolio and product
Due date: Week 8 Term 4
Outcomes assessed: Continued from Term 3
Week 9
Kildare Catholic College Year 9 TERM 1 TOPIC OUTCOMES
ASSESSMENT
Scope and Sequence - 2018
Subject: iSTEM Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
STEM Fundamentals (33 hours / 11 weeks) Outcomes taught: 5.1.1 - Develops ideas and explores solutions to STEM based problems. 5.1.2 - Demonstrates initiative, entrepreneurship, resilience and cognitive flexibility through the completion of practical STEM based activities. 5.2.1 - Describes how scientific and mechanical concepts relate to technological and engineering practice. 5.2.2 - Applies cognitive processes to address real world STEM based problems in a variety of contexts. 5.3.1 - Applies a knowledge and understanding of STEM principles and processes. 5.3.2 - Identifies and uses a range of technologies in the development of solutions to STEM based problems. 5.4.1 - Plans and manages projects using an iterative and collaborative design process. 5.4.2 - Develops skills in using mathematical, scientific and graphical methods whilst working as a team. 5.5.1 - Applies a range of communication techniques in the presentation of research and design solutions. 5.5.2 - Critically evaluates innovative, enterprising and creative solutions. 5.6.1 - Selects and uses appropriate problem solving and decision making techniques in a range of STEM contexts. 5.6.2 - Works individually or in teams to solve problems in STEM contexts. 5.7.1 - Demonstrates an appreciation of the value of STEM in the world in which they live. 5.8.1 - Understands the importance of working collaboratively, cooperatively and respectfully in the completion of STEM activities. Type of Task: Project Evaluations Weighting: Formative Due date: Outcomes assessed: 5.1.1, 5.1.2, 5.6.1 Week 11 Term 1
Week 11
TERM 2
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
TOPIC OUTCOMES
3D CAD / CAM 1 (30 hours / 10 weeks) Outcomes taught: 5.1.1 - Develops ideas and explores solutions to STEM based problems. 5.1.2 - Demonstrates initiative, entrepreneurship, resilience and cognitive flexibility through the completion of practical STEM based activities. 5.2.1 - Describes how scientific and mechanical concepts relate to technological and engineering practice. 5.2.2 - Applies cognitive processes to address real world STEM based problems in a variety of contexts. 5.3.1 - Applies a knowledge and understanding of STEM principles and processes. 5.3.2 - Identifies and uses a range of technologies in the development of solutions to STEM based problems. 5.4.1 - Plans and manages projects using an iterative and collaborative design process. 5.4.2 - Develops skills in using mathematical, scientific and graphical methods whilst working as a team. 5.5.1 - Applies a range of communication techniques in the presentation of research and design solutions. 5.5.2 - Critically evaluates innovative, enterprising and creative solutions. 5.6.1 - Selects and uses appropriate problem solving and decision making techniques in a range of STEM contexts. 5.6.2 - Works individually or in teams to solve problems in STEM contexts. 5.7.1 - Demonstrates an appreciation of the value of STEM in the world in which they live. 5.8.1 - Understands the importance of working collaboratively, cooperatively and respectfully in the completion of STEM activities.
ASSESSMENT
Type of task: CAD / CAM Construction Portfolio Weighting: Formative
TERM 3 TOPIC OUTCOMES
ASSESSMENT
Week 1
Week 2
Week 3
Week 4
Due date: Week 10 Term 2
Week 5
Week 6
Outcomes assessed: 5.1.1, 5.3.2, 5.4.1, 5.6.1
Week 7
Week 8
Week 9
Aerodynamics (30 hours / 10 weeks) Outcomes taught: 5.1.1 - Develops ideas and explores solutions to STEM based problems. 5.1.2 - Demonstrates initiative, entrepreneurship, resilience and cognitive flexibility through the completion of practical STEM based activities. 5.2.1 - Describes how scientific and mechanical concepts relate to technological and engineering practice. 5.2.2 - Applies cognitive processes to address real world STEM based problems in a variety of contexts. 5.3.1 - Applies a knowledge and understanding of STEM principles and processes. 5.3.2 - Identifies and uses a range of technologies in the development of solutions to STEM based problems. 5.4.1 - Plans and manages projects using an iterative and collaborative design process. 5.4.2 - Develops skills in using mathematical, scientific and graphical methods whilst working as a team. 5.5.1 - Applies a range of communication techniques in the presentation of research and design solutions. 5.5.2 - Critically evaluates innovative, enterprising and creative solutions. 5.6.1 - Selects and uses appropriate problem solving and decision making techniques in a range of STEM contexts. 5.6.2 - Works individually or in teams to solve problems in STEM contexts. 5.7.1 - Demonstrates an appreciation of the value of STEM in the world in which they live. 5.8.1 - Understands the importance of working collaboratively, cooperatively and respectfully in the completion of STEM activities. Task type: Bottle Rocket Product + Portfolio
Weighting: Formative Due date: Week 10 Term 3
Week 10
Outcomes assessed: 5.2.1, 5.3.2
Week 10
TERM 4 TOPIC OUTCOMES
ASSESSMENT
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Project Minor (27 hours /9 weeks) Outcomes taught: 5.1.1 - Develops ideas and explores solutions to STEM based problems. 5.1.2 - Demonstrates initiative, entrepreneurship, resilience and cognitive flexibility through the completion of practical STEM based activities. 5.2.1 - Describes how scientific and mechanical concepts relate to technological and engineering practice. 5.2.2 - Applies cognitive processes to address real world STEM based problems in a variety of contexts. 5.3.1 - Applies a knowledge and understanding of STEM principles and processes. 5.3.2 - Identifies and uses a range of technologies in the development of solutions to STEM based problems. 5.4.1 - Plans and manages projects using an iterative and collaborative design process. 5.4.2 - Develops skills in using mathematical, scientific and graphical methods whilst working as a team. 5.5.1 - Applies a range of communication techniques in the presentation of research and design solutions. 5.5.2 - Critically evaluates innovative, enterprising and creative solutions. 5.6.1 - Selects and uses appropriate problem solving and decision making techniques in a range of STEM contexts. 5.6.2 - Works individually or in teams to solve problems in STEM contexts. 5.7.1 - Demonstrates an appreciation of the value of STEM in the world in which they live. 5.8.1 - Understands the importance of working collaboratively, cooperatively and respectfully in the completion of STEM activities. Type of task: Disaster Design Challenge Video Weighting: Formative Outcomes assessed: 5.2.2, 5.4.1, 5.6.2 Due date: Week 8 Term 4
Week 10
Kildare Catholic College Year 9 TERM 1 TOPIC OUTCOMES 5.1.1: 5.1.2: 5.1.3: 5.2.1: 5.3.1:
5.3.3:
ASSESSMENT
Week 1
Scope and Sequence - 2018
Subject: Drama Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Improvisation (15 Hours/5 Weeks) – students learn the skills of improvisation
Realism (Stanislavski) (18 Hours/6 Weeks) – students learn to apply realistic acting techniques to their performance work.
A student manipulates the elements of drama to create belief, clarity and 5.1.1: tension in character, role, situation and action. A student contributes, selects, develops and structures ideas in 5.1.3: improvisation and play-building. A student devises, interprets and enacts drama using scripted and unscripted 5.1.4: material or text. A student applies acting and performance techniques expressively and 5.2.1: collaboratively to communicate dramatic meaning. A student responds to, reflects on and evaluates elements of drama, 5.2.2: dramatic forms, performance styles, dramatic techniques and theatrical conventions. 5.2.3: A student analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts5.3.2: and terminology. 5.3.3:
A student manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action. A student devises, interprets and enacts drama using scripted and unscripted material or text. A student explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies. A student applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning. A student selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience. A student employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning. A student analyses the contemporary and historical contexts of drama. A student analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology. Characterisation Task – 20% due in Week 11. (Outcomes assessed: 5.1.3, 5.2.1, 5.3.3.)
TERM 2 TOPIC OUTCOMES 5.2.3: 5.3.1: 5.3.2: ASSESSMENT
TERM 3 TOPIC 5.1.3: OUTCOMES 5.1.4:
5.2.1: 5.2.2: 5.2.3:
5.3.1:
5.3.2: 5.3.3:
ASSESSMENT
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Script-writing (15 Hours//5 Weeks) – students learn to apply the conventions of scriptwriting to create their own original play-scripts. 5.1.4: A student explores, structures and refines ideas using dramatic forms, performance 5.1.1: styles, dramatic techniques, theatrical conventions and technologies. A student employs a variety of dramatic forms, performance styles, dramatic techniques, 5.1.3: theatrical conventions and technologies to create dramatic meaning. A student responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions. A student analyses the contemporary and historical contexts of drama. Original Script Composition – 10% due in Week 10. (Outcomes assessed: 5.1.4, 5.3.1.) Week 1
Week 2
Week 3
Week 4
Week 5
Mask/Commedia dell Arte (15 Hours/5 Weeks) – students learn about the conventions of performing in a variety of mask types. A student devises, interprets and enacts drama using scripted and 5.1.1: unscripted material or text. A student explores, structures and refines ideas using dramatic forms,5.1.2: performance styles, dramatic techniques, theatrical conventions and technologies. 5.1.3: A student applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning. 5.1.4: A student selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience. 5.2.1: A student employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create 5.2.2: dramatic meaning. A student responds to, reflects on and evaluates elements of drama, 5.2.3: dramatic forms, performance styles, dramatic techniques and theatrical conventions. 5.3.1: A student analyses the contemporary and historical contexts of drama. A student analyses and evaluates the contribution of individuals and 5.3.2: groups to processes and performances in drama using relevant drama5.3.3: concepts and terminology. Mask and Commedia Task – 20% due in Week 5, Term 3. (Outcomes assessed: 5.1.4, 5.2.2, 5.2.3, 5.3.1.)
Week 6
Week 7
Week 8
Week 9
Week 10
Script Performance - (15 Hours//5 Weeks) – students learn to rehearse, direct and perform short published duologue scripts. A student manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action. A student devises, interprets and enacts drama using scripted and unscripted material or text.
Duologue or Group Script Performance – 10% due in Week 10. (Outcomes assessed: 5.1.3, 5.2.3.) Week 7
Week 8
Week 9
Week 10
Play-building – (30 Hours/10 Weeks) – students follow the play-building process as a whole class to create an extended original play to perform. A student manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action. A student contributes, selects, develops and structures ideas in improvisation and playbuilding. A student devises, interprets and enacts drama using scripted and unscripted material or text. A student explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies. A student applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning. A student selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience. A student employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning. A student responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions. A student analyses the contemporary and historical contexts of drama. A student analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology. Theatre Review – 20% due in Week 10. (Outcomes assessed: 5.3.1, 5.3.2, 5.3.3.)
TERM 4 TOPIC OUTCOMES
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Playbuilding (Continued) (See above.)
5.1.1: 5.1.3: 5.1.4: 5.2.1: 5.2.2: 5.3.1:
ASSESSMENT
Play-building Task – 20% due in Week 7, Term 4. (Outcomes assessed: 5.1.2, 5.2.1, 5.2.3, 5.3.1.)
Week 7
Week 8
Week 9
Transformation – (12 Hours/4 Weeks) – students learn the skills of transforming objects, materials, light, bodies and audiences in performance. A student manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action. A student devises, interprets and enacts drama using scripted and unscripted material or text. A student explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies. A student applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning. A student selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience. A student responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions.
Kildare Catholic College Year 9 TERM 1 TOPIC
Week 2
Scope and Sequence - 2018
Subject: Music Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
ASSESSMENT
Popular Music (11 Weeks, 33 Hours) Performance of popular music in a range of settings Development of skill in playing a range of instruments commonly heard in the popular music idiom Introduction to the concepts of music Explore popular music for different cultures and times Apply idioms of popular music style in own compositions Write and speak about Popular Music 5.2 performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and the application of different types of technology 5.4 demonstrates an understanding of the musical concepts through improvising, arranging and composing in the styles or genres of music selected for study 5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts 5.8 demonstrates an understanding of musical concepts through aural identification, discrimination, memorisation and notation in the music selected for study 5.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform Performance Due: Week 10
TERM 2
Week 1
OUTCOMES
TOPIC
OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Classical Music (10 Weeks, 30 Hours) Performance of music reflective of the topic Personal choice performance Development of skills on a range of musical instruments History of the development of Classical Music Prominent composers Harmony, melody and structure of classical forms Application of the concepts of music in the analysis of Classical Music 5.3 performs music selected for study with appropriate stylistic features demonstrating solo and ensemble awareness 5.5 notates own compositions, applying forms of notation appropriate to the music selected for study 5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts 5.9 demonstrates an understanding of musical literacy through the appropriate application of notation, terminology, and the interpretation and analysis of scores used in the music selected for study 5.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform Own choice assessment (performance, composition or musicology) Due: Week 7
TERM 3
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
ASSESSMENT
Jazz (10 Weeks, 30 Hours) Performance of music representative of the chosen topic Development of composition techniques used in jazz music including improvisation History of jazz music Styles of jazz Prominent jazz musicians, arrangers and composers Jazz music in Australia Continued study and application of the concepts of music Application of the concepts of music in the analysis of jazz music 5.1 performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an understanding of the musical concepts 5.2 performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and the application of different types of technology 5.4 demonstrates an understanding of the musical concepts through improvising, arranging and composing in the styles or genres of music selected for study 5.6 uses different forms of technology in the composition process 5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic, social, cultural and historical contexts 5.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences Own Choice Assessment (Performance / Composition / Musicology) Due: Week 8
TERM 4
Week 1
TOPIC
OUTCOMES
TOPIC
OUTCOMES
ASSESSMENT
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Australian Rock Music (9 Weeks, 27 Hours) Stylistic features of a selection of Australia’s iconic rock bands since the 1960’s Composition techniques: creating drum grooves, chord progressions, melody Continued study and application of the concepts of music The application of the concepts of music in the analysis of Australian Rock Music Historical and Social context of Australian Rock Music Performance of music reflective of the topic Personal choice performance Development of skills on a range of musical instruments. 5.1 performs repertoire with increasing levels of complexity in a range of musical styles demonstrating an understanding of the musical concepts 5.2 performs repertoire in a range of styles and genres demonstrating interpretation of musical notation and the application of different types of technology 5.6 uses different forms of technology in the composition process 5.8 demonstrates an understanding of musical concepts through aural identification, discrimination, memorisation and notation in the music selected for study 5.10 demonstrates an understanding of the influence and impact of technology on music 5.12 demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences Own Choice Assessment (Performance / Composition / Musicology) Due: Week 5 Aural Exam Due Week 8
Kildare Catholic College Year 9 TERM 1 TOPIC
OUTCOMES
Week 1
Scope and Sequence 2018
Subject: Visual Art (Elective Stage 5) Week 2
Week 3
Week 4
Week 5
Week 6
Portrait Task - Week 2 (5.1, 5.4, 5.5, 5.6) Body of Work – Ongoing VAPD – Ongoing
TERM 2
Week 1
OUTCOMES
ASSESSMENT
Week 8
Week 9
Week 10
Self Portrait (3 hours per week - 2 weeks) Students will create a self portrait for the Year 7 to 11 exhibition from Week 3, focused around the theme “Year of Youth”. Drawing/Painting (3 hours per week - 8 weeks) Students will learn and experiment with a range of drawing and painting materials and will create a series of works in various sizes. 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience 5.3 makes artworks informed by an understanding of how the frames affect meaning 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks 5.6 demonstrates developing technical accomplishment and refinement in making artworks. 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art 5.8 uses their understanding of the function of and relationship between artist – artwork – world – audience in critical and historical interpretations of art 5.9 demonstrates how the frames provide different interpretations of art 5.10 demonstrates how art criticism and art history construct meanings
ASSESSMENT
TOPIC
Week 7
Week 2
Week 3
Week 4
Week 5
Theory Task
Week 6
Week 7
Week 8
Week 9
Week 10
Digital Explorations (3 hours per week - 10 weeks) Students will explore photography, moving image and illustration through various digitial platforms. They will work in groups and individually to create a series of works. 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience 5.3 makes artworks informed by an understanding of how the frames affect meaning 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks 5.6 demonstrates developing technical accomplishment and refinement in making artworks. 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art 5.8 uses their understanding of the function of and relationship between artist – artwork – world – audience in critical and historical interpretations of art 5.9 demonstrates how the frames provide different interpretations of art 5.10 demonstrates how art criticism and art history construct meanings Name of task / type of task, due date and outcomes assessed Theory Task
Body of Work – Ongoing VAPD – Ongoing
TERM 3 TOPIC OUTCOMES
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Name of task / type of task, due date and outcomes assessed Body of Work – Ongoing
TERM 4
Week 1
OUTCOMES
ASSESSMENT
Week 8
Week 9
Week 10
3D Space (3 hours per week - 10 weeks) Students will explore the possibilies of 3D space through various learning activities and will create a series of sculptural works. 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience 5.3 makes artworks informed by an understanding of how the frames affect meaning 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks 5.6 demonstrates developing technical accomplishment and refinement in making artworks. 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art 5.8 uses their understanding of the function of and relationship between artist – artwork – world – audience in critical and historical interpretations of art 5.9 demonstrates how the frames provide different interpretations of art 5.10 demonstrates how art criticism and art history construct meanings
ASSESSMENT
TOPIC
Week 7
Week 2
Week 3
Week 4
Week 5
VAPD – Ongoing
Week 6
Theory Task
Week 7
Week 8
Week 9
Week 10
Mini BOW Project (3 hours per week - 10 weeks) Students will develop their own Body of Work (chosen medium). Classes will brainstorm and develop their own theme. 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience 5.3 makes artworks informed by an understanding of how the frames affect meaning 5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts 5.5 makes informed choices to develop and extend concepts and different meanings in their artworks 5.6 demonstrates developing technical accomplishment and refinement in making artworks. 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art 5.8 uses their understanding of the function of and relationship between artist – artwork – world – audience in critical and historical interpretations of art 5.9 demonstrates how the frames provide different interpretations of art 5.10 demonstrates how art criticism and art history construct meanings Name of task / type of task, due date and outcomes assessed Body of Work – Ongoing
VAPD – Ongoing
Theory Task
KILDARE CATHOLIC COLLEGE ILLNESS/ MISADAVENTURE/ EXTENSION REQUEST FORM I, ___________________________ hereby apply for an EXTENSION of TIME for the Task specified below or an ALTERNATIVE TASK.
Year/ Class/ Course:
Teacher:
Task:
Due Date:
REASON for ABSENCE/ EXTENSION or ALTERNATIVE TASK (Documentary evidence from Parent/Doctor to be attached)
Was the College contacted by phone (if absent for task)? YES NO Is a Medical Certificate attached? YES NO In applying for this EXTENSION or ALTERNATIVE TASK, I assure the Principal that I am not taking unfair advantage over other students in this course. SIGNATURE
DATE
Student: Parent: KLA Coordinator: Leader of Curriculum: TEACHER USE ONLY-DECISION Alternate Assessment Task to be set ___________________________________ Extension of time granted until _______________________________________ ZERO Score to be recorded ( Unsatisfactory Warning Letter to be issued) Other action_______________________________________________________ Copies to Student/ Teacher/ KLA Coordinator/ Leader of Curriculum
