Loreto College Year 7 Curriculum Handbook 2016

Year 7 Curriculum Book 2016

Loreto College Year 7 Curriculum Handbook 2016

Loreto College—316 Portrush Road Marryatville 5068 Phone : 8334 4200

Fax: 8364 3153

www.loreto.sa.edu.au [email protected] CRICOS Provider Number 00629G Page 1

Year 7 Curriculum Book 2016

Contents Loreto Education Philosophy

2

Middle Years Programme (MYP)

3

Learner Profile

5

Concept Based Learning

6

Approaches to Learning

7

IB MYP General level of achievements

8

Service Learning

9

Homework Guidelines

11

Year 7 Pastoral Care

12

Curriculum Pathways

13

Curriculum Enrichment

15

Extended Mathematics

15

Subject and Year Level Acceleration

16

Library Program

17

Learning Area Criteria Overview

18

The Arts Performing Arts—Drama

19

Performing Arts—Music

20

Performing Arts—Visual

21

Design Technology

22

Health & Physical Education

23

Individuals and Societies

24

Language Acquisition Chinese-Mandarin, French and Italian

25

Language and Literature—English

26

Mathematics

27

Religious Education

28

Science

29

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Year 7 Curriculum Book 2016

Loreto Educational Philosophy “The Institute of the Blessed Virgin Mary was founded at the beginning of the 17th century by an English woman, Mary Ward, to serve the Church through education. The goals of our education today are in essence the same as the goals of our Foundress: the spiritual, intellectual and social development of the individual, and the preparation of students to take their place in the society in which they live, as well as to achieve their ultimate goal, the knowledge and love of God, in so far as this can be attained. The Christian person as envisaged by Mary Ward is characterised by:  freedom of spirit  justice  integrity

These ideals incorporating personal responsibility, responsiveness to God and others, and the search for truth optimise the yearnings of all peoples in every age. Being fundamental human values, they are particularly relevant in today's world where the dignity of the human person is threatened. In modern society, with its rapid change and scientific and technological advances, the most important issues to be raised are not in fact technological - they are issues of values, and the translation of these values into action. A recognition of our responsibilities is a necessary part of education. Our society is a pluralist one, with often conflicting attitudes to religion, morality, human rights and associated areas. Hence our education needs to involve the development of our ability to evaluate critically, and to make decisions based on informed judgement and Christian principles, decisions reflecting a faithful use of the freedom given to us by God. Our schools, through their climate, teacher-student relations and curriculum, aim to meet the spiritual, intellectual, psychological and social needs of each student, developing more fully the ability of each one to think objectively and responsibly, to value the search for truth, and to appreciate the dignity and value of the human person.” Australian Province of the Institute of the Blessed Virgin Mary

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Year 7 Curriculum Book 2016

International Baccalaureate Middle Years Programme Loreto College Marryatville is proud to be an authorised International Baccalaureate (IB) School. Research shows that IB students consistently perform better academically and are significantly better prepared for tertiary education. Loreto College offers the Primary Years Program (PYP), the Middle Years Program ( MYP) and is currently investigating the possibility of implementing the IB Diploma. These programs provide students with the knowledge and skills to make informed, reasoned and ethical judgements in the ever changing complexities of the 21st Century. The IB MYP is an academically rigorous program which explores the Australian Curriculum using both a concept based and contextual approach. The IB MYP framework is centred around the IB Learner Profile which are the 10 attributes we strive to develop in our learners. International mindedness is a high priority with the aim being that students will have an increased understanding of language and culture, and become more globally engaged. Year 7 is organised around eight Subject Groups: Arts, Health and Physical Education, Individuals and Societies, Mathematics, Language Acquisition, Language and Literature, Sciences and Technology. As a Catholic School, Religious Education is also an integral part of the curriculum. Students explore these Subject Groups using an inquiry based approach which involves asking (investigating), doing (acting) and thinking (reflecting).

Australian Curriculum As the IB MYP is a curriculum framework it allows an easy inclusion of the skills and content of the Australian Curriculum. In the case where there is a Australian Curriculum for a subject, units of inquiry will be based around its content descriptors.

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Year 7 Curriculum Book 2016

International Baccalaureate Middle Years Programme What is the IB Middle Years Program?

The IB MYP originated in the 1990's and is now taught in over 1,000 schools worldwide. It builds upon the skills and units of inquiry developed in the IB Primary Years Program. The IBMYP emphasizes both intercultural awareness and communication. It provides students with a holistic education whereby they develop an understanding that all skills and knowledge are interrelated through studying subjects across 8 Subject Groups and regularly exploring these learning areas in a conceptual and interdisciplinary manner. Eight Subject Groups The IB MYP subject groups are: Arts Design Individuals and Society Language and Literature Language Acquisition Mathematics Physical and Health Education Sciences

Fig1: The IB MYP Curriculum Model

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Year 7 Curriculum Book 2016

Learner Profile Central to all teaching and learning in the MYP are the ten attributes of the Learner Profile. IB students strive to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk Takers, Balanced and Reflective with a view to these attributes allowing them to becoming effective members of society.

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Year 7 Curriculum Book 2016

Concept Based Learning

Conceptual understanding is a significant goal for teaching and learning at Loreto. Concept based learning engages students in higher order thinking. It helps them to connect facts in a manner that gives them a deeper understanding of those facts, which in turn ensures that they are more likely retained. Concept based learning provides the opportunity for students to develop principles and approaches that they can apply in understanding situations they may experience in the future. The MYP identifies 16 key concepts to be explored across the curriculum Aesthetics

Change

Communication

Communities

Connections

Creativity

Culture

Development

Form

Global interactions

Identity

Logic

Perspective

Relationships

Time, place and space

Systems

Global Context Learning is predominately undertaken through guided inquiry and given relevance by being placed in a global context. It is an expectation that each unit of learning will involve an action that is a developmentally appropriate practical outcome of the student’s learning and can range from small changes in behaviour to undertaking a project.

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Year 7 Curriculum Book 2016

Approaches to Learning

An important component of the IBMYP is the Approaches to Learning program which requires each unit of inquiry to focus in a developmentally appropriate manner on one or two of the following approaches: communication, collaboration, organisation, affective skills, reflection , information literacy, media literacy, critical thinking, creative thinking and transfer of skills and knowledge. The Approaches to Learning encourage students to develop an increased awareness of their own learning process allowing them to manage their own learning and thereby empowering them to become independent life long learners. ATL skill categories

MYP skill clusters

Communication

I. Communication

Social

II. Collaboration

Self management

III. Organization IV. Affective V. Reflection

Research

VI. Information literacy VII. Media literacy

Thinking

VIII. Critical thinking IX. Creative thinking X. Transfer

Table 1 ATL skill categories and MYP skill clusters

Assessment Assessment in the IB MYP is criterion-related. Each subject has four criteria and each criteria has eight bands of achievement. Students are placed in the band that best describes the understanding or skill level their assessment tasks demonstrate. As students learn in different ways we provide them with a variety of modes to demonstrate their learning, ranging from oral presentations to tests and examinations. At the end of each semester students are awarded a level of achievement for each Criterion and then based on these a General Level of Achievement for each subject. There are seven General Levels of Achievement that are common to all learning areas. The learning demonstrated in the assessment tasks submitted throughout the semester determines which level students are awarded.

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IB MYP General Level of Achievements 1. Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills. 2. Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical and creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills. 3. Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations. 4. Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations. 5. Produces high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar realworld situations. 6. Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.

7. Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

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Service Learning Vision That Loreto schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service. Loreto Schools of Australia Mission Statement 2010 p.6 Mary Ward wanted her companions to be directly engaged with society and to be women characterised by a spirit of ‘freedom, justice and sincerity’. Justice, as she describes it, involves a personal integrity based on harmonious relationship with God, with other people and with the whole of creation and it is expressed in ‘works of justice’. For 400 years Loreto schools have been educating women as leaders of tomorrow. To do this successfully, students are challenged ‘to act justly, to love tenderly and to walk humbly with their God’ (Micah 6:8). Our Goals      

To connect students with their community – both within and beyond the school To live out the gospel and Mary Ward’s call to “love the poor and persevere in the same” To provide developmentally around Social Justice formation for our students To actively involve parents in the challenges of Social Justice and Social Justice education To connect our community to the wider Loreto family both within and beyond Australia To meet the IB MYP requirement of each unit of enquiry culminating in a meaningful action relating to the learning in that unit.

In the Primary Years (R-5) – Naming and Helping - students will be encouraged to grow in their development of empathy and compassion by making specific personal commitments to various forms of service - serving their community, their school and their families. They will also be encouraged to become involved in projects and programs that raise social awareness. In the Middle Years (6-10) – from Charity to Justice - students begin to move towards a more independent approach in their learning. Drawing on the natural gift of this age group to view the world optimistically and the desire they have to contribute in positive ways to make a difference for good in our world, each student will be given opportunities in being involved in acts of service. The possibilities are boundless. In the Senior Years (11-12) – Living a Wider Vision - more challenging expectations will lead the students to deepen their response to loving and responsible service. “For those to whom much is given much is expected” St Ignatius Loyola. Students will be challenged to undertake 30 hours of service (acts of kindness) in an independent manner. The important element of reflection is undertaken at the completion of the first 30 hours. Students have the opportunity to acquire various levels of Certificates of Completion. Page 9

Year 7 Curriculum Book 2016

Co Curricular Events Camps Year 7 students participate in a camp at Wirraway just out of Strathalbyn. The aim of this camp is to foster positive relations between students and staff while also encouraging students to take risks by participating in the exciting outdoor physical activities that the camp has on offer. Retreat Year 7 students participate in a Retreat Day exploring their own personal spirituality and reflect on the role and purpose of the chosen Loreto value for the year (which includes Freedom, Justice, Sincerity, Verity and Felicity). Rotational PC Year 7 students undertake a series of sessions exploring the mandated Child Protection Curriculum. This information covers the topics; The right to be safe Relationships Recognising and reporting abuse Protective strategies Extra-curricular Year 7 students have the option to participate in extra-curricular activities such as school debating and Tournament of the Minds. Both activities promote the organisation of ideas, clear and effective expression, the ability to present well-formed argument, collaboration and the development of self-confidence.

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Year 7 Curriculum Book 2016

Guidelines in the Middle 7-

homework framework model 1. Memory 2. Consolidation 3. Reading

homework

into three categories:

Whilst the homework framework is 7 9, the amount of time allocated to homework varies. to a specific year level homework framework table for homework time allocations. Homework should  Achievable (could be done without assistance)  (related to what is being taught in the classroom)  Valued by the and followed up by the teacher)  allowing time for task to be completed. It is ideal to homework to be in a few lessons time, to enable to to prioritise and learn time skills. 7

FRAMEWORK 60 day. No or on weekends.

on

TUES

 

 

30 mins max (15 mins x

   

 

   

30 mins

     

   

Reflection

Reflection

Reflection

Reflection

Report

Report

Report

Report

Revision

Revision

Revision

Revision

Reading for

    extension

     

 

Reading for

   

    extension

 

 

Reading for

    extension

     

 

Reading for

    extension

     

TOTAL

Year level coordinators in dialogue with Home teacher and in each Home a subject specific timetable (based on the Homework Homework and the Year generated by the and Home is part of the Academic Support and to be used in conjunction with the Academic Alert and Academic sessions.

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Year 7 Curriculum Book 2016

.

Pastoral Care and Positive Education Focus The Pastoral Care Program in Year 7 covers a wide range of topics aimed at assisting students to gain skills in developing and maintaining effective peer relationships, learning organisational skills and developing the capacity to make well informed choices. The students attend a Day Retreat. It is an expectation that all students attend the retreat as part of their personal spiritual development. Loreto is engaged in a whole of school Positive Education Curriculum (PEC). The PEC program will have a tiered structure so that later skill development will build on what is learnt in foundational years. To that end, Perspective taking will be the focus in years 3 to 5 (e.g., emotional regulation skills and taking action mindfully), Connection to the world and others the focus in years 7 to 9 (e.g., link between thoughts-emotions-behaviour), and Authenticity the focus in year 10 to 11 (e.g., being true to yourself and future orientated thinking). Specific education in thinking and communication styles will taught in Year 7. For example, how to recognise, and the difference between, ANT’s and PETS (Automatic Negative Thoughts vs. Positive Enhancing Thoughts), the link between Thoughts-Emotions-Behaviours, and the difference between Active Constructive and Passive Destructive responding.

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Year 7 Curriculum Book 2016

CURRICULUM PATHWAYS

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Year 7 Curriculum Book 2016

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Year 7 Curriculum Book 2016

Curriculum Enrichment Contact Teacher: Mrs K Frost Content/Learning Outcomes Curriculum Enrichment provides individualised or small group learning support, including extension, across all learning areas for students in Years 6-12. Students with identified learning needs may be placed in Curriculum Enrichment on a subject line in negotiation with the Inclusive Education Coordinator, parents and the IB MYP Coordinator. This option provides students with the opportunity to work at their own pace, on tasks set by their subject teachers, with the support of Curriculum Enrichment staff as needed. Students in Years 11 and 12 may only select this option if they have sufficient credits to meet the SACE requirements. Assessment None Further Study As a support programme, Curriculum Enrichment enables students to access most subject areas by negotiation.

Extended Mathematics Selection for the MYP Extended Mathematics class is based on the student’s performance in class, and her NAPLAN and PAT maths results. She should demonstrate a high retention of skills and processes, and a liking for Mathematics coupled with a strong work ethic and the ability to master concepts and processes readily. Students will be recommended for Extended Mathematics as early as practicable in Semester 1. Parents will be notified of their daughter’s inclusion in this group. Learning Extended mathematics students will be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery and Mathematical technology, including graphics calculators, computer software, interactive geometry and dynamic statistics. Students will also explore the use of algebraic language to describe relationships. Pathways Movement between Mathematics and Extended Mathematics is available when deemed appropriate by a student’s Mathematics’ teacher in consultation with the Mathematics’ Coordinator.

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Loreto College Guidelines for Subject and Year Level Acceleration Loreto College recognises the uniqueness of every student and is committed to catering for individual differences. In the spirit of this endeavour, it is acknowledged that gifted students with their rapid processing speed and need for a complex and challenging curriculum along with a rapid pace of delivery, benefit from a differentiated curriculum. Acceleration is one option to meet the needs of these students and support them in aspiring to excellence and developing their potential. The process of accelerating a student should be a collaborative one, including, but not limited to: parents, teachers and the student. Each case must be considered on its own merits and respond to the individual social, emotional, physical and intellectual needs of the student. Proposals for acceleration via the application form can be made by students, parents or subject teachers in consultation with the relevant teaching staff.

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Library Programme York Library Students in Years 7 visit York Library for regular literature discussions. During these sessions they are able to share what they have read in order to confirm their literary preferences. Students are encouraged to take risks by challenging themselves to read literary styles and genres they have not previously explored. They are also exposed to the classics that make up our literary heritage, as well as contemporary Australian literature. The Information Resources Coordinator 6-12 collaborates with the Years 7 teachers to select reading texts that support the English learning area. A selection of print, audio and digital formats are available to support different reading preferences. Literature circles, readers’ cups, Premier’s Reading Challenge and Book Week activities encourage students to establish a lifelong love of reading. Teaching and learning activities based on the Guided Inquiry approach, digital and print resource collections and the flexible learning spaces in York Library, support the Middle Years Programme and the National Australian Curriculum. Classes, small groups and individual students are assisted as they move through the Information Search Process and gain skills in critical information literacy through accessing and evaluating information, reading for learning, acquiring deep knowledge and understanding, discovering knowledge of different perspectives and gaining an awareness of issues associated with digital citizenship.

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Learning Area Criteria Overview The Arts Criterion A: Knowing and understanding Criterion B: Developing skills Criterion C: Thinking creatively Criterion D: Responding Individuals and Societies Criterion A: Knowing and understanding Criterion B: Investigating Criterion C: Communicating Criterion D: Thinking critically Language & Literature Criterion A: Analysing Criterion B: Organising Criterion C: Producing Text Criterion D: Using Language Language Acquisition Criterion A: Comprehending spoken and visual text. Criterion B: Comprehending written and visual text Criterion C: Communicating in response to spoken, written or visual text Criterion D: Using language in spoken and written form Mathematics Criterion A: Knowing and understanding Criterion B: Investigating patterns Criterion C: Communicating Criterion D: Applying mathematics in real-life contexts. Physical and Health Education Criterion A: Knowing and understanding Criterion B: Planning for performance Criterion C: Applying and performing Criterion D: Reflecting and improving performance Religious Education Criterion A: Knowing and understanding Criterion B: Investigating and applying Criterion C: Communication Criterion D: Analyzing and personal reflection Science Criterion A: Knowing and understanding Criterion B: Inquiring and designing Criterion C: Processing and evaluating Criterion D: Reflecting on the impacts of Science Design Criterion A: Inquiring and analyzing Criterion B: Developing ideas Criterion C: Creating solutions Criterion D: Evaluating

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The Arts: Performing Arts—Drama Contact Teachers: Ms A Buxton Learning Year 7 Drama seeks to build on Year 6 and create a greater awareness of the performing Arts in a contemporary society. Students will explore different styles of Drama and devise their own group or individual presentations. Students are encouraged to further develop effective collaborative skills, receive and give feedback and build on it. Students will consider the role of the ensemble and audience in creating Drama. Students may also incorporate Music and Dance to explore and present the techniques of musical theatre. Students will explore units of inquiry that involve:        

Monologue Conflict Characterisation Improvisation Costume Design Props Creation Technical theatre Musical theatre

Assessment Written work is presented in the form of an on-going Process Journal reflecting process, creative thinking and problem solving. Students’ practical skills are assessed in a number of ways involving workshops, group performances and self-devised pieces. Students work will be assessed against the following MYP criteria: Criterion A: Knowing and understanding Criterion B: Developing skills Criterion C: Thinking creatively Criterion D: Responding Pathways This course leads to Year 8 Drama.

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The Arts: Performing Arts -Music Contact Teacher: Ms A Buxton Learning The course allows students to explore skills in music through listening, composing and performing. The Year 7 Music Course is based on a unit theme involving music as identity and how we express ourselves through music and performance. The course is designed to develop music skills and theoretical knowledge through practical activities including singing, tuned percussion, ukulele, group performance activities and composition. Students will also incorporate Drama and Dance to explore and present the techniques of musical theatre. Assessment Types of assessment tasks include a research project, theory test, Process Journal and participation in group activities. The Process Journal is used for reflection and evaluation of the creative process. The four criteria by which students are assessed are as follows:Criterion A: Knowing and understanding Criterion B: Developing skills Criterion C: Thinking creatively Criterion D: Responding Pathways Provides skills to continue with Music in Year 8.

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The Arts: Visual Arts Contact Teachers: Mrs J Hamilton Learning The focus is on the acquisition of knowledge and skills which will assist students to create artworks and develop their appreciation of artists’ work. Students will learn about colour theory, particularly about how colours work in relationships. They will apply this knowledge when responding to artists’ works and when creating artworks. Practical work will focus on the application of colour knowledge and observation drawing and painting skills. They will build on their experience of visual art materials, techniques, skills, application and artists’ practice. Knowledge of Visual Art terminology is developed primarily in the context of colour theory but secondly by the observation of artists’ use of colour in artworks. This extends into the discussion of other formal art elements. Becoming familiar with the use of appropriate Visual Art terminology to demonstrate aesthetic and critical awareness is encouraged in verbal conversations, group discussions and in written responses. Assessment Types of assessment: 

Practical: The production of practical work, teacher directed exercises and a selfdetermined Major Work  Process Journal: Documenting the progress of practical work and creative thinking processes, writing reflections on learning and connections made with artists’ practice, evaluating practical work

Using MYP Arts assessment criteria:

Criterion A: Knowing and understanding Criterion B: Developing skills Criterion C: Thinking creatively Criterion D: Responding Pathways Leads to Year 8 Art.

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Design - Digital Technology Contact Teacher: Ms A M Tippins One Semester Design challenges in Year 7 are directed by the International Baccalaureate’s Middle Years Programme and informed by ACARA Digital Technologies curriculum. It aims to help students to apply practical and creative thinking skills to solve design problems; encourage students to explore the role of design in both historical and contemporary contexts; and raise students’ awareness of their responsibilities when making design decisions and taking action. Digital design courses use the design cycle to solve problems through the use of a computer system. The study of digital design equips students to create computergenerated digital products/solutions to solve a problem and meet a perceived need. The key concepts contributed by the study of design are communication, communities, development and systems. The MYP Digital Design courses intend to:   

use the design cycle to structure projects work towards meeting the aims and objectives of MYP design complete a design project.

Learning The course uses the design cycle and combines knowledge, skills and techniques of both digital and design technology in the generation of products/solutions to perform a task or meet a need. Throughout the semester, all students will undertake tasks that involve a revision of general ICT capabilities. They will also explore various multimodal presentation styles through the use of presentation software and video creation using video software for editing and investigate basic programming through an introduction to robotics. Assessment Students will undertake a range of tasks that will be assessed against the Design Criteria: Criterion A – Inquiring and analysing Criterion B – Developing ideas Criterion C – Creating the solution Criterion D – Evaluating Pathways All design skills that will be investigated will support content and activities in other learning areas / disciplines and provide a sound foundation for exploring digital design subjects in later years.

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Physical & Health Education Contact Teacher: Mrs M Braddock Learning Physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. Through participation in physical and health education students will develop knowledge, skills and attitudes that will contribute to a balanced and healthy lifestyle. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction. Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop their thinking, communication, social and selfmanagement skills across the curriculum. Through well planned and structured teaching students provided with opportunities: 

to develop and experience a wide range of both basic and advanced movement and coordination skills.  to acquire skills, techniques and attitudes which promote physical, mental, social and emotional health.  To develop a coherent set of personal and social values to which they commit themselves, including honesty, consideration for others, self discipline, acceptance of responsibility, self reliance and initiative.  to learn how to solve problems during physical activity through individual and group work Students will be provided with various practical unit experiences. Students can experience and develop a wide range of movement skills as well as knowledge in the related areas of fitness, health and lifestyle management. Students will explore units of inquiry that involve: Physical Education: Health:

Athletics, Creative Dance, Cricket, European handball, Soccer, Netball. Media Smart, Skipping and the heart.

Assessment Summative assessment supports learning and also contribute to the determination of an achievement level and takes place at the end of each unit of work. As students are assessed continually in the MYP, teachers will be in a position to determine a level of achievement that is supported by a range of evidence. Students are given a grade for Physical Education in each report. The final grade for the year is based on where the student is in terms of the criteria at the end of the year, using the levels taken from throughout the year. MYP Physical and Health Education classes are assessed using the following criteria. Criterion A: Knowing and understanding Criterion B: Planning for performance Criterion C: Applying and performing Criterion D: Reflecting and improving performance Pathways Leads to Year 7 and 8 Physical & Health Education. Page 23

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Individuals and Societies Contact Teacher: Mr P Foley Learning Students will explore units of inquiry that involve:    

Ancient Greece China Investigating the Ancient Past (Australia) Australian Identity (Civics & Democracy)

Assessment Assessment is continuous and various activities will be incorporated including:           

Written research assignments Statistical Interpretation Oral presentations Audio-Visual interpretations Mapping Exercises Field investigations Tests empathic responses source analysis group task, appropriate short essay responses

Students work will be assessed against the following MYP criteria: Criterion A: Knowing and understanding Criterion B: Investigating Criterion C: Communicating Criterion D: Thinking critically

Pathways Leads to Year 8 Geography and History (one semester of each).

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Language Acquisition (Chinese - Mandarin, French and Italian) Contact Teacher: Mrs C Emblem Chinese Students will interact with teachers and peers in social and class activities, exchanging ideas and opinions using correct tones. Students will obtain information about significant people, places and events and convey this information to a known audience using learnt phrases, key words and characters. They will respond to and create simple texts, both orally and in writing, using simple characters, short sentences, appropriate gestures and actions. Students will translate the meanings of important everyday words using contextual clues and find English equivalents of common expressions in Chinese and vice versa. Students will reproduce key Chinese characters and use nouns, adjectives and simple sentences to record observations about familiar contexts. French Students will interact with peers and teacher to exchange information and opinions about their interests and express feelings, likes and dislikes. They will participate in performances and presentations that involve planning and negotiating. They will locate factual information from a range of texts and resources and use the information in new ways. Students will engage with imaginative and creative texts such as stories and poems and discuss characters and events. Students will continue to develop their awareness of pronunciation, rhythm and intonation as well as the French grammar system, linguistic features and culture. Italian Students will socialise with peers and adults to exchange factual information and opinions about routines, shared events, leisure activities and interests. Students will read and view imaginative texts and identify characters, events and key ideas as well as creating texts. They will reflect on their own and others’ responses to intercultural experiences and interactions. Students will continue to develop their awareness of pronunciation, rhythm and intonation as well as the Italian grammar system, linguistic features and culture. Students will be assessed using the Criteria for Phase 1 of the programme. The International Baccalaureate Middle Years Programme assessment criteria will be used: Criterion A: Comprehending spoken and visual text Criterion B: Comprehending written and visual text Criterion C: Communicating in response to spoken, written or visual text Criterion D: Using language in spoken and written form

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Language and Literature - English Contact Teacher: Ms L Mulligan The Australian Curriculum for English will provide the context for the study of language, literacy and literature. Learning Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognise that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression. (International Baccaluareate Organization , 2014) A focus on the development of students’ literacy skills is at the core of this subject. Students will continue to develop their abilities by practising the macroskills of language: listening, speaking, reading, writing, viewing and presenting. In Year 7, students will study language by examining the variation and change in language over time and across places. They will understand and explain how language is used for interaction and study text structures and organisation. Students will learn how to express and develop their own ideas. Students will study and create a variety of literary and non-literary texts throughout the year - including prose, film, poetry, drama and media texts - with the aim of learning how to make personal connections with texts and explore various perspectives. They will analyse and evaluate the features used by authors of texts in order to create meaning. Assessment Assessment will be based on a wide range of written, oral and multimodal responses. The MYP criteria for assessment are as follows: Criterion A: Analysing Criterion B: Organisation Criterion C : Producing texts Criterion D: Using language Pathways Leads to a study of Language and Literature (English).

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Mathematics Contact Teacher: Mrs F Winter The study of mathematics promotes powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible to and studied by all students. For one lesson each week, selected students will be given the opportunity to attend Extended Mathematics, while the remaining students will undertake consolidation. Learning         

Number and place value  Money and financial mathematics  Patterns and algebra  Using units of measurement  Linear and non-linear relationships  Geometric reasoning  Chance  Locations and transformation  Data representation and interpretation

 

Assessment MYP schools follow a criterion related approach. Students’ work is therefore assessed against four defined assessment criteria: Criterion A: Knowing and understanding Criterion B: Investigating patterns Criterion C: Communicating Criterion D: Applying mathematics in real-life contexts Pathways Year 8 Mathematics

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Religious Education Contact Teacher: Ms P Cramond Learning Students will explore units of inquiry that involve:       

Project Compassion, Lent & the Life of Jesus God’s work of art—the Eucharist Human Ri ghts - Refugees Agents of Change—Mother Teresa Ball and Mother Gonzaga Barry Made in the Image of God—The Way We Live Prayer and Spirituality Advent

Assessment Formative and Summative tasks will be used for assessment. Students will be assessed with the following criteria: Criterion A: Knowing and understanding Criterion B: Investigating and applying Criterion C: Communication Criterion D: Analyzing and personal reflection Assessment is continuous and carried out by a variety of means – assignments, oral and group tasks and essays.   Pathways Leads to Year 8 Religious Education. Note: All students attend a one day Reflection Day as part of their Religious Education program.

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Year 7 Curriculum Book 2016

Science Contact Teacher: Ms S Cockshell Science uses a practical inquiry based approach, with most lessons taking place in one of the Senior School’s fully equipped Science laboratories. Learning The aims of the teaching and study of Sciences are to encourage and enable students to:  Understand and appreciate Science and its implications  Consider Science as a human endeavour with benefits and limitations  Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments  Develop skills to design and perform investigations, evaluate evidence and reach conclusions  Build an awareness of the need to effectively collaborate and communicate  Apply language skills and knowledge in a variety of real-life contexts  Develop sensitivity towards the living and non-living environments  Reflect on learning experiences and make informed choices Classification and the interactions between organisms; human activity and impact on mangroves; physical separation techniques; the water cycle and management of the water cycle; solutions and dissolving; unbalanced forces (eg floating and sinking); predictable phenomena on Earth. Students are encouraged to participate in Science activities beyond the classroom, such as competing in the Oliphant Science Awards and participating in Science Competitions. Assessment Students will be assessed using the four MYP Sciences criteria: Criterion A: Knowing and understanding Criterion B: Inquiring and designing Criterion C: Processing and evaluating Criterion D: Reflecting on the impacts of Science Assessment is continuous and carried out by a variety of means - topic tests, , practical work, assignments and written reports. Pathways This course forms the basis for Year 8 Science.

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Year 7 Curriculum Book 2016

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