Year 7 Curriculum Guide

August 20, 2016 | Author: Aubrey Boyd | Category: N/A
Share Embed Donate


Short Description

1 2 Contents Foreword... 3 College Mission Statement... 4 Our Values The Fruits of Faith... 4 Curriculum Overview... 4 L...

Description

Contents Foreword................................................................................................................................................. 3 College Mission Statement ..................................................................................................................... 4 Our Values – The Fruits of Faith .............................................................................................................. 4 Curriculum Overview .............................................................................................................................. 4 Learning Areas & Coordinators ............................................................................................................... 5 Student Support ...................................................................................................................................... 6 Learning Enrichment Centre ................................................................................................................... 6 FLC Information Hub ............................................................................................................................... 6 Student Progress and Tracking ............................................................................................................... 7 Assessment ............................................................................................................................................. 8 Homework / Study Guidelines .............................................................................................................. 10 Reporting .............................................................................................................................................. 11 Tutoring................................................................................................................................................. 11 Enrichment ............................................................................................................................................ 11 Subject Information Core Academic Studies ....................................................................................... 12 Humanities (Geography) ....................................................................................................................... 13 Humanities (History) ............................................................................................................................. 16 English ................................................................................................................................................... 19 Christian Studies ................................................................................................................................... 20 Health & Physical Education ................................................................................................................. 23 Mathematics ......................................................................................................................................... 25 Science .................................................................................................................................................. 27 Korean ................................................................................................................................................... 31 Visual Art ............................................................................................................................................... 34 Home Economics................................................................................................................................... 36 Drama.................................................................................................................................................... 38 Music ..................................................................................................................................................... 40 Industrial Design & Technology ............................................................................................................ 42 Media Arts............................................................................................................................................. 44 Business................................................................................................................................................. 46 Computing............................................................................................................................................. 48

Year 7 Curriculum Guide

P a g e |2

Foreword Faith Lutheran College is a Christ-centred school providing holistic quality Christian co-education. Students at Faith enjoy the opportunity to develop in mind, body and spirit in order to become lifelong learners. The College recognises that young people require support systems to ensure they can succeed whilst at school and during their transition into the College and eventually the adult world. Academic development is one of our primary objectives. To help students realise their academic potential, Faith believes that cultivating a love of learning is paramount. Faith offers enriching and challenging learning through its curriculum, which prepares them for not only the rigours of their secondary education, but also life post school. Developed in accordance with Australian Curriculum guidelines, Faith provides students with extensive curriculum offerings with specialised teaching and support staff who cater for a range of learning needs. This booklet is designed for use by students and parents. It provides detailed information about all curriculum offerings that students can undertake during Year 7. It also includes important information about the College’s assessment policies, tracking student progress, student support, career planning, as well as the expectations of students who attend Faith. Faith Lutheran College embraces the opportunity to foster the holistic development of students through a meaningful program of education. Our College develops young people of integrity who can make a positive contribution to society as respected and valued citizens.

Darron Skinner Martin Curriculum Manager

Royce Mahoney Director of Teaching & Learning

Year 7 Curriculum Guide

Janelle Anderson Principal

P a g e |3

College Mission Statement Faith Lutheran College is a Christ-centred community serving individuals and families through holistic quality co-education. Core Beliefs Motivated by God's love and acceptance of all people, Faith Lutheran College is committed to providing:     

A safe and caring environment in which people can learn, and are given the opportunity to develop their God-given talents. Quality education provided through dedicated staff which prepares students for life as valued citizens. Opportunity for discovering self-identity and a relationship with Christ. Encouragement for developing an appreciation of, respect for, and responsibility towards God's creation. College resources available for wider community use.

To achieve these aims, Faith in the forgiving Christ, directs every aspect of the Life of the College, in its service to the Community. Key Teaching and Learning Statement As holistic individuals, students require a structured curriculum that focuses on skills and knowledge that will instil independence, collaboration, enquiry and a love of lifelong learning. To achieve this, teachers provide ongoing, up to date, quality learning experiences that challenge and meet the diverse needs of each individual student, whilst preparing them to make valuable contributions to society.

Our Values – The Fruits of Faith Our College with its distinct focus on holistic education allows each student to develop their God given talents. Each year level has a specific focus on one of the values that is held true by the College. The Year 7 focus is on GRACE. Grace is unconditional acceptance of, and love for us, by God. It is by grace that he assures us of our salvation through the death of his son. It is the loving kindness from God we do not deserve. There is nothing we have done, nor can ever do to earn this favour. It is a gift from God. Jesus’ life is the example of the grace of God.

Curriculum Overview The College currently operates a curriculum based on Queensland Curriculum Assessment Authority (QCAA) documents and the Australian Curriculum. Over the next few years many more subject programs will move to align with the Australian Curriculum. The structure of the curriculum consists of a mixture of term and semester based units of work. This mix enables the College to fulfil the Australian Curriculum and QCAA requirements whilst maintaining maximum flexibility and hence, cater to the individual preferences and interests of the students.

Year 7 Curriculum Guide

P a g e |4

In keeping with current educational practices, Information Technology is integrated across the curriculum. All Year 7 students study for the whole year:  Humanities, English, Christian Studies (HECS)  Physical Education, Mathematics, Science (PEMS)  Either Korean or German (beginning or intermediate) All Year 7 students experience for one term on rotation:  Visual Art, Drama, Media Arts, Music, Home Economics, Computing, Business, and Technics

Learning Areas & Coordinators Subject

Coordinator

Email

HECS Humanities (History/Geography)

Kerry Bayfield

[email protected]

English

Tony Canniffe

[email protected]

Christian Studies

Kevin Watkins

[email protected]

PEMS Physical Education

Darron Skinner-Martin

[email protected]

Mathematics

Nicole Wardle-Kirsch

[email protected]

Science

Chris Persson

[email protected]

LANGUAGES German

Matt Armstrong

[email protected]

Korean

Andrea Blakely

[email protected]

EXPERIENCE Drama

Rebecca Neale

[email protected]

Media Arts

Samantha Crawt

[email protected]

Music

Angela North

[email protected]

Visual Art

Reid Dobson

[email protected]

Computing

Carri Campbell

[email protected]

Business

Janise Williams

[email protected]

Home Economics

Kim Roberts

[email protected]

Technics

Gavin Adsett

[email protected]

Learning Enrichment Centre

Kathy Jamieson

[email protected]

Information Hub

Maria Turner

[email protected]

Middle Years Coordinator

Rebecca Qualischefski

[email protected]

Year 7 Curriculum Guide

P a g e |5

Student Support Learning Enrichment Centre The staff of the Learning Enrichment Centre at Faith Lutheran College aim to provide a Christian service to the Faith Community by offering enrichment to the scholastic and social-emotional needs of students, and the professional and pedagogical needs of staff. We endeavour to support students with disabilities (SWD), learning support needs (LS), in foster care (ESP), of Aboriginal and Torres Strait islander Descent (A & TSI), with English as an additional language or dialect (EALD) or nonEnglish speaking background (NESB), and those who are exceptional in one or more scholastic fields. The LEC staff provide in-class, small group and individual support to students as well as assist teachers with planning curriculum and assessments. Individual and small group literacy and numeracy assessments can be conducted to provide valuable information to classroom teachers to inform teaching methods.

FLC Information Hub The FLC Information Hub (InfoHub) is the focal point of the College. Comprised of the Library and IT Departments it is a flexible space where students are facilitated in developing inquiry, research and literacy skills in a collaborative and shared learning environment. The library provides access to computers, the internet, online journal databases, fiction books, non-fiction books, audio books, magazines, newspapers and the College student printer. Book Week and Readers’ Cup are some of the highlights of the InfoHub year. The InfoHub is open from 7:30am to 4:30pm, with tutoring sessions available from 3.00pm to 4.00pm every Tuesday and Thursday. On the InfoHub Portal you will find our library catalogue and a wealth of information to assist with research and assignments as well as features to stimulate a love of reading. Students can also login to the catalogue to check their own loans, renew books, reserve titles and check library messages. Please see the library staff for your library logon details. The InfoHub Portal is accessible via the Student Portal on the College website www.faithlc.qld.edu.au, making it accessible from school and from home. The Information Hub is staffed with a Librarian, Library staff, System Administrator and IT Assistant to help students in accessing information and technology in whatever format is required. We encourage students to borrow from our extensive fiction collection as regular reading for pleasure builds literacy, one of the major contributing factors to student success.

Year 7 Curriculum Guide

P a g e |6

Student Progress and Tracking Students will receive a report on their progress four times a year as well as there being four opportunities for parents to attend interviews or student led conferences. The first report received at the end of Term One will indicate the student’s progress in terms of Academic Progress, Organisation, Attitude, Conduct, Work Habits, and Homework.

Each student’s progress is monitored carefully and the College adheres to a ‘no surprises’ policy of contact parents on a regular basis to keep parents informed. Parents are welcomed to contact the College to discuss any concerns or to monitor their child’s progress. Each semester a comprehensive report will be sent home that provides information regarding the

The level of achievement attained based on a five point scale and where a student is situated within the subject cohort. The report will also provide detail on the same criteria as the term report. The College encourages parents to attend conferences or interviews to clarify progress and to seek to understand how a student can make improvements.

Year 7 Curriculum Guide

P a g e |7

Assessment Assessment are tasks which students are to complete for the subjects they are studying and are the formal tools used to make judgements about student learning and achievement against curriculum criteria and competency standards. Assessment are typically in the form of assignments, presentations, or exams; however, certain subjects also utilise other assessment tools to determine a student’s level of learning and achievement. The purpose of all assessment at Faith is to:   

Promote, assist and improve student learning; Inform programs of teaching and learning; and Provide data that can be communicated to a range of people about the progress and achievements of individual students or groups of students

Good assessment can achieve these three purposes simultaneously and becomes a seamless part of the everyday activities of a teacher. Assessment provides opportunities for students to demonstrate evidence of what they know and what they can do with what they know. Developing these opportunities involves teachers preparing activities that require students to produce behaviours and artefacts as evidence of what they have learned. If the evidence produced through the activities is valid and reliable, then judgments in relation to standards can be made by teachers. These judgments are used in a variety of ways to meet the purposes of assessment listed above. Assignments Assignments are assessment tasks that require students to work in and/or out of class time. While some class time may be allocated to the completion of assignments the primary responsibility for completion of the task rests with the student out of class time. Teachers will require students to submit drafts at various points during the process as evidence of work in progress and to provide students with feedback. Exams Exams are assessment tasks that are required to be completed during class time or scheduled exam block times. These tasks may include written tests (multiple choice, short answer, response to stimulus), presentations or practical tasks. Some exams may require preparations by students out of class time. Completing & Submitting Assignments Teachers will set assignments for students to complete and submit by a given date. These will be noted each term in the Assessment Calendar. In certain circumstances due dates may need to be adjusted by the subject teacher after distribution of the Assessment Calendar; however, notification will be made in writing to students and parents via the College newsletter. Students are required to complete and submit an assignment by the date indicated on the assessment calendar or as otherwise notified by the teacher. Any assignment submitted late without appropriate documentation may be subject to penalty.

Year 7 Curriculum Guide

P a g e |8

Assignments are to be submitted to the subject teacher in class or to the school office before or on the due date and must be accompanied by a criteria sheet. Assignments must be submitted in hard copy unless stipulated otherwise by the task or subject teacher. All assignments must be accompanied by the task sheet and any drafts. Computer Assisted Assignments Students are encouraged to produce assignments using a word processing program wherever possible. Computers are available in the school library should students not have access to a computer at home. Students are responsible for ensuring they save and back up their work frequently. Students must ensure they have printed their assessment in progress to allow them to continue to make corrections if class time is provided to work on the assignment, or if computers are not available in class. If a breakdown of computer equipment prevents submission of an assignment students must notify their subject teacher as soon as possible and provide the latest possible version of their work accompanied by a signed letter from their parent/ guardian. Students must be aware that if this situation arises they may only be graded on the work submitted by the due date so they should ensure they frequently back up their work. It is also recommended that students keep an electronic copy of all assignment work until they have completed their schooling. Copyright and Plagiarism It is compulsory that all submitted assessment will be the student’s own work. Appropriate referencing and acknowledgment conventions must be adhered to when assessment tasks require research work. A bibliography must be included when direct quotes, information, ideas, graphs or images from other sources are used within a student’s work. The preferred referencing system is the APA Referencing System; however, this may vary for particular subject areas, in which case relevant guidelines will be provided by the subject teacher. Plagiarism is not acceptable. Students who have plagiarised material or whole assignments may have to repeat the assignment or may be given no marks for the assignment. Other disciplinary measures may also be applicable based on the severity of the plagiarism. The College utilises ‘Turn It In’, this is software that easily allows teachers to search and recognise material copied directly from the internet, other students or past students. Assignment Extensions If a student believes they may not be able to complete an assignment by the due date they need to contact their teacher and complete an Extension Request Form. Guidelines for using the Extension Request Form: 

It is a student’s responsibility to have this form completed at least three days prior to the due date.



Students collect the form which is located at the College Office.

Year 7 Curriculum Guide

P a g e |9



Students complete their section prior to seeing the teacher and key teacher at an appropriate time.



Completion of this form does not mean the extension is automatically approved.



A separate form must be completed for each assessment piece.



Signed extension forms – including parent signatures – and relevant documentation must be included when submitting final assessment task.

Late Submission An assignment is considered late if it is not handed to the subject teacher in class or to the school office on the due date. If an assignment is not submitted by the due date parents/guardians will be contacted.

Year 7 students may receive penalties for submitting assignments after the due date. The penalty is negotiated with the teacher and may include the loss of a full grade. For example, if the assignment after marking is worth HA but has been handed in three days late it will only receive a SA. If an assignment is late due to prolonged illness or another acceptable reason, the student or parent/guardian needs to make contact with the teacher prior to the due date and complete an ‘Extension Request Form’. Non Submission

A student cannot be graded if they do not submit a piece of assessment. Students cannot be simply awarded an ‘E’ as there is no evidence to support such a grade. Failing to submit a piece of assessment may result in a student failing to meet course requirements and not receiving a semester’s result. If an assignment is not submitted parents/guardians will be contacted by the subject teacher. To avoid non submittal of any assessment items, the College may do one or more of the following to help us assess the student’s ability to complete the task: 

  

Require students to attend a lunch session to complete the assessment. This may be using the lunch period to write the best possible response for the assessment, allowing the subject teacher to award a grade for this work. This is to help ensure the student avoids a nonsubmission. Use a previously submitted draft as evidence and award a grade for this effort. Ask questions to assess the student’s understanding of the task and grading that. In extreme instances, internally suspend the student until the work is completed.

Homework / Study Guidelines It is the policy of Faith Lutheran College that homework is set in most subjects. Homework is a necessary adjunct to normal classroom activity. It is recommended Year 7 students complete a minimum of 20 minutes homework per subject per day. Students should be revising skills and content on a regular basis in order to ensure a deeper level of understanding.

Year 7 Curriculum Guide

P a g e | 10

The purpose of homework is:  To complete work commenced in class  To consolidate and revise class work  To extend students’ interests in all subject areas  To prepare projects and written assignments  To develop and maintain good study skills and study habits Homework may include a variety of activities including:  Learning work   Reading   Revision   Drawing 

Watching selected and suggested TV programs Preparing for and writing assignments Other forms of non-written activities

Doing surveys

It should be remembered that in some subjects on some days, it will not be possible to set homework activities. There is also an expectation that students will complete work they have not finished during the set lesson time as part of their homework requirement.

Reporting At the conclusion of each school semester, a comprehensive report of every subject studied by a student is sent home to the student’s parents/guardians. These reports offer valuable insight into the learning progress of each child; highlighting any areas of strength/weakness, along with suggesting improvements the child could make to improve their learning. Reports are mailed home in the first week of the school holidays. These may prove beneficial to not only grasp your child’s academic progression, but also whether you should attend a Parent Teacher Interview evening. These are held on the second Wednesday of each term post-reporting.

Tutoring The College offers tutoring every Tuesday and Thursday afternoon from 3.00pm until 4.00pm. This is a free service offered by the College. Subject teachers of English, Mathematics and Science are available for students to work with to improve their learning. The tutoring service is an opportunity for students to solidify their learning from the classroom, along with being able to work on items of assessment with some teacher assistance. Students who attend are required to sign in and out at the venue. This is to ensure the whereabouts of students staying after school.

Enrichment The College offers a number of options for academic enrichment. Our co-curricular programs offer a significant range of opportunities from debating, chess club, choir, and band to equestrian, CREW, Stomp, and Readers’ Cup, just to name a few. We offer in-class differentiation and extension through higher order thinking skills and project based learning. There are many clubs and activities running before and after College hours that allow for enrichment.

Year 7 Curriculum Guide

P a g e | 11

Subject Information Core Academic Studies

Year 7 Curriculum Guide

P a g e | 12

Humanities (Geography) Learning opportunities There are two units of study in the Year 7 curriculum for Geography: Water in the world and Place and liveability, and the content and skills for each are part of an integrated programme with History, English and Christian Studies. Water in the world focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. Water in the world develops students’ understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa. Place and liveability focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe. A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The key inquiry questions for Year 7 are articulated below:  How do people’s reliance on places and environments influence their perception of them?  What effect does the uneven distribution of resources and services have on the lives of people?  What approaches can be used to improve the availability of resources and access to services? Achievement Standards By the end of Year 7, students describe geographical processes that influence the characteristics of places and how places are perceived and valued differently. They explain interconnections between people, places and environments and describe how they change places and environments. They propose simple explanations for spatial distributions and patterns among phenomena. They describe alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors. Students identify geographically significant questions to frame an inquiry. They locate relevant information from primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps that conform to cartographic conventions. They analyse geographical data and other information to propose simple explanations for spatial patterns, trends and relationships and draw conclusions. Students present findings and arguments using relevant geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and describe the expected effects of their proposal.

Year 7 Curriculum Guide

P a g e | 13

Brief Course and Assessment Outline

Term

Course Outline

Assessment Summary

1

Belong: Students are introduced to the language of geography and its conventions. Notions of scale and the use of observational data are a focus.

Formative: map of Martin’s journey; collaborative map of Faith’s boundaries using observational sketches and data.

2

Belong: Students will consider the interconnections between people, places and environments and describe how they change places and environments. They will represent data in a range of appropriate forms, including field sketches and annotated diagrams, with the use of digital technologies.

3

Written description of Narrabeen today.

They will describe alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.

Letter to Martin: Martin’s plans for the farm.

Connect: Students will examine the nature of geography and water as a resource. Through a study of Ancient Rome, students will examine the way that water connects and affects places.

Analysis of visual data to describe the impact of water as a resource on the development of Ancient Rome and its empire.

Students will investigate the concept of liveability through evaluating, interpreting and analysing data and information about environmental quality, economic and social elements of places. Students will investigate strategies to respond to issues of liveability in particular their local area.

4

Narrabeen Man Report: Annotated diagram of Narrabeen 4000 years ago;

Serve: Students’ understanding of the concept of environment will be developed through a study of water in the world, particularly in China. Ideas including that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards will be considered. The inquiry question ‘what effects does the uneven distribution of resources and services have on the lives of people?’ will be a focus.

Year 7 Curriculum Guide

Report: Through observation and research, students assess one type of service or facility within the College and make a sustainable proposal that improves the service or facility and therefore the liveability of the College community. Research assignment and multimodal presentation: geographical inquiry presenting and evaluating strategies to address the liveability and sustainability of places, including access to resources such as water, using environmental, economic and social criteria.

P a g e | 14

Year 7 Curriculum Guide

P a g e | 15

Humanities (History) The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). This was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies including Australia, Rome and China. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. The content involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and are part of an integrated programme with Geography, English and Christian Studies. The framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions and through the use and interpretation of sources. The key inquiry questions for Year 7 are: 

How do we know about the ancient past?



Why and where did the earliest societies develop?



What emerged as the defining characteristics of ancient societies?



What have been the legacies of ancient societies?

Achievement Standards By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways. Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

Year 7 Curriculum Guide

P a g e | 16

Brief Course and Assessment Outline

Term 1

Course Outline Belong: The introductory study investigates the ancient past and provides students with a foundation for their study of the Ancient World, focusing on the nature of sources and how the past is investigated.

2

Belong: Students investigate the historical

mystery of Narrabeen Man from Ancient Australia that has challenged historians and archaeologists.

3

4

Connect: Students explore the physical features of ancient Rome and Italy and how they influenced the civilisation that developed there. They investigate significant beliefs, values and practices of Roman society and identify and understand the roles of key groups in ancient Roman society. Finally, they examine the extent of contacts and conflicts within the Empire and with other societies and discuss the consequences for Rome.

Assessment Summary Formative: writing paragraphs using sources and artefacts to test hypotheses about the Out of Africa theory, the development of early cultures and Indigenous migrations to Australia.

Narrabeen Man Mystery: Forensic Report – analysis of evidence to test a hypothesis. Collection of Work: Rome Sequence events and developments in Rome’s contacts and conflicts in the Western Mediterranean. Describe the effects of change on Rome. Locate, compare and use information in sources to explain changing social roles and suggest reasons for changes and continuity over time.

Serve: Students will explore key characteristics of the emergence and main periods of Chinese history, and the role of the dynastic cycle in the structure of Chinese society. They will investigate Confucian philosophy and its influence on government practices and the relationships between groups of people, including the key religious beliefs of ancient China. Finally, they will review and demonstrate understanding of the significance of individuals such as Qin Shi Huang and the historical skills of understanding perspectives and analysing and interpreting sources about ancient China.

Year 7 Curriculum Guide

Multimodal research presentation: the legacy of a significant ancient Chinese personality for China today including an analysis of the origin and purpose of sources.

P a g e | 17

Year 7 Curriculum Guide

P a g e | 18

English Learning Opportunities The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others, and with the world around them. The study of English helps young people develop the knowledge and skills needed for education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. Students use their imagination, creativity and understanding of a worldview to interpret and construct English texts that share their ideas, persuade audiences and address issues and events in their own lives and communities. They recognise how English relates to shared cultural understandings and to local, national and global settings. Achievement Standards Receptive modes (listening, reading and viewing) By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts. Productive modes (speaking, writing and creating) Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect. Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Year 7 Curriculum Guide

P a g e | 19

Brief Course and Assessment Outline

Term

Course Outline

Assessment Summary

Belong: This unit focuses on Faith and Family connectedness.

Reflective Journal (F)

2

Belong: This unit focuses on Faith and Family connectedness.

Imaginative Letter (S)

3

Connect: This unit focuses on how we belong and examines links to the past.

Newspaper Article (F) Poetry Analysis (S)

4

Serve: This unit focuses on students planning and performing a service project.

Service Project Plan (S)

1

Year 7 Curriculum Guide

Personal Timeline (F)

Performance of Service (S)

P a g e | 20

Christian Studies Learning Opportunities A variety of learning opportunities will be accessed by students studying Christian Studies, including a brief study of the History of the New Testament period, learning to respond to the story of Jesus in creative ways, discussing the value of faith, reflecting on the significance of religion, and learning to value the opinions and viewpoints of others. Using the Bible as a primary resource, students will have the opportunity to explore other ways of knowing and expressing faith. They will understand and have a sense of the purpose for which mankind has been created and the significance of Jesus Christ, his life, his death and resurrection for Christians. They will develop an understanding, appreciation and sensitivity for ideas and beliefs about God and other monotheistic religions. Throughout this course, students will develop skills to examine scripture and analyse its cultural and historical contexts. It is expected that they will explore and apply ways in which Christians act out stewardship in God’s word and in service to the Lord. Students will act on their calling as stewards in God’s world through compassion for others. Learning Statements (Christian Studies Curriculum Framework) By the end of Year 7, students analyse Christian beliefs about the ways God reveals himself as one God: Father, Son and Holy Spirit. They investigate and evaluate the significance of Jesus the Christ, his life, death and resurrection for Christians. Students examine and reflect on the impact of sin, evil and grace in the world. They develop skills to examine scripture and analyse its cultural and historical contexts. They examine the development of Christian communities to compare how beliefs and practices of these communities reflect their social and historical contexts. Students compare and contrast the origins, intention and diversity of Christian worship practices. They draw conclusions about the influence of the other on self-identity in light of Christian beliefs about the worth of the individual. They analyse the concept of Christian love and service as a response to faith. Finally, students explore ways Christians interpret and act on their calling as stewards in God’s world. They compare ideas and beliefs about God and the nature of human beings in monotheistic religions, whilst also examining people’s need for spirituality, and identify how Australians seek to fulfil it. Students apply decision- making processes to ethical issues and explained how and why people hold different ethical positions.

Year 7 Curriculum Guide

P a g e | 21

Brief Course and Assessment Outline

Term 1

2

3

4

Course Outline

Assessment Summary

Belong: Students consider the big questions of Who am I? Where did I come from? How did I come to be here? How do I belong? How has the past influenced my present and my future? through bible readings, poetry and short story

Reflective journaling about the Creation story Personal logo and Motto Mind map about belonging

Belong: Created in God’s image

Fruits of Faith and Fruits of the Spirit reflections Letter – what do I value now?

Connect: Nature of God compared to other monotheistic religions and ancient beliefs Early Church communities Serve: students explore ways to explore what it means to be stewards of God’s Creation

Reflective journaling Feature article

Year 7 Curriculum Guide

Service learning Project

P a g e | 22

Health & Physical Education Learning Opportunities Students will participate in both practical and theoretical lessons. The practical lessons will be focussed on developing the students’ fundamental skills including, but not limited to, throwing, catching, kicking and striking. They will also develop movement concepts and attributes associated with gameplay. These include, but again are not limited to, moving into space, passing to a lead, active defence, reading play, effective communication, teamwork and sportsmanship. The theoretical lessons will allow students to investigate the risks involved in participating in physical activity in the Queensland environment. These risks include sun safety, water safety, safe individual and team play, and the prevention of injury for themselves and other members of their community. Achievement Standards By the end of Year 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the impact on wellbeing of relationships and respecting diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own and others’ health and wellbeing. They investigate and apply movement concepts and strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing. Students apply personal and social skills to establish and maintain respectful relationships and promote fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement skills. They apply and refine movement concepts and strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.

Year 7 Curriculum Guide

P a g e | 23

Brief Course and Assessment Outline

Semester 1

2

Course Outline Students begin to acknowledge and assess the hazards and risks associated with their various learning environments. They look specifically at how these hazards and their possible consequences affect not only their health, safety and wellbeing but also their wider community. Students apply personal and social skills in order to establish and promote fair play and inclusivity. This is done through a variety of Indigenous games that allow the tactical development of skills required for field invasion games. Students continue to develop their understanding of hazards and associated risks through various athletic events. They also collect mathematical data from each athletic events to use in their integrated task. Students extend their knowledge of forces and motion by looking specifically at each athletic event in terms of basic biomechanics in relation to balanced and unbalanced forces and how this information can be used to improve their results. Students have a focus on recreational activities and how the outside environment (natural and man-made) contributes to the health and well-being of communities. They also examined the cultural and historical significance of these places. The major practical component of the course has been to extend student’s knowledge and application of attacking and defensive strategies in a range of games.

Year 7 Curriculum Guide

Assessment Summary Practical Assessment Work Booklet

Multimodal

P a g e | 24

Mathematics Learning Opportunities Mathematics is a core subject and is studied over the four terms of year 7. It provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built. Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. Developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently. Achievement Standards Understanding dimension By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two parallel lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.

Skills dimension Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.

Year 7 Curriculum Guide

P a g e | 25

Brief Course and Assessment Outline

Term

Course Outline

Assessment Summary

1

Students develop an understanding of variables and different modes of expressing mathematical relationships such as integers, equivalence and algebra.

Investigation (logbook and planner) Supervised Assessment (Exam)

2

Students investigate, plan, collect and interpret data/information and draw conclusions about the data. They work out the value of a mathematical or arithmetical procedure.

Investigation (workbook) Supervised Assessment (Exam)

3

Students consider in detail the purpose of relationships by identifying patterns, similarities and differences. They estimate, measure or note how things are similar or dissimilar.

4

Students classify into named categories in order to group and identify by describing characteristics and features. They predict future events as an outcome from a sequence of events and demonstrate practical explanations.

Year 7 Curriculum Guide

Modelling and Problem Solving (Multi Modal Presentation)

Collection of Student Work

P a g e | 26

Science Learning Opportunities There are four major strands of science addressed under the Australian Curriculum. Students in year 7 study the differences within and between groups of organisms learning the value of classification as a tool to organise this amazing diversity of life. The interactions between organisms is described in studies of food chains and food webs, considering the impact of human activity on these interactions. An understanding of the chemical world is studied through mixtures, including solutions. Earth science addresses the predictable phenomena on Earth, including seasons and eclipses, which are caused by the relative positions of the sun, Earth and the Moon. The renewability of some of Earth’s resources and other non-renewable resources are considered. Water is an important resource that cycles through the environment. Our physical world is covered in the changes of an object’s motion by the action of unbalanced forces, and the influence of Earth’s gravity on objects as it acts towards the centre of the Earth. Achievement Standards By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Year 7 Curriculum Guide

P a g e | 27

Brief Course and Assessment Outline

Term

Course Outline

1

Students are introduced to safety in the Science laboratory. They study soluble and insoluble solutions through a series of experiments.

2

Students study forces and consider balanced and unbalanced forces, including friction and gravity. Through a study of athletic events students will deepen their real world knowledge of these forces. Students finish the term with research on Earth’s phenomena, including tides and seasons. Students learn about water and the water cycle. They develop a deeper knowledge of water use and pollution. They investigate how water cycles through the environment.

3

4

Finally, students are introduced to renewable and non-renewable energy. They construct a model and explain the processes for a type of renewable energy.

Year 7 Curriculum Guide

Assessment Summary Formative Group Experiment (4 Weeks) Summative Individual Report (4 Weeks) Summative Exam (6 Weeks) Summative Multimodal Research Report (4 Weeks) Formative Observations and Feedback (6 Weeks) Summative Exam (2 Weeks) Summative Renewable Energy Project and Model (8 Weeks)

P a g e | 28

German Learning Opportunities Students will explore the German language through a variety of modes, allowing for development of reading, writing, speaking and listening through rich tasks, while also gaining an appreciation of German culture and life in German-speaking countries. A balance of these will be made between written and spoken German in all assessment opportunities: 





Oral and Aural: Students will learn to speak and listen to German used for selected themes and topics. An emphasis on expressing personal opinions and using German in everyday situations is a key component to German classes; excursions and German visitors keeps the language relevant and alive. Students will interview each other about their lives in German, as well as research other tasks in English to then translate and deliver in German. Textual: Students will engage with a variety of written texts, both existing and self-produced, to develop their confidence in writing in another language. Reading in German is an essential component to advancing students proficiency and is encouraged in all instances. Digital: Students will interact and use digital internet resources, movies, music videos, internet games and slide shows to enhance their use of vocabulary and basic grammar.

Achievement Standards By the end of Year 7 students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and simple expressions to ask and respond to familiar questions and instructions. They use key features of pronunciation, stress and intonation, including short and long vowel sounds, single consonants, blends and diphthongs in different words, phrases and sentences They obtain key points of information and identify main ideas about own world and that of teenagers in German-speaking countries from simple texts, using contextual clues to help make meaning. They use high frequency vocabulary to describe characters, events and ideas encountered in imaginative texts and create short informational and imaginative texts using modelled sentence structures and formulaic expressions with present tense forms of regular and some irregular verbs, and correct word order. They use a range of grammatical elements to describe people, objects, actions, events and relationships. Students explain how language changes over time and identify reasons for change. They identify and apply the German case system (nominative, accusative and dative) and name some grammatical terms and their functions. They describe the similarities and differences between German and English punctuation, including capitalisation, numbers (ordinals, decimals) and quotation marks. They explain reasons for differences in a range of text types, for example, personal, informative and persuasive texts, including differences in text structure and language features. They give examples of how language use varies according to audience, context and purpose. They identify different aspects of the cultural dimension of learning and using German, and explain how language use reflects cultural ideas, assumptions and perspectives.

Year 7 Curriculum Guide

P a g e | 29

Brief Course and Assessment Outline

Semester 1

2

Course Outline Students commence their study of the German language through learning to introduce themselves, including names, ages, addresses and using numbers in real-life situations. In the second term, students are able to discuss their family, friends, home and pets and communicate this information in both written and spoken modes. Students continue their study of German through describing personal information such as likes and dislikes, hobbies and preferences for school subjects. They conclude the semester with a study of German cultural traditions, with a special focus on Christmas.

Year 7 Curriculum Guide

Assessment Summary Moviemaker Recording (Speaking and Writing) Family poster Animal Brochure Reading Task on hobbies Spoken Dialogue about school Cultural presentation on Christmas in Germany

P a g e | 30

Korean Learning Opportunities A variety of learning opportunities will be accessed by students studying Korean. These will involve:  



 

students reading, writing, typing, collaging and doing calligraphy using Hangeul, the Korean alphabet Students learning expressions based on a variety of topics, as well as experimenting with these and their grammar in order to express their own ideas, considering aspects of cultural usage of these expressions students listening to/viewing a variety of Korean language and cultural texts, such as K-Pop music and video clips, folk and children’s songs, drama/movie segments, advertisements, tutorials and online resources students designing and making their own texts which allow for creativity and imagination the use of computers, interactive whiteboards, electronic translators, and iPads (for Korean language Apps and e-textbook). Korean texts and audio files are available in digital format for students to use on their own devices at home

Achievement Standards Communicating: By the end of Year 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct and combine Hangeul syllable blocks appropriately to write words and sentences. They greet each other using formulaic language and exchange basic personal information. They ask and respond to simple questions using polite informal form of verbs appropriately. They maintain interaction by using mostly formulaic expressions or set phrases to give simple feedback. Students give and follow simple instructions and engage in transactions such as making and responding to polite requests. Students use familiar vocabulary to describe familiar objects, people, pets, and appropriate grammatical elements such as basic case markers and particles in simple sentences. They describe present events. They ask questions using a range of question words, and make simple negations for common verbs. Students refer to themselves using different forms of first person pronouns appropriately. They describe quality or state. They use some honorific words and suffixes as part of formulaic expressions. They express numbers using the pure Korean number systems, basic counters and Arabic numerals with appropriate pronunciations, in appropriate word order. They create texts using modelled sentence structures, formulaic expressions and set phrases. Students translate texts, predicting meanings by relying on knowledge of their first language, of textual features and of key words, including loan words from English. They create simple bilingual texts (such as labels or captions on photo stories), identifying culture-embedded language such as ‘we’ used in the context where it means ‘my’ in English. Understanding: By the end of Year 8 students compare their experiences of learning and using Korean, discussing how the experience of learning Korean has broadened their intercultural perspectives and understanding of other cultures. Students understand that Korean is used not only in Korea and in the Korean community in Australia but also in the global context. They understand that languages and cultures change through contact and give examples including loan words in contemporary Korean borrowed from English, and words with similar meanings or pronunciation across languages

Year 7 Curriculum Guide

P a g e | 31

such as Korean, Chinese, Japanese and some European languages. They understand that Korean has its own alphabetic system for script (Hangeul) and that it was created to correspond to the Korean sound system. They understand that Korean has its own rules for pronunciation, for writing Hangeul, for grammar and for text organisation, and use metalanguage to explain basic features of Korean and English. They recognise that politeness is expressed explicitly and systematically through grammar and vocabulary in Korean and that the age and social relationships of participants in interactions are important in determining the level of politeness. They adjust their language use to suit situations and contexts and use non-verbal elements such as hand gestures or use of eyecontact in culturally appropriate ways when using Korean. Brief Course and Assessment Outline

Semester

Course Outline

Assessment Summary

1

Hangeul; Hello (Part 1) History of Hangeul, writing and typing Korean consonants and vowels. Basic greetings and selfintroductions.

Listening & Reading – In-class exams Writing Tasks – Placemat & Poster Speaking Task – Selfintroduction or Role Play

2

Hello (Part 2); Eating in Korea Self-introductions, food and menus in Korean.

Listening - In-class exam Reading Task - Menu Writing Task – Personal Profile & Travel food guide Speaking Task – Self Introduction or Interview

Year 7 Curriculum Guide

P a g e | 32

Subject Information Experience Academic Studies

Year 7 Curriculum Guide

P a g e | 33

Visual Art Learning Opportunities This course introduces students to the Elements of Visual Design. Students will develop their understanding of the elements behind designing art and learn how to manipulate these elements in order to express their ideas and emotions. A variety of learning opportunities will be accessed by students studying Visual Arts. These Include:    

Identifying and applying safe Art Room practices. Selecting and developing ideas for art works and considering intended audiences and purposes. Solving visual problems in order to improve the development and resolution of art works. Responding, analysing and evaluating art works in regards to the elements of art.

Achievement Standards By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art-making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places. Students plan their art-making in response to exploration of techniques and processes used in their own and others’ artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.

Year 7 Curriculum Guide

P a g e | 34

Brief Course and Assessment Outline

Rotation 1

2

Course Outline Art Elements A booklet including learning activities centred on understanding the basics of the Elements of Visual Design whilst developing foundational drawing techniques. Two-Point Perspective Drawing Using an assortment of drawing techniques, students plan, develop and present a Two-Point Perspective drawing of a building which reflects their time here at Faith Lutheran College. Personal reflection 100 word reflection on the process of developing an artwork.

Year 7 Curriculum Guide

Assessment Summary 4 weeks

Planning:

1 week

Making:

3 weeks

Responding: 1 week

P a g e | 35

Home Economics Learning Opportunities Home Economics is a Technology-based Experience Subject. In order to expose the students to the many facets of Home Economics the course has been designed to experience basic activities in food and textiles studies. The practical sessions in food production focus on learning skills to prepare different recipes suitable for eating at lunch time and incorporate practical cookery activities, nutrition lessons, an excursion to review healthy takeaway food options and finally planning to make a new lunch item. The textiles studies sessions will encourage students to learn the sewing machine and use of other textiles equipment to design and create an item that will solve a design puzzle. Achievement Standards By the end of Year 8 students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

Year 7 Curriculum Guide

P a g e | 36

Brief Course and Assessment Outline

Rotation

Course Outline Food Production - 6 weeks In this course students will investigate the following: * Kitchen safety and food hygiene * Kitchen equipment and its correct use * Kitchen preparation and cookery procedures * Measuring skills * Knife skills * Writing and following Workplans * Planning and preparing nutritious food * Using the Technology Process to design and make a solution Textile Studies - 4 weeks In this course students will investigate the following: * Safety in the sewing room * Use of the sewing machine * Sewing equipment and use * Sewing techniques, including pinning & cutting * Machine use * Practical textiles Item production

Year 7 Curriculum Guide

Assessment Summary Practical Design Brief Challenge (inc Planning Journal)

Practical Design Brief Challenge (inc Planning Journal)

P a g e | 37

Drama Learning Opportunities A variety of learning opportunities will be accessed by students studying Drama. Students learn to manipulate dramatic elements and conventions to express ideas, considering specific audiences and specific purposes, through dramatic action based on real or imagined events.

Achievement Standards By the end of Year 7, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama to make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama. Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.

Year 7 Curriculum Guide

P a g e | 38

Brief Course and Assessment Outline

Rotation 1.

2.

Course Outline

Assessment Summary

A booklet including learning activities centred on understanding the basics of the Elements of Drama whilst developing fundamental Skills of Performance.

3 weeks

Students will explore the ideas of roles and relationships through reading and creating various scripted drama and improvisations. The Presenting task will focus on how to manipulate the voice and movement to create different characteristics to make the character more interesting and meaningful. Students will learn when actors are on stage, it is their task to ‘become the character’, instead of an actor simply delivering a character’s lines.

7 weeks

Year 7 Curriculum Guide

Responding Criteria

Presenting Criteria

P a g e | 39

Music Learning Opportunities Students learn the importance of television show theme music in introducing and reflecting the shows genre, mood and/or characters and storylines. Using the elements of music, students will learn to aurally analyse the way music is used to manipulate emotional responses and to enhance the narrative of visual media. Students will also learn a variety of music theory and aural skills in order to enhance their musical ability. Achievement Standards By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers. Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and compose.

Year 7 Curriculum Guide

P a g e | 40

Brief Course and Assessment Outline

Rotation

Course Outline

Assessment Summary

Working individually, students will choose and analyse their own TV show theme song, presenting their findings in an oral presentation to the class. Working in groups, students will also compose and perform a TV theme for their own hypothetical TV show.

Year 7 Curriculum Guide

P a g e | 41

Industrial Design & Technology Learning Opportunities This one term introduction to industrial technology involves the learning of material properties as well as the processes used to produce a worthwhile and practical project. Each student will be given opportunity to; read and draw plans, develop and refine their motor skills, whilst using manufacturing tools and processes. Achievement Standards By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art-making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places. Students plan their art-making in response to exploration of techniques and processes used in their own and others’ artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks. By the end of Year 8 students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

Year 7 Curriculum Guide

P a g e | 42

Brief Course and Assessment Outline

Rotation

Course Outline In this course students will:

Assessment Summary 



Investigate and select from a range of materials, systems, tools and equipment





Use production skills to safely produce solutions.

 

Year 7 Curriculum Guide

Timber/Plastics practical project. Metal practical project. Computer Aided Drawing. Theoretical work booklet.

P a g e | 43

Media Arts Learning Opportunities This program introduces students to the concept of visual literacy. Students will develop their understanding of visual literacy through a number of in class activities including deconstructions of moving and still images. Achievement Standards By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks. Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.

Year 7 Curriculum Guide

P a g e | 44

Brief Course and Assessment Outline

Rotation

Course Outline Module 1: What is visual literacy (3 weeks)  Breaking down visual texts  Meanings of colours  Meanings from composition

Module 2: Visual Literacy in Films (2 weeks)  Mise-en-scene  Whole class film response Module 3: Visual Literacy Extension Activities (4 weeks)  Short film deconstruction  Design a film poster  Music match up

Year 7 Curriculum Guide

Assessment Summary Flag deconstruction (4 questions) Personal flag creation (100 words plus flag design) Movie Poster Deconstruction (200 words) Film Deconstruction (3 part analysis)

P a g e | 45

Business Learning Opportunities Students will be provided with the following learning opportunities:  Defining key economic and business terms,  Explaining the role of consumers and producers in the market,  Gathering information about reasons for planning to achieve individual and business success,

using a range of sources,  Interpreting and analysing information about the characteristics of a successful entrepreneur,  Presenting evidence-based conclusions (in a written paragraph), using economics and business

language and concepts, about factors that contribute to being a successful entrepreneur. Achievement Standards By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students identify the reasons individuals choose to work and describe the various sources of income that exist. When researching, students develop questions and gather data and information from different sources to investigate an economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions.

Year 7 Curriculum Guide

P a g e | 46

Brief Course and Assessment Outline

Rotation

Course Outline In this course students will investigate the following key questions:  Why is there a relationship between consumers and producers in the market?  Why is personal, organisational and financial planning for the future important for both consumers and businesses?  How does entrepreneurial behaviour contribute to a successful business?  What types of work exist and in what other ways can people derive an income?

Year 7 Curriculum Guide

Assessment Summary Unit Short Response Exam Case Study Assignment: Investigating the characteristics of a successful entrepreneur

P a g e | 47

Computing Learning Opportunities This one term introduction to computing involves students first becoming familiar with the College’s computer system, learning how to find their student drive, send emails and a general introduction to the basic software used. Then the students are presented with the background information to the intricacies of how computers work and are shown how to use basic binary codes as well as a taste of networked systems. Achievement Standards By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.

Year 7 Curriculum Guide

P a g e | 48

Brief Course and Assessment Outline

Rotation

Course Outline

Assessment Summary

Students are introduced to the College’s computer systems and asked to demonstrate knowledge of basic software.

Formative

Students are asked to recall the parts of a computer and identify the purpose and function of each component.

Summative Exam

Students learn binary code and construct a simple program to demonstrate coding skills.

Summative

Finally, students are introduced to how networks work. They are asked to demonstrate knowledge of a simple network.

Formative

Year 7 Curriculum Guide

(2 Weeks)

(2 Weeks)

(4 Weeks)

(1 Week)

P a g e | 49

Year 7 Curriculum Guide

P a g e | 50

View more...

Comments

Copyright � 2017 SILO Inc.