Good Shepherd Lutheran College 7 Curriculum 2014.pdfIB Middle Years Programme Curriculum Model...
Transcript of Good Shepherd Lutheran College 7 Curriculum 2014.pdfIB Middle Years Programme Curriculum Model...
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CONTENTS
INTRODUCTION ....................................................................................................................................... 5
COLLEGE MISSION STATEMENT .............................................................................................................. 6
INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM (IBMYP) OVERVIEW ............................. 7
The International Baccalaureate Mission ........................................................................................... 7
Learner Profile..................................................................................................................................... 7
IB Middle Years Programme Curriculum Model ................................................................................. 9
Community and Service .................................................................................................................... 11
ASSESSMENT IN THE MYP ..................................................................................................................... 12
Reporting via Knowledge Community .............................................................................................. 13
IB MYP 1-7 Grade Rubric ................................................................................................................... 15
LEARNING SUPPORT.............................................................................................................................. 16
CURRICULUM OVERVIEW ..................................................................................................................... 17
MYP Courses ..................................................................................................................................... 17
Course Explanations .......................................................................................................................... 18
YEAR 7 (MYP 2)...................................................................................................................................... 19
Christian Studies ............................................................................................................................... 19
Arts .................................................................................................................................................... 20
Individuals and Societies (Humanities) ............................................................................................. 23
Language and Literature (English) .................................................................................................... 25
Language Acquisition (German or Japanese) .................................................................................... 26
Mathematics ..................................................................................................................................... 28
Physical and Health Education .......................................................................................................... 30
Science .............................................................................................................................................. 31
Design (Technology) .......................................................................................................................... 33
ASSESSMENT CRITERIA & GRADE BOUNDARIES ................................................................................... 36
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INTRODUCTION
The Good Shepherd Lutheran College Year 7 Curriculum and Assessment Handbook provides
students and parents with an overview of the curriculum implemented in Year 7 at the
College.
Curriculum in any school is always dynamic. Changes are made as the result of a number of
factors which include student, parent and teacher reflections, school evaluations and
government accountability requirements. Thus the information in the Year 7 Curriculum
Handbook is correct at the time of printing, but changes and adjustments may be made as
teachers review courses. These will be communicated to students and parents at the
commencement of the new school year.
Any questions about the curriculum in general can be directed to the people listed below.
More detailed information about particular subjects is available from subject teachers and
Learning Area Coordinators, a list of these names can be found on the last page of this
handbook.
Mrs Rachel Boyce Head of Middle School
Ms Elsabe Bott Head of Studies
Ms Laura England MYP Coordinator
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COLLEGE MISSION STATEMENT (Years 6 to 9)
Good Shepherd Lutheran College is a Christ-centred community providing educational
excellence in a nurturing environment, developing active, knowledgeable and compassionate
students, encouraging them to enrich our world through selfless service.
Good Shepherd aims to:
Develop family and community partnerships, reaching out to students and their
families with the love of Christ.
Provide opportunities for students to develop a relationship with God through Christ.
Model servant leadership through a Gospel centred approach.
Empower students to be caring, resilient individuals who value social justice and who
seek to create a better world through intercultural understanding and respect.
Promote a passion for life-long learning.
Provide a broad range of educational opportunities and pathways that develop
students’ intellectual, interpersonal and physical skills and knowledge.
Provide a safe environment where all individuals are valued.
Cater for individual differences; fostering individuality that develops self-confidence
for the present and the future.
Emphasize the importance of caring personal relationships built on mutual respect in
all aspects of life.
We believe that the time students spend at school is an important time for building positive
relationships with peers and adults as young people seek to define their identity, beliefs and
place within the broader community. We strongly believe that children in this age bracket
need learning experiences that are integrated, relevant, challenging and rewarding, and
include practical activities that empower them to take responsibility for their own learning.
We appreciate that each child is a unique gift from God and we commit to helping parents
nurture their children’s growth and development. To fulfil this commitment, we provide a
Pastoral Care program that emphasises the partnership between God, parents, our staff and
the children entrusted to our care.
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INTERNATIONAL BACCALAUREATE MIDDLE
YEARS PROGRAM (IBMYP) OVERVIEW
The International Baccalaureate Mission
The IB is motivated by a mission to create a better world through education. This aim is to
promote intercultural understanding and respect, not as an alternative to a sense of cultural
and national identity, but as an essential part of life in the 21st century. This is captured in
the mission statement of the IB.
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and rigorous
assessment.
These programmes encourage students across the world to become active, compassionate
and lifelong learners who understand that other people, with their differences, can also be
right.”
‘MYP: From Principles to Practice, 2008, p7’
Learner Profile
The aim of all IB programmes is to develop internationally-minded people who, recognizing
their common humanity and shared guardianship of the planet, help to create a better and
more peaceful world. To achieve this, students become familiar with the IB Learner Profile.
Similar to values, these attributes encompass that which the students and teachers strive
for. The Learner Profile is referred to everyday in our classrooms as students work across all
subject areas. It gives students guidelines as to how they should relate to others and
approach their learning.
Inquirers
They acquire the skills necessary to conduct constructive inquiry and research and become
independent, active and life-long learners.
Knowledgeable
They explore concepts, ideas and issues which have global relevance and importance and, in
so doing, acquire and are able to make use of a significant body of knowledge across a
range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to approach
complex problems and make reasoned decisions.
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Communicators
They understand and express ideas and information confidently and creatively in more than
one language and in a variety of modes of communication.
Principled
They develop a sound grasp of the principles of moral reasoning, incorporating integrity,
honesty and a sense of fairness and justice and respect for the dignity of the individual.
Open Minded
They gain an understanding and appreciation of their own culture, are open to the
perspectives, values and traditions of other individuals and cultures, and are accustomed to
seeking and considering a range of points of view.
Caring
They show empathy, compassion and respect towards the needs and feelings of others, and
have personal commitment to action and service to make a positive difference to the
environment and the lives of others.
Risk Takers
They approach familiar and unfamiliar situations with confidence and independence of spirit
to explore new roles, ideas and strategies, and are courageous and articulate in defending
those things in which they believe.
Balanced
They understand the importance of physical and mental balance and personal well-being for
themselves and others, and they demonstrate perseverance and self-discipline.
Reflective
They give thoughtful consideration to their own learning and personal development by
analysing their personal strengths and weaknesses in a constructive manner.
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IB Middle Years Programme Curriculum Model
Learning Areas
The IB MYP curriculum is
developed from the Areas of
Interaction and put into practice
through eight areas of learning,
which include:
Arts (visual & performing)
Humanities
Language A
Language B*
Mathematics
Physical Education
Sciences
Technology
We also require our students to
study a ninth Learning Area,
Christian Studies, which reflects
our Christian ethos.
* International-mindedness is fundamental to the International Baccalaureate. As a result, it is an
expectation that students maintain study in a second language (Language B) for the duration of their
time in the MYP. The two options for Language B that we offer include: German and Japanese.
Approaches to Teaching emphasises the MYP pedagogy, including collaborative,
authentic learning through inquiry.
Approaches to Learning are a series of general and subject-specific skills that each
student develops and applies during the programme and beyond. The focus of the
Approaches to Learning is on teaching students how to learn and helping students find out
about themselves as learners so that they can further develop their own skills.
Concepts shows the emphasis placed on a concept-based curriculum.
Areas of Interaction help develop international-mindedness as they provide a context
for the units taught in each subject area. The purpose of the AOI’s is to look beyond the
classroom to make meaningful connections with other subjects and the world.
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The Areas of Interaction include:
Community and Service considers how a student engages with his or her immediate
family, classmates and friends in the outside world as a member of these communities.
Through effective planning and teaching, students can learn about their place within
communities and be motivated to act in a new context.
Health and Social Education delves into the range of human issues that exist in human
societies, such as social structures, relationships and health. The area can be used by
students to find out how these issues affect societies, communities and individuals, including
students themselves. Through the area of health and social education, students can identify
and develop skills that will enable them to function as effective members of societies, as well
as learning about how they are changing and how to make informed decisions that may
relate to their welfare.
Environments considers how humans interact with the world at large and the parts we
play in our environments. It extends into areas beyond human issues and asks students to
examine the interrelationships of different environments. This area can lead students to
consider both their immediate classroom environments and global environments.
Human Ingenuity deals with the way in which human minds have influenced the world,
for example; the way we are, think, interact with each other, create, find solutions to and
cause problems, transform ideas and rationalise thought. It also considers the consequences
of human thought and action.
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Community and Service
With the College Mission Statement in mind, we ask students to commit to service in a
manner that is appropriate for each individual, taking into account family circumstances as
well as the physical and emotional development of each student.
Learning Outcomes
Through a strong values program and by serving within different communities (local,
national and global), we believe students will develop attitudes and values that focus on the
rights and responsibilities of people. Through the Community and Service program at GSLC,
students will:
Identify personal strengths and potential areas for service
Better appreciate their rights and responsibilities within and beyond the classroom
Increase their awareness of the world and community
Increase their sense of responsibility and commitment to the community
Foster and encourage a desire to serve
Gain an insight into different ways of life
Collaborate and work with others
Develop their awareness of the links between community service and subject areas
Gain an appreciation of the positive effects of a compassionate attitude
Gain an understanding and appreciation of sacrificial service and different types of
service
Service may include ‘one-off’ projects or it could involve a long term commitment. This will
depend on the level of service undertaken by the student; however, all students at Good
Shepherd Lutheran College are expected to undertake and reflect upon service activities.
All teachers will be responsible for supporting students as they plan for and reflect on their
service projects. They will be supported by the Year level coordinators and College Pastor
who will take a lead role in developing the College service programs.
Definitions and Categories
Community and Service at Good Shepherd Lutheran College has three levels: Awareness of
Community, Involvement in Community, Service to a Community. Students must complete
two Community and Service Project Reflection sheets in each year of the MYP. It is expected
that by the conclusion of the MYP students will have been involved in a number of programs
and activities from all three levels.
Level 1: Awareness of Community
Level 2: Involvement in Community
Level 3: Service to a Community
* Identify and recognise different communities and their needs.
* Identify an issue within a community and pose solutions to actively resolve it.
* Initiate a course of action within a community.
* Develop strategies for action within a community.
* Investigate ways to resolve community issues.
* Develop a personal plan for independent action.
* Suggest solutions to actively resolve global issues.
* Consider ethical implications.
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ASSESSMENT IN THE MYP
Assessment of student learning is ongoing and is based on a variety of assessment types as
no single type allows for assessment of all the objectives of a subject, or for individual
differences in learning style. Some examples of different assessment types include: oral
presentations, experiments, essays, reports, performances, tests, group work, compositions,
class discussion.
Assessment tasks are developed, implemented, and assessed collaboratively by teachers
with reference to both the IBMYP subject guides and the Australian Curriculum. The number
of assessment tasks and the criteria they assess for a subject at a particular level are
determined by the teachers and Learning Area Coordinator; however, over the duration of a
semester each criteria within a subject will normally be assessed at least twice.
In all subject areas students are assessed against a set of criteria published by the IB. For
each task, they are awarded the level of achievement that best matches the criterion
descriptor. Task-specific clarifications appear next to each criterion. The task-specific
clarifications are written by the teacher, or collectively by the class, and serve to make
explicit to the student exactly what each criterion will assess in the task.
Assessment rubrics, combining criteria, levels of achievement and task-specific clarifications,
are provided for all assessment tasks. These rubrics are available to students and parents at
the time of the task being set via the College online reporting system, Knowledge
Community.
Self-marking is a powerful way for students to reflect on their work prior to submitting it.
The criteria-based approach makes each task transparent for students as they are able to
judge their own level(s) of understanding demonstrated in a task. Wherever possible,
students are encouraged to self-mark as part of the assessment process. This gives them an
indication of what mark they might receive and provides them with the opportunity to
further refine their work prior to final submission.
Assessment tasks are adapted to meet the needs of students with significant learning
difficulties. This is done in consultation with the learning support team.
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Reporting via Knowledge Community
Continual Reporting
Knowledge Community is the online reporting system used at Good Shepherd Lutheran
College. When assessment tasks are marked, information entered into KC and parents can
view this assessment data. This continual reporting process provides parents with ongoing
feedback through the semester and allows them to see how their child is progressing, both
individually and in comparison with the rest of the class.
IB Achievement Levels indicate the student’s achievement against year based levels
published by the IB.
GSLC Levels indicate the student’s progress in the subject over the course of the
Middle Years Programme, from Year 6 to Year 10.
Formal Semester Reports
The formal reporting cycle at Good Shepherd Lutheran College occurs at the end of each
semester. Students are awarded an IB Grade from 1 to 7 for each of their subjects
(including the Personal Project in Year 10). The grades are determined by applying a
formula determined by the IB that considers the student’s most consistent results in each
criterion. All MYP grades have descriptors which are used to determine the student’s overall
level of success in a course. The grade indicates the descriptor that best describes the
student’s success. Students are encouraged to track their progress over the semester by
using their College Diary. By recording their IB Achievement Levels for each task, students
can predict the grade that they are likely to receive for each of their subjects in their
semester report.
The 1-7 grading system is not a pass-fail approach towards measuring student progress.
Instead, each grade represents a measure of the level achieved by a student in each of their
courses. Even a grade of 1 indicates a limited level of successful progress. Conversely, a
grade of 7 represents an exceptionally high level of success, surpassing perhaps even the
teacher’s expectations of any student studying in that year level or in that course. A grade
of 7 is not meant to be impossible to achieve in a course, though grades of 7 are awarded
for exceptional levels of success.
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Parent support
A most effective way that parents can support their children is through ongoing conversation
and reflection on assessment. The information on KC is a useful tool to indicate achievement
in a particular task, but it is most effective when viewed alongside the marked piece of work
and corresponding criteria rubric.
Reflection questions for parents/guardians to ask their children:
Can you show me your (subject) task? I’d like to see the teacher’s feedback while I look
at your results on KC.
Did you self-mark your work before you handed it in to the teacher? Why/why not?
After self-marking, did you make any changes to your work?
Do you feel that the marks (achievement levels) given correctly reflect your
understanding of the unit? Why/why not?
What was the best part of completing this assessment task?
What was the biggest challenge for you in this task?
What area(s) do you think you could improve?
Did you enjoy the task overall? Why/why not?
Have you recorded your criteria achievement levels in the back of your Student Diary?
Asking your children about their assessment tasks helps them to reflect on personal areas of
strength/weakness, and think of ways in which they could further improve next time.
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IB MYP 1-7 Grade Rubric
A common grade rubric, published by the IBO, is used for all areas of learning. As explained
in the previous assessment section, a grade is awarded for each subject at the end of each
semester. The grade indicates the descriptor that best fits the student’s level of achievement
in a particular subject over the course of the semester.
Grade Descriptor
7 The student demonstrates consistent and thorough understanding of the
required knowledge and skills, and the ability to apply them almost faultlessly
in a wide variety of situations. There is consistent evidence of analysis,
synthesis and evaluation where appropriate. The student consistently
demonstrates originality and insight and always produces work of high quality.
6 The student demonstrates consistent and thorough understanding of the
required knowledge and skills, and the ability to apply them in a wide variety
of situations. There is consistent evidence of analysis, synthesis and evaluation
where appropriate. The student generally demonstrates originality and insight.
5 The student demonstrates consistent and thorough understanding of the
required knowledge and skills, and the ability to apply them in a variety of
situations. The student generally shows evidence of analysis, synthesis and
evaluation where appropriate and occasionally demonstrates originality and
insight.
4 The student demonstrates a good general understanding of the required
knowledge and skills, and the ability to apply them effectively in normal
situations. There is occasional evidence of the skills of analysis, synthesis and
evaluation.
3 The student has limited achievement against most of the objectives, or clear
difficulties in some areas. The student demonstrates a limited understanding of
the required knowledge and skills and is only able to apply them fully in normal
situations with support.
2 The student has very limited achievement against all the objectives. The
student has difficulty in understanding the required knowledge and skills, and
is unable to apply them fully in normal situations, even with support.
1 Minimal achievement in terms of the objectives.
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LEARNING SUPPORT
Learning Support at Good Shepherd Lutheran College is defined as the provision of extra
assistance, adapted programs or learning environments, special equipment or materials to
support students in accessing the curriculum in a range of settings.
Aim
To foster and develop an inclusive learning environment in which all students, no matter
their learning needs, are able to experience success and achieve their individual potential
within the College community.
This service is designed so that all students are enabled to:
participate fully in the College community
acquire the basic personal skills, social skills, literacy skills and numeracy skills
needed for life
develop in a supportive Christian environment in which they can enhance their
individual talents
experience success
develop a positive self-image and self-esteem
monitor their own learning and become independent learners.
Selection of Students
The selection process involves compiling information from parents, teachers and Learning
Support staff to identify students who may qualify for the assistance of the Learning Support
Teacher or an Inclusion Support Assistant. Psychologists and other support professionals
may also be consulted. Parental consent is obtained prior to such consultations.
Students needing Learning Support are identified using whole-school standardised
screening tests administered in Term 4 each year or early in Term 1 for new
students.
Priority will be given to students who have fallen two years or more behind their
chronological age level in the areas of literacy or numeracy, as identified in the
screening tests and/or NAPLAN results.
Priority will also be given to:
o students identified by a psychological report as having a specific learning
difficulty but who, for resource allocation purposes, fall outside the definition
used by the AISNT Commonwealth Targeted Programs - Special Education;
o students who have intervention programs provided by the Children’s
Development Team (Speech Therapist, Occupational Therapist, and
Physiotherapist) or other professional agencies.
Teachers and parents may also refer students for Learning Support at any time. The
students will be assessed and interventions may be put in place if resourcing is
available and if it is deemed advantageous to do so by the Learning Support
Coordinator.
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CURRICULUM OVERVIEW
MYP Courses YEAR 7
Students in Year 7 undertake a common course:
A semester of an Instrumental Music Program is compulsory for students in Year 7.
Learning Area Subjects Length of Course
CHRISTIAN STUDIES Christian Studies Full year
(THE) ARTS Music* OR
Dance OR
Drama OR
Visual Art OR
One subject per term
* Music runs for a semester
HUMANITIES Integrated Humanities
(History/Geography)
Full year
LANGUAGE A English Full year
LANGUAGE B German or Japanese Full year of one Language
(maintained throughout
all years of the MYP)
MATHEMATICS Mathematics Full year
PHYSICAL EDUCATION Physical Education
Health
Full year
SCIENCE Science Full year
DESIGN (TECHNOLOGY) Design Studio OR
Metalwork OR
Woodwork OR
Food Technology OR
Textiles OR
ICT/Multimedia
One subject per term
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Course Explanations
Christian Studies
Christian Studies, in a Lutheran school, is the study of the Christian faith and its relevance
for life today. Christian Studies is based on the Word of God as revealed in the Old and New
Testaments and has the gospel of Jesus Christ as its focus. Christian Studies does not
assume Christian faith in the student. It provides an opportunity for teachers and students
to express their faith, but does not overtly or covertly put pressure on students to do so.
“How can people have faith in the Lord and ask him to save them if they have never heard
about him? And how can they hear unless someone tells them?” Romans 10:14 (CEV)
The Arts
Curiosity about oneself, others and the world is integral to the Arts. Through curiosity
students become effective learners, inquirers and creative problem solvers. Each art form,
performing and visual, encourages students to express themselves, take risks and use their
imagination. The process involved with creating is of equal value to the finished product as
both demonstrate a student’s response to what they have experienced and learned.
The Developmental Workbook is an ongoing record of each student’s engagement, inquiry
and progress in the subject. Students must use it in every subject within the Arts from years
6 – 10 (completion of MYP) as a tool to manage the processes of their own arts experience
and development. The Developmental Workbook may be used to record experimentation,
critical thinking and reflection.
Design (Technology)
Inquiry and problem solving are at the heart of the MYP Technology courses offered at Good
Shepherd Lutheran College. The Design Cycle is used to develop thinking and to help
students investigate problems in addition to designing, planning, creating and evaluating the
solutions and products that they make. Technology is offered to provide students with the
context to become skilful problem solvers who adopt an appreciation of the role technology
plays in the world around them, responding critically and resourcefully to challenges with
which they are presented.
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YEAR 7 (MYP 2)
Christian Studies
Overview
Students learn the different names of Christ and how they describe His actions and His
lessons for us all. Different sections of the Old and New Testament are used to develop an
understanding of Christ. Using the Christian belief that the Bible is God’s Word, students
develop an understanding of its content and meaning for us. Using the Bible and guest
presenters students investigate Biblical basics, including the concept of Father, Son and Holy
Spirit. They investigate the Christian belief that God created people to live in relationship
with Him and with each other, drawing conclusions about the influence each individual has
on others and how this may form a sense of individual worth. Students investigate the key
features of Islam, Judaism and Christianity, comparing the different religious practices of
these monotheistic religions.
Assessment Grid
TASK CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: INVESTIGATION &
APPLICATION C: ANALYSIS &
REFLECTION D: COMMUNICATION
Task 1 Lost Sheep Comic Strip
(Week 4, Term 1)
Task 2 Written Test
(Week 9, Term 1)
Task 3
Modern Translation
(Week 5, Term 2)
SEMESTER TWO
Task 6 God Don’t
Make No Junk (Week 5, Term 3)
Task 7
Prayer in different cultures
(Week 2, Term 4)
Task 4
Creative Prayer
(Week 6, Term 4)
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Arts
Overviews
Music (semester compulsory unit)
This program gives all students at Good Shepherd Lutheran College the opportunity to learn
an instrument for a semester. At present, the instruments on offer include: Drums and
percussion, guitar, keyboard, violin, flute and vocal. Students receive weekly tuition on their
instrument in small groups. They borrow an instrument from the College and are expected
to practise regularly at home in order to further develop the skills and techniques learned. A
concert is held at the completion of the semester for families and friends. Students continue
to develop their theory skills through regular classroom tasks. They are introduced to song
writing and individually create their own composition to demonstrate their knowledge of
music notation.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1
Influence of music on the world
Task 2 Performance 1
Task 3
Transcription
Task 4 Performance 2
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One-term units
Dance
Students are introduced to the different styles within Street Funk and Hip-Hop dance. Skills
and techniques are developed through the rehearsal and performance of a whole-class
dance. Students have the opportunity to view a variety of Hip-Hop genres and apply
relevant terminology to critique this art form.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1 Creative
Choreography & Performance
Task 2
Hip-Hop Dance Review
Drama
Students explore the basic elements of drama by exploring space (2D and 3D), levels,
contact, focal point and freeze. Regular practical tasks encourage students to develop their
confidence in performing and improvisation. Students investigate three different levels: Role
taking, role play and role creation. Regular peer and self-assessment occurs throughout the
unit and is recorded in the Developmental Workbook.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT
Task 1
Fables Script
Task 2 Fables
Performance
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Visual Art
There is a strong cross-cultural emphasis in this visual art subject. Firstly, students look at
how line, shape and colour have been used by mankind to communicate visual ideas and
messages. A study of the work and context of Margaret Preston leads into a printmaking
unit, in which students create a lino print, with particular focus on negative and positive
space. The processes involved in responding to and creating art, including experimentation
and critical reflection, is recorded in the Developmental Workbook.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1
Cross culture Analysis
Task 2 Cross culture Artwork- Lino
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Individuals and Societies (Humanities)
Overview
Students investigate the concepts of change, time/place/space, global interactions and
systems. Humanities at Year 7 is divided into History and Geography units.
History units focus student investigation from the earliest human communities to the end
of the ancient period (approximately 60 000 BC – 650 AD). This period is defined by the
development of cultural practices and organised societies. The study of the ancient world
includes the discoveries and ingenious inventions and mysteries of the time. Source analysis
is introduced and developed. The units include: Bones, Burials and Beliefs (Ancient Egypt)
and Chinese Wicked Warriors and Evil Emperors.
Geography units The Last Drop and Home is where the heart is explore how the different
spheres of environments interrelate. The effects water, weather and climate have on people
and visa versa are investigated. Students determine the diverse demographic groups which
populate their local area and compare this with other environments while developing their
mapping skills.
Assessment Grid
TASK CRITERIA
A: KNOWING and
UNDERSTANDING B: INVESTIGATING C: THINKING
CRITICALLY D: COMMUNICATING
Task 1
Narrabeen Man Investigation
Week 4, Term 1
Task 2
Ancient Egypt Visual
Representation Week 9, Term 1
Task 3
Poetry Analysis Week 4, Term 2
Task 4 Dear Disney
Letter Week 7, Term 2
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SEMESTER TWO
Task 5
Data Response Week 4, Term 3
Task 6
Infographic Week 10, Term 3
Task 7 Howard Springs
Information Report
Week 4, Term 4
Task 10
Megacity iMovie
Week 7, Term 4
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Language and Literature (English)
Overview
Students listen to, read and view a range of spoken, written and multimodal texts. They
analyse and compare text structures, language features and vocabulary choices to show
how these techniques shape meaning and influence readers. Students identify and explore
representations of events, characters and settings in literary texts, and express their own
responses to these representations. Throughout the six units covered over the year students
may use the following texts: Lockie Leonard- Human Torpedo & Legend, Barrumbi Kids,
Bridge to Terrabithia and Dragon Keeper, along with range of short stories, poetry and
autobiographical/ personal writing. Students will also participate in a Wider Reading
programme throughout the year to increase their language and literacy skills. Students
synthesise information, ideas and viewpoints from a variety of texts to draw reasoned
conclusions. They create well-constructed spoken, written and multimodal texts to inform,
entertain, persuade and narrate in which meaning is supported by planned structures and
organisation. The Fantasy genre is explored and students create their own fantasy world
that teaches their reader something about their own world. They interact with others in
groups to exchange, debate and substantiate ideas and opinions. The ability to express
opinions in a persuasive manner and to write narratives are focussed on early in the year in
preparation for NAPLAN.
Assessment Grid
TASK
CRITERIA
A: CONTENT B: ORGANISATION C: STYLE and
LANGUAGE MECHANICS
Task 1
Multimodal Presentation
Term 1, Week 6
Task 2 Fantasy Narrative Term 1, Week 10
Task 3 Monologue
Term 2, Week 4
Task 4
Essay Term 2, Week 8
Task 5
Wider Reading
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Language Acquisition (German or Japanese)
Overview
Students of Year 7 Language B (continued German or Japanese) investigate concepts of
identity, education, forms of communication and the effects that our environments have on
lifestyle choices. An inquiry unit on inventions encourages students to study the human
desire to create and change things, a desire which transcends culture and geographical
location. The unit questions constantly challenge students to look beyond their classroom
and own way of life, to see and appreciate different perspectives from around the globe.
Through the learning of another language, students see value in the need to be open-
minded and respectful of different cultures, values and opinions. Many opportunities for
speaking, writing and interpreting information help students to develop confidence and
greater understanding in their chosen language.
Language Acquisition Assessment Grid Semester 1 – Year 7 – Phase 1 and Phase 2
TASK A: ORAL
COMMUNICATION B: VISUAL
INTERPRETATION C: READING
COMPREHENSION D: WRITING
Task 1:
Keynote of Me and Audience
Questions Due Date:
Week 4
Task 2: Guess Who?
Due Date:
Week 6
Task 1:
Read and
interpret a Manga/Comic
Due Date: Week 3
Task 2:
Class Survey Due Date:
Week 6
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Language Acquisition Assessment Grid Semester 2 – Year 7 – Phase 1 and Phase 2
TASK A: ORAL
COMMUNICATION B: VISUAL
INTERPRETATION C: READING
COMPREHENSION D: WRITING
Task 1: Brochure
Interpretation Due Date:
Week 4
Task 2: My Journey to
School (iMovie
and presentation with questions)
Due Date: Week 8
Task 1:
Birthday Party Invitation
Due Date: Week 3
Task 2:
My Past Birthday Dialogue
Exchange
Due Date: Week 6
Task 3: Christmas Gone
Global
Due Date: Week 7
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Mathematics
Overview
Students interpret integers in real world contexts using basic strategies to solve simple
problems in both familiar and unfamiliar situations. They make connections between whole
numbers and index notation. They move flexibly between representations of fractions,
decimals and percentages and apply rules correctly to solve simple problems. Students
generalise using variables, solve simple linear equations and identify points on the Cartesian
plane. They compare costs of items to make financial decisions and demonstrate a simple
appreciation of the difference between degrees of error in measuring and mistakes in
counting, measuring and calculating. Students investigate questions involving the collection
of a range of data. They calculate mean, mode, median and range for sets of data and
describe the relationship between median and mode in data displays and recognise and
describe simple patterns in words and/or diagrams. Students use appropriate mathematical
language and forms of representation in both oral and written communications. They
classify triangles and quadrilaterals and establish the formulas for the area and perimeter of
rectangles. Students calculate the volume of rectangular prisms and draw and build three
dimensional objects and consider the reasonableness of their results in the context of the
problem. They identify angles formed by a transversal through parallel lines and describe
transformations on the Cartesian plane.
Assessment Grid
TASK CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: INVESTIGATING
PATTERNS C: COMMUNICATION
in MATHEMATICS D: REFLECTION in
MATHEMATICS
Task 1
Investigation-Game of golf
Task 2
Number Test
Task 3 Number
Reflection
Task 4 Investigation
Task 5
My 4 Graphs Story
Task 6
My 4 Graphs Reflection
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SEMESTER TWO
Task 7 Measurement Investigation
Task 8 Measurement
Test
Task 9 Linear
Relationships Reflection
Task 10
Parallel Lines Reflection
Task 11
Polygon Investigation
Task 12
Test
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Physical and Health Education
Overview
Students investigate the key concepts of two separate units, Health and Physical Education.
The focus in Health is on well-being, food and nutrition, relationships, identity and values,
drug education and sexual education. Students explore the fundamentals of nutrition and its
link to healthy living, the importance of a strong personal identity, values and good
communication skills in relationships. Students focus on drug education and the impact of
alcohol on a person’s health and well-being. They consider the physical development that
occurs during adolescence and changes associated with puberty. Students discuss issues
associated with sexuality, including relationships and risk-taking behaviours, and develop
their knowledge on how to minimise potential harms. The Physical Education units
encompass a range of individual and team activities which aim to develop each student’s
fitness and skill base, awareness and application of these skills, movement composition,
game sense strategies, co-ordination and communication skills within a team environment.
Activities include bush dance, fitness testing, athletics, kicking games such as AFL, European
Handball, gymnastics and minor games.
Assessment Grid
TASK
CRITERIA
A: USE OF
KNOWLEDGE
B: MOVEMENT
COMPOSITION C: PERFORMANCE
D: SOCIAL SKILLS
and PERSONAL ENGAGEMENT
Task 1
Fitness Report
Task 2 Bush Dance
Task 3
Kicking Games (AFL)
Task 4
Biography Oral Presentation
SEMESTER TWO Task 5 Alcohol
Promotional doc.
Task 6
Invasion Games
Task 7
Sexual Education Knowledge Test
Task 8
Gymnastics Floor Routine
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Science
Overview
By the end of Year 7, students pose questions and apply scientific concepts to everyday
problems, making general predictions based on their experiences. They plan procedures for
investigations that take into account the need for fair testing and use equipment that
improves fairness and accuracy. Students communicate their observations and data clearly,
summarise their data where appropriate, and suggest improvements to their methods.
Students predict the effect of single changes on systems involving living things, such as the
cane toad, and suggest ways to classify organisms based on observable differences. They
distinguish between pure substances and mixtures and plan appropriate methods to
separate mixtures. They explain why some resources are not renewable and describe
changes to water during the water cycle. Students describe how unbalanced forces change
the motion of objects and how changes in the position of objects in space cause other
observable effects, such as tides. Students identify where science knowledge is used to
propose solutions to problems and describe examples of where people use science in their
work. They describe how evidence has led to an improved understanding of a scientific idea.
Assessment Grid
TASK
Due Date
CRITERIA
A: ONE
WORLD
B: COMMUNICA
TION in SCIENCE
C: KNOWLEDGE
and UNDERSTANDI
NG
D: SCIENTIF
IC INQUIRY
E: PROCESSI
NG DATA
F: ATTITUDES in SCIENCE
Task 1
Famous Scientist Report
Term 1
Week 3
Task 2 Scientific
Method Test
Term 1
Week 5
Task 3
Investigation: Measuring Weather
Term
1
Week 7/8
Task 4
Investigation: Chromatograph
y
Term 2
Week
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5
Task 5 Research Task:
Separation Techniques
Term 2
Week 8
Task 6 Chemistry Test
Term 2
Week 9
SEMESTER TWO
Task 7 Food Web
Comprehension
Term 3
Week 4
Task 8
Interactions Test
Term 3
Week 5
Task 9 Designer Key
Term 3
Week 8
Task 10 Holiday of a
Lifetime
Term 4
Week 4
Task 11 Forces
Investigation
Term 4
Week 7
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Design (Technology)
Overviews
Design Studio
Students have the opportunity to respond to short design challenges using a variety of 2D
and 3D materials. Each task guides students to develop their design language through
creating and describing designs that illustrate some of the Design Elements and Principles,
for example: Line, Point, Colour, Shape, Texture, Pattern, Balance, Contrast, Harmony.
Students record and reflect on the learning process and their use of the Design Cycle in their
folio known as the Technology Workbook.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING
SOLUTION D: EVALUATING
Task 1 Research &
Product Development
Task 2
Final Product
Metalwork
This subject focuses on developing practical skills in designing and manipulating metal to
produce a product. Students follow the full Design Cycle to create a small functional piece.
The process is recorded, reflected on and evaluated in the Technology Workbook. Students
cover the following content: Documenting the Design Process, safe working practices and an
introduction to hand tools.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING
SOLUTION D: EVALUATING
Task 1
Research & Product
Development
Task 2
Final Product
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Woodwork
Students revisit construction techniques to create functional and aesthetic wooden products.
Research, ideas and evaluations are documented in the Technology Workbook. Students
touch on sketching, using specific terminology and adding their own flair to a given design
brief. They learn safe working practices when using hand tools and gain an understanding of
quality in finished wooden products.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING SOLUTION D: EVALUATING
Task 1
Research & Product
Development
Task 2
Final Product
Food Technology
Students are introduced to safety aspects of food preparation, use of kitchen equipment and
appliances. They use the ‘Australian Guide to Healthy Eating’ in the planning and preparing
simple healthy meals or snacks. The process of creating meals is recorded, reflected on and
evaluated in the Technology Workbook.
Assessment Grid
TASK
CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING
IDEAS
C: CREATING
SOLUTION D: EVALUATING
Task 1
Super Spud Ideas
Task 2
Super Spud Design & Plan
Task 3
Super Spud
Textiles
Students develop their understanding of the textile industry and strengthen their weaving
and hand sewing skills. Students create functional items using the basic principles of rag
weaving and document the Design Cycle in the Technology Workbook. Students cover the
following content: fabric terminology, hand stitching, cutting techniques and the optional
use of a sewing machine basic construction techniques.
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Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING SOLUTION D: EVALUATING
Task 2
Investigate & Design
Task 3
Final Piece
ICT/Multimedia
Students explore the basic functions of design software such as Adobe Photoshop and Flash.
They are introduced to essential Design terminology and basic manipulation tools in Adobe
based software. Students develop their understanding of file sizes and file types through
generating and manipulating digital images. Each project follows the Design Process, which
is documented in the Technology Workbook.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING SOLUTION D: EVALUATING
Task 1 Photoshop
Development
Task 2 Photoshop/ Flash
Product
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ASSESSMENT CRITERIA & GRADE BOUNDARIES
Arts
Assessment Criteria
Maximum Points
Criterion A Knowledge and Understanding 8
Criterion B Application 10
Criterion C Reflection and Evaluation 8
Criterion D Personal Engagement 8
TOTAL POINTS 34
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 - 3 4 – 8 9 - 13 14 - 20 21 - 25 26 - 30 31 - 34
Humanities
Assessment Criteria
Maximum Points
Criterion A Knowing and Understanding 8
Criterion B Investigating 8
Criterion C Thinking critically 8
Criterion D Communicating 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 - 3 4 - 7 8 - 12 13 - 17 18 - 22 23 - 27 28 - 32
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Language A
Assessment Criteria
Maximum Points
Criterion A Content (receptive and productive) 10
Criterion B Organisation 10
Criterion C Style and language mechanics 10
TOTAL POINTS 30
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 4 5 – 9 10 – 14 15 – 19 20 – 23 24 – 27 28 – 30
Language B (German/Japanese)
Assessment Criteria
Maximum Points
Criterion A Oral communication 8
Criterion B Visual Interpretation 8
Criterion C Reading Comprehension 8
Criterion D Writing 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 - 3 4 - 7 8 - 12 13 - 17 18 - 22 23 - 27 28 - 32
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Mathematics
Assessment Criteria
Maximum Points
Criterion A Knowledge and Understanding 8
Criterion B Investigating Patterns 8
Criterion C Communication in Mathematics 6
Criterion D Reflection in Mathematics 6
TOTAL POINTS 28
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 4 5 – 8 9 – 12 13 – 17 18 – 21 22 – 25 26 – 28
Physical Education
Assessment Criteria
Maximum Points
Criterion A Use of Knowledge 8
Criterion B Movement Composition 6
Criterion C Performance 10
Criterion D Social Skills and Personal Engagement 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 5 6 – 10 11 – 15 16 – 20 21 – 24 25 – 28 29 – 32
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Science
Assessment Criteria
Maximum Points
Criterion A One World 6
Criterion B Communication in Science 6
Criterion C Knowledge & Understanding of Science 6
Criterion D Scientific Enquiry 6
Criterion E Processing Data 6
Criterion F Attitudes in Science 6
TOTAL POINTS 36
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 5 6 – 11 12 – 18 19 – 24 25 – 28 29 – 32 33 – 36
Design (Technology)
Assessment Criteria
Maximum Points
Criterion A Inquiring and Analysing 8
Criterion B Developing ideas 8
Criterion C Creating the solution 8
Criterion D Evaluating 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 5 6 – 9 10 – 15 16 – 21 22 – 26 27 – 31 32 – 36
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