Good Shepherd Lutheran College 7 Curriculum 2014.pdfIB Middle Years Programme Curriculum Model...

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Page 1: Good Shepherd Lutheran College 7 Curriculum 2014.pdfIB Middle Years Programme Curriculum Model Learning Areas The IB MYP curriculum is developed from the Areas of Interaction and put
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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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