Good Shepherd Lutheran College 9 Curriculum... · IB MYP 1-7 Grade Rubric ... (Humanities) ... Good...

Good Shepherd Lutheran College


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

Personal Project ................................................................................................................................ 11

Community and Service .................................................................................................................... 12

ASSESSMENT IN THE MYP ..................................................................................................................... 13

Reporting via Knowledge Community .............................................................................................. 14

IB MYP 1-7 Grade Rubric ................................................................................................................... 16

LEARNING SUPPORT.............................................................................................................................. 17

CURRICULUM OVERVIEW ..................................................................................................................... 18

MYP Courses ..................................................................................................................................... 18

Course Explanations .......................................................................................................................... 19

YEAR 9 (MYP 4)...................................................................................................................................... 20

Christian Studies ............................................................................................................................... 20

Arts .................................................................................................................................................... 21

Individuals and Societies (Humanities) ............................................................................................. 28

Language and Literature (English) .................................................................................................... 30

Language Acquisition (German or Japanese) .................................................................................... 32

Mathematics ..................................................................................................................................... 34

Physical Education ............................................................................................................................ 36

Science .............................................................................................................................................. 37

Design (Technology) .......................................................................................................................... 39

ASSESSMENT CRITERIA & GRADE BOUNDARIES ................................................................................... 46


INTRODUCTION

The Good Shepherd Lutheran College Year 9 Curriculum and Assessment Handbook provides

students and parents with an overview of the curriculum implemented in Year 9 at the

College.

Curriculum in any school is always dynamic. Changes are made as the result of a number of

factors that include student, parent and teacher reflections, school evaluations and

government accountability requirements. Thus the information in the Year 9 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


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.


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.


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.


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.


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.


Personal Project

In the final year of the IBMYP, our students complete the Personal Project, a major research

work that is a direct reflection of their level of learning independence and understanding of

an Area of Interaction. The Personal Project is introduced in Term Four of Year 9 and

submitted at the beginning of Term Three in Year 10. There are three assessed components

to the Personal Project: The Outcome/Product, Process Journal and Report.

The Personal Project serves two purposes. Firstly, it is a celebration of each student’s skills,

knowledge and passion. Secondly, it is a significant bridge into Senior School because it

requires students to develop research, application and evaluation skills essential to

independent Senior School study.

Each student is assigned a supervisor whose role is to guide the student with advice and

encouragement. Students are expected to keep a process journal recording their progress,

successes and failures, research and learning, and relevant interactions with experts in the

field. They must document the entire process, extrapolating on the project’s association with

an Area of Interaction, and reflecting upon their learning experiences throughout the

project.

The Report is the most heavily weighted assessment component of the Personal Project. In

the Report the student defines their goal, evaluates and applies sources, reflects on the

experience and skills learnt, and evaluates their final outcome/product according to a set of

specifications they create. Academic honesty plays a major role in the Report as students

must use in-text referencing and information literacy skills to correctly evaluate and

acknowledge all outside sources.


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.


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.


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.


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.


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.


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.


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.


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.


CURRICULUM OVERVIEW

MYP Courses YEAR 9

Students are able to make a number of subject choices at this year level.

Learning Area Subjects Length of Course

CHRISTIAN STUDIES Christian Studies Full year

(THE) ARTS Music OR

Band OR

Dance OR

Drama OR

Visual Art OR

Creative Art

One subject per 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) ICT OR

Metalwork OR

Woodwork OR

Graphic Design OR

Food Technology OR

Textiles

One subject per semester


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.


YEAR 9 (MYP 4)

Christian Studies

Overview

Students analyse relationships and discuss how Christians view conflict and forgiveness.

Bible stories are used for analysis and discussion regarding relationships in a variety of

forms. Students investigate and share ways to deal with confrontation on a personal and

national level. Students explore the message of the Gospel and examine the relevance of

the Gospel in modern day society. Students analyse the concept of slavery to sin and

freedom in Christ, through scripture analysis and examining the lives of historical figures and

their response to hardship. Students investigate what motivates people to help others and in

particular what motivates Christians to love and serve all people. Issues of national and

political injustice are discussed and investigated through biblical stories where Jesus

addressed similar issues.

Assessment Grid

TASK CRITERIA

A: KNOWLEDGE and

UNDERSTANDING B: INVESTIGATION

& APPLICATION C: ANALYSIS &

REFLECTION D:

COMMUNICATION

Task 1

Source Analysis and Reflection (Week 5, Term 1)

Task 2

Creative Response

(Week 9, Term 1)

Task 3 Visual Literacy

Response (Week 5, Term 2)

SEMESTER 2

Task 5

Scripture Jigsaw (Week 3, Term 3)

Task 6 Empathetic

Piece (Week 6, Term 3)

Task 7

Social Media Response

(Week 10, Term 3)

Task 8 Compassion Reflection

(Week 4, Term 4)


Arts Overviews

Music

Students develop their skills on an instrument of their choice and look at what is involved in

effectively performing in front of and engaging an audience. A unit on Film Music explores

the use of music to enhance the film, with regards to purpose, audience, conveying a time

or place or character. Student explore sound production techniques to develop their

understanding of musical concepts through the creation of their own instrument.

Students develop their aural and theory skills in Year 9 Music and apply these skills through

music analysis. This course has a strong focus on Solo Performance and the continued

development of aural and theory skills.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and

UNDERSTANDING B: PRACTICAL

APPLICATION C: REFLECTION and

EVALUATION D: PERSONAL

ENGAGEMENT

Task 1 Composition & performance

of a soundtrack

Task 2 Instrument

creation

Task 3 Solo

Performance


Band

Students in Year 9 Band explore music with a rock history focus. The first unit, Beatles to

Black-Eyed Peas, looks at the development of rock music beginning from blues and iconic

1950 artists. Students discuss the impact different decades of music have had on pop and

rock genres that exist today. Students participate in bands to rehearse and perform songs

from particular decades, exploring the elements that are characteristic of particular eras or

artists.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and




ENGAGEMENT Task 1

Essay Response

Task 2

Ensemble Performance 1

Task 3

Written Task

Task 4 Ensemble

Performance 2


Dance

Students have the opportunity to further develop their body movement skills in this course. Students

undertake a unit which explores the art of rapping and how to create their own choreographed

movements to a style of rap they choose. The second unit is centered around introducing students to

a myriad of dance styles through a series of workshops including: lyrical, Contemporary and other

indigenous dance styles. This is used as a basis for students to further investigate, compare and

contrast an indigenous dance genre of their choice.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and




ENGAGEMENT Task 1

Rap choreography

Task 2 Performance 1 Hip-Hop dance

piece

Task 3

Comparative Investigation

Task 4 Performance 2 Fusion dance

piece


Drama

Students learn about the ‘elements’ of drama and practically explore these through

workshops in class and the performance of scenes from a teacher selected play script.

Students explore Improvisation; participate in their own improvised performances; theatre

sports games and a ‘theatre sports’ Olympics. Part of the written component of this unit

involves weekly journaling, using relevant terminology to reflect knowledge and

understanding of what they are learning. Regular peer and self assessment occurs

throughout this unit and is recorded in the Developmental Workbook.

Assessment Grid

TASK CRITERIA

A: KNOWLEDGE and UNDERSTANDING

B: PRACTICAL



ENGAGEMENT

Task 1 Journals

Task 2 Directorial Concepts

Task 3 Improvisation

test

Task 4 Improvised

performance


Visual Art

Students work through a series 2D, Photographic and 3D art over the semester with a focus on site

specific and mix media techniques inspired work of Andy Goldsworthy, Brett Whitely and Jeffery

Smart. They will compare man made and natural environments to inspire and develop artwork.

Students will gain a deeper understanding of contemporary art practice and the important

relationship between an artwork and the environment and alternative ways of creating artwork. The

processes involved in responding to and creating art, including experimentation and critical reflection,

is recorded in a Developmental Workbook.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and




ENGAGEMENT Task 1

Site Specific Art

Task 2 Art

Responding 1

Task 3

Mix media

Task 4

Artist Statement


Creative Art

Students experiment with paper stencils, silhouettes and collage techniques inspired by the

works of Sally Smart, Jennie Baker, Kara Walker and Banksy. Students create a series of

wall-sized stencil cut-outs to display around the school. The second task involves becoming

familiar with the human body in unusual positions through drawing. The unit challenges

students to question the inter-relationship between science and body movement. The

processes involved in responding to and creating art, including experimentation and critical

reflection, are recorded in the Developmental Workbook.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and




ENGAGEMENT Task 1

My Body, My Home

Task 2 Art

Responding 1

Task 3

Figure it Out

Task 4

Artist Statement


Ceramics

Students explore the works of Ah Xian, and other artists who work cross-culturally. Students

experiment with mould making and ceramic techniques, clay building or taking casts of a

body part and a chosen object, fruit or vegetable. This leads to the completion of a hybrid,

Xian inspired artwork that combines both a cast of a human feature and an organic or

manmade object. The processes involved in responding to and creating art, including

experimentation and critical reflection, are recorded in the Developmental Workbook.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and




ENGAGEMENT

Task 1

Mold Maker

Task 2

Art Responding 1

Task 3 Hybrid Bust

Task 4 Artist

Statement


Individuals and Societies (Humanities) Overview

Students investigate the concepts of change, time/place/space, global interactions and

systems. Humanities at Year 9 is divided into History and Geography units.

History focuses on the making of the modern world from 1750 to 1918. This period of

industrialisation and rapid change in the ways people lived, worked and thought was an era

of nationalism and imperialism – it was also the time when Australia was colonised. This

period culminated in the ‘war to end all wars’. The three depth studies include World War I,

The Industrial Revolution and Making a Nation. Source analysis and oral presentation skills

are developed.

Geography focuses inquiry on investigating resources, especially food, commercial

endeavours driven by economics, the rise of globalization' and the positive and negative

effects, such as greater communication and sweatshops. The spatial distribution, acquisition

and use of renewable and non-renewable resources, and related sustainability issues are

also explored.

Assessment Grid

TASK CRITERIA

A: KNOWING and

UNDERSTANDING B: INVESTIGATING

C: THINKING

CRITICALLY D: COMMUNICATING

Task 1

WWI Soldier Diary Entry

Task 2 WWI Test &

Source Analysis

Task 3

Industrial Revolution Oral

Presentation

Task 4

Newspaper Front Page

Task 5 Sources Analysis

Test

http://www.australiancurriculum.edu.au/Glossary?a=H&t=modern

http://www.australiancurriculum.edu.au/Glossary?a=H&t=nationalism

http://www.australiancurriculum.edu.au/Glossary?a=H&t=imperialism


SEMESTER TWO

Task 6

Biomes and Staple Foods at

Risk (response to stimulus)

Task 7

Sustainable Futures Report

Task 8 Trans-National

Companies Argumentative

Essay

Task 9 Examination


Language and Literature (English)

Overview

Students listen to, read and view a range of spoken, written and multimodal texts,

recognising how events, situations and people can be represented from different

perspectives, and identifying stated and implied meaning in texts. Students are exposed to a

variety of literary and non-literary material. Throughout the six units they explore a variety

of genres: poetry, narrative, persuasion, scripts, graphic novels, film and Dystopic futures.

Students in Year 9 study Shakespeare’s Taming of the Shrew and compare this to modern

adaptations. Another unit explores the concept of text to film and draws on some iconic

depictions of culture through film, which may include The Dish and The Gods Must Be Crazy.

Students explore the role of literary and non-literary works in provoking thought about the

future and the role current technologies could play. As part of this unit, they read The

Declaration or Tomorrow, When the War Began. The Year 9 poetry unit focuses on the

connection between HipHop and classical poetry. Students create engaging representations

of people, places, events and concepts in coherent and well-structured written, spoken and

multimodal texts for specified purposes. Their Term 1 novel study involves a persuasive

response to The Outsiders, Deadly Unna, Dougy or 10 Things I Hate About Me. Students will

also engage in a Wider Reading programme to improve their language and literacy skills.

Assessment Grid

TASK CRITERIA

A: CONTENT B: ORGANISATION C: STYLE and

LANGUAGE MECHANICS

Task 1

Original poem Term 1, Week 4

Task 2 Persuasive Essay Term 2, Week 2

Task 3 Journal Writing Term 2, Week 8

Task 4 Wider Reading

Ongoing

http://www.australiancurriculum.edu.au/Glossary?a=E&t=listen

http://www.australiancurriculum.edu.au/Glossary?a=E&t=read

http://www.australiancurriculum.edu.au/Glossary?a=E&t=view

http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=create

http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal+texts


SEMESTER TWO

Task 5

Creative Response

Term 3, Week 6

Task 6

Analytical Essay Term 4, Week 2

Task 7

Visual Literacy Term 4, Week 7

Task 8

Examination Term 4, Week 6

Task 9 Wider Reading

Ongoing


Language Acquisition (German or Japanese)

Overview

Students of Year 9 Language B (continued German or Japanese) investigate a number of

concepts such as identities, global food and languages, future employment, and

relationships. Students at this level are required to communicate information with some

detail in familiar and unfamiliar situations. Emphasis is placed on understanding and

responding, and students are faced with increasingly more opportunities for spontaneous

communication. Students continue to communicate in a variety of ways and are assessed by

the four criteria below.

Language Acquisition Assessment Grid Semester 1 – Year 9 – Phase 1 and Phase 2

TASK A: ORAL

COMMUNICATION B: VISUAL

INTERPRETATION C: READING

COMPREHENSION D: WRITING

Task 1: Celebrity Heads

Due Date: Week 3

Task 2: Podcast Due Date: Week

6

Task 3: Skype Interview (Script and Role Play)

Due Date: Week 9

Task 1: Food Comparison Due Date: Week

3

Task 2: Food Diary and Presentation

Due Date: Week 5

Task 3: Follow the Recipe

Due Date: Week 7


Language Acquisition Assessment Grid Semester 2 – Year 9 – Phase 1 and Phase 2

TASK A: ORAL

COMMUNICATION B: VISUAL

INTERPRETATION C: READING

COMPREHENSION D: WRITING

Task 1: Resume Writing

Due Date: Week 3

Task 2: Interpreting a

Graph and Newspaper Job Ads Due Date: Week

6

Task 3: Job Interview

Due Date: Week 9

Task 1: Introduction Letter to their host family in Germany/Japan Due Date: Week

3

Task 2: Find out more – Comic Interpretation

Due Date: Week 5

Task 3: Role Play with teacher where

student has to convince parent

why they should go on an exchange

Due Date: Week 7


Mathematics

Overview

Students express numbers in scientific notation and apply the index laws to numbers. They

expand and factorise algebraic expressions and solve problems involving simple interest by

selecting and applying rules to solve problems including those in real-life contexts. Students

solve linear equations using graphical and algebraic techniques recognising and describing

patterns as relationships or general rules. Students list outcomes, assign and determine

probabilities for events using appropriate mathematical language and forms of

representation in both oral and written explanations in familiar and unfamiliar situations.

They construct displays and investigate the position of the mean and median and describe

the shape of the distribution and explain whether their results make sense in the context of

the problem. Students calculate areas of shapes and volume and surface area of right

prisms. They investigate similar and congruent triangles and problems involving Pythagoras’

theorem and select and apply appropriate inquiry and mathematical problem-solving

techniques. Students recognise the connection between similarity and the trigonometric

ratios and use trigonometry to solve right-angled triangle problems and attempt to justify

the degree of accuracy of the results where appropriate.

Assessment Grid

TASK

CRITERIA

A: KNOWLEDGE and

UNDERSTANDING A: INVESTIGATING

PATTERNS C: COMMUNICATION

in MATHEMATICS D: REFLECTION in

MATHEMATICS

Task 1 Number Test

Task 2 Pythagoras Reflection

Task 3 Probability

Investigation

Task 4 Trigonometry

Test

Task 5 Measurement Investigation

Task 6

Geometry Test

http://www.australiancurriculum.edu.au/Glossary?a=M&t=scientific+notation

http://www.australiancurriculum.edu.au/Glossary?a=M&t=index

http://www.australiancurriculum.edu.au/Glossary?a=M&t=factorise

http://www.australiancurriculum.edu.au/Glossary?a=M&t=simple+interest

http://www.australiancurriculum.edu.au/Glossary?a=M&t=mean

http://www.australiancurriculum.edu.au/Glossary?a=M&t=median

http://www.australiancurriculum.edu.au/Glossary?a=M&t=volume

http://www.australiancurriculum.edu.au/Glossary?a=M&t=similar

http://www.australiancurriculum.edu.au/Glossary?a=M&t=congruent+triangles

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Pythagoras%e2%80%99+theorem

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Pythagoras%e2%80%99+theorem

http://www.australiancurriculum.edu.au/Glossary?a=M&t=similarity

http://www.australiancurriculum.edu.au/Glossary?a=M&t=trigonometric+ratios

http://www.australiancurriculum.edu.au/Glossary?a=M&t=trigonometric+ratios


SEMESTER TWO

Task 7

Statistics Real Life Problem

Task 8

Financial Investigation

Task 9 Indices and Algebra Test

Task 10

Linear Equations Patterning

Task 11

Exam


Physical Education

Overview

Students investigate the key concepts of two separate units, Health and Physical Education.

The Health focus is on fitness and well-being, the body systems, drugs in sport, emotional

health and well being and sexual education. Students investigate and develop their

knowledge of the importance of health and fitness, the muscular, skeletal and energy

systems in the body, to their overall well-being. They explore the importance of relationships

and social networking and how each can impact on health. Students investigate the issue of

drugs in sports within National and International sporting competitions. They consider issues

associated with sexuality, including relationships and risk-taking behaviours, developing their

knowledge on how to minimise potential harms. The Physical Education units encompass a

range of individual and team activities which aim to develop a 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 gymnastics, fitness testing, athletics, footy codes, ultimate Frisbee, disco dance and

minor games.

Assessment Grid

TASK

CRITERIA

A: USE OF

KNOWLEDGE

B: MOVEMENT

COMPOSITION C: PERFORMANCE

D: SOCIAL SKILLS

and PERSONAL ENGAGEMENT

Task 1 Gymnastics

Routine

Task 2 Body Systems

Knowledge Test

Task 3

Drugs in Sport

Task 4

Passing Games (Ultimate Frisbee)

SEMESTER TWO Task 5

Sexual Education Task

Task 6 Footy Codes

Task 7 Facebook Safety

Guide

Task 8 Disco Dance Performance


Science

Overview

Students use their knowledge to pose different types of questions that can be investigated

using a range of inquiry skills. They apply their knowledge of science to explain phenomena

in the environment and their own lives, describing how knowledge has developed through

the work of scientists. They plan experimental procedures which include the accurate control

and measurement of variables. They identify inconsistencies in results and suggest reasons

for uncertainty in data. Scientific language and representations are used when

communicating their results and ideas. Students use their knowledge of body systems to

explain how complex organisms respond to external changes such as heart rate and

exercise. They use knowledge of interrelationships to describe how changes affect

ecosystems. They explain geological features and events in terms of geological processes

and timescales. They describe the structure of atoms and explain chemical changes in terms

of the behaviour of atoms. They describe a range of chemical reactions and explain their

importance. They compare, in qualitative terms, how two different forms of energy can be

transferred. They describe interrelationships between science and technology and give

examples of developments in science that have affected society (For example; the

development of renewable energy sources).

Assessment Grid

TASK

Due

Date

CRITERIA

A: ONE

WORLD

B: COMMUNICATION

in SCIENCE

C: KNOWLE

DGE and

UNDERSTANDING

D: SCIENTIF

IC INQUIRY

E: PROCESS

ING DATA

F: ATTITUDE

S in

SCIENCE

Task 1

Adopt an Element

Term 1

Week 4

Task 2

Endo/Exothermic

Practical

Term 1

Week

Task 3 Physics Practical

Term 2

Week 5

Task 4 Sound/Lig

ht Technolog

y Investigat

ion

Term 2

Week 7

Task 5 Test

Term 2

Week

9/10

http://www.australiancurriculum.edu.au/Glossary?a=S&t=environment

http://www.australiancurriculum.edu.au/Glossary?a=S&t=scientists

http://www.australiancurriculum.edu.au/Glossary?a=S&t=variables

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=scientific+language

http://www.australiancurriculum.edu.au/Glossary?a=S&t=systems

http://www.australiancurriculum.edu.au/Glossary?a=S&t=technology


SEMESTER TWO

Task 6 Exercise Practical

Term 3

Week 5

Task 7 Human

effect on Ecosyste

ms

Term 3

Week 8

Task 8 Convection Current

Prac

Term 4

Week 5

Task 9 Examinati

on

Term 4 Week 6

Task 10 Choose

your own task

Term 4

Week 7


Design (Technology)

Overviews

Metalwork

This subject is based around the technologies of Metal, Plastics and Electronics. Students

are introduced to various manual technologies through the use of hand tools, power tools

and machinery to assemble electronic systems and devices. For the second accessory

project student will be encourage to create their piece by using a recycled metal everyday

object. Students record their use of the Design Cycle to investigate, plan, create and

evaluate pieces of work.

Assessment Grid

TASK CRITERIA

A: INQUIRY AND

ANALYSING

B: DEVELOPING IDEAS

C: CREATING SOLUTION D: EVALUATING

Task 1

Design Brief – Bistable Latch

Task 2 Bistable Latch (Electronics)

Task 3

Design Brief – Accessory

Task 4

Final Piece


Woodwork

This subject strengthens students’ skills in manual technologies through the use of hand

tools, power tools and machinery. Students learn how to use timber joining systems to

construct a functional toy as well as a small item of furniture. Students use simple technical

drawing techniques and follow the Design Cycle to investigate, plan, create and evaluate

pieces of work.

Assessment Grid

TASK CRITERIA

A: INQUIRY AND

ANALYSING

B: DEVELOPING IDEAS

C: CREATING SOLUTION D: EVALUATING

Task 1

Design Brief – Traditional Toys

Task 2

Traditional Toys

Task 3 Design Brief –

Furniture

Task 4 Furniture


ICT –

Over the course of the semester students concentrate on the skills and processes required to analyze, design and create programs and models using a range of software applications and digital technologies. Students use the Design Cycle to investigate, plan, create and evaluate pieces of work.

Assessment Grid

TASK

CRITERIA

A: INQUIRY AND

ANALYSING B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING

Task 1

Scratch

Programming

Task 2

Investigate

models

Task 3

Flowol

Programming


Graphic Design

Over the course of the semester students concentrate on the skills and processes required to analyze, design and create graphics and multimedia effects using a range of software applications. Students use the Design Cycle to investigate, plan, create and evaluate pieces of work.

Assessment Grid

TASK

CRITERIA

A: INQUIRY AND


Task 1

Magazine

Template

Task 2

Logo Design

Task 3

Magazine Cover

Task 4

Key Frame

Animation


Digital Technology - New course (under development 2014)

Student’s concentrate on the skills and processes required to create within the area of digital

technologies. The students are given opportunities to plan and refine their projects through

the use of a variety of programing tools and technologies. Students record their use of the

Design Cycle to investigate, plan, create and evaluate in their technology workbooks

Assessment Grid

TASK CRITERIA

A: INQUIRY AND


Task 1 Investigate, design plan

Task 2

Create & Evaluate

Task 3

Investigate, design plan

Task 4 Create & Evaluate


Food Technology

This subject builds upon students’ understanding and skills in planning and preparing

healthy meals and snacks, with particular focus on healthy and safe lunchbox choices.

Students also study Multicultural food choices, learning about customs, beliefs and cooking

methods of different cultures. Safety aspects of food preparation, use of kitchen equipment

and appliances and using correct terminology are included in the content. The process of

creating meals is recorded, reflected on and evaluated in the Technology Workbook.

Assessment Grid

TASK CRITERIA

A: INQUIRY AND


Task 1 Safe Lunchbox –

Investigate

Task 2 Safe Lunchbox – Design & Plan

Task 3 Safe Lunchbox –

Create & Evaluate

Task 4 International

Food – Investigate


Food – Design & Plan


Food – Create & Evaluate


Textiles

Students are required to use the Design Process to investigate, create and evaluate two

textile items, that are self representational, including a piece of block printed fabric and a

textile based sculptural design. Students gain an understanding of the different aspects of

the Textile and Fashion industry and the ways in which they reacted to societal change.

Experimenting with textile construction techniques and designing fabrics is a focus

throughout the semester.

Assessment Grid

TASK CRITERIA

A: INQUIRY AND


Task 1

Lino/Fabric

Task 2

Final Piece

Task 3

Soft Sculpture Design

Task 4 Final Piece


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



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


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



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



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

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



MYP Grade 1 2 3 4 5 6 7


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



MYP Grade 1 2 3 4 5 6 7



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



MYP Grade 1 2 3 4 5 6 7


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 Evaluation 8

TOTAL POINTS 32

Grade Boundaries



MYP Grade 1 2 3 4 5 6 7



Personal Project

Assessment Criteria

Maximum Points

Criterion A Use the process journal 4

Criterion B Define the goal 4

Criterion C Select Sources 4

Criterion D Apply information 4

Criterion E Achieve the goal 4

Criterion F Reflect on learning 4

Criterion G Report the project 4

TOTAL POINTS 28

Grade Boundaries



MYP Grade 1 2 3 4 5 6 7


Good Shepherd Lutheran College 9 Curriculum... · IB MYP 1-7 Grade Rubric ... (Humanities) ... Good...

Documents

Transcript of Good Shepherd Lutheran College 9 Curriculum... · IB MYP 1-7 Grade Rubric ... (Humanities) ... Good...