Year 7 & 8

Year 7 & 8 Curriculum Guide 2019

Contents page

Welcome ........................................................................................................................................................3

Curriculum overview .....................................................................................................................................4

English ............................................................................................................................................................6

Mathematics ..................................................................................................................................................7

Science ...........................................................................................................................................................9

STEAM ......................................................................................................................................................... 10

History ........................................................................................................................................................ 11

Geography .................................................................................................................................................. 12

Art and Science of Learning ........................................................................................................................ 13

Health and Physical Education .................................................................................................................. 14

Faith and Values Education ........................................................................................................................ 15

Business studies .......................................................................................................................................... 17

Chinese ....................................................................................................................................................... 18

Dance .......................................................................................................................................................... 19

Drama ......................................................................................................................................................... 20

Media Arts .................................................................................................................................................. 21

Home Economics ........................................................................................................................................ 22

Music .......................................................................................................................................................... 23

Digital Technology ...................................................................................................................................... 24

Robotics ...................................................................................................................................................... 25

Visual Arts ................................................................................................................................................... 26

Individual Curriculum Support.................................................................................................................... 27

Information & Communication Technologies (ICT ..................................................................................... 28

Industrial Arts ............................................................................................................................................. 29

The Lakes College Year 7 & 8 Curriculum Guide 2018 3

Welcome

Curriculum, learning and teaching practice at The Lakes College is designed to foster an outstanding commitment to

learning and deliver a broad and liberal education through access to a wide range of subjects and disciplines. Our

teaching, learning and curriculum philosophy is guided by our pedagogical framework, The Art and Science of

Teaching and a focus on a Growth Mindset; it is underpinned by each individual students’ needs, abilities and

interests. It is through each of these approaches that we are able to deliver a teaching and learning program that best

facilitates a student’s ability to achieve, whilst empowering each student to focus on the process and their passions

and as they move towards reaching their potential.

The introduction of the Australian Tertiary Admission Rank (ATAR) in 2019 combined with the continued rollout of the

Australian Curriculum and the current OP system has given our College the scope to redefine how our teachers teach,

and how our students learn. Consequently, there has been greater attention given to how students study, the skills

and abilities required to be successful in a constantly evolving 21st century landscape, and the mindset required to

successfully negotiate life at school and beyond.

As a Uniting Church school, our curriculum, teaching and learning approach rests firmly on Christian values. We

believe that the most effective instructional program appeals not only to the mind, but also to the heart; encouraging

and inspiring students to enquire, to analyse and ultimately, to act. The basis for sound teaching and learning is a

respect for the exercise of those capacities of feeling and thought which enhance the dignity of all men and women

and an application of the uniqueness and potential of each human being.

IN Years 7 and 8, students are taught the skills and given the foundations to successfully transition into Secondary

schooling. In this phase of their schooling, students will be supported as they become independent and robust

learners through the core subjects of English, Mathematics, Humanities, Science, Health and Physical Education,

Chinese and Faith and Values Education. Students are also able to study a wide range of elective courses including

Music, Industrial Arts, Dance, Robotics and STEAM (Science, Technology, Engineering, the Arts and Mathematics).

Complementing this program, students participate in The Art and Science of Learning. This course uses current

educational research to specifically target students at the beginning years of Secondary School, giving them the skills

to effectively learn as they transition through to Year 12 and beyond.

We believe that the development of inquiring minds demands an environment of freedom, opportunity and discipline,

established and sustained by a commitment to thoughtful participation in a rigorous and varied educational program.

We encourage our students to nurture their skills and talents, developing a respect for hard work and a love of learning

that will endure for a lifetime. Fundamental to our purpose, is to foster in our students self-respect, diligence and an

insatiable intellectual curiosity.

Shane Bowden

Head of Secondary


Curriculum Overview

Year 7 / 8 Students in Year 7 / 8 study in each of the curriculum areas of the Australian Curriculum, Assessment and Reporting Authority (ACARA) P-10 curriculum framework. Work programs are based on the Australian Curriculum in Maths, Science, English, History and Geography. Students in Year 7 / 8 must study English, Mathematics, Science, Humanities, Health and Physical Education, Chinese and Religious and Values Education for the whole year. Of the elective units, students must choose to study three each semester.

Subject Number of Lessons

English 4

Mathematics 4

Science 4

Humanities 3

Health And Physical Education 2

Language – Chinese 2

Core Electives: Drama, Home Economics, Information Communication Technology, Industrial Arts (Students undertake one per term on a rotational basis)

2

Electives: Business Studies, Dance, Individual Curriculum Support / ESL Support, Media Arts, Music, Robotics, Visual Art, STEAM

2 X 2 Lessons

Faith And Values Education 1

Assembly/Chapel 1

Thursday Afternoon Activities 2

The Art and Science of Learning 1

Total 30


Subject Overviews

All elective subjects require minimum student numbers to ensure they are viable. The final decision regarding class feasibility remains with the Principal.


ENGLISH

Rationale Through the study of English, students use their imagination, creativity and personal views of the world to make sense of significant issues and events that are of interest to them. They identify how people, characters, places, events, things and issues are represented in texts to position audiences. They recognise how English relates to their own lives and to cultural issues within the wider community. Students will individually and collaboratively interpret and construct texts by understanding the audience, subject matter and purpose, and by applying their knowledge of language elements and texts. They will develop an understanding of the interconnectedness between speaking, listening, reading, viewing, writing and designing, and how they see themselves as users of English. They reflect on language choices and how they can apply their learning to future applications. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will use ICTs as an integral component of their learning when interpreting and constructing texts.

How are students assessed? In English, students demonstrate evidence of their learning over time in relation to the following National Curriculum standards:

Ideas and Information in Texts

Text Structures

Language Features

What is studied?

The following is the core structure for English in Year 7 – 8.

Year level Content to be covered

Year 7

Up Close and Personal – life writing

Against the Odds – life lessons in real and fictional worlds

Believe It or Not – myths, legends and folktales

The Hero’s Journey – representations of the hero over time and place

Year 8

A Picture is Worth a Thousand Words – visual literacy and creative writing

No Laughing Matter – comedy and concept of humour in texts

Out of this World – fantasy and science fiction texts

Listening Closely to the 'Stereo-type' – representation and stereotyping in the media and advertising


MATHEMATICS

Rationale By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays. Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots. By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data. Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities.

How are students assessed? In Mathematics, students demonstrate evidence of their learning over time in relation to the following 2 broad assessable categories:

• Understanding and Fluency

• Problem Solving and Reasoning Understanding and Fluency, focuses on the students’ abilities to demonstrate:

Conceptual understanding

Procedural fluency

Mathematical language and symbols Problem Solving and Reasoning, focuses on the students’ abilities to demonstrate:

Problem solving approaches

Mathematical modelling

Reasoning and justification


What is studied? The following is the core structure for Mathematics in Year 7 & 8.


Year 7

Positive integers

Indices and Prime numbers

Rational number

Geometry

Measurement

Coordinates and Cartesian plane

Decimals and percentages

Algebra

Money

Representing and interpreting data

Probability

Year 8 Integers

Index laws

Real numbers

Algebra

Ratios and rates

Linear equations

Coordinate and linear graphs

Applications of percentage

Congruence

Measurement

Pythagoras

Representing and interpreting data

Probability


SCIENCE

Rationale

Through the study of science, students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They understand that science is a body of knowledge, developed through human observations and inferences that may reflect diverse values and beliefs. They understand that scientific knowledge is dynamic, and that theories are reviewed in the light of new evidence. They understand that science is a way of thinking and working, and they apply their scientific knowledge to make responsible and informed decisions about real-world issues. They recognise that science has a rich history and has evolved into a large number of increasingly overlapping fields that provide career opportunities. Students will develop their ability to work scientifically through active participation, both individually and collaboratively, in genuine endeavours that help to construct personal scientific understandings. They will identify problems and issues, and design and conduct scientific investigations. Students will select and use a range of tools and technologies, including information and communication technologies (ICTs).

What is studied? The following is the core structure for Science in Year 7 – 8.

Year Level Content to be covered

Year 7

Chemistry: Investigating Science

States of matter, particle model, mixtures, separation techniques

Physics: Forces and Machines

Friction, inertia, mass, weight, levers, pulleys and simple machines

Biology: Ecosystems and Interactions

Food chains, food web, symbiosis, adaptations, classification

Earth and space: Earth and its Resources

Seasons, tides, eclipses, renewable and non-renewable resources

Year 8

Chemistry: Elements, Compounds and Chemical Change

Diffusion, density, periodic table, physical and chemical change, conservation of mass

Physics: Energy and Sound

Energy transfer and transformation, speed of sound, conservation of energy

Biology: Cells and Body Systems

Microscopes, animal cells, plant cells, reproductive system, digestive system, respiratory system, circulatory system

Earth and space: Rocks and Weathering

Sedimentary, igneous, metamorphic, rock cycle, erosion, fossils

How are students assessed? In Year 9, students demonstrate evidence of their learning over time in relation to the following assessable standards of the Australian Curriculum:

• Understanding Science;

• Science Skills;

• Evaluating and Communicating.


STEAM

Rationale STEAM is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. STEAM is all about developing the problem-solving innovators, educators, leaders, and learners of the 21st century. It is a life-long career and life-readiness way of educating and learning that is adaptable to the rapidly changing global world we live in.

How are students assessed?

In STEAM, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding;

• Interpretation and appraising

• Critical thinking.

Units in STEAM are project based, which involves a combination of theory and practical work to solve a real-world problem. Due to the nature of the course, the units studied are flexible.

What is studied?

The following is the core structure for STEAM in Year 7 - 8.

Semester 1 Semester 2

Year 7 Introduction to Project-Based Learning

Biomimicry and engineering

Arduino and Coding I

Year 8 The Design Process

Engineering Safe Structures

Arduino and Coding II


HISTORY (AS PART OF HUMANITIES COURSE)

Rationale

Through the study of History, students develop their knowledge and understanding of the past in order to appreciate themselves and others, to understand the present and to contribute to debate about planning for the future. Students will develop a critical perspective on received versions of the past, and learn how to compare different accounts so that the conflicts and ambiguities are appreciated. Through comparative historical analysis and critical appraisal of evidence, history contributes to an active and informed democratic citizenship. Factual knowledge is essential to historical understanding. Without knowledge of chronology, geography, institutional arrangements, material circumstances and belief systems, no student inquiry on a past period — however well intended — will lead to understanding. While this knowledge will necessarily be broad, students should have the skills to extend it: if they are not familiar with a specific historical reference, they should be able to locate it in place and time, know how to find sources of information about it and to evaluate them, familiarise themselves with context and grasp the significance of the reference. Students will understand the importance of inquiry and major social ideas for investigating issues in contexts that range from local to global settings. They communicate using different types of texts for specific audiences and purposes. They will actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They will reflect on their learning and investigations to make judgments about different values and perspectives.

How are students assessed? In History, students demonstrate evidence of their learning over time in relation to the following National Curriculum standards:

• Historical Knowledge and Understanding

• Questioning and Researching

• Analysing and Interpreting

• Communicating

What is studied?

The following is the core structure for History in Year 7 – 8.


Year 7

Investigating the Ancient Past: The Beginning of Man

The Mediterranean World: Ancient Rome

Year 8 The Western and Islamic World: The Vikings and The Dark Ages (c.790 – c.1066)

The Asia-Pacific World: Shogunate Japan (c.794 – 1867)


GEOGRAPHY (AS PART OF HUMANITIES COURSE)

Rationale

Through the study of Geography, students develop a sense of wonder, curiosity, knowledge and interest about the variety of environments, peoples, cultures and places that exist throughout the world by providing students with a sound geographical knowledge of their own place, of Australia, and of the world. Geography enables students to explore and gain a good understanding of geographical thinking including perspectives, concepts and ways of explaining. It encourages students to become thoughtful and active local, national and global citizens, and to understand how they can influence the futures of places. It can develop students’ ability to ask geographical questions, plan an inquiry, collect and analyse information, (particularly through fieldwork and spatial technologies), reach conclusions based on evidence and logical reasoning, and communicate their findings in effective ways. Geography encourages the development of creative use of geographical skills, and to enable students to use these skills to extend their knowledge, make sense of new situations, and to solve problems. Students will understand the importance of inquiry and major environmental ideas for investigating issues in contexts that range from local to global settings. They will communicate using different types of texts for specific audiences and purposes. They actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They will reflect on their learning and investigations to make judgments about different values and perspectives.

How are students assessed? In Geography, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding

• Questioning and research

• Interpreting and analysing

• Communicating

What is studied? The following is the core structure for Geography in Year 7 – 8.


Year 7

Water as a resource

Living in Australia

Managing water

Liveable cities

Year 8 Mountains

Coastlines

Life in different cities

Migration


ART AND SCIENCE OF LEARNING (ASL) Rationale

Year 7 and 8 students study the Art and Science of Learning (ASL) for one lesson per week. This subject is based on current educational research targeted specifically at students in the beginning years of Secondary School and focusing on ‘learning how to learn’. Through this subject students gain an understanding of how to develop a positive learning mindset whilst promoting productive learning practices. This subject also examines the theory behind metacognition, and how to best utilise your own thinking processes to achieve the very best results. Students will be involved in a number of learning experiences, both online and classroom based, which foster their understanding of learning.

What is studied?


Year 7 & 8

The theory behind goal setting

Smart goals

Developing a ‘growth’ mindset

Neuroplasticity

Repetitive practice

Types of learners

Developmental physiology and psychology

Disengagement

Academic fitness and academic resilience

Learning from mistakes

Valuing learning

Challenging yourself

Thinking skills

21st century skills

Beyond homework

Study skills including time management, planning assessment, exam preparation


Students are not accessed in this subject. Instead, students will have a number of class based projects and activities to explore ways of learning. Students will also be required to maintain their own learning journal.


HEALTH AND PHYSICAL EDUCATION

Rationale Through the study of Health and Physical Education, students use their interests in health and physical activity to explore how the dimensions of health are interrelated and are influenced by the interaction of personal, social, cultural and environmental factors. They understand how to promote health and wellbeing through active engagement in physical activity to enhance their personal development. They recognise people who work in occupations related to health, physical activity and personal development. Students individually and collaboratively make decisions, take action and apply skills to promote health and wellbeing, movement capacities and personal development of individuals, groups and communities. They will evaluate their learning and ways to capitalise on the benefits of positive influences on their health and wellbeing. Students will select and use tools and technologies, including information and communication technologies (ICTS), in purposeful ways. They will make use of the potential that ICTs provide to inquire, create and communicate within Health and Physical Education contexts.

How are students assessed? Students studying Health and Physical Education in year 7 & 8, demonstrate evidence of their practical learning over time

in relation to the following assessable elements:

Demonstration of learning in the theoretical studies in year 7 & 8 in Health and Physical Education is assessed using the

following criteria:

What is studied? The following is the core structure for Health and Physical Education in Year 7 – 8.


Year 7

Nutrition

Self-esteem and self concept

Risk taking and harm minimisation

Growth and change

Year 8 Active lifestyle - benefits of physical activity

Types of training

Applied anatomy /sports injury / first aid

Leadership Demonstration of leadership and fair play in specific practical contexts.

Skills Reproduction and demonstration of practical skills, rules and strategies.

Evaluation Ability to reflect and make decisions that enhance physical performance.

Teamwork Ability to work collaboratively with others to improve performance.

Investigating

critical analysis of factors that influence identities, relationships, decisions and behaviours

regarding health promotion.

analysis of the impact that attitudes and beliefs have on community health and wellbeing

access to, and synthesis and application of health information to propose and justify

responses to issues regarding chosen health topic.


FAITH AND VALUES EDUCATION (FaVE)

Rational Religious Literacy: Faith and religion contribute to the fabric of Australian Culture. Individual communities and Australian culture as a whole, is more likely to construct a tolerant society when their members are literate in their own faith traditions and understand the faith traditions of others. Religious literacy can be defined as the flexible mastery of a repertoire of practices related to the discourse of religion. To achieve this literacy, students will use spoken, written and multimedia texts of traditional and new communications technologies as part of the subject Faith and Values Education (FaVE). Students will be encouraged to think critically, creatively and constructively in developing their religious literacy. 1

Making Meaning: The search for meaning to life is an important part of the human condition. The study of Faith and Values Education (FaVE) seeks to enable students from various cultural, social, linguistic and economic backgrounds to learn about and reflect upon the meaning of human life. It is intended that students will gain knowledge and understanding of the influence that values, belief systems or faith traditions have on their own and other people’s meaning making. FaVE encourages students to develop ethical attitudes and behaviours required for their effective participation in the human community. 1

How are students assessed? Students will be involved in learning experiences that require creative and critical thinking, problem solving, networking, planning and organising resources for presentations and projects that may incorporate collaborative and cooperative behaviours. In FaVE, students demonstrate evidence of their learning in relation to the following assessable elements.

Knowledge and understanding

Processing skills

Communication skills

What is studied? The following is the core content for FaVE in Year 7 & 8 for 2018. Semester 1 1(Adapted from The Lakes College Spiritual Development Policy Statement 2015)

Year level Religious Literacy Making Meaning

Year 7 Text Book – ‘Mistaken Identity? - Marks Gospel - The Real Jesus - Miracles - Faith - Easter & Christmas

- Rules - Forgiveness - What/who is a Christian? - Fear - Anger - TLC Values

Year 8 Text Book – ‘Another Dimension? - Mathews Gospel - The Sermon on the mount - Serving others - Uniting church perspective - Easter & Christmas

- Relationships - Personal identity - Personal ethics - War and peace - Money and wealth - TLC Values


Semester 2

Year level Religious Literacy Making Meaning

Year 7 Text book – ‘Introducing the Uniting Church in Australia (UCA)’

- What is the UCA - Who is the UCA - What is the purpose of the UCA - Values of the UCA - Organisation of the UCA

- Uniting Church - Beliefs and Values - Catholic & Protestant - Reformed & Evangelical - Ecumenism - Mission - Ministry - Journey

Year 8 Text Book – ‘Your Sneaking Suspicions?’ - Beauty & Sex - Rated R - Science vs God - Faith, life & death - Suffering

- Rules and morals - Forgiveness - What/who is a Christian? - Heaven & hell - Interpretation - TLC Values


BUSINESS STUDIES

Rationale

Through the study of Business, students explore the nature of business and financial literacy. In Year 7 students will be working towards understanding the position of consumers and producers in the Australian economy and the importance of short and long term planning for both businesses and individuals, highlighting how this planning contributes to success. Students also consider the concept of ‘entrepreneurship’, and why it is important to developing business ideas. Finally looking at the concept of work. What it is and why it is important to individuals and the economy. In Year 8 students will explore the marketplace, including traditional Indigenous marketplaces, examining what is a market economy and how well a market economy perform the activities of producing, distributing and consuming the goods and services we require to satisfy our needs and wants? Then students will consider consumer rights and responsibilities, one of the important functions of government in the marketplace is to provide a legal and justice system so that buying and selling occurs within a set of rules that is fair to all participants. In the final topic in Year 8, business decisions, students will look at different types of business ownership and the factors that influence opportunities for business in Australia.

How are students assessed? In Commerce, students demonstrate evidence of their learning over time in relation to the following assessable

elements:


• Skills – (Questioning and Researching, Analysing and Interpreting and Communication)

They are assessed using a combination of short answer exams, extended response and assignment tasks.

What is studied? The following is the core structure for Business Studies in Year 7 – 8.


Year 7 Consumers and Producers - how they interact Individual and business planning

Entrepreneurs and successful businesses Working for a living

Year 8 The “market system” and government Traditional Indigenous markets

Rights and responsibilities of the marketplace Business decisions


CHINESE

Rationale Through the study of Chinese, students use their existing understandings about the language and culture to further develop their Chinese proficiency and intercultural competence to enable them to appropriately communicate in intercultural situations. They develop a deepening understanding of how culture is reflected in and constructed by language, and become more competent in using functions, conventions and structures in Chinese. They begin to appreciate the complexities of cultures, particularly in relation to the less visible dimensions, and also their dynamic and flexible nature. They further develop their understanding of the role of proficiency in other languages in the contemporary world of work, intercultural contact and globalisation. Students learning Chinese further expand their understanding and appreciation of cultural diversity expressed in Chinese and the influence of language on material and non-material elements of culture. Students will use the essential processes of ways of working to develop and demonstrate their knowledge and understanding in Chinese. They will explore a wider range of text types in Chinese, and develop proficiency and increasing confidence in using them. They will also develop capacities to meet communication needs and resolve linguistic and intercultural challenges with increasing knowledge of purpose and audience, in formal and informal situations. They will reflect on their learning and the appropriateness of language choices in Chinese. How are students assessed? In Chinese, students demonstrate evidence of their learning over time in relation to the following assessable elements:

Communicating (writing, reading, listening, speaking and reflecting)

Understanding writing, reading, listening, speaking and reflecting) What is studied? The following is the core structure for Chinese in Year 7 – 8.


Year 7 Self- identify, family and relationships

Around the world (countries and nationalities)

Chinese stories and traditions

Friendships

Year 8 Chinese festivals and celebrations

Race around the world (getting around different places, making travel plans and arrangements)

Master Chef : research, compare and report on Chinese food VS Western food

Recreational Activities


DANCE

Rationale Students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through Dance. They extend their aesthetic understandings of dance elements and languages. They create their own performances and present and respond to their own and others’ performance works, considering intended audiences and intended purposes. Students will extend their understanding of dance practice through active engagement, both individually and collaboratively, with dance elements, techniques, skills and processes, working creatively and imaginatively to take risks and consider purpose and context of the arts from their own experiences and those of other artists. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others.

How are students assessed? In Dance, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making: Choreographing

• Making: Performing

• Responding

What is studied?

The following is the core structure for Dance in Year 7 – 8.


Year 7

Let’s go crazy – introduction to the elements of dance and social dance through the decades

Classical Ballet – The most important of foundations

Year 8 Keeping it Funky – Jazz Dance

Step into the 21st Century - Contemporary


DRAMA

Rationale

Drama allows students to actively discover knowledge in a challenging and safe environment. They are encouraged to explore social, cultural, historical and spiritual contexts using creativity and imagination. In doing this they work individually and collaboratively to develop skills in higher order thinking, problem solving, focus and perseverance. The drama classroom empowers students to discover themselves, their passions and beliefs, whilst extending their knowledge of dramatic practice. Drama is an inclusive program that utilises practical and cognitive activities. Through leadership, cooperation, creative expression and literacy development students are taught to experiment, ask questions, participate and explore. In an enjoyable class, students are taken beyond what they know, and are empowered to advance their skills, knowledge and abilities. Students will select and use tools and technologies, including information and communication technologies (ICT), in purposeful ways. Students will take risks and solve artistic problems, whilst comprehending the dramatic elements, skills and processes. They will consider purpose and context to create and present art works, and to communicate their own arts practice and that of others.

How are students being assessed?

Forming

Presenting

What is studied? The following is the core structure for drama in Year 7-8.


Year 7 Tell me a Story (Story Book Adaptation)

Introduction to the Elements of Drama.

Power of storytelling.

Basic performance skills.

Stylised movement, ritual and voice.

Year 8 Shake it up (Fractured Fairytales)

Elements of Drama.

Script writing skills.

Skills of performance and characterisation.

Skills of devising and fracturing.


MEDIA ARTS

Rationale Through the study of Media Arts students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through technological mediums. Understanding the importance of the media and the influence of technology on contemporary society is at the heart of film, technology and digital media. Students will analyse media samples that they watch, read and hear to become informed and critical consumers of media formats. By developing multimedia presentation and publication skills in the creation of various projects, students will learn how to manipulate various media to influence a given audience. Students will extend their understanding of media techniques through active engagement, both individually and collaboratively, with elements of the media techniques, skills and processes. They will develop their ability to analyse meaning as they reflect on the creative process that has occurred within the media discipline. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present media works, and to communicate their own arts practice and that of others.

How are students assessed? In Media Arts, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making - Design

• Making - Production

• Responding

What is studied? The following is the core structure for Media Arts in Year 7 – 8.


Year 7 Stop and Claymate

Introduction to the world of film, television and new media

Claymation and Stop motion

Camera shots

Make some noise

Camera Angles, movements, shots and techniques

Music video techniques

Sound techniques

Year 8 Me, myself and I

Autobiography films

Reality Television

Camera techniques

Empowerment of truth

Fact verse Fiction

Home and Away

Film and Television around the world

Editing techniques

Lighting

Camera movements

History of film


HOME ECONOMICS Rationale The central focus of Home Economics is the wellbeing of people within their personal, family, community and work roles. Home economics encourages personal independence and living effectively within the wider society, and promoting preferred futures for self and others. Home economics is an interdisciplinary study drawing on the fields of food and nutrition, textiles, the built environment, human development, relationships and behaviour. Students will develop knowledge, skills and attitudes associated with the preparation, selection and presentation of food for a range of situations. Students will also learn about manipulating textiles to manufacture various products. Students learn how to effectively use the design process to design and plan for their textiles items. In home economics, students become increasingly aware of the processes of growth and development and take increasing responsibility for their own growth and development. They make decisions and take actions to promote healthy eating and develop a sensitive approach to interpersonal relationships.

How are students assessed? In Home Economics, students demonstrate evidence of their learning over time in relation to the following assessable elements:


• Process and production skills.

What is studied? The following is the core structure for Home Economics in Year 7 – 8.


Year 7 Food Technology

Hygiene and safety in the kitchen

Diet analysis using the Australian Guide to healthy eating

Basic cookery skills

Meal preparation

Nutrition

Adolescent health

Year 8 Textiles Design and Technology

Sewing techniques

The safe operation of a sewing machine

Elements of design applied to investigate and solve the problem of plastic bags in

society for a more preferred future


MUSIC

Rationale

Through the study of Music, students will use their creativity, imaginations and senses to express ideas about cultural, social, historical and spiritual contexts through music. They will explore different genres and styles of music, as well as music from other cultures and eras. Throughout each semester, students will:

Create – compose music with reference to the styles and genres studied, using conventional pen and paper, as well as music software on the computer,

Present – perform music, on their own instrument and/or keyboard and guitar and sing, as soloists and/or in small groups,

Respond - analyse and evaluate the use of the elements of music and defining characteristics from different musical styles that relate to their unit of study. Discuss how their interpretations of music from other cultures, times and places influenced their composition.

Students will use the essential processes of ways of working to develop and demonstrate their knowledge and understanding in music. They will extend their understanding of musical practices through active engagement with musical elements, techniques, skills and processes. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others.

How are students assessed? In Music, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making - Composing

• Making – Performing

• Responding – Analyse and evaluate the use of the elements of music and defining characteristics from different musical styles that relate to their unit of study. Discuss how their interpretations of music from other cultures, times and places influenced their composition.

What is studied? The following is the core structure for Music in Years 7 and 8.


Year 7 The Basic Elements of Music

What is music

Using sounds and silence to create mood

The Instruments of Music

Sources of musical sounds

Percussion, the piano, voice styles, orchestral instruments, and acoustic guitar.

Year 8 Rock Elements and Styles

“What is rock?”

Contemporary rock styles.

Music and Society

The purposes of music in society, both past and present, Western and non-Western.


DIGITAL TECHNOLOGY

Rationale

The Digital Technology course provides students with the knowledge, skills, processes and understandings of the systems that support digital technology. These digital technology systems include those that support the development of information (documents or websites), and those that support technology (computers or networks).

In the first module, students will understand the basic functions and operations of a computer system, including hardware and software. Students will become familiar with the file management, storage and backup of data. They will become proficient in using Outlook for email communication and the Microsoft package for publication and data analysis. Students will use block code to create a simple game.

In their second module, students will investigate the history, working components and binary language of computers. They will examine the need for maintaining a safe and secure online presence, including the use of copyright material. Students will develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet selected specifications. Students will develop their own three-page website from basic code.

They will reflect on their learning, evaluate the suitability of products and processes, and recommend improvements. Students will select and use tools and technologies, including information and communication technologies, in purposeful ways.


In Digital Technologies, students demonstrate evidence of their learning over time in relation to the following assessable elements:

Knowledge and understanding (25%)

Processes and production skills (75%)

This will be achieved by a combination of theory and practical work, with more emphasis on the latter.

What is studied?

The following is the core structure for Digital Technology in Year 7 - 8.

Year 7 Module One

Computer basics - hardware and software

File management, storage and backup

Networks and trouble shooting

Game Design

Year 8 Module Two

History of computers

Understanding data - Binary language

Online security

Copyright / Intellectual property

Web design


ROBOTICS

Rationale

Through the study of Robotics, students will apply physics, computer science, engineering, and mathematics skills to engaging with real problems. The course will also demonstrate a wide range of engineering concepts. Life skills addressed by this course include responsibility, problem solving, decision making, goal setting, self-esteem, logical thinking, sequencing and troubleshooting. Students will individually and collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They will reflect on their learning and evaluate the suitability of products and processes and recommend improvements. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways.


In Robotics, students demonstrate evidence of their learning over time in relation to the following assessable elements:

Knowledge and understanding (25%)

Processes and production skills (75%)

This is achieved by a combination of theory and practical work, with more emphasis on the latter.

What is studied?

The following is the core structure for Robotics in Year 7 - 8.

Year 7 Module 1 Semester 1 Module 2 Semester 2 Data logging

Tug-O-War project

Algorithms

Robocup project

Help! I’m stuck – touch and ultrasonic sensors

It’s Amazing - Maze navigation project

FLL Challenge

Year 8 Module 1 Semester 1 Module 2 Semester 2

Stay away from the edge - light sensor

Hunt and Destroy - ultra sonic sensor

Sumo project

Robocup Premier project

Light, touch and ultrasonic sensors

Maze treasure hunt project

FLL Challenge


VISUAL ART

Rationale Through the study of Visual Arts, students gain the required knowledge, understanding and skills through responding and making tasks. Throughout each semester, students will build on their awareness of how and why artists, craftspeople and designers realise their ideas. Refine their personal aesthetic through working and responding perceptively and conceptually as an artist or audience. Explain why artists and audiences interpret artworks through different viewpoints. Research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes. Adapt, manipulate, deconstruct and reinvent techniques and styles to make visual artworks that are cross-media. Draw on artworks from a range of cultures, times and locations. Explore the influences of Aboriginal, Torres Strait Islander and Asian cultures. Reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks. Identify the social relationships that have developed between Aboriginal, Torres Strait Islander people and other cultures in Australia. Understand of the roles of artists and audiences. Use historical and conceptual explanations to critically reflect on visual arts. Adapt ideas and practices from artists and use them to inform a personal aesthetic. Understand safe visual arts practices and choose to use sustainable materials, techniques and technologies. A theoretical text will be issued to students, which in conjunction with help sheets and teacher direction will help students connect to the Senior Art Work Program. The Junior Visual Art course is a progression to the Senior Visual Art course. Visual journals, resolved artworks, concepts, focus, artist links, composing, appraising, as well as developing numerous skills for a variety of art media, all form a varied junior and senior course.

What is studied? The following is the core structure for Visual Art in Year 7 - 8.

Year 7- 8


Term 1 Printmaking (2D): lino or dry-point AND Responding Task: Artwork Analysis

Term 2 Ceramics (3D): clay sculpture

Term 3 Photography and/ or Digital Media (2D) AND Responding Task: Essay or Report

Term 4 Paper Sculpture OR Wearable Arts/ Textiles Art (3D) AND Exhibition processes

How are students assessed? In Visual Art, students demonstrate evidence of their learning over time in relation to the following assessable elements:

Making tasks involve a visual journal and resolved artwork. Individual or collaborative work may include - 2D media, e.g. drawings, paintings, printmaking, photographic art - 3D objects, e.g. ceramics, fibre art; installation, sculpture - design, e.g. costume and stage design, curatorial design, graphic design and illustration, product design - time-based media, e.g. electronic imaging, film, animation and television, sound art.

Responding tasks involve independent research and written work based on historical, cultural and contextual influences. Students’ explore, respond to, analyse and interpret visual art works. Essays, analytical reports, and artist statements are common formats for arts writing.

Achievement in Visual Art is judged by matching a student’s achievement in the assessment tasks with the reporting standards of the subject.


INDIVIDUAL CURRICULUM SUPPORT (ICS) Rationale In Individual Curriculum Support (ICS) is an invitation only elective. Students develop executive skills to organise their time effectively to complete set work in all subject areas. They recognise how time management and organisation relates to their own lives to work effectively in the outside world. Students will individually and collaboratively work on assessment given through all KLA’s. They are given support when needed and extra time to complete work. Individual Curriculum Support is not a subject and is not assessable. It was developed to allow those students identified with a learning need to access 1:1 support and extra time to complete assessment.


INDUSTRIAL ARTS Rationale

Students will be exposed to a workshop environment where they will explore and develop practical skills with hand tools, basic workshop machinery, and develop critical problem solving skills through implementing the design process. Students will learn to identify hazards and employ control measures to ensure safe workshop practices. Safety will be embedded in to all aspects of the practical work. In Years 7 & 8 students will participate in a term program where they will be expected to produce a project. Their project will have a specific focus on different techniques and different tools and machinery. Students will be introduced to orthographic projection and will learn to interpret basic technical drawings. In addition, students will explore the role and consumption of timber materials in the modern world and its impact on both society and the environment.

How Students are assessed? In Industrial Arts, students must demonstrate evidence of their learning over time in relation to the following assessable criteria:

1. Knowledge and Understanding

Students will be assessed on this criteria through Project Workbooks (Years 7 & 8)

2. Process and Production Skills

Students will be assessed on this criteria through various Practical Projects.

What is studied?

Year Subject Content Assessment

Year 7

Workshop Safety – Hazard Identification

Introduction to timber as a material

Introduction to hand tool techniques

Introduction to operation of basic static machines – disc sander & drill press

Sustainability – timber as a material and its role and impact on society and the environment

1 Practical Projects

1 Project Work book

Year 8

Workshop Safety

Introduction to the design process

Further development of hand tool and basic machinery skills

Introduction to graphical communication targeted at multiple audiences

1 Practical Projects

1 Project Workbook


NOTES & QUESTIONS

The Lakes College College Street North Lakes QLD 4509 PO Box 888 North Lakes QLD 4509

Phone 07 3491 5555 Fax 07 3491 5599 Web www.thelakescollege.com.au Email [email protected]

http://www.thelakescollege.com.au/

mailto:[email protected]

Year 7 & 8

Documents

Transcript of Year 7 & 8