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Year 7

Curriculum, Programming and Assessment

Booklet 2019

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This booklet provides information to students and parents about the Year 7 teaching, learning and assessment programs at APCS.

Contents

Year 7 Curriculum Structure 3

Best Start 3

National Assessment program 3

Communicating with the school 4

Some important dates 5

Homework ideas for parents 5

APCS Assessment Policy and Procedures 6

English 7

Mathematics 9

Science 11

History 13

Personal Development, Health and Physical Education 15

Visual Arts 18

Music 19

Technology 20

Year 7 Curriculum, Programming

and Assessment Booklet

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Year 7 Curriculum Structure

Course Periods per cycle Course Periods per cycle English 7 PDHPE 3 Mathematics 6 Visual Arts 3 Science 7 Technology 5 History and Geography 6 Music 5

Students also participate in Sport on Wednesday afternoons for 2 periods each week. Sport is a compulsory requirement in Years 7 – 10.

Year 7 Best Start Year 7 Best Start is a new online assessment for students that helps provide information for teachers on the literacy and numeracy skills of students at the beginning of Year 7. Students will complete the Best Start assessment early in Term 1. The assessment covers key literacy and numeracy skills that are important to a student’s success in all subjects in high school. Students come to high school with a range of experiences, skills and abilities in literacy and numeracy. It is important that teachers have current information about their students so that they can plan programs and lessons that best support the learning needs of every student. No preparation is needed for this assessment. Its purpose is to provide out teachers with additional information to best support the teaching of your child.

National Assessment Program Year 7 students will sit for four external assessment tests as part of the National Assessment Program. The purpose of these tests is to assess the literacy and numeracy performance of Year 7 students. The results of these tests will be reported to schools, students and parents using a common reporting scale with performance bands in reading, writing, language and numeracy. NAPLAN 2019 paper test

Information regarding NAPLAN can be found at:

https://nap.edu.au/information/key-dates/naplan-test-timetable

There will be a make-up test day on Friday 17th May for any student who was unable to complete their tests on the nominated day. Individual students are not permitted to sit the paper tests after Friday 17th May 2019.

Year Tuesday 14 May Wednesday 15 May Thursday 16 May

Year 7 Language conventions: 45 minutes

Writing: 40 minutes Reading: 65 minutes Numeracy: 65 minutes

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Communicating with our school

Alexandria Park Community School values parent communication and engagement with our school and recognises the importance of having an effective system in place to assist with this process. The link below to the school community charter outlines the responsibilities of parents, carers and school staff to ensure our learning environments are collaborative, supportive and cohesive.

https://education.nsw.gov.au/public-schools/going-to-a-public-school/school-community-charter

If you would like to contact the school, you can do so by:

• Phoning the school admin office on 9698 1697

• In person – please report to the Administration Office

• By email @alexparkcs-schools.nsw.edu.au, please write the name of teacher in the subject box

Who to contact:

Position at APCS Matters they deal with:

Classroom teacher First contact for anything pertaining to that individual subject. This may include class work, homework, assignments or a specific incident that occurred in that classroom.

Head Teacher KLA If a parent has worked with their child’s classroom teacher and feel that their needs should be further addressed. If a parent would like to share some positive experiences that are happening in the classroom or at home in relation to that topic.

Learning and Support Coordinator

If a parent feels that their child needs some support in the classroom due to diverse learning needs.

Year Adviser Can assist with matters that are occurring outside of the classroom and with wellbeing concerns. If a parent would like to share some positive experiences that are happening at school or at home in relation to their child. Please email Ms Thomson at Maeve.Thomson2@det.nsw.edu.au

Head Teacher Wellbeing

Can assist with matters that are occurring outside the classroom and with wellbeing concerns that are serious in nature. Can also assist with serious ongoing medical condition notifications (diabetes, anaphylaxis).

Deputy Principal To be notified directly with serious concerns that a parent feels cannot be dealt with by other staff at the school. If a parent would like to share some positive experiences that are happening at school or at home in relation to their child.

Principal To be notified directly with serious concerns that a parent feels cannot be dealt with by the Deputy Principal. If a parent would like to share some positive experiences that are happening at school or at home in relation to their child.

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Some important dates

Year 7 Camp – Wednesday 6th March to Friday 8th March

Parent Teacher Afternoon – 2nd April

NAPLAN – Tuesday 14th May to Thursday 16th May

NAIDOC Day – 5th July

Homework ideas for parents

Assessment Preparation: • The research and

planning aspects ofassessments should becarried out first.

• Then the actualcompletion of the taskshould take place(ticking off all relevantaspects as complete).

• Finally read over andedit work to ensure thework has beenfinessed.

• Write regular revisionnotes and revise themfor upcoming tests andin-class tasks.

Class work: • Complete any unfinished

class work and/or completeany set homework tasksprior to their due date.

• Ensure homework is readyto present for the nextlesson

Wide reading: • Read both fiction and non-fiction

sources covering the topics beingstudied in class

• Use ‘Skwirk’ as an online resource toextend your knowledge on giventopics.https://www.skwirk.com.au/students

• Use online resources or databases tofind relevant articles and e-books ontopics being studied.https://www.sl.nsw.gov.au/

Teach: • Teach your parents

something you weretaught during class thisweek.

Language and Writing strategies: • Compile a topic glossary at

the back of the book (lookup any new terms/conceptsthat the student isunfamiliar with and try tointegrate these into futurelessons).

• Play Words with Friends (orsimilar) complete acrossword or Target game(see Sydney MorningHerald).

Media/ICT: • Watch relevant films and

documentaries• Watch the news and current affairs

programs like The Project’ (channel10) or ‘The Feed’ (on SBS),

• Create a Kahoot on your topictowards the end of the unit to use asrevision

• Read hard copy or online newspapersand post interesting articles onGoogle Classroom to discuss in class.

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APCS Assessment Policy and Procedures for Year 7

Assessment provides students, parents and teachers with information about student achievement and progress in each course studied, in relation to syllabus standards.

Throughout the year students will be given formal and informal assessment and learning tasks to complete in each course. Information gathered from both formal and informal tasks will be used to determine the extent to which students have achieved the outcomes of the course and the level of achievement that will be recorded on school reports.

Formal assessment task schedules for all Year 7 courses are contained in this booklet.

1. Students will be given at least one week notice, in writing, of a formal task.

2. It is the student’s responsibility to be aware of all formal assessment tasks. Not knowing about a

task will not be accepted as an excuse for failing to do a task or for not completing a task to your personal best.

3. If a student believes they have a valid reason to request an extension of time to complete a formal

assessment task, this must be negotiated with the class teacher well in advance of the due date.

4. If a student is absent on the day a formal task is due to be completed or submitted, the student must follow these procedures on return to school. 4.1 Report to the teacher who issued the task and submit a parental note or doctor’s certificate

explaining the absence. 4.2 Negotiate a time to sit the task / alternate task OR submit the completed task.

This procedure MUST be done by the first day back on return to school.

If deadlines are not met then penalties will apply. Students will refer to the individual Faculty policy.

Parents will be notified of assessment task completion concerns. These concerns may relate to non- attendance, failure to submit or complete a task, late submission, unsatisfactory achievement, and plagiarism.

Failure to sit for, submit and make a serious attempt at formal assessment tasks will affect student achievement and performance.

PLEASE NOTE: The Assessment Schedules printed in this booklet for all curriculum areas are intended as a guide only. Students will receive assessment schedules at the commencement of the year. Changes to these may be made during the year as extenuating circumstances may occur. Students will receive advance warning of assessments via an assessment notification at least one week prior to the task.

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English Content and text requirements for Stage 4 Over Stage 4, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 3 to Stage 4 and from Stage 4 to Stage 5. Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:

Stage 4

Fiction at least two works

Poetry a wide range of types of poems

Film at least two works

Nonfiction at least two works

Drama at least two works

In each Year of Stage 4 students study and create examples of:

• spoken texts

• print texts

• visual texts

• media, multimedia and digital texts.

Across the stage students gain experience of:

• texts which are widely regarded as quality literature

• a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia

• a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books

• texts written about intercultural experiences

• texts that provide insights about the peoples and cultures of Asia

• everyday and workplace texts

• a wide range of cultural, social and gender perspectives, popular and youth cultures

• texts that include aspects of environmental and social sustainability

• nonfiction, picture books, graphic novels

• an appropriate range of digital texts, including film, media and multimedia.

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What will students learn about in Year 7 English?

Course Content Term 1 Term 2 Term 3 Term 4 Novel Study: Crow Country This unit focuses on the study of Crow Country. Students explore themes such as identity, race and culture in order to develop their understanding of Aboriginal peoples and stories. Through their responses to this text, using a range of media, students will complete a creative writing task based on their reading and understanding of the novel.

Invasions and Conquests This term’s unit focuses on invasions and conquests, with a specific focus on Ancient China. Through the study of the prescribed text/s, students will learn about the cultural characteristics of families, customs and celebrations, and major world religions in relation to Asia and the Pacific. By exploring these, students will also reflect on customs and cultures of cultures of Australian society, and how they compare and contrast to those of other countries.

Film Study: Zootopia This unit focuses on the study of film as an important text in today’s society. Students explore both the message of the film (content) and the means of expressing this (techniques). This unit develops student’s skills in understanding visual texts as well as developing a greater understanding of issues within the world around them.

The Storyteller and the Story Students explore the role of the storyteller and the story in society. Through responding to a variety of stories from around the world in a range of modes and media, students develop an appreciation of stories and an understanding of the features of engaging stories. Types of texts studied: fiction, poetry, nonfiction; spoken texts, print texts, media, multimedia and digital texts (websites, audio)

Assessment Schedule

Topic/Area of study Type of Task Weight Timeframe Novel Study: Crow Country

Students will complete an in-class written assessment task at the completion of this unit.

25% Week 10 Term 1

Invasions and Conquests

Assessment will take the form of a persuasive speech. 25% Week 9 Term 2

Film Study: Zootopia

Students will compose a multimodal narrative for their assessment of this unit.

25% Week 9 Term 3

The Storyteller and the Story

Students will complete a choose your own adventure style task. 25% Week 7 Term 4

Contact – Jane Ryan Head Teacher English

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Mathematics

What will students learn about in Year 7 Mathematics?

Course Content

Term 1 Term 2 Term 3 Term 4

1. Computation with integers

2. Indices with numerical base

3. Fractions decimals percentages

1. Applications of percentages

2. Introduction to algebra

3. Simple equations

4. Transformation

1. Angles and 2D shapes

2. Time

3. Pythagoras Thm.

4. Length Perimeter circumference

1. Area of plane shapes

2. Data collection and representation

3. Probability

Homework expectations

Types of homework

How do students record their homework?

When are they issued? How often

should students expect to receive

homework?

How is the homework

checked, marked and reported?

What action is taken when students do not complete their

homework?

Revision of the day’s lesson

Completion of set classwork

Optional consolidation exercises utilizing Mathsonline

Optional extension tasks are also available from the teacher

Six times per cycle

As above

available anytime online

available on Google team drive

Students mark their own work using the solutions and ask for clarification where necessary

Corrected and progress monitored online (this can be checked by parents)

Interview and discussion, detention and parent interview where appropriate.

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Assessment Schedule

Topic/Area of study Type of Task Weight Timeframe

Computation of Integers Non Calculator Test

Formative Assessment: Bookwork, class tasks and group work participation

15%

5%

Week 7 Term 1

Computation of Integers, Indices with Numerical bases, Fractions, Decimals, Percentages, Applications of percentages

Half Yearly 25%

5%

Week 6 Term 2

Time, Simple Equations, Introduction to Algebra Project based task

15%

5%

Week 7 Term 3

Length, Perimeter, Circumference, Area of Quadrilaterals, Circles and Unit Conversion, Financial Mathematics Linear Relationship and some questions from the topics above

Yearly Test 25%

5% Week 5 Term 4

Other relevant Mathematics information: Students should have a calculator, ruler, pencils, compass and exercise book. A maths online account is also encouraged (this may be purchased at a cheaper rate through the school) Contact – Joanne Ridge/Muhammad Abdullah Head Teacher Mathematics

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Science

Science is a mandatory course that is studied in each of Years 7–10 with at least 400 hours to be completed by the end of Year 10. In Year 7 at APCS students participate in 7 periods of Science per timetable cycle.

What will students learn to do in Science? In Year 7 Science students will have the opportunity to begin to develop:

a) core skills in planning investigations, conducting investigations, communicating information and understanding, developing scientific thinking and problem-solving techniques, working individually and in teams, and

b) Knowledge and understanding in the history of Science, the nature and practice of Science, applications and uses of Science, implications of Science and the environment, current issues, research and development, models, theories and laws, and structures and systems related to the physical world, matter, and the interactions within the physical world, matter, the living world and earth and space.

What will students learn about in Science? All Year 7 students learn the following topics:

Course Content

Term 1 Term 2 Term 3 Term 4 7. 1: Working Scientifically 7.2 2: Cells and systems

7.3: Classifying 7.4: Forces

MSC Project Based Learning 7.5:Hard Rock 7.6: Water

7.7: It’s elemental 7.8: Weird Science

However, the teaching and learning of Science in Selective Classes is different to other comprehensive classes, as it involves the following:

• Curriculum compacting • Investigative Learning • Additional NESA Years 7-10 Science syllabus content • Explorative, Enrichment and Extension Learning

All students in the selective classes are to sit for the Science Competition such as ICAS.

Assessment Schedule

Area of Study/Outcomes Type of Task Weight Timeframe Task 1 SC4-7WS, SC4- 8WS, SC4-9WS

Research Project 20% Week 8 Term 1

Task 2 SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS

Skills – Information Processing 15% Week 3 Term 2

Task 3 CW1, CW2, LW1, WS

Half Yearly Exam 20% Week 7 Term 2

Task 4 SC4-4WS, SC4-5WS, SC4-6WS. ES1

Skills – Scientific Method. PBL 15% Week 10 Term 3

Task 5 PW1, PW2, LW2, LW3, ES1, ES4

Yearly Exam 5% Week 6 Term 4

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Homework expectations for all Year 7 students in Science:

All students will be given these types of tasks regularly to complete at home: • Overnight homework to complete unfinished class work • Revise and summarise class work regularly and especially before exams • Complete assignment work listed on table above

It is expected that students complete these tasks by the due date. It is anticipated that students will get up to 1-2 hours of Science Homework per week.

Other relevant Science information: Students who do not complete tasks by the due date will be penalised. A 10% deduction of marks per day late will be enforced. Students who are away are expected to catch up on work upon their return by asking a buddy in class and their class teacher. Students can participate in a Science Competition. All students in 7X are expected to participate in this competition. Students are expected to follow safety procedures in the laboratory to carry out investigations.

Contact - Sheree Bourke Head Teacher Science & TAS

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History What will students learn about in History?

Course Content Term 1 Term 2

Overview and Depth 1: Investigating the Ancient Past Depth Study 2: The Mediterranean World – Ancient Rome

Depth Study 2: The Mediterranean World – Ancient Rome (continued) Depth Study 3: The Asian World – Ancient China

What will students learn to do in History? The aim of the History program is to stimulate students’ interest in and enjoyment of exploring the past, to develop a critical understanding of the past and its impact on the present, to develop the critical skills of historical inquiry and to enable students to participate as active, informed and responsible citizens. History encourages students to develop an understanding of significant historical concepts such as cause and effect, change and continuity, significance, empathy and contestability. History as a discipline has its own methods and procedures. It is much more than the simple presentation of facts and dates from the past. History provides the skills for students to answer the question ‘How do we know?’ An investigation of an historical issue through a range of sources can stimulate curiosity and develop problem-solving, research and critical thinking skills. It develops language specific to the discipline of History and provides opportunities to further develop literacy skills. Students learn to critically analyse and interpret sources of evidence in order to construct reasoned explanations and a rational and informed argument based on evidence, drawn from the remains of the past. Students engage in research involving traditional methods and ICT, including evaluating web-based sources and using a range of technologies for historical research and communication. How will the students know what is expected of them in History? By the end of Stage 4, students describe the nature of history and archaeology, and explain their contribution to an understanding of the past. They describe major periods of historical time and sequence events, people and societies from the past. Students recognise and explain patterns of change and continuity over time and explain the causes and consequences of events and developments. They describe and assess the motives and actions of people in the past. Students demonstrate an understanding of the causes and effects of events, past societies and developments over time. Students sequence events and developments within a chronological framework with reference to periods of time. They select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. They identify and describe the meaning, purpose and context of historical sources and use the evidence from these sources to support historical narratives and explanations. They identify and describe different contexts, perspectives and interpretations of the past. Students identify and explain different points of view in sources. They develop texts, particularly descriptions and explanations. In developing these texts, and organising and presenting their findings, they use historical terms and concepts. They use evidence in sources and acknowledge their sources of information. They select and use appropriate oral, written, visual and/or digital forms to communicate about the past. Students undertake a relevant site study either by visiting an actual site or through a virtual source.

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Assessment Schedule Topic/Area of study Type of Task Weig

Timeframe

Pretests – source analysis, Historical skills and extended response writing

Varied

0% Start of depth studies

Source analysis: A day in the life of a Roman

ALARM matrix scaffold 50% Term 1 Week 9

Museum Piece: How has Ancient China changed the world?

Written and creative task

50% Term 2 Week 5

Contact - Thecla Siamas Head Teacher HSIE (Human Society and its Environment)

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Personal Development, Health and Physical Education What will students learn about and how will they be assessed in PDHPE?

Term Theory (60%) Physical Education (40%) Term 1

Glee to Be Me • Sense of Self • Changes transition and identity • Developing strategies in response to

change • Sense of belonging • Understanding of health and wellbeing Assessment – Personal Scrapbook (10%) Students create a scrapbook that represents and symbolizes their identity in the past, the present and into the future.

FUNdamental Movement Skills • Body control • Body awareness • Object manipulation • Anticipation and timing

In-class skills assessment (10%) Students’ skills in a specific set of practiced movements are assessed in class.

Term 2

Banish Bullying

• Benefits of healthy relationships • Respectful communication • Ways to resolve conflict • Identification of forms of bullying • Help-seeking strategies • Applying ethical and inclusive strategies

to promote wellbeing

Assessment – Healthy relationships advertising campaign (20%). Students develop an advertising campaign to promote healthy relationship and the risks and dangers of bullying. The campaign will including posters, radio ads, short videos or news features. Students will work in small groups across the year group on Tuesday afternoons in a co-teaching and project-based learning environment. consist in a range of media with options

Let’s Get Fit • Using movement to manage physical

challenges • Fitness testing including beep test, lunge,

wall toss, reaction time test, sit-up test, agility test.

Assessment - Personal Fitness Profile (10%) Students create their own personal fitness profile using data collecting during the term, including strength, flexibility, endurance and co-ordination. This data will become a baseline for comparison with data collected in later years so students can be aware of and analyse change their physical abilities through adolescence.

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Term 3

Healthy Communities • Cultural relationships and difference • Connection to place and Aboriginal and

Torres Strait Islander communities • Benefits of valuing diversity and

promoting inclusivity • Implement inclusive strategies to

connect to community • Benefits of healthy lifestyles Case Study Presentation of community support group (20%) Students form small groups to develop a presentation about a local community organization and how they work to improve community health.

Tactics • Using feedback to improve control • Development of solutions to complex

movement challenges • Evaluating appropriate strategies • Transfers movement skills in a variety of

contexts • Endzone sports • Capture the flag

In-class skills assessment (10%) Students’ skills in a specific set of practiced movements are assessed in class.

Term 4

Nuts about Nutrition • Plan and use health practices • Develop health literacy skills • Examining the influences on peoples’

behaviours and health decisions Assessment – My healthy Lunchbox (10%) Students use the health literacy skills developed during the term to analyse the contents of their lunch boxes and suggest improvements or healthy substitutions.

Strike Out! • Softball • T-Ball

In-class skills assessment (10%) Students’ skills in a specific set of practiced movements are assessed in class.

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GENERAL PDHPE INFORMATION FOR PARENTS AND STUDENTS

Equipment

• Students are required to bring their PDHPE exercise book, pens and a ruler to each PDHPE lesson. This is required even if the lesson is identified as a practical lesson due to potential variations to routine due to weather or school events.

• APCS is a BYOD school. Students are encouraged to bring their own device to each PDHPE theory lesson.

• Students should bring sports shoes to lessons identified as practical lessons. Alternatively, sports shoes that comply with the school’s uniform policy can be worn to school.

• Students should be in the habit of sun-safe practices for every day of school including wearing a hat and sunscreen.

Theory and Practical lessons. • Students will undertake three lessons of PDHPE every ‘cycle’ or fortnight. Two thirds of these

will be ‘theory lessons’ while the remaining third are ‘practical lessons’ that involve physical activity and the development of physical skills. The teacher will identify to the students whether lessons are planned be theory or practical.

• All students are expected to participate in the learning activities of all PDHPE classes, including practical classes. If a student is unwell or has an injury, a note should be provided to explain this. The student will then be provided a differentiated activity suitable to their ability. The school’s behaviour management system applies to all PDHPE lesson to enable the school’s Positive Behaviour for Learning value of ‘be a learner’.

Homework

• Students can best improve their physical health and wellbeing outside of school by

maintaining an active and healthy lifestyle. Students will undertake activities in class to document and promote incidental and active physical exercise outside of school.

Assessment

• Assessment takes place throughout the course to monitor student achievement against the

course outcomes. See the table above for details about the assessment for each unit of study. • Assessments will be given a grade of A – E to indicate outstanding, high, sound, basic or limited

achievement of the course’s outcomes. • Hand-in assessments must be submitted in accordance with assessment instructions on the due

date given by the classroom teacher. • Students should advise the teacher of any circumstances that may prevent the timely

submission of assessments as soon as possible. The teacher will then work with the students to determine an alternate arrangement where appropriate.

• Parents or caregivers will be advised in the event that assessments are of an unsatisfactory nature or not submitted.

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Visual Arts What will students learn about and learn to do in Visual Arts?

The content in Visual Arts is organised in three broad areas as it connects with artmaking and critical and historical interpretations and explanations of art. These areas are: • Practice • The Conceptual Framework • The Frames In the mandatory course students develop their: • understanding of how and why artists make artworks • awareness of different kinds of artworks • understanding of how artworks can be interpreted and explained • ability to use one or more of the frames to explain and interpret artworks. Students will: • investigate the field of visual arts and design and approximate some conventions, activities,

traditions and customs of the field to make art • reflect on and interpret actions and choices, and document these in their diaries • make informed personal choices to shape meaning • make images and objects (artworks) that approximate an approach to artistic practice • make artworks using a range of 2D, including drawing, 3D and/or 4D forms, materials and

techniques and various investigations of the world • adapt and develop strategies and procedures to investigate the world to make artworks • develop artistic intentions arising from relationships between artist – artwork – world– audience

Course Content Term 1:Topic Term 2: Topic Term 3: Topic Term 4: Topic

Fundamentals of drawing Students are introduced to the fundamentals of drawing: • Fundamentals of

drawing (Line, Texture, Space)

• Fundamentals of drawing (Shape, Value)

• Planning and starting still life

• Still life drawing and artist statement

Landscape Paintings Students are introduced to colour theory. They build upon their drawing skills to draw and paint a perspective landscape. • Introduction to colour theory and one point perspective • Painting landscapes • NAIDOC painting

Pop Art food sculptures Students learn about Pop art and the work of Claes Oldenburg. They then make their own food sculpture out of paper mache • Intro to pop art • Building the

sculpture • Paper Mache • Painting • Creating logos and

advertisements for their food

Photography Students are introduced to the fundamentals of photography. Student create their own photography BOW focusing on figure, shadows and movement. • Introduction to

photography • Creating BOW (body

of work) • Finalise and printing

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Music

What will students learn about in Music?

Course Content The Concepts of Music Duration Pitch Dynamics Tone Colour Texture Structure Graphic notation Rhythm notation Pitch notation Vocal performance Percussion performance ‘Fanfare for the Common Man’

Aboriginal Music What is Aboriginal Music Music for Yidaki Song Study-‘Treaty’ Song Study-‘My Island Home’ ‘Song Study-From Little Things Big Things Grow’ Introduction to keyboard Introduction to guitar Performance

Twelve Bar Blues Introduction to the 12 Bar Blues Listening activities Introduction to chords Blues in C on tuned percussion/keyboard Guitar blues in keys of A, G and D Blues Scale Syncopation Improvisation Scat singing Writing original lyrics

Performance Skills Skill development in ukulele, guitar, keyboard, percussion and vocals Song studies Development of class song performance Performance of class song Development of solo or group independent performance project Final performance

How will the students know what is expected of them in Music?

Assessment Schedule Topic/Area of study Type of Task Weight Timeframe The Concepts of Music Aural assessment

Composition 10% 15%

Week 8 Week 10

Aboriginal Music

Performance Task 1 Performance Task 2

10% 15%

Week 8 Week 10

Twelve Bar Blues Listening/Theory Assessment Composition Assessment

10% 20%

Week 7 Week 10

Performance Skills

Performance Task 20% Week 5

Homework expectations for all Year 7 students in Music:

Students are rarely required to complete set homework tasks but are encouraged to: practise relevant performance skills at home if they have an instrument available listen to repertoire related to the topic being studied

Other relevant Music information: Students are encouraged to join lunch-time ensembles:

Rock Band and/or jam sessions Vocal Group or High School Band (before school)

Contact:

Leanne Winfield Cameron Craig

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Mandatory Technology

What will students learn to do in Mandatory Technology?

Technology Mandatory engages students in design and production activities as they develop solutions to identified needs and opportunities. Through the practical application of knowledge and understanding they learn about Agriculture, Food Technologies, Digital Technologies, Engineered Systems and Material Technologies (including timber and textiles).

During Year 7 and 8, all students will participate in six learning specialisations over two years. Students will have 5 periods a fortnight for 13 weeks to complete the requirements each specialisations. At the end of 13 weeks, Mandatory Technology classes will swap specialisations and teachers.

What will students learn about in Mandatory Technology?

Agriculture

Agriculture focuses on the investigation of managed environments, such as farms and plantations. Students learn about the processes of food and fibre production and investigate the innovative and sustainable supply of agriculturally produced raw materials.

Engineering Systems

The Engineered Systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their solutions. They understand how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures.

Food Technologies

Food technologies focuses on the use of resources produced and harvested to sustain human life. Students learn about the characteristics and properties of food. Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety and how to make informed choices when experimenting with and preparing nutritious food. Digital Technologies The Digital Technologies context encourages students to develop an empowered attitude towards digital technologies, use abstractions to represent and decompose real-world problems, and implement and evaluate digital solutions. Students have the opportunity to become innovative creators of digital technologies in addition to effective users of digital systems and critical consumers of the information they convey. Material Technologies - Timber and Textiles The Material Technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and practical investigation, and when they make products to satisfy identified needs and opportunities.

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Year 7 and Year 8 Assessment Schedule Topic/Area of study Type of Task Timeframe Digital technologies, Material or Engineering Systems or Food and Agriculture

Practical + Folio Term 1, Week 10

Digital technologies, Material or Engineering Systems or Food and Agriculture

Practical + Folio Term 3, Week 3

Digital technologies, Material or Engineering Systems or Food and Agriculture

Practical + Folio Term 4, Week 4

The above assessment schedule is repeated for Year 8. By the end of Stage 4, students will have completed all learning areas in Mandatory Technology.

Homework expectations for all Year 7-8 students in Mandatory Technology: All students will be given these types of tasks regularly to complete at home:

● Overnight homework to complete unfinished class work ● Revise and summarise class work regularly and especially before exams ● Complete assignment work listed on table above

Other relevant information: ● Students who do not complete tasks by the due date will be penalised. A 10% deduction of

marks per day late will be enforced. ● Students who are away are expected to complete any work missed upon their return by

asking a buddy in class and their class teacher. ● Students are expected to follow safety procedures in the Agriculture plot and specialised technology

rooms when carrying out practical work.

Contact - Sheree Bourke Head Teacher Science and TAS

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