Year 8 English 2018 Stage 4 Scope and Sequence for Upload… · Year 8 English 2018 Stage 4 Scope...

Year 8 English 2018 Stage 4 Scope and Sequence

Term 1 Term 2 Term 3 Term 4

Content

Tales Transformed

Students will study a traditional tale from particular cultural contexts and examine its transformation in different contexts and media.

Fame

Students study a range of media representations of individuals who have achieved fame in a various contexts. Students explore the concept of 'fame' from social, cultural and or political perspectives.

Theme Study

Students explore how themes have been presented in and through a fictional text. Students will be introduced to the form, structure and language of the formal essay.

Visual Texts

Students study a range of advertisements over different platforms. The promotion of sustainability is a particular focus.

Assessment All Classes

Reading Test Original Narrative Oral Presentation Essay

Visual Literacy Test Original picture book cover OR double page

and synopsis; Written Reflection Statement

Assessment Gifted &

Talented Class Research Task Comparative analysis of two or more texts Theme Study in context of a Genre Study Publication of digital or hard copy picture book to

a wider audience

Literacy Elective Topics

Reading for Meaning Narrative Writing Reading - Non-Fiction Theme Study – Reading, Writing, Listening,

Viewing Film Study

Literacy Elective Assessment

Reading Comprehension Test Narrative Writing Speech Essay Listening/Viewing Test

Essay Competition

Full descriptions of course outcomes can be viewed on the relevant Syllabus document through NESA.

Syllabus Outcomes EN4-1A, EN4-4B, EN4-5C, EN4-8D EN4-2A, EN4-5C, EN4-7D EN4-1A, EN4-4B, EN4-8D EN4-1A, EN4-3B, EN4-5C, EN4-9E

http://syllabus.bostes.nsw.edu.au/




Year 8 HSIE - Geography and History 2018 Stage 4 Scope and Sequence

Term 1 (History) Term 2 (History) Term 3 (Geography) Term 4 (Geography)

Content

Depth Study 4:

The Western and Islamic World: Medieval Europe

Students explore the way of life Medieval Europe and the roles of different groups in society. Significant achievements and developments are examined through sources as well as the theme of continuity and change throughout this period. The depth ends with an examination of the role of the Catholic Church and the role of a significant individual.

Depth Study 6: Expanding Contacts:

Aboriginal and Indigenous Peoples, Colonisation and Contact History

Students examine the nature of colonisation and contact on a selected non-Australian Indigenous Peoples by European civilisation. Inquiry is undertaken into the effects and consequences of colonisation. The depth study concludes with a specific focus on the nature and impact of British colonisation of Australia and a comparative study.

Depth Study 6:

Expanding Contacts: Aboriginal and Indigenous Peoples,

Colonisation and Contact History Continued

Depth Study 5:

The Asia-Pacific World: Angkor/Khmer Empire

Students explore the way of life in the Angkor/Khmer Empire and reasons for its rise to prominence. Inquiry into the cultural achievements of the empire is undertaken through source analysis where students are then required to develop and examine theories into reasons for its decline.

Water in the world

Students examine water as a resource and the factors influencing water flows and availability of water resources in different places. They investigate the nature of water scarcity and assess ways of overcoming it. Students discuss variations in people’s perceptions about the value of water and the need for sustainable water management. Students also investigate processes that continue to shape the environment including an atmospheric or hydrologic hazard.

Interconnections

Students focus on the connections people have to places across a range of scales. They examine what shapes people’s perceptions of places and how this influences their connections to places. Students explore how transport, information and communication technologies and trade link people to many places. They explain the effects of human activities, such as production, recreation and travel, on places and environments in Australia and across the world and investigate sustainability initiatives and possible futures for these places.

Geographical skills, fieldwork and ICT integrated into content and assessment.

Assessment Research, inquiry and report Source Analysis and Presentation Research and Written Report Research, inquiry and presentation


Syllabus

Outcomes HT4-3, HT4-5, HT4-7, HT4-8, HT4-9, HT4-10 HT4-2, HT4-4, HT4-7, HT4-9, HT4-10 GE4-1, GE4-2, GE4-4, GE4-5, GE4-7, GE4-8 GE4-1, GE4-3, GE4-4, GE4-6, GE4-7, GE4-8





Year 8 Mathematics 2018 Stage 4 Scope and Sequence


Content

Fractions, Decimals and & Percentages 2

Working with Decimals Round to a given number of places. Multiply and divide decimals. Investigate terminating and recurring decimals. Investigate irrational numbers including π.

Area Convert between metric units of area. Establish and use formulas to find the areas of triangles, special quadrilaterals and circles. Solve area problems

Algebraic Techniques 2 (Expanding and Factorising)

Substitution, expand, factorise simple algebraic expressions

Rates & Ratios (& Distance/Time Graphs)

Apply ratios and rates to solve problems. Interpret and draw distance/time graphs

Linear Relationships 2 Investigating and graphing linear relationships and equations of straight lines. Solving linear equations graphically.

Right Triangles (Pythagoras Theorem)

Apply Pythagoras’ theorem to find sides in right-angled triangles and solve problems. Investigate irrational numbers.

Single Variable Data Analysis Analyses single sets of data using measures of location, and range.

Fractions, Decimals and Percentages (Working with Percentages & Financial

Mathematics) Investigating and calculating simple percentages. Solving real-life problems involving percentages. Perform calculations involving GST, discounts and best buys.

Revision

Indices with Numerical Bases

Operates with positive integer and zero indices of numerical bases. Investigate index numbers and represent whole numbers as products of primes. Use index notation to establish the index laws with positive-integer indies and the zero index. Find square roots, cube roots. Apply divisibility test

Probability 2 (Venn Diagrams) Probability of compound events, two way tables and Venn Diagrams.

Properties of Geometrical Figures 2 (Congruence)

Define congruency. Identify congruent figures, Identify congruent triangles using the four tests. Solve numerical problems using reasoning.

Revision/Catch Up/Activities

Assessment Ongoing Class Assessments Take-home assignment

Ongoing Class Assessments Semester 1 Common and Extension Task

Ongoing Class Assessments Take-Home Assignment

Ongoing Class Assessments Semester 2 Common and Extension Task


Syllabus Outcomes

MA4-4NA, MA4-5NA, MA4-1WM, MA4-2WM, MA4-3WM, MA4-13MG, MA4-8NA,

MA4-1WM, MA4-2WM, MA4-3WM, MA4-7NA, MA4-11NA

MA4-1WM, MA4-2WM, MA4-3WM, MA4-16MG, MA4-20SP, MA4-5NA, MA4-6NA

MA4-1WM, MA4-2WM, MA4-3WM, MA4-9NA, MA4-21SP, MA4-17MG





Year 8 Music 2018 Stage 4 Scope and Sequence


Content

Unit 5: Advanced Drum Kit

· Performance – Complex drum kit patterns. Learn to play patterns that increase in difficulty. See MOODLE Drum sheet One and Two..

The Sounds of Music

· Methods of Sound Production · Combinations of Instruments · The Orchestra · Families of Instruments · The Percussion Family · Types of Woodwind Instruments.

Unit 6: Advanced Keyboard & Guitar

· Performance – Choose to work on guitar or keyboard and learn a piece to be performed as a solo at end of the unit. See MOODLE for suggestions.

· Composition – Experiment with arranging your piece using Cubase

The Sounds of Music

· Types of String Instruments. · Types of brass Instruments.

Unit 7: Advanced Cubase

· Performance - Developing arranging skills. In small groups arrange a Verse and Chorus for a song of your choice.

· Aural – MTT Cert 1 - 7 · Elements of Pop Music – Booklet (Year 8

Pop Music folder) · Composition – Original song using

Cubase. Must come up with your own chord progression.

Jazz & Blues

Unit 8: Busking Basics

· Performance – Learn to play and sing ‘Leaving on a Jet Plane’ Intro - Verse 1 – Chorus – Outro. Solo or small group.

· Aural – MTT completion Cert 1 - 7 · Music literacy skills – reading and

notating pitch and rhythm. · Composition – Arrangement of Jet plane

for performance in class.

Aural

· Unit One Fretless Theory · Unit Two Fretless Theory

Assessment

· Perform sheets 1 & 2 of drum patterns. · MTT Cert 4+ Quiz · Percussion instrument Quiz. Moodle

· Perform individual piece for Assessment on guitar or keyboard.

· Moodle Assignment · Complete MTT

· Create an MP3 of your composition and a PDF of your notation

· Unit 1 Fretless Theory

· Yearly examination on musical literacy · Performance of “Leaving on a Jet Plane” · Unit 2 Fretless Theory

Music Extension

· Learn to play Extension Pieces on MOODLE

· Compose a drum beat that uses more complex rhythms and fills

· Learn to play Extension Pieces on MOODLE

· Perform more complex strumming patterns and learn the chords AM, Am, FM, EM

· Record Guitar and Vocals using Cubase.

· Performance of the whole song · Perform a song (own choice)


Syllabus

Outcomes 4.2., 4.3, 4.7, 4.8, 4.9 4.1., 4.2, 4.3, 4.7, 4.8, 4.9 4.4, 4.5, 4.6, 4.9 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.8, 4.9

http://www.boardofstudies.nsw.edu.au/syllabus_sc/


Year 8 Personal Development, Health and Physical Education 2018 Stage 4 Scope and Sequence


Content

(Theory)

A Healthy Me

Students will recognise and evaluate the dynamic nature and contributing factors of their own health and others’.

Relationships

Students will discuss their rights and responsibilities and, recognise abuse, power and protective strategies in relationships.

Active Lifestyle

Students will examine the benefits of physical activity and will learn about the various components of fitness such as strength, agility, coordination and speed.

Don’t Risk It All

Students will discuss risky situations for young people and develop protective strategies for these situations.

Content

(Practical)

Fundamental Movement Skill Games

Rhythmic Gymnastics

Athletics and Cross Country

Invasion Games 2

AFL, European Handball, Softcrosse

Sticks, Bats and Balls Cricket and Hockey

Active Lifestyle

Competitive/Non-Competitive, Individual, Group, Team, Initiative and Challenge

Activities

Assessment A Healthy Me Task

Rhythmic Gymnastics Routine

Active Lifestyle Health Promotion Striking Games


Syllabus Outcomes

4.4, 4.5, 4.6, 4.8, 4.10 4.1, 4.2, 4.4., 4.5, 4.10 4.4, 4.5, 4.10, 4.13, 4.14 4.7, 4.9, 4.10



Year 8 Science 2018 Stage 4 Scope and Sequence


Content

All Mixed Up

This topic examines atoms, elements and the periodic table and the difference between compounds and mixtures. It then examines different types of chemical reactions and separation techniques.

Nature’s Factories

This topic explores the wide variety of ecosystems and the unique abiotic and biotic variables within them. It then examines adaptations of organisms within their ecosystem.

Body Secrets This topic explores several body systems

including the digestive, circulatory, respiratory, excretory and skeletal systems

and how these systems work together to meet the needs of cells. Plant systems are also

examined.

Toy Story

This topic examines the different types of energy and different types of forces including frictional, gravitational, electrostatic and magnetic forces all in the context of toys and games.

Assessment Brochure Topic Test

web page design model lungs Model

Yearly Examination Due to equipment and resource constraints, the Year 8 topics may be taught in a rotational order which will also affect assessment timing.


Syllabus Outcomes

SC4-CW3, SC4-CW4, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-9WS

SC4-LW3, SC4-LW4, SC4-4WS, SC4-6WS, SC4-8WS, SC4-9WS

SC4-LW5, SC4-ES1, SC4-ES2, SC4-4WS, SC4-5WS, SC4-6WS, SC4-8WS, SC4-9WS

SC4-PW3, SC4-PW4, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS,

SC4-9WS





Year 8 Visual Arts (Core) 2018 Stage 4 Scope and Sequence


Content Art Making

“Going Dotty” PAINTING

· Students to choose from 5 aboriginal animal designs to paint in dot form.

· Students paint in bright colours using dots.

“Animal Alphabet” · Excursion to Wildlife World & Sydney Aquarium: drawing and taking photos · Back at school students choose one Australian Animal to construct an illustrated page of

the letter the animal’s name begins with e.g. ‘K’ for Kookaburra. Students to construct a phrase using an adjective, a verb, an adverb all starting with the same letter. They are also to include an illustration of the animal. Use of Calligraphy and text in art.

“Fantastic Journey” Documented Form

Incursion: Walk to Cook’ River and loop back to school. Students: · record their ‘walkabout’ using drawing,

photography, rubbings, collected objects e.g. feathers, sounds they hear, smells etc.

· use their documentation to create symbols based on their walk

· construct an aerial view of their walk as a map

· use all of the above to create a mixed media artwork in A3 size documenting their experiences.

Content Art Theory

Indigenous Artists (Art Gallery of NSW): · Wingu Tingima; Lin Onus; BobbyWest;

Owen Yalandja

Frames · Subjective Frame · Structural Frame · Conceptual Framework

Sally Morgan / Graeme Base: “Animalia” · Structural Frame · Cultural Frame

Gordon Bennett · Cultural Frame

· Postmodern Frame

Assessment Art Making and Designs / Visual Art Diary Process / Theory / Research


Syllabus

Outcomes 4.2, 4.3, 4.8, 4.10 4.1, 4.4, 4.5, 4.7 4.6, 4.9



Year 8 Dance (Elective) 2018 Stage 4 Scope and Sequence


Content

· Introduction to safe dance · Body skills/dance technique · Dance in context - Indigenous dance

· Exploring aspects of space · Stimulus - visual · Generating and organising movement

· Dance sequencing · Manipulation/development of a class

performance piece (Showcase Evening) · Performance quality applied to a dance.

· Body skills – Jazz/hip hop technique · Exploring aspects of time · Dance in context – historical time-line of

Jazz/popular dance forms

Assessment · Floor sequence · Research task – indigenous dance forms

· Composition in pairs · Process journal

· Group performance · Written response-evaluation of a

performance

· Small group dance composition · Journal reflection task


Syllabus

Outcomes 4.4.1, 4.1.2, 4.3.1 4.2.1, 4.2.2 4.1.1, 43.1, 4.3.2 4.1.3, 4.2.2, 4.3.1, 4.3.2



Year 8 Drama (Elective) 2018 Stage 4 Scope and Sequence


Content

Physical Theatre

In this unit students will explore the theatre of Ancient Greece and investigate the stories, performance style and dramatic elements of this theatre. Students will devise and perform their own work based on a stimulus and present in the form of Physical Theatre.

Movement & Mime

In this unit students will learn how to create characters through their movement and physicality. They will use music as a foundation for storytelling and a source of dramatic mood and atmosphere.

Mask & Ritual

Students will explore Mask and Ritual. Working in small groups to illustrate use Mask and Ritual in performance and incorporate understanding of the elements of drama.

MADD Performance Students will devise and create a piece for MAAD Night

Improvisation and Playbuilding

Students research and explore an idea through improvisation and playbuilding. They will develop a performance manipulating the elements of drama and producing a script.

Theatresports

Assessment

Students will present their own original piece of theatre based upon the conventions of this form of theatre.

Oral and Written Reflection

Group Performance Students use movement /mime and music


Group performance using Mask and Ritual.


Group performance of Playbuilt piece.


Script


Syllabus

Outcomes 4.1.14.1.4, , 4.2.2, 4.2.3, 4.3.3 4.1.2, 4.1.3, 4.1.4, 4.2.1, 4.2.3, 4.3.3 4.1.3, 4.1.4, 4.2.1, 4.2.2, 4.2.3, 4.3.1,

4.3.2, 4.3.3 4.1.1, 4.1.3, 4.1.4, 4.3.3



Year 8 French (Elective) 2018 Stage 4 Scope and Sequence


Content

My place!

Quoi de Neuf? 2 Chapter 1 - Housing in the Francophone world - Describing the house you live in - Describing your room - The present tense - The verb ‘Aller’ - Irregular adjectives

School life

Quoi de Neuf? 2 Chapter 2 - French school day - School year dates - School subjects - The imperative - Regular –re verbs - Ordinal numbers

Leisure activities

Quoi de Neuf? 2 Chapter 3 - The Tour de France - Talking about leisure activities - The verbs faire, jouer de, faire de, - Answering with ‘Si’ - Samedi ou le samedi

Urban living

Quoi de Neuf ?2 Chapter 4 - -Features of French towns - -Phone numbers in French - -Numbers 70+ - -Regular –ir verbs - -Asking and giving directions - -Prepositions of place - Revision

Assessment Create a house advertisement for the real

estate magazine ‘L’immobilier’

An oral description of the student’s favourite school day

Revision Test

Design a weekly timetable for a Leisure Centre

Design and publish a picture book of a town’s features (shops, cinema, pool) etc

End of Year Examination


Syllabus Outcomes 4.UL.2, 4.UL.4, 4.MLC.1, 4.MBC.1 4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4, 4.MLC.1,

4.MBC.1

4.UL.2, 4.UL.4, 4.MLC.1, 4.MBC.1 Uses technology to present and communicate

information 4.UL.1, 4.UL.2, 4.UL.3, 4.UL.4, 4.MLC.1



Year 8 Masterchef (Elective) 2018 Stage 4 Scope and Sequence


Content

Food For Special Occasions

Food is an important component of many special occasions. Students will explore a range of special occasions including social, cultural, religious, historical and family, and examine the elements of small and large scale catering. Students will plan and prepare safe food, demonstrating appropriate food handling and presentation skills.

Food Trends

Examine current food trends and factors that influence the appeal and acceptability of a range of foods. Students identify trends in dining, food presentation and service. Contemporary food lifestyle programs are viewed and students are asked to use technology to showcase current food-styling and presentation trends.

Assessment

· Topic Practical Skills · Research Tasks · ICT Skills Tasks · Reporting Assessment

· Topic Practical Experiences · Research Tasks · ICT Skills Tasks · Reporting Assessment

Due to equipment and resource constraints, the Year 8 topics may be taught in a rotational order which will also affect assessment timing.


Syllabus Outcomes 4.1.1, 4.1.2, 4.2.2, 4.2.3, 4.3.1, 4.3.2, 4.4.1, 4.4.2, 4.5.1, 4.5.2, 4.6.1, 4.6.2 4.1.1, 4.1.2, 4.2.3, 4.3.1, 4.3.2, 4.3.2, 4.4.1, 4.4.2, 4.5.1, 4.5.2, 4.6.1, 4.6.2



Year 8 Music (Elective) 2018 Stage 4 Scope and Sequence


Content

Unit 1 Introduction to Production • Performance – Work in small groups

on a song of your choice to be performed at the end of the term

• Aural – Introduction to the concepts of music. Pitch, Duration, Tone Colour.

• Composition – Compose your own song. Kool Skools Issues in Relationships

Unit 2 Expressive Arts – Music & Verbal Arts • Performance – Work in a small group to

perform original composition • Aural – Continuation of introduction to

the concepts of music Viva on the characteristics of a genre of music

• Composition – Continue working on Original composition.

Unit 3 The Music Producer • Performance – One piece

focussing on expressive techniques

• Aural – Listening to instruments and their roles in songs

• Composition – Create your own backing track

Unit 4 Popular Music • Performance – Developing individual

and ensemble performance skills • Aural – Elements of Pop Music

Booklet • Composition – organise people to

create an arrangement of their song

Assessment

• Complete worksheets on Introduction to production from videos.

• How to roll a lead. • Perform individual piece for

Assessment. • Production Test • Moodle – Concept Study Cards

• Performance of a song in a small ensemble

• Viva and presentation of the characteristics of a genre

• Original Composition

• Yearly listening test • Create your own backing track

for Sam Smith’s – Stay with me.

• Create an Vodcast/Podcast on your chosen popular music genre or artist.

• Performance of a song in a small ensembl

Music Extension

• performances should challenge the musician technically. This means the vocalist or instrumentalist should attempt a new technique or genre of music

• Write a Middle 8 for your song and create a multilayered backing track to accompany the vocalists

• Vodcast should include both video and audio files and will include analysis of Tone Colour, Texture, Dynamics and Expressive Techniques, Duration, Pitch and Structure..

• Backing track will also include multiple vocal tracks and harmony. This can be done using a Vox sound on the keyboard.

• Solo performances should challenge the musician technically. This means the vocalist or instrumentalist should attempt a new technique or genre of music.

Full descriptions of course outcomes can be viewed on the relevant Syllabus document through NESA. Syllabus

Outcomes 4.2., 4.3, 4.7, 4.8, 4.9 4.1., 4.2, 4.3, 4.7, 4.8, 4.9 4.4, 4.5, 4.6, 4.9 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.8, 4.9



Year 8 Technology (Core) 2018 Stage 4 Scope and Sequence


Content

Growing Green

This topic’s Design Project requires students to: · investigate possible uses for a particular

herb · generate a company name and logo · compile a range of products based on

their selected herb · justify their final designs · prepare and cost herb based products · create a method of promoting their

company and their initial product range

Growing Green (Continued)

On The Body

This topic’s Design Project requires students to: · investigate the Art Deco Period · consider factors that will affect your

design · generate ideas for a sterling silver ring

based on the Art Deco Period · produce a final design for the Art Deco

ring · construct a jewellery item (ring) and use

textile materials to create a jewellery bag

On The Body (Continued)

Snack Attack

This topic’s Design Project requires students to: · investigate appropriate snack foods for

teenagers · justify their final food choices · generate a storyboard for an onscreen

presentation · prepare and photograph appropriate

snack foods · produce an onscreen presentation that

provides teenagers with healthy snack food recipes

Snack Attack (Continued)

Assessment Individual Topic Portfolio Design Project Components

Due to equipment and resource constraints, the Year 8 topics may be taught in a rotational order which will also affect assessment timing.


Syllabus Outcomes 4.1.1, 4.1.2, 4.1.3, 4.2.1, 4.2.2, 4.3.1, 4.3.2 4.4.1, 4.5.1, 4.5.2, 4.6.1, 4.6.2



Year 8 Visual Arts (Elective) 2018 Stage 4 Scope and Sequence


Content Art Making

A: School Production: Students working on props & backdrops for production and/or B: Murals: Students design & create a mural for commissioned school wall and/or C: Murals: Students continuing to develop murals in the canteen area: Theme French Provincial and/or D: Modernist Painting: Students working on individual landscape painting based on a Modernist artist and/or E: Community Art Project and/or F: Art Competitions and/or G: Media: Ceramic/Darkroom/Print Making/Digital Art/Sculpture and/or

Content Art Theory

Conceptual Framework Structural Frame Subjective Frame Cultural Frame

Postmodern Frame Assessment Art Making and Designs / Visual Art Diary Process / Theory / Research


Syllabus

Outcomes 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10



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