Year 8 Student Information and Assessment Handbook 2020 · 6. Volunteer in the school canteen. The...

Year 8

Student Information and

Assessment Handbook

2020

1

Contents TERM DATES ...................................................................................................................................................................... 2

PARENTS & CITIZENS ASSOCIATION AND ABORIGINAL EDUCATION CONSULTATIVE GROUP ......................................... 2

COMMUNICATIONS .......................................................................................................................................................... 3

PREPARED FOR LEARNING ................................................................................................................................................ 3

MOBILE PHONE POLICY ..................................................................................................................................................... 4

ATTENDANCE .................................................................................................................................................................... 5

SCHOOL CONTRIBUTIONS ................................................................................................................................................. 5

STUDENT ASSISTANCE SCHEME ........................................................................................................................................ 6

STUDENT REPRESENTATIVE COUNCIL (SRC) ..................................................................................................................... 6

EXTRA CURRICULA ACTIVITIES .......................................................................................................................................... 7

HOMEWORK ...................................................................................................................................................................... 7

POSITIVE BEHAVIOUR FOR LEARNING .............................................................................................................................. 8

MERIT AWARD SYSTEM..................................................................................................................................................... 8

BELL TIMES ........................................................................................................................................................................ 9

SUBJECT AND ASSESSMENT INFORMATION ................................................................................................................... 10

WELCOME TO ENGLISH ................................................................................................................................................... 11

ENGLISH .......................................................................................................................................................................... 12

WELCOME TO HUMAN SOCIETY AND ITS ENVIRONMENTS ........................................................................................... 13

GEOGRAPHY .................................................................................................................................................................... 14

HISTORY .......................................................................................................................................................................... 15

WELCOME TO MATHEMATICS ........................................................................................................................................ 16

MATHEMATICS ................................................................................................................................................................ 17

WELCOME TO PDHPE ...................................................................................................................................................... 18

PDHPE SEMESTER 1 ......................................................................................................................................................... 19

PDHPE SEMESTER 2 ......................................................................................................................................................... 20

WELCOME TO SCIENCE ................................................................................................................................................... 21

TECHNOLOGY AND APPLIED STUDIES (TAS).................................................................................................................... 23

TECHNOLOGY MANDATORY – AGRICULTURE AND FOOD TECHNOLOGIES: ................................................................... 24

TECHNOLOGY MANDATORY – DIGITAL TECHNOLOGIES ................................................................................................ 25

TECHNOLOGY MANDATORY – AGRICULTURE AND FOOD TECHNOLOGIES: ................................................................... 27

TECHNOLOGY MANDATORY –ENGINEERED SYSTEMS: METAL ...................................................................................... 28

TECHNOLOGY MANDATORY - MATERIAL TECHNOLOGIES: TEXTILES ............................................................................ 29

TECHNOLOGY MANDATORY – MATERIALS TECHNOLOGIES: TIMBER ............................................................................ 31

WELCOME TO VISUAL ARTS ............................................................................................................................................ 32

VISUAL ART MANDATORY ............................................................................................................................................... 33

MY PERSONAL ASSESSMENT TASK CALENDAR ............................................................................................................... 35

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TERM DATES

TERM FIRST DAY OF TERM LAST DAY OF TERM

Term 1 for students Wednesday, 29 January 2020 Thursday, 9 April 2020

Term 2 for students Tuesday, 28 April 2020 Friday, 3 July 2020

Term 3 for students Tuesday, 21 July 2020 Friday, 25 September 2020

Term 4 for students Monday, 12 October 2020 Wednesday, 16 December 2020

PARENTS & CITIZENS ASSOCIATION AND ABORIGINAL EDUCATION CONSULTATIVE GROUP

The Chatham High School Parents and Citizens Association meets on the third Monday of each month in the Q Block Common Room at 7.00 pm. This allows parents to become actively involved in their child's education. All parents / carers are invited to join the P & C Association and to attend its meetings. The AECG meets twice a term at schools in the Taree area on rotation. If you would like details on the next AECG meeting please contact the school.

How can you help your child in High School…

1. Be involved whenever possible.

2. Attend Parent / Teacher interviews.

3. Ensure your child has the appropriate equipment, including books and pens.

4. Ensure your child attends school regularly. Irregular attendance, poor behaviour and bad grades are often closely

linked.

5. Join the P&C Association and/or the AECG.

6. Volunteer in the school canteen. The canteen is run by the P&C with all profits going back to the school. The

canteen is always in need of volunteers and would appreciate any help you can offer, even a few hours or one day

a month would make a difference to your children.

7. Ensure your child wears our school uniform.

8. Parents / Caregivers should contact the school if they have any queries or concerns about their child's progress.

9. Support the school by encouraging your child to follow the Code of Conduct.

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COMMUNICATIONS

Communication with parents is an important aspect of our school. Students play a key role in this process. You are the essential link in the chain.

1. Sentral is our new communication platform which will keep you informed about everything happening at our school. With Sentral, you will have the ability to track attendance and assessment tasks, book Parent Teacher Interviews on line and communicate directly with your child’s teachers. To log on to Sentral you must register at https://chatham.sentral.com.au/portal/register using the access key provided by us, then download the free app. Please contact us if you have not received your key.

2. If you would like to keep up-to-date with events at Chatham High School, please check our Facebook page http://www.facebook.com/chathamhightareeofficial. This is the ONLY official page created by Chatham High School, Taree. School policy and other information can be found on our website http://www.chatham-h.schools.nsw.edu.au

3. Student notices are produced daily and read during roll call. The notices contain information about important meetings, excursions, competitions, debating, rehearsals, sporting information etc.

4. Interviews - Parents are encouraged to make interview appointments with staff whenever they see a need or have a concern. The best people to contact are The Principal, Deputy Principals or your child’s Year Adviser. They can arrange contact with teachers as necessary.

5. Parent / Teacher afternoons, commencing at 3.45pm, are conducted twice yearly during Term 1 and Term 3. These are designed for parents / carers to discuss, at greater length, student’s progress. It is recommended that wherever possible your son / daughter participate in the interview. Students should book appointments with their teachers. Booking sheets are distributed to students, who arrange appointments with their teachers. Please take the opportunity to speak to all your child’s teachers.

6. Visiting the School - Parents are encouraged to visit the school as the need arises. However, it is departmental policy that parents sign in and out at the Front Office. Please ensure you have called ahead to make an appointment with the staff member.

PREPARED FOR LEARNING

When students come to school ready to learn they have a greater sense of belonging to their school community and a greater sense of responsibility for their own learning. Well-prepared students allow teachers to spend more time on teaching instead of supplying and collecting equipment. Following is the list of equipment required for all students, Years 7-10 at Chatham High School. Senior students will be advised by their class teachers. Book packs are available from Officeworks in Taree or may be purchased separately from any stationery supplier. Checklist: •1 x 192 page book (English) •2 x black, red and blue pens •1 x 240 page grid book (Maths) •1 x Casio fx-82AU PLUS II calculator •1 x 96 page book (LOTE) •1 x 10cm protractor •1 x 128 page book A4 (Geography) •1 x compass •1 x 96 page book A4 (History) •1 x sharpener •1 x 192 page book (Science) •1 x large eraser •1 x 96 page book (PDHPE) •1 x HB pencil •2 x 48 page books (Technology Mandatory) •1 x glue stick •1 x display folder with plastic sleeves •1 x ruler

https://chatham.sentral.com.au/portal/register

http://www.facebook.com/chathamhightareeofficial

http://www.chatham-h.schools.nsw.edu.au/

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MOBILE PHONE POLICY

The staff and P&C of Chatham High School acknowledge that most students and their families own a mobile phone. It is recognised that some parents/carers request their child carry a mobile phone to school for before and after school safety and security reasons. However, our core business is the pursuit of quality teaching and learning in an environment free from unnecessary distractions or disruptions. To this end, our mobile phone policy has been developed with support from students through the SRC, parents through the P&C and staff at Chatham High School based on results from student and staff surveys. The full policy can be accessed on the school website. Students bring mobile phones to school at their own risk. The school and members of staff will not be held responsible for any loss, damage to, or theft of mobile phones, or for the investigation of any such loss or damage. Therefore, the school strongly discourages the bringing of mobile phones to school by students. Communication with School and Students

• Parents wishing to contact their child should phone the school on 65522588 and our Administration staff will contact the student.

• Students needing to phone home during the day should do so via the front office with the permission from a Head Teacher, Deputy Principal or the Principal.

• Students who are feeling unwell must report to front office where Administration staff will contact parents and direct the student to sick bay until they are collected by their parent or carer.

The key points of Chatham High School’s Mobile Phone Policy are:

• No mobile phones or electronic devices are to be used at any time in the classroom unless at teacher direction.

• If a student breaches this policy and fails to comply with teacher directions, the mobile phone may be confiscated and a letter may be sent home.

• For repeat offences, parents or carers may be required to collect the device from the school.

Note: It is a criminal offence to use a mobile phone to menace, harass or offend another person. Legislation - Students must not take photographs or videos or recordings of other students or staff. They must not contact staff by phone unless given specific permission to do so on a particular occasion eg. An overnight field trip where phone contact is required. Breaches of these rules are not only a serious matter under the school’s discipline code, but could also breach legislation such as Children and Young Persons Care and Protection Act, Privacy Act and Workplace Health and Safety Act. Examinations and Tests - The mobile phone can provide an opportunity to cheat in examinations and tests. Therefore, phones must be turned OFF and secured in students’ bags. “Mobile phones are not permitted in an examination room under any circumstances” (Board of Studies, NSW Students online 2015). If caught with a mobile phone students risk their examination paper being cancelled. This policy was made in consultation with students, staff and P&C from Chatham High School June 2015. The complete policy can be found on our website http://www.chatham-h.schools.nsw.edu.au, It should be read in conjunction with the NSW Department of Education’s Student Discipline in Government Schools Policy.

http://www.chatham-h.schools.nsw.edu.au/

https://education.nsw.gov.au/policy-library/policies/student-discipline-in-government-schools-policy?refid=285835

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ATTENDANCE If a student is away from school, a note from a Parent or Carer explaining the absence must be provided on their immediate return to school. Books of absentee slips are available from the front office for you to complete and hand in at the front office. When you are aware that an absence is going to be more than 2 days you will need to notify the school. Absences need to be justified with a valid reason such:

• Sickness (In cases where sickness is in excess of four school days, the school may request a medical certificate detailing the nature of the illness and the duration).

• Visits to Doctors, Dentists, Optometrists and other specialist services. (These appointments should be made outside school hours where possible).

• Misadventure and unforeseen events e.g. accident, flood. • Participation in special events e.g. Eisteddfod. • Family holiday unable to be taken within the normal school vacation period. • Family reasons e.g. serious illness or death of an immediate relative, moving residence.

Absences will be marked as an Unjustified Absence if:

• A note is not provided within 7 days of the absence (whether there was a good reason for the absence or not).

• A note is received but there is no reason or the reason is unacceptable (eg.shopping, hairdresser appointment, parent gives permission to leave school without any of the reasons stated above)

SCHOOL CONTRIBUTIONS With the agreement of this school's community it is intended to seek, from parents and guardians, a Voluntary General School Contribution. Our school values your contribution as this will significantly improve the resources made available to students for all areas of their education. Funds raised will be used for the following: library books, printing and photocopying costs, student and parent notices, recording media, sporting equipment, student booklets, and other items that support student education. The funds from the General School Contribution will need to be supplemented by other school activities and funds raised by parent organisations for the benefit of students.

Should you wish, please contact the school to discuss any difficulties including exemptions, support and options for payment by instalments.

General School Contribution 2020

Junior School (Years 7 to 10) $ 60.00

Senior School (Years 11 to 12) $ 65.00

Students will be required to bring money to school to pay for such things as bus trips, excursions, entry fees to swimming pool, tennis and ten-pin court hire, competition fees, sporting venue fees, entrance fees for visiting performers, drama, music groups etc.

Subject Contributions in Years 8 to 12

Subject contributions provide essential materials for your child’s learning. Your teachers or the Cashier will provide this information.

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STUDENT ASSISTANCE SCHEME Student Assistance funding is available from the school to help low income families with some of the schooling expenses for their children. Applications for Student Assistance are available from the school for any parent or carer who has a real need of financial help to pay for a child’s school expenses. As funds are limited each application will be considered by a committee, then funds allocated on the merits of each application.

STUDENT REPRESENTATIVE COUNCIL (SRC)

This is a group of students within the school who have been elected by their peers. They are expected to be people who care about the school and its surrounds and work together as a team. The function of the student Representative Council (SRC) is to help the school in decision making and fundraising. They are involved in most school activities including the organisation of school socials. The SRC is an exciting activity in the school where students are able to promote new ideas and achieve fulfilling results The representatives are nominated by their peers. The nominees address a year assembly and are then voted for by their year group. At least one boy and one girl are to be elected for each Year, except for Year 7 who are expected to elect 2 boys and 2 girls.

Year 7 Four representatives are elected in second term.

Years 8, 9 and 10 Four representatives from each year

Year 11 Six representatives

Year 12 Eight senior leaders are elected including the two school captains and two vice captains.

Any student or teacher may observe at Council Meetings provided they approach the Chairperson before the start of the meeting.

What does the SRC do for you?

The SRC

• Encourages school spirit and pride

• Identifies and voices student opinions and ideas

• Assists and represents students at school functions and in the community

• Assists the organisation and running of student activities and socials

• Works to improve student facilities

• Supports charities

• Most importantly, it is a student voice. Support SRC so that they can support all students!

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EXTRA CURRICULA ACTIVITIES Students are encouraged to participate in School Musicals, Art Exhibitions, Concerts, Drama Teams, School Bands, the Vocal Group, Debating Teams, Sporting Teams and the AMCF (Australian Children’s Foundation) Workshops. EXPECTATIONS FOR ATTENDING SCHOOL BASED ACTIVITIES Chatham High School continues to set high expectations for all its students and staff. All students have an equal opportunity to excel in their given disciplines. To represent the school or attend an excursion the student must firstly be a good representative for the school. A student may be prohibited from attending a school organised activity while:-

• on suspension • on a whole school monitoring red card • on an attendance monitoring card • the student has one or more outstanding BOS Course Warning Letters where the due date for completion of

the task is on or before the date of the excursion. (A student can redeem this by completing the task to the teacher’s satisfaction and then be available for representation/excursion).

• there are outstanding mandatory elective fees

HOMEWORK

Homework is a useful method of reviewing work done in class, as a means of extending work previously done and as preparation for work to be attempted at a future date. Essays and projects are set well in advance so that there is no overload on students at any particular time. In the case of assignments, many students leave the work to be done until the last minute, and are then swamped with work, and little time. With planning and organisation, no homework assignment need cause this problem. The use of a school homework diary will make it possible for students to keep track of due dates for all homework and assignments. Students should check with their teachers if they are unsure of what to do.

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PBL – POSITIVE BEHAVIOUR FOR LEARNING

At Chatham High we promote Positive Behaviour for Learning through our expectations of Respect, Safety and

Learning.

MERIT AWARD SYSTEM

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BELL TIMES

PERIOD MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ROLL CALL 9.00 – 9.10 9.00 – 9.10 9.00 – 9.10 9.00 – 9.10 9.00 – 9.10

1 9.10 – 10.02 9.10 – 10.02 9.10 – 10.02 9.10 – 10.02 9.10 – 10.02

2 10.02 – 10.54 10.02 – 10.54 10.02 – 10.54 10.02 – 10.54 10.02 – 10.54

RECESS 10.54 – 11.14 10.54 – 11.14 10.54 – 11.14 10.54 – 11.14 10.54 – 11.14

3 11.14 – 12.06 11.14 – 12.06 11.14 – 12.06 11.14 – 12.06 11.14 – 12.06

4 12.06 – 12.58 12.06 – 12.58 12.06 – 12.58 12.06 – 12.58 12.06 – 12.58

LUNCH 12.58 – 1.41 12.58 – 1.41

12.58 – 1.41

Shared

Curriculum

12.58 – 1.41 12.58 – 1.41

5 1.41 – 2.33

1.41 – 2.33

Years 7, 8, 9, &

10 Sport

Shared

Curriculum

1.41 – 2.33

1.41 – 2.33 1.41 – 2.33

6 2.33 – 3.25

2.33 – 3.25

Years 7, 8, 9, & 10 Sport

Shared

Curriculum

2.33 – 3.25

2.33 – 3.25 2.33 – 3.25

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SUBJECT AND ASSESSMENT

INFORMATION

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WELCOME TO ENGLISH On behalf of the English faculty, I would like to welcome students to Year 8 English. We look forward to working with students to develop their knowledge, understanding and skills and promote enjoyment of our subject. English is a very important subject as it prepares students for effective communication in life. It is also valuable to know about and understand how others are attempting to communicate using language through texts such as film, television, print media, literature and everyday spoken/written communications. Firstly, please ensure students have the correct books and equipment needed for work every day. The key to being successful is being prepared. Please ensure students have a separate workbook for English. Secondly, please refer to the English assessment calendar located in this booklet to stay on top of the assessment tasks for the year. Further details about each of the assessment tasks will be distributed at least two weeks prior to the task’s due date. Note that teachers will confirm specific assessment task due dates with their individual classes and there may be some adjustments to the published schedule. All assessment tasks will be printed on the assessment coloured paper. As well as completing assessment tasks, to help students improve their skills it is vital that they spend regular time, every day, reading. It is expected that a minimum of 20 minutes a day, every day will be spent on their own choice of reading materials. This is the most basic form of homework required. From time to time they may be asked to show evidence that this is happening. We ask parents and carers to support this vital homework activity. Finally, to support the development of students’ academic writing skills, students will participate in the school’s ‘Improving Writing Initiative.’ This initiative is a whole school approach to writing which focuses on students using writing strategies to further the quality of their written texts. All these components plus other pieces of set class work and/or homework and exams will contribute towards students’ semester assessment results. If you have any questions at any time about English please contact the class teacher and/or me. Wishing students all the best for a successful year at Chatham High School. Yours sincerely, Tracey Beckett Head Teacher English Head Teacher Mrs Tracey Beckett [email protected] Drama/English Teachers Ms Ros Lander [email protected]

Ms Leonie McDonnell [email protected] English Teachers Ms Helen Bird [email protected]

Mr Joe Dewdney [email protected] Mrs Jane Kirkby [email protected]

mailto:[email protected]

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ENGLISH

Timing Unit Outlines. Assessment Task Due Date DRS Weighting

Term 1 Wks 1-8

Telling a Story In this unit, students

will explore the notion of storytelling

Speaking Task Students will use audio to “tell” a story to their class.

Term 1 Week 8 3 50%

Term 1 Wks 9-11

Term 2 Wks 1-3

Introduction to Drama In this unit, Students

experience play reading, learning about

dramatic techniques and performance of a

dramatic piece in groups.

Dramatic Script/Performance

Students will develop, write and perform a short

dramatic piece.

Term 2 Week 3 1,2,3 50%

Term 2 Wks 4-10 Terms 3 Wks 1-2

Genre Study: Spooky stories

In this unit students will develop their

understanding of the ways narrative

conventions create suspense.

Viewing / Representing and Writing Task

Students will use symbols as a stimulus to compose an

imaginative text.

Term 3 Week 2 2,5 50%

Term 3 Wks 3-10

Term 4 Wks 1-2

Documenting our environment

In this unit, students will examine

documentaries based on issues of

sustainability with the aim of increasing

environmental awareness and

empathy.

Yearly Examination Reading, Language and

Writing Task based on issues affecting the environment.

Term 4 Exam Week 2 50%

Term 4 Wks 3-10

Novel Study Close study of a fiction

text.

Listening Task In class test Term 4 4

In class assessment

(not included in semester

result)

Outcomes are listed on individual assessment tasks. No DRS 1 Reading 2 Writing 3 Speaking 4 Listening 5 Viewing/Representing

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WELCOME TO HUMAN SOCIETY AND ITS ENVIRONMENTS Chatham High School’s HSIE faculty seeks to develop our students’ ability to be active global citizens, through a close study of human endeavours. A wide range of engaging experiences, in which young people take responsibility for their own learning, encouraged by professional teachers, allow our students to develop the necessary skills to investigate our world, how it was formed, and the role of the past and how to manage the challenges of the future, 21st century skills, such as creativity, critical thinking, collaboration and communication are fostered through authentic real world tasks. This is achieved through the opportunity to study a wide range of subjects, both mandatory and elective, which cater for their many interests and abilities. Stage 4 (7,8) - Mandatory Geography and History are each taught for one semester each year.

Head Teacher Ms Helen Anderson [email protected] Mr Simon Gay [email protected] Ms Kayla Hannell (Girls Supervisor) [email protected] Mr Sean Peterson [email protected] Ms Jian Cong [email protected] Mrs Felicity van Vree (Year 8 Adviser) [email protected] Ms Karen Chamberlain [email protected]








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GEOGRAPHY

Timing * Unit Outlines. Assessment Task Due Date DRS Weighting

Term 1 Wks 1-2

Introduction to Global Links

Term 1

Week 7

DRS1

DRS2

DRS4

30%

Term 1 Wks 3-9

Interconnection with the Worlds

Term 1 and 2 Wks 8-11

Personal Connections

Research Assignment Personal Connections with our

world

Term 1 Week 11

DRS3 DRS4 40%

Term 2 Wks 4-10

Place and Liveability

Semester Examination Skills, Global Connections, Place

and Liveability, Community, Environmental Quality, Services

and Facilities

Term 2 Exam Week

DRS1 DRS2 DRS4

30%

Classes will complete one semester of Geography and one semester of History * In Semester 2 timing will be Terms 3, 4 Directly Reportable Statements (DRS) Syllabus outcomes have been grouped together into four DRS groupings Semester reports will report on student progress towards DRS numbers 1,2,3,4

No. DRS Related Syllabus Outcomes

1 Geographical knowledge and understanding GE 4.1, GE 4.2, GE 4.3, GE 4.4, GE4.5, GE 4.6

2 Geographical skills GE 4.7

3 Geographical research GE 4.1, GE 4.2, GE 4.3, GE 4.4, GE4.5, GE 4.6 , GE 4.7, GE 4.8

4 Communicating using appropriate geographical methods GE 4.8

Syllabus Outcomes

GE4-1 locates and describes the diverse features and characteristics of a range of places and environments

GE4-2 describes processes and influences that form and transform places and environments

GE4-3 explains how interactions and connections between people, places and environments result in change

GE4-4 examines perspectives of people and organisations on a range of geographical issues

GE4-5 discusses management of places and environments for their sustainability

GE4-6 explains differences in human wellbeing

GE4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry

GE4-8 communicates geographical information using a variety of strategies

Class task – Skills activities Global links, production, trade, technology

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HISTORY

Classes will complete one semester of Geography and one semester of History * In Semester 2 timing will be Terms 3, 4 Directly Reportable Statements (DRS) Syllabus outcomes have been grouped together into four DRS groupings Semester reports will report on student progress towards DRS numbers 1,2,3,4


1 Knowledge and understanding of course content HT4.1, HT4.2, HT4.3, HT4.4 HT4.7

2 Source based tasks HT 4.5, HT4.6, HT4.7, HT4.8, HT4.10

3 Historical research and inquiry HT4.8, HT4.10

4 Communicates historical information in appropriate forms HT4.1, HT4.2, HT4.3, HT4.4, HT4.7, HT4.9, HT 4.10

Syllabus Outcomes

Timing * Unit Outlines. Assessment Task Due Date DRS Weighting

Term 1 Wks 1-10

Medieval Europe

Research Assignment Death and Disease in the Middle

Ages

Term 1 Week 9

DRS 1 DRS 2 DRS 3

30%

Term 1 and 2 Wks 7-3 Contact History Source based test Term 2

Week 2 DRS 3 40%

T2 Wks 4- 10 Shoguns Semester Examination

Medieval Europe, Contact History Term 2

Exam Week

DRS 1 DRS 2 DRS 4

30%

HT4-1 describes the nature of history and archaeology and explains their contribution to an understanding of the past HT4-2 describes major periods of historical time and sequences events, people and societies from the past HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-4 describes and explains the causes and effects of events and developments of past societies over time HT4-5 identifies the meaning, purpose and context of historical sources HT4-6 uses evidence from sources to support historical narratives and explanations HT4-7 identifies and describes different contexts, perspectives and interpretations of the past HT4-8 locates, selects and organises information from sources to develop an historical inquiry HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past

16

WELCOME TO MATHEMATICS Chatham High School’s Mathematics faculty is progressive in integrating ICT and traditional styles of learning in their classrooms. We provide HOTmaths program free of charge to all enrolled students at Chatham High School. This program gives students and parents access to the Mathematics curriculum from Kindergarten to Year 12. It includes tutorial videos, lessons and worksheets for students to practise and check their progress. Class lessons will develop students’ 21st century skills, such as critical thinking, collaboration and communication, fostered through authentic real world tasks and project based learning. This is achieved through authentic assessment tasks, real-world assignments and appropriately planned lessons. The assessment schedule below is designed to reward students who consistently try their best and removes the emphasis on formal examination results. All students are required to bring a ruler, pen, pencil, calculator, workbook and all other appropriate equipment to every lesson. It is necessary for all students to have an appropriate scientific calculator at all times (CASIO FX – 82 AU plus II), which can be purchased from specialist office and department stores.

Class Teachers

Mr Timmins Mr Ayao Mr

Thompson Ms

Hutchen Ms

Mitchell Ms Burton Mrs Styles

Year 7 7MB 7MC 7MP 7MA

Year 8 8 CHACE 8M2 8M4 8M6 8M3 8M5

Year 9 9M1 9M4 9M1 & 9M3 9M3 9M2

Year 10 10M1 10M2 10M3 1 www.hotmaths.com.au: Students can access this system at home or in the school library before school and during recess and lunch breaks. Student log-ins and passwords can be distributed by their classroom teacher.

Head Teacher Mr Nick Timmins [email protected] Mr Stephen Thompson [email protected] Ms Tasha Burton [email protected] Mrs Ashlee Styles [email protected]

Mr Hilario Ayao [email protected] Ms Renae Mitchell [email protected] Ms Amanda Hutchen [email protected]

Class Mark

• Book work 10% • HOTmaths Tasks 10% • Term Topic Tests 40%

Independent Assessment

• Semester Assignments 40%

http://www.hotmaths.com.au/








17

MATHEMATICS

Timing Year 8 Unit Outline Assessment Task Due Date DRS Weighting

Term 1

Fractions, Decimals and Percentages – students will learn to convert between

fractions, decimals and percentages and solve simple problems.

Financial Maths, Ratios & Rates – students

will learn to divide into given ratios and calculate familiar rates and how that

applies to financial maths.

Term Topic Test

Begin Pythagoras’

Theorem Assignment

Week 10 1 Topic Test 10%

Term 2

Measurement – students will convert between units of measurement.

Algebra & Indices - students will learn to

compute algebraic expressions and equations involving indices.

Equations – students will learn to solve algebraic equations with pronumerals.

Term Topic Test

Complete Pythagoras’

Theorem assignment

Bookmark/Effort

HOTmaths

Week 2 for the

assignment

Week 10 for the

Topic Test

1, 2

Topic Test 10%

Assignment 20%

Bookmark/ Effort 5%

HOTmaths

5%

Term 3

Linear Relationships – students will learn how to sketch graphs using table of

values.

Geometry – students will classify and measure angles with parallel lines.

Transformations & Congruency – students

will translate, rotate and reflect regular shapes.

Term Topic Test

Begin Data Analysis

assignment

Week 10 1, 2 Topic Test 10%

Term 4 Statistics – students will collect, analyse and represent data.

Complete Data Analysis

assignment

Term Topic Test Bookmark/ Effort

HOTmaths

Week 4 for the

assignment

Weeks 6 & 7 for the Topic Test

1, 2,3

Topic Test 10%

Assignment 20%

Bookmark/ Effort 5%

HOTmaths

5%

Classes will complete a Project Based assignment in Term’s 1 and 4 and a topic test at the end of each term. Directly Reportable Statements (DRS) Syllabus outcomes have been grouped together into four DRS groupings Semester reports will report on student progress towards DRS numbers 1,2,3.

No. DRS Related Syllabus Outcomes 1 Number & Algebra 4.4, 4.5, 4.8, 4.10, 4.11 2 Measurement & Geometry 4.12, 4.13, 4.14, 4.15, 4.17, 4.18 3 Statistics & Probability 4.21

18

WELCOME TO PDHPE Year 8 have five (5) units of work each term. Each unit is expected to run for two (2) weeks. To maximise facilities and equipment, each class is allocated specific weeks in the term to cover each unit. The order that one year 8 class covers the units will be different to another year 8 class. The different timing of the delivery of each unit in a term, leads to the need to complete assessment tasks at the time allocated for delivery for your child’s class. Students will be given their due date from their teacher when the Task is handed out. Class performance for each student during class activities are monitored and documented throughout the term. The marks allocated for this are recorded in Task 2 and 3 Semester 1 and 2. If you have any queries regarding tasks or unit content, please feel free to contact me to discuss. Craig Mitchell HT PDHPE. Head Teacher Mr Craig Mitchell [email protected] Mr Terry Bourke [email protected] Mr Scott Jacklin [email protected] Mr Jordan Hinton (Year 8 Adviser) [email protected]

Mr Nigel Lim [email protected]

PDHPE Stage 4 Scope and Sequence

Semester 1 Units

Term 1 Term 2

Connectedness Drugs

Dance Netball

Relationships Risk taking

Touch Football Soccer

Athletics Orienteering

Semester 2 Units

Term 3 Term 4

Nutrition Safe living

Oztag Cricket

Disease and illness Providing care

Speedball Softball

Basketball Recreational games





19

PDHPE SEMESTER 1


1 Enhance their sense of self, improve their capacity to manage challenging circumstances and develop caring and respectful relationships

4.1, 4.2, 4.3

2 Move with confidence and competence, and contribute to the satisfying and skilled performance of others

4.4, 4.5

3 Take actions to protect, promote and restore individual and community health 4.6, 4.7, 4.8

4 Participate in and promote enjoyable lifelong physical activity 4.9, 4.10

5 Develop and apply the skills that enable them to adopt and promote healthy and active lifestyles

4.11, 4.12, 4.13, 4.14, 4.15, 4.16

Approx Timing Unit Outlines. Assessment Task DRS Weighting

Term 1

Identifying fitness strengths and abilities that contribute to health. Devise plans to maximise health

through physical fitness.

Evaluating personal fitness levels and contributing factors

3,5 10%

Term 1 Students explore strategies that enhance their ability to cope and

feel support

Examining the value of connections to your local area,

family and friends 1 30%

Term 1 & 2

Student achievement during practically based units. An

ongoing assessment of skills related to each sporting unit.

Skill level achieved during class performance.

2 30%

Term 1 & 2 Comprehensive evaluation of

performance and participation in all units this semester.

Practical application in class 4,5 30%

20

PDHPE SEMESTER 2


1 Enhance their sense of self, improve their capacity to manage challenging circumstances and develop caring and respectful relationships

4.1, 4.2, 4.3

2 Move with confidence and competence, and contribute to the satisfying and skilled performance of others

4.4, 4.5

3 Take actions to protect, promote and restore individual and community health 4.6, 4.7, 4.8

4 Participate in and promote enjoyable lifelong physical activity 4.9, 4.10

5 Develop and apply the skills that enable them to adopt and promote healthy and active lifestyles

4.11, 4.12, 4.13, 4.14, 4.15, 4.16

Approx Timing Unit Outlines. Assessment Task DRS Weighting

Term 3

Students identify risk taking situations and evaluate strategies that enhance their ability to cope

and make informed decisions.

Research and present information identifying risk

situations and providing appropriate strategies

1 25%

Term 3 & 4

Student achievement during practically based units. An ongoing assessment of skills related to each

sporting unit.

Skill level achieved during class performance.

2 25%

Term 3 & 4 Comprehensive evaluation of

performance and participation in all units this semester.

Practical application in class 4,5 25%

Term 4

Evaluate the impact of lifestyle choices on your health and safety. Develop skill to assist yourself and

others.

Research and complete an oral/practical presentation on

a first Aid prevention and treatment.

3 25%

21

WELCOME TO SCIENCE

Approx Timing Unit Outlines. Assessment Task Due Date DRS Weighting

Term 1 Wks 1-9

Elements, compounds, mixtures and separation: This topic introduces students to the

concepts of elements, compounds and mixtures by examining the

differences in particle arrangements. It also gives

students an understanding of how we choose to use common

elements and compounds in our daily lives.

Practical Task Wk 9 2,3,4,5,6 30%

Term 1 Wks 10-11

Term 2 Wk 1-4

Ecosystems: students learn how the living and non-living

components of an ecosystem interact, and how altering one

factor will impact on the others. Students also explore how human activities can affect ecosystems.

Skills Task Wk 3 in class 3,4,5 30%

Term 2 Wks 3-10

Energy: Students look at the concept that energy can take many forms, such as movement (kinetic),

potential, heat, light, sound and nuclear. Everyday devices often

convert energy from one form to another, especially electrical

devices, which we use everyday. The relevance of energy efficiency

is also investigated.

Knowledge Test Wk 7 in class

2,3,4,5,6,7 40%

Term 3 Wks 1-4 Student Research Project:

Student Research Project: Students will plan, perform and report on an

experiment decided in class.

This assessment is mandatory for all

NSW students and builds key

skills needed for the mandatory Independent

Research Project in Year 10.

Wk 4 in class

2,3,4,5,6,7 50%

Head Teacher Mrs Bharti Joon [email protected] Ms Jessica Friend [email protected] Ms Catherine Ham [email protected] Mr Jan Kleynhans (Year 7 Adviser) [email protected] Mr Charles Cavanagh [email protected] Ms Sam Deas

Ms Claire Martin (Year 7 Adviser) [email protected] [email protected]




22

Term 3 Wk 5

National Science Week: National Science Week is an annual

celebration of science in Australia, designed to promote science and educate the general public in the

importance of science to our everyday lives. Students will

undertake a series of activities and challenges to support this event.

Term 3 Wks 6-10

Term 4 Wks 1-3

Functioning Organisms: Students learn how the cells in multicellular organisms specialise for particular functions to provide all the needs

of the organisms, including nutrition, excretion, movement and

reproduction. They also explore how this knowledge and

understanding can be applied to real-world problems such as health

and medicine.

Term 4 Wks 4-10

Earth’s Resources- Students learn that some natural resources are not endless and they need to be carefully managed for use in the future. Other types of resources need to be developed to provide

enough energy for our needs. Careful choices based on scientific understanding need to be made

when considering a resource’s use or development.

Final Examination:

Students will sit an examination

on the topics Functioning

Organisms and Earth’s

Resources.

Wk 5 in class 1 50%

Directly Reportable Statements (DRS) Explanation of the role of a DRS and Syllabus Outcomes etc. will be made in the Preamble…

No. DRS Related Syllabus Outcomes 1 Knowledge and Understanding. SC4-16CW

SC4-17CW SC4-15LW SC4-11PW SC4-14LW SC4-12ES SC4-13ES

2 Creates questions which can be investigated scientifically SC4-4WS

3 Demonstrates skills in planning investigations. SC4-5WS

4 Demonstrates skills in conducting investigations. SC4-6WS

5 Demonstrates skills in processing and analysing data SC4-7WS

6 Applies principles of Science to problem solving. SC4-8WS

7 Communicates Scientific information using a variety of styles. SC4-9WS

23

TECHNOLOGY AND APPLIED STUDIES (TAS) Chatham High School’s TAS faculty is a diverse faculty with broad ranging skills to suit a broad ranging scope of subjects taught, which prepare the student’s for life after school in our ever changing technological world. Students learn context specific skills which are then applied to projects in a design based learning environment. In a very real sense we integrate the knowledge that is learnt in many other subjects, such as mathematics and science, into real world situations where students can produce projects to prepare them for the 21st century.

We are knowledge and studies applied to produce physical objects or systems, which is the very definition of Technology.

Stage 4 (year 7 & 8) – Technology Mandatory is, as its name implies, a mandatory subject. It is taught in two rotations per year. Two in year 7/Two in year 8 - one per semester. During this time a stage four student will focus on at least four different context areas out of the following technologies: Digital Technologies, Agriculture and Food Technologies, Engineered Systems, Material Technologies. These will all be studied by making projects, under the umbrella of Design and Production.

Students will be reported on twice per year, with grades awarded and comments derived from how they have performed against the Faculty’s DRS’s (Directly Reportable Statements) which in turn are derived directly from the ‘board of studies outcomes’ for each learning context.

Staff Head Teacher Mr Peter Heiss [email protected] Mr Peter Cambrell [email protected]

Ms Collette Eadndel [email protected] Mr Jan Kleynhans [email protected]

Mrs Donna Kouwenhoven [email protected] Mr John Thomson [email protected]

Ms Kimberley Wilson [email protected]








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TECHNOLOGY AND APPLIED STUDIES (TAS) TECHNOLOGY MANDATORY – AGRICULTURE AND FOOD TECHNOLOGIES: AGRICULTURE

The Agriculture and Food Technologies context integrates content from agriculture (food and fibre production) and food technologies to enable delivery with consideration of the school context and available resources.

Agriculture (food and fibre production) 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. Students develop knowledge and understanding about managed systems that produce food and fibre through designing and producing solutions.


Weeks 1-20

Unit 1

Students learn about the history of Agriculture and specifically the

history of agricultural growth within Australia. Students compare modern

conventional agriculture with the principles of Aboriginal agriculture

ongoing 1 30%

Unit 2

Students learn about the lifecycle of Chickens and the ways in which we as humans use chickens in our day to day lives. Students learn about the legal implications of keeping chickens and how to care for chickens

ongoing 1,2,3,4 30%

Unit 3

Students learn about the use of chicken meat and eggs in society with special mention of their use in cultural events and festivals. Students learn how to use the correct range of equipment and how to apply the correct techniques in producing the required dishes.

ongoing 1 40%

No. DRS Related Syllabus Outcomes 1 Demonstrates responsible and safe behaviour while using a range of

tools, materials and techniques in each project. TE4-3DP

2 Applies management processes to successfully complete projects. TE4-1DP, TE4-2DP, TE4-3DP, TE4-5AG, TE4-10TS

3 Manages and completes quality solutions and/or products TE4-1DP, TE4-2DP, TE4-3DP, TE4-5AG, TE4-10TS

4 Understands, identifies and explains theoretical aspects related to projects.

TE4-1DP, TE4-2DP, TE4-5AG, TE4-10TS

25

TE4-1DP designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities

TE4-2DP plans and manages the production of designed solutions TE4-3DP selects and safely applies a broad range of tools, materials and processes in the production of

quality projects. TE4-5AG investigates how food and fibre are produced in managed environments TE4-10TS explains how people in technology related professions contribute to society now and into the

future TECHNOLOGY AND APPLIED STUDIES (TAS) TECHNOLOGY MANDATORY – 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. Students are provided with opportunities to develop fluency in a general-purpose programming language and use these skills to solve information problems and to automate repetitive tasks.


Wks 1-10 of Rotation

Using control technologies, students are required to individually design, produce and evaluate an alarm/alert system using a coding software (e.g. Arduino) and relevant hardware. The system must include correct coding, working inputs and outputs and include a specified end-use application. Throughout the unit, students will learn programming concepts and commands and how to modify code to suit an identified need. Students will also learn how to assemble basic electronic circuits using a microcontroller to produce their final design idea.

OH&S

Complete student workbook

Practical work

Week 10 1,2,3 4

10%

30%

10%


In collaboration with Oracle using Anki Overdrive cars, students are invited to test themselves to complete a series of individual programming challenges of which they can apply to real world problems. Students need to investigate real world problems and find solutions. Students will have the

OH&S

Complete student workbook

Practical work

Week 19 1,2,3 4

10%

30%

10%

26

opportunity to take their solutions and collaborate with students from other schools to solve larger real word intricacies.

• Students gain an understanding of digital connectivity.

• Using Anki vehicles to explore, investigate and experiment with the Internet of Things and Driverless Vehicles (Unconnected Vs connected cars).

• Interpreting data to product code to complete challenges.

Students will use their

understanding to design a Smarter City


1 Demonstrates responsible and safe behaviour while using a range of tools, materials and techniques in each project.

TE4-3DP

2 Applies management processes to successfully complete projects. TE4-1DP, TE4-2DP, TE4-3DP, TE4-7DI, TE4-10TS

3 Manages and completes quality solutions and/or products TE4-1DP, TE4-2DP, TE4-3DP, TE4-7DI, TE4-10TS


TE4-1DP, TE4-2DP, TE4-7DI, TE4-10TS


TE4-2DP plans and manages the production of designed solutions TE4-4DP designs algorithms for digital solutions and implements them in a general-purpose

programming language TE4-7DI explains how data is represented in digital systems and transmitted in networks their use in

designed solutions TE4-10TS explains how people in technology related professions contribute to society now and into the

future

27

TECHNOLOGY MANDATORY – AGRICULTURE AND FOOD TECHNOLOGIES: FOOD TECHNOLOGIES

The Agriculture and Food Technologies context integrates content from agriculture (food and fibre production) and food technologies to enable delivery with consideration of the school context and available resources.

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.


Wks 1-20

Students explore the Australian Dairy Industry

and gain an understanding of

the nutritional value of food.

Students develop an understanding of commercially available dairy products and

their uses as they develop food

preparation skills

Students will learn about safety in the Kitchen environment.

Students will develop a Delicious Dairy

eRecipe book which will contain six nutritious recipes. The eRecipe will promote the consumption of dairy

products.

Students will cook one of the recipes in the book and share the food in a

final Delicious Dairy buffet.

ongoing

Term 2 Week 8

Term 2 Week 8

1,2,3 4

20%

40%

40%

No. DRS Related Syllabus Outcomes 1 Demonstrates responsible and safe behaviour while using a range of tools,

materials and techniques in each project. TE4-3DP

2 Applies management processes to successfully complete projects. TE4-1DP, TE4-2DP, TE4-3DP, TE4-6FO, TE4-10TS

3 Manages and completes quality solutions and/or products TE4-1DP, TE4-2DP, TE4-3DP, TE4-6FO, TE4-10TS


TE4-1DP, TE4-2DP, TE4-6FO, TE4-10TS



quality projects. TE4-6FO explains how the characteristics and properties of food determine preparation techniques for

healthy eating TE4-10TS explains how people in technology related professions contribute to society now and into the

future

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TECHNOLOGY AND APPLIED STUDIES (TAS) TECHNOLOGY MANDATORY –ENGINEERED SYSTEMS: METAL 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. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions.


Wks 1-10 of

Rotation

Metal Carry All. Safe use and handling

hand, power and machine tools.

Personal protective equipment.

Measurement and sizing.

Processes and techniques for joining

and sizing of metal. Finishes and finishing

techniques.

Students will complete workshop safety tests, build a carry case to exact specifications, correctly file

to a fine tolerance finish, and answer questions on the Metal

industry.

Week 8 1,2,3 4 50%

Wks 10-20 of

Rotation

Candle Holder. Design principles and

processes. Factors affecting design:

-material selection, -bending, forming,

shaping and joining. Finishes and finishing

techniques.

Students will complete workshop safety tests, build a candle holder

to their own designs and specifications, correctly apply an appropriate finish, and answer

questions on the Metal industry.

Week 13 1,2,3 4 50%

Semester 1 reports will report on student progress towards DRS numbers 1,2,3 & 4 No. DRS Related Syllabus Outcomes 1 Demonstrates responsible and safe behaviour while using a range of tools,

materials and techniques in each project. TE4-3DP

2 Applies management processes to successfully complete projects. TE4-1DP, TE4-2DP, TE4-3DP,

TE4-8EN, TE4-10TS

3 Manages and completes quality solutions and/or products TE4-1DP, TE4-2DP, TE4-3DP,

TE4-8EN, TE4-10TS

4 Understands, identifies and explains theoretical aspects related to projects. TE4-1DP, TE4-2DP, TE4-8EN,

TE4-10TS



quality projects. TE4-8EN explains how force, motion and energy are used in engineered systems TE4-10TS explains how people in technology related professions contribute to society now and into the

future

29

TECHNOLOGY AND APPLIED STUDIES (TAS) TECHNOLOGY MANDATORY - MATERIAL TECHNOLOGIES: 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.


Week 1-3 WHS and safety

Students will complete workshop safety tests to do

with the textiles environment

ongoing 1 10%

Wks 3-20

The Weaving Electric Delights unit focuses on the application of specialist textiles skills and techniques in the design and production of a quality textile item. Students develop knowledge and understanding of the characteristics and properties of a range of textiles materials through research, experimentation and practical investigation. They will draw inspiration from the investigation of an Aboriginal and/or Torres Strait Islander textiles designer.

Students complete a quality hand dyed Weaving - textile item (within the required timeframe)

Week 20 1,2,3 4 60%

10-13

Students will learn advanced techniques in a safe manner in the workshop environment.

ongoing 1 10%

3-20

Students will follow, implement and adjust the project management plan as required to complete the project.

Week20 2,3,4 20%

30

Semester 1 reports will report on student progress towards DRS numbers 1,2,3 & 4


1 Demonstrates responsible and safe behaviour while using a range of tools, materials and techniques in each project. TE4-3DP

2 Applies management processes to successfully complete projects. TE4-1DP, TE4-2DP, TE4-3DP, TE4-9MA, TE4-10TS

3 Manages and completes quality solutions and/or products TE4-1DP, TE4-2DP, TE4-3DP, TE4-9MA, TE4-10TS


TE4-1DP, TE4-2DP, TE4-9MA, TE4-10TS


TE4-2DP plans and manages the production of designed solutions

TE4-3DP selects and safely applies a broad range of tools, materials and processes in the production of quality projects.

TE4-9MA investigates how the characteristics and properties of tools, materials and processes affect their use in designed solutions

TE4-10TS explains how people in technology related professions contribute to society now and into the future

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TECHNOLOGY AND APPLIED STUDIES (TAS) TECHNOLOGY MANDATORY – MATERIALS TECHNOLOGIES: TIMBER 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.



Pencil Box Safe use and handling hand, power and machine tools.

Personal protective equipment.

Measurement and sizing. Processes and techniques for joining and sizing of timber.

Finishes and finishing techniques.

Students will complete workshop safety tests, build a

pencil case to exact specifications, use a computer system to engrave it, correctly

apply an appropriate finish, and answer questions on the

timber industry.

Week 10 1,2,3 4 50%


Birdhouse. Design principles and

processes. Factors affecting design:

-material selection, -shaping and joining. Finishes and finishing

techniques.

Students will complete workshop safety tests, build a bird house incorporating their

own designs and specifications, correctly apply

an appropriate finish, and answer questions on the

timber industry.

Week 20 1,2,3 4 50%

Semester 1 reports will report on student progress towards DRS numbers 1,2,3 & 4

No. DRS Related Syllabus Outcomes 1 Demonstrates responsible and safe behaviour while using a range of

tools, materials and techniques in each project. TE4-3DP

2 Applies management processes to successfully complete projects. TE4-1DP, TE4-2DP, TE4-3DP, TE4-9MA, TE4-10TS

3 Manages and completes quality solutions and/or products TE4-1DP, TE4-2DP, TE4-3DP, TE4-9MA, TE4-10TS


TE4-1DP, TE4-2DP, TE4-9MA, TE4-10TS



quality projects. TE4-9MA investigates how the characteristics and properties of tools, materials and processes affect

their use in designed solutions TE4-10TS explains how people in technology related professions contribute to society now and into the

future

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WELCOME TO VISUAL ARTS Head Teacher Mr Simon Gay [email protected] (Term 1)

Ms Kimberley Wilson [email protected] (Term 2) Mrs ebecca Humphreys [email protected] Ms Sasha Gray [email protected]

Structure and requirements of Visual Arts courses offered at Chatham High:

Subjects Offered Overview

Year 8 Visual Art (Mandatory)

Visual Art is a core subject in Year 8. As an introduction to art and art-making students begin an exploration of the elements and principles of design, how artists have used them in their art-making and how the students can use them in theirs. Students develop skills and knowledge in art-making with both 2D and 3D media and they build their interpretive, analytical and evaluative responses in art history and criticism.

Uniform requirements: All students must wear enclosed leather footwear in Visual Art classrooms. Protective equipment such as aprons are provided. Students may bring a spare painting shirt to protect their uniform if they wish. Fees: All Visual Arts subjects have fees. Your fees allow the Visual Arts Faculty to purchase a variety of materials, tools and equipment. You can pay your fees in instalments or in one lump sum.

What do students receive once they start paying their fees…….

Subject and Fee Fee Paying Students Non-Fee Paying Students

Year 8 Visual Art $40

Visual Art Diary Your own Water Colour Paint Kit - (Semester 2) Your own Acrylic Paint Kit – (Semester 1) Specialty Paper- Stonehenge Use of Impasto Medium New canvases for painting Use of Armature Wire Digital Photography Printing Clay for Ceramic Sculpture- take home.

Visual Art Diary Shared use of a class set of paints Reused canvases (if available) Recycled Paper Recycled clay.




33

VISUAL ART MANDATORY Sem Unit of Work Projects & Assessment Tasks DRS Weighting Due Date

1 DOGS- This unit of work

focuses on student’s introduction to

Elements of Art using DOGS as inspiration.

• Ceramic Dog Appropriating art practice of Elodie Barker

• Student choice additional Body of Work Piece- select from most successful of following;

- Wild Dog of Asquith Painting OR - Photoshop Creature Digital Image • Visual Arts Diary

Completion of experimentation and documentation of ideas, learning and reflective practice. Associated written work related to artists that students will analyse as inspiration for their own artmaking. Body of Work piece not submitted as Student choice will be included in VAD.

• Numeracy Graphing Task Based on conceptual framework agencies.

• Jeff Koons “Puppy” Artist Study Focuses on art practice and Frames analysis

1,2,3,6

1,2,3,6

1,2,3,6

3

3,4,5,6

20%

30%

20%

10%

20%

Term 1 Week 10

Term 2 Week 7

Term 2 Week 4

Term 2 Week 6

Term 2 Week 4

2 DOGS- continued

• Yarn Bound Sculpture inspired by Tjanpi Desert Weavers

• Student choice additional Body of Work Piece- select from most successful of following;

- Ink and Water Colour Artwork inspired by artist Noel McKenna OR - Gorgeous Dog Drawing • Visual Arts Diary

Completion of experimentation and documentation of ideas, learning and reflective practice. Associated written work related to artists that students will analyse as inspiration for their own artmaking. Body of Work piece not submitted as Student choice will be included in VAD.

• Tjanpi and Aurukan ‘Camp Dogs” analysis focusing on Frames and Artist Practice.

1,2,3,6

1,2,3,6

1,2,3,6

3,4,5, 6

20%

30%

20%

30%

Term 3 Week 5

Term 4 Week 6

Term 4 Week 3

Term 3 Week 8

34

Visual Arts Directly Reportable Statements (DRS):

No. DRS Related Syllabus Outcomes DRS1 Uses a range of strategies, procedures, techniques and materials to

make artworks 4.1

DRS2 Recognises and uses aspects of the world as a source of ideas, concepts and subject matter

4.4

DRS3 Explores the function and relationship between artist, artwork, world and audience

4.2, 4.8

DRS4 Recognises that art criticism and art history construct meaning in art that can be interpreted from different points of view

4.5, 4.7, 4.10

DRS5 Investigates ways to develop meaning in artworks with some understanding of the frames

4.3, 4.9

DRS6 Explores aspects of practice in making and studying art 4.6

35

MY PERSONAL ASSESSMENT TASK CALENDAR

WEEK TERM 1 WEEK TERM 2 WEEK TERM 3 WEEK TERM 4 1 29/1/20

1 27/4/20

28/4 First day Term 2 28/4 ANZAC Day Assembly

1 20/7/20

21/7 First day Term 3 1 12/10/20

12/10 First day Term 4

2 3/2/20

2 4/5/20

2 27/7/20

2 19/10/20

19/10 P&C meeting

3 10/2/20

11/2 Swimming Carnival 3 11/5/20

3 3/8/20

5/8 Parent Teacher Interviews

3 26/10/20

4 17/2/20

17/2 P&C 18/2 Zone swimming carnival

4 18/5/20

18/5 P&C meeting 4 10/8/20

4 2/11/20

5 24/2/20

5 25/5/20

5 17/8/20

17/8 P&C meeting

5 9/11/20

6 2/3/20

6 1/6/201

6 24/8/20

6 16/11/20

16-20/11 Years 7 and 8 Examinations

7 9/3/20

7 8/6/20

7 31/8/20

7 23/11/20

8 16/3/20

16/3 P&C meeting 17/3 Cross Country 18/3 Parent Teacher Interviews

8 15/6/20

15/6 P&C meeting 8 7/9/20

10/9 RUOK Day? 8 30/11/20

9 23/3/20

9 22/6/20

9 14/9/20

9 7/12/20

8/12 Deadlies 9/12 Semester 2 Academic Awards Assembly 10/12 Annual Presentation Evening

10 30/3/20

30/3 School Photos 1/4 7-10 Netball Schools Cup 3/4 PBL Easter Show Excursion

10 29/6/20

2/7 Semester 1 Academic and Merit Assembly 3/7 NAIDOC Day 37/7 Last day Term 2

10 21/9/20

21/9 P&C meeting 25/9 Last day Term 3

10 14/12/20

15/12 Griff Fest 16/12 Last day 2020

11 6/4/20

7/4 Athletics Carnival 9/4 Last day Term 1

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