Curriculum Overviews Term

Transcription

1 Curriculum Overviews Term

2 Curriculum Overviews Term Timbarra College P-9 has a strong focus on the academic achievement of all our students. We recognise that students will be at various stages in their learning journey. Therefore we offer a differentiated curriculum that is carefully planned and organised to cater for the individual learning needs of our students. Class/Subject teachers cater for all student learning needs in their daily classes. In addition, selected students are offered support in their learning and high achieving students are able to participate in various enrichment activities/programs. The following Curriculum Overviews are designed to provide parents with a broad overview of what their child/ren will be learning each term. For more detailed information about your child s individual learning needs we would encourage you to speak to your child s classroom/homeroom teacher.

3 Foundation ENGLISH In Literacy the children will be engaged in learning experiences requiring them to: SPEAKING AND LISTENING Participate in activities that encourage the development of listening and questioning skills Participate weekly in show and share activities designed to develop oral language skills Use appropriate interaction skills such as listening, body language, gestures and eye contact Confidently retell a story in sequence and answer questions relating to a text Use appropriate volume and tone when speaking and reading aloud Articulate clearly to be understood easily by others Listen to a wide variety of poetry READING AND VIEWING Read as a whole class, in small groups and individually Use a range of strategies to help decode unknown words Continue to build on knowledge of high frequency words Read for meaning and self-correct to maintain understanding Identify connections between texts and personal experiences Read and identify a variety of poems WRITING Write in response to experiences that are meaningful to them Use resources in the classroom to write high frequency words Spell some high frequency words accurately Use full stops, spaces and capital and lower case letters Record an increasing number of sounds in words Begin to write on lines, correctly Begin to edit writing to ensure it makes sense Complete a variety of activities to learn individual spelling words NUMERACY In Numeracy the children will be engaged in learning experiences requiring them to: Continue to develop a quick recall of number facts to 10 Use counting on as a strategy for adding two groups Use counting back as a strategy for subtraction Begin to check and correct solutions to mathematical problems independently Model mathematical problems to others using appropriate materials Use toy money to pay for goods in play situations INQUIRY BASED LEARNING UNIT: The Real Toy Story Essential Question: How have toys changed over time? Technology has changed toys over time Toys we play with today can differ from the toys of our parents and grandparents Toys are made with a variety of materials and joins It is important to create and follow a design before making our toy Working together helps us to develop new ideas Investigating the skills required to include others and make friends with peers, teachers and other adults The way objects move depends on a variety of factors WELLBEING: PERSONAL LEARNING YCDI: In Term 4 we will be focusing on setting and measuring personal and class goals. Students will be celebrating their achievements. MINDFULNESS Practising Mindfulness and exploring thoughts and emotions with related terminology. VALUES EDUCATION: In term 4 we will develop an understanding of the values: peacefulness, optimism, excellence, selfdiscipline and enthusiasm.

4 Year 1 ENGLISH In English the children will be engaged in learning experiences requiring them to: Speaking and Listening Speak to an audience using a loud, clear voice during reflection, reading group sessions and Show and Share. Listen to a range of conversations and stories and respond to them. Ask appropriate questions during small group and whole class activities. Listen attentively using eye contact and appropriate body language. Retell a story in sequence, including important details. Reading and Viewing Continue to work on personal reading goals. Read aloud with fluency. Verbalise strategies for decoding unfamiliar words when reading. Focus on rereading when the meaning of the story has been lost. Retell the main ideas from a text they have read independently. Use their own knowledge to make connections with the text. Answer literal and inferential questions about a text. Writing Write a range of transactional texts including letters, invitations and cards. Write a narrative including characters, setting, problem and solution. Write texts that present ideas in a sequential order. Investigate and create a variety of poems. Use legible handwriting and correct letter formation on dotted third paper. Use punctuation such as capital letters, full stops, question marks, exclamation marks and quotation marks. Reread writing and edit where required. Use dictionaries and personal word banks to investigate the meaning of words. Use knowledge of word families to help spell difficult words. Complete a variety of activities to learn individual spelling words. NUMERACY In Numeracy the children will be introduced to and engaged in: Skip counting by 2 s, 5 s and 10 s to 100. Recognise, model, read, write and order numbers to 100. Locate numbers on a number line. Represent and solve simple addition and subtraction problems using a range of strategies. Investigate and describe number patterns. Describe duration using months, weeks, days and hours. Give and follow directions to familiar locations. Identify outcomes of familiar events involving chance using language such as will happen, won t happen or might happen. Represent the sharing objects between a small group. INQUIRY BASED LEARNING UNIT Topic: The Never Ending Story Essential Question: How have stories and the way we communicate changed over time? Some of the understandings we would like the children to achieve are: Recognise changes in communication and storytelling over time. There have been many changes in storytelling and communication since our grandparent s time. There have been many changes in storytelling and communication since the beginning of Australia. WELLBEING Y.C.D.I: We will be focusing on setting and measuring personal and class goals. Students will be celebrating their achievements. Values: We will develop an understanding of the following values: Peacefulness, Optimism, Excellence, Self-Discipline, Enthusiasm.

5 Year 2 ENGLISH In English the children will be engaged in learning experiences requiring them to: Speaking and Listening Speak confidently and clearly with appropriate intonation in a range of contexts. Adjust volume and tone to emphasise meaning when speaking to a group. Listen attentively to others, using eye contact and appropriate body language. Summarise the main ideas in non-fiction texts. Rehearse and deliver Passion Project. Respond appropriately to others questions and statements. Reading and Viewing Children work on individual CAFÉ reading goals. Find the meaning of unfamiliar words using clues from the text and clarify using a dictionary. Answer literal and inferential questions throughout the reading process. Infer meaning from the text, picture and prior knowledge. Retell and summarise the main ideas from a text they have read independently using supporting details. Read fluently, using punctuation to enhance meaning. Make connections between the text and self, other texts and the world. Writing Write a variety of sequenced expositions that are meaningful. Create a plan before writing a narrative text. Use legible handwriting and display appropriate writing posture. Use punctuation such as capital letters, full stops, commas, question, exclamation and quotation marks. Reread and edit text for spelling, punctuation, text structure and meaning. Use a variety of strategies to attempt to spell unfamiliar words. NUMERACY In Numeracy the children will be introduced to and engaged in: Represent the place value of numbers to 1000 in a variety of ways. Recognise and order numbers to at least Describe and draw two dimensional shapes. Describe the features of three dimensional objects. Use of informal units to estimate, measure, compare and order length. Use of formal units for measuring length, area and perimeter. Investigate half and quarter turns of objects. INQUIRY BASED LEARNING Topic: Healthy Active Kids Essential Question: How can we be active and stay healthy? Some of the understandings we would like the children to achieve are: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities Recognise situations and opportunities to promote their own health, safety and wellbeing Examine health messages and how they relate to health decisions and behaviours Explore actions that help make the classroom a healthy, safe and active place Identify and explore natural and built environments in the local community where physical activity can take place WELLBEING Y.C.D.I: In Term 4 we will be focusing on setting and measuring personal and class goals. Students will be celebrating their achievements. Values: In Term 4 we will develop an understanding of the following values: Peacefulness, Optimism, Excellence, Self- Discipline, Enthusiasm..

6 Year 3 ENGLISH In Literacy, students will be engaged in learning experiences requiring them to: Speaking and Listening Sequence ideas and information Listen actively, including listening for specific information and recognising the value of others contributions Prepare and present their project to the class Peer assess project presentations Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors reasons Reading and Viewing Participate reading conferences to set reading goals Participate in daily independent reading Investigate the structural stages and language features of narrative and procedural texts Use prior knowledge and evidence within the text to infer meaning Participate in weekly Teacher Focus Groups such as Reciprocal Reading sessions, Literature Circles or Guided Reading Read a variety of poetry Writing Use the writing process of planning, drafting and editing of narrative and procedural texts Practise how to join letters to construct a fluent handwriting style Use paragraphs that include a topic sentence Construct correctly formed sentences revising a range of grammatical terms Create multimodal texts that combine visual images, sound effects, music and voiceovers to convey settings and events Use print and digital resources to gather information about a topic Use appropriate simple, compound and complex sentences to express and combine ideas Accurately use the apostrophe of possession and the apostrophe of omission in writing Experiment with writing different styles of poetry NUMERACY In Numeracy, students will be engaged in learning experiences requiring them to: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 Divide collections and shapes into halves, quarters and eighths Locate familiar fractions on a number line Recognise common equivalent fractions in familiar contexts Represent money values in multiple ways Count change required for simple transactions Use digital technologies to solve problems involving purchases Identify symmetry in natural and constructed environments Compare and describe 2D shapes that result from combining and splitting common shapes Identify angles as measures of turn Compare angles and classify them Identify angles in everyday situations INQUIRY BASED LEARNING UNIT Topic: It s A Celebration! Essential Question: How and why do we celebrate? Research festivals and cultural traditions around the world Link celebrations to symbols Select a cultural tradition or celebration and complete a project Investigate historical significance of rituals and celebrations Investigate Australian national days of importance Participate in Year 3 Cultural Celebration Day PERSONAL LEARNING You Can Do It Using the 6 Keys of respect, resilience, confidence, persistence, organisation and getting along Value Of The Fortnight Students will discuss the meaning of the following values; peacefulness, optimism, excellence, self-dicipline, enthusiasm Students will participate in cooperative group work as well as work independently to recognise these types of values and put them into practice

7 Curriculum Overview Term Year 4 ENGLISH In English the children will be engaged in learning experiences requiring them to: Speaking and Listening Communicate meaning through descriptive and technical vocabulary. Acknowledge and extend others contributions. Create a monologue related to a world explorer. Participate in class meetings. Reading and Viewing Read a variety of texts. Participate in daily sustained reading sessions. Participate in small group reciprocal reading sessions. Participate in reading conferences and develop individual goals. Build literal and inferred meaning to expand content knowledge, link ideas and evaluate the text. Writing Create persuasive pieces of writing. Investigate online navigation tools and noting differences between print and digital information. Use compound and complex sentences to express and combine ideas. Develop fluency and speed in handwriting. NUMERACY In Numeracy the children will be introduced to and engaged in: Number and Algebra Identifying, ordering and converting fractions. Solving addition, subtraction, division and multiplication algorithms. Solving worded problems related to all four operations. Understanding the place value of numbers. Solving problems involving purchases and the calculation of change to the nearest five cents. Using equivalent number sentences involving addition and subtraction. Measurement and Geometry Reading analogue time to the nearest minute. Calculating elapsed time. INQUIRY BASED LEARNING UNIT- Let s Discover The World! Essential Question: How and Why did the great journeys of exploration occur? Activities students may be involved in are: Create a monologue and map for our Still Museum. Conduct an interview with a famous world explorer. PERSONAL LEARNING You Can Do It: Wellbeing Use the 6 foundations for achievement to help students set and reach their personal goals and achieve success. Participate in class meetings. You Can Do It: Value of the Fortnight Students will discuss the meaning of the following values; Peacefulness, Optimism, Excellence, Self-Discipline and Enthusiasm. Students will participate in cooperative group work as well as work independently to recognise these types of values and put them into practice.

8 Year 5 ENGLISH Speaking and Listening Listen to spoken texts and identify the main idea with supporting details. Plan, rehearse and deliver texts to a specific audience. Identify opinions offered by others and pose alternative views. Present and display published information reports texts to peers. Reading Students read, interpret and respond to a wide range of texts and identify the relationship between words, sounds, imagery and language patterns. Learning experiences will include: Reciprocal reading. Differentiated reading groups. Using comprehension strategies clarifying, questioning, determining importance, scanning and skimmimg, synthesizing, anaylsing, summarizing and paraphrasing. Writing Students will employ a variety of strategies for writing, including note-making, planning, editing and proofreading. Explicit teaching and learning experiences will include: Use of advanced vocabulary throughout texts to enhance engagement. Exploring strategies for editing, proofreading for common mistakes, punctuation and correct grammar. Explicit teaching of a weekly grammar and spelling focus. Planning and writing a variety of persuasive texts. Planning and writing a variety of narrative texts. Planning and writing a variety of transactional texts. NUMERACY Number and Place Value Use estimation and rounding to check the reasonableness of answers to calculations. Solve problems involving division by a one digit number, including those that result in a remainder. Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies. Use efficient mental and written strategies and apply appropriate digital technologies to solve problems. Money and Financial Mathematics Use estimation and rounding to check the reasonableness of answers involving amounts of money Model percentages as fractions out of 100 (eg 90/100 is 90%) Use equivalences with fractions, and can calculate 50%, 25% and 10% of quantities of money Plan how to allocate money and budget for a special event. Shape Classify shapes according to lengths of sides, corners, vertices, faces Visualise, demonstrate and describe the effect of translations, reflections, and rotations of 2D shapes Describe line and simple rotational symmetry including the use of ICT Draw distant smaller objects (perspective) Understand that geometric features can be used to classify shapes and objects INQUIRY BASED LEARNING UNIT: You Are What You Eat! We can make decisions on what food to eat. We make choices in our life that affect our overall health. The media has an impact on our health. Our culture and background affects our health. Mental health is an important part of our overall health. PERSONAL LEARNING You Can Do It: Wellbeing Using the 6 foundations for achievement and Social-Emotional Well-Being as well as using positive HABITS of the mind to help students reach their personal goals and achieve success. The focus for Term 4 will be goal measurement and celebration of academic and social goals. You Can Do It : Value of the Fortnight Students will discuss the meaning of values - peacefulness, optimism, excellence, self-discipline and gratitude. Students will participate in cooperative group work as well as work independently to recognise these types of values as well as put them into practice.

9 Year 6 ENGLISH In Literacy the children will be engaged in learning experiences requiring them to: Speaking and Listening Year 6 students will understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase. They will understand and use the strategies for interaction in formal and informal settings. Reading and Viewing Students will continue to engage in sustained reading habits using a range of different text types. During this term will be using the CAFÉ reading model where students set their own learning goals in reading according to their individual needs. The focus for students will be on comprehension, accuracy, fluency and expanding their vocabulary. The reading comprehension skills students will be explicitly developing are point of view, analysing, synthesizing, critiquing and concluding. Writing Students in Year 6 will focus on analysing/creating poems and writing procedural texts. Students will employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. Students will investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas. Spelling Students in Year 6 will employ a range of strategies to spell words correctly including: Economics related topic words Shortened words e.g. vet, exam. Acronyms Timspell words and spelling competition NUMERACY In Numeracy the children will be engaged in learning experiences such as: Estimate, measure and compare angles using degrees. Construct angles using a protractor. Connect three-dimensional objects with their nets and other two-dimensional representations. Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries. Use a grid reference system to describe locations. Describe routes using landmarks and directional language. List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions. Pose questions and collect categorical or numerical data by observation or survey. Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables. Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data. INQUIRY BASED LEARNING UNIT Economics: Distinguish between needs and wants and recognise that choices need to be made when allocating resources. Recognise that consumer choices and financial decisions are influenced by a range of factors and describe the effects of these choices and decisions on themselves, their family, others, the economy and the natural, economic and business environments. Identify strategies that will assist in making informed consumer and financial decisions. Explain the purpose of business and recognise the different ways that businesses choose to provide goods and services. Outline the many reasons why people work and describe the changing nature of work. Describe the nature of enterprising behaviours and capabilities and explain why these behaviours are important for individuals and businesses. Outline the advantages and disadvantages of proposed actions in response to an economics and/or business issue or event and identify the possible effects of their decisions on themselves and others. PERSONAL LEARNING You Can Do It: Wellbeing Using the 6 foundations for achievement and Social-Emotional Well-Being as well as using positive HABITS of the mind to help students reach their personal goals and achieve success. The focus for term 4 will be goal measurement and celebration of academic and social goals You Can Do It: Value of the Fortnight Students will discuss the meaning of values, for example, peacefulness, optimism, excellence, self-discipline and gratitude. Students will participate in cooperative group work as well as work independently to recognise these types of values as well as put them into practice e

10 Year 7 ENGLISH Speaking and Listening This term students will be developing their public speaking skills through a variety of activities including developing techniques to deliver engaging performances and strategies to perform confident in front of others. Through discussions and presentations, students will investigate the concepts raised in the short stories and the effect each story has on a reader. Reading This term students will analyse a variety of texts from a range of different genres. They will identify structural features of different texts and explain these features. Students will compare the way that language and visual elements are used to influence emotions and opinions in spoken texts. In each English class, students will participate in Independent Reading, where they are able to extend their comprehension skills and develop their passion for reading. Writing The Year 7 students will continue to develop their literary skills by publishing a variety of written texts in response to the texts studied in class. Focus will be on discussing how elements of audience, narrative purpose, text structures and descriptive writing are used to produce an effective narrative text. Students will participate in weekly focus sessions that develop their understanding of grammar and specialised vocabulary and will continue to focus on their ability to spell and use punctuation accurately. HUMANITIES Year 7 students will begin to investigate and explore the importance of water as a resource in our world. They will develop their geographical investigation skills by exploring different forms of data; including Geographic Information Systems. They will begin to analyse the impact of humans in the water cycle by exploring the urban water cycle and the ways in which we store and use our fresh water resources in Australia. Throughout the term, the students will develop their understanding of water scarcity and think of new ways to avoid droughts and secure Australia s access to fresh water for the years to come. MATHEMATICS In Mathematics the children will be engaged in learning experiences such as: Investigating the probability of different events occurring. Calculating the mean, median, mode and range for sets of data while constructing and comparing a range of data displays. Constructing simple prisms and pyramids Finding the unknown angles in a quadrilateral and triangle Investigating the properties of parallel lines to help find unknown angles. Using digital technology for geometric problem solving Identifying different forms of transformations of shapes SCIENCE In science the children will be engaged in learning experiences such as: Understanding the effects of applying different forces of familiar objects. Investigating common situations where forces are balanced, such as stationary objects, and unbalanced, such as falling objects. Exploring how gravity affects objects on the surface of Earth. Recognizing the different types of forces. FOOD TECHNOLOGY Key Question: What factors do we need to consider when designing and planning meals for special occasions? Students will be focusing on: Social, family, cultural, religious and historical reasons for celebrations Possible social and environmental impacts of specific foods Modifications to recipes as necessary to meet the needs of individuals Using a range of sources to develop design ideas in response to a brief Using feedback to inform judgments about the suitability of a food product

11 Year 7 VISUAL ART Students will be using starting points such as observation experience and research to express ideas and feelings. They will use art elements skills, techniques and processes to structure artworks appropriate to chosen styles and media. Students will achieve this by Planning and developing a Mexican Day of the Dead mask. Following a design brief to create a ceramic artwork. Using appropriate language and vocabulary to describe the way images and forms are organised to express ideas and feelings. Planning, selecting and modifying visual arts presentations according to space, materials and equipment. Working as individual artists, in small groups and as a part of a large group project. INDONESIAN In Indonesian the students will be engaged in learning experiences related to the topic of Family Members and their appearances, body parts and adjectives requiring them to: Speaking and Listening Participate in activities in Indonesian that encourage the development of listening. Maintain conversations within a small group about the topics being studied and video or record these conversations Reading Listen and respond to texts to increase comprehension skills of the target language Read for meaning, texts related to Family in Indonesian and Body Parts Writing Work book Family Album Quizzes/exercises/translations INQUIRY BASED LEARNING Essential Question: How do Indonesians communicate expressions related to Family Members. What are the similarities between Australia and Indonesia with relation to this topic? Understandings students will develop throughout the topic: The Indonesian vocabulary and expressions related to the topics being studied Cultural similarities and differences Australian and Indonesian family life. Activities students may be involved in are: Games/songs/Online activities HEALTH In Health during Term Four the students will be learning; The effects that sun exposure can have on our health The signs and symptoms of skin cancer and how to identify and prevent them. Analysing the SunSmart program and how it aims to educate people. The immediate and long term health effects of smoking Government regulations in regards to smoking. The various body systems and how they influence physical activity. The function of the cardiovascular system. The roles of the circulatory and respiratory systems during exercise. How to analyse and monitor energy intake. The importance of hydration during physical activities.

12 Year 7 PHYSICAL EDUCATION In Physical Education during Term Four the students will be participating in; Minor activities such as warm-up games where they will combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. A unit on Cricket with a focus on developing the ability to bowl, bat and field. These skills will be learnt through a range of skill drills focusing on technique, strategy and gameplay. A unit on Touch Rugby with a focus on developing passing and field positioning. The rules and strategies involved in the game will be learnt through a range of skill drills and competitive games. A unit on Softball, with a focus of learning the basic rules of the game and developing basic skills such as pitching, batting, throwing and catching.

13 Year 8 English Speaking and Listening Students will have the opportunity to continue to develop their own opinions and ideas about persuasive language with a focus on the use of a variety of persuasive techniques in their speaking. They will continue to evaluate and analyse the different structures of persuasive speaking with a focus on the different uses of tone, pace of speech and volume. The students will evaluate and analyse the presentations given by their peers, to assist in the further development of their public speaking skills and the continuing development of non-verbal communication skills. Reading Students will continue to participate in independent reading each day with their teacher to discuss their reading habits. The students will learn and use critical reading strategies that help them to analyse texts before, during and after they read. This term, students will be focused on gathering evidence from a range of sources, such as newspapers and editorials, to support their opinions and arguments. Writing Students will focus on using evidence to support a contention in their writing. Students will also continue to consolidate their writing style and the structure of their writing in essays and letters. Students will plan, draft and publish a detective s report during our investigation of the crime and mystery genre. There will be a strong focus on the proofreading and editing stages of the writing cycle to help students clarify their ideas and make their writing more cohesive. Humanities Year 8 students will begin to investigate the changes and developments within Europe during the Middle Ages. Students will continue to develop their historical skills by investigating, analysing and evaluating a range of historical sources. This term s historical depth study will focus on the development and spread of feudalism throughout Europe and the consequences of the rise of independent kingdoms and new religions. Students will also be investigating the Renaissance and the developments that occurred during the 14 th, 15 th, and 16 th centuries. They will be exploring the connections between trade between the Middle East and Europe and how the Black Death impacted on the development of new ideas. Mathematics In Mathematics the children will be engaged in learning experiences such as: Choosing appropriate units of measurement for area and volume and convert from one unit to another. Finding perimeters and areas of parallelograms, trapeziums, rhombuses and kites. Investigating the relationship between features of circles such as circumference, area, radius and diameter. Using formulas to solve problems involving circumference and area. Investigating the effect of individual data values, including outliers on the mean and median. Recognising and solving problems involving simple ratios. Solving a range of problems involving rate and speed. Identifying different time zones and recognising the differences between these times. Science In science the children will be engaged in learning experiences such as: Recognising that kinetic energy is the energy possessed by moving bodies. Recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy. Investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature. Recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes. Using flow diagrams to illustrate changes between different forms of energy. Health In Health during Term 4 the students will: Study Australian and community health issues, researching information about some of the key health issues Australians face such as diabetes and asthma

14 Year 8 Investigate how to access health information, products and services. Develop leadership skills to positively affect personal attitude, relationships, education and careers. Physical Education In Physical Education during Term 4 the students will: Complete a unit of hockey, softball, cricket and touch rugby. Focus on the execution of different skills within each sport, and develop an understanding of tactics and rules. Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. Visual Art In Visual Arts the students will be engaged in learning experiences requiring them to develop skills in the following areas: Learning how artists use materials and techniques to communicate ideas Investigating training and careers in the art industry Analysing an artwork students will look at and study the different ways artists approach art. They will develop an understanding of how different artists work and what makes a successful artwork. Developing their observation, analysis and interpretation skills Students will structure artworks using selected elements, styles and forms, and demonstrate ability to control the medium using skills, techniques and processes. Students will create visual artworks using a range of techniques such as sculpture, painting, drawing and collage. Food Technology Key question: Why does food sustainability matter? Students will be focusing on: Developing their understanding of food packaging and processing Developing their understanding of common farming methods Examining and prioritising competing factors when developing food products Designing their own food products based on a range of specifications Media In Year 8 Media, students will be exposed to a range of different animation techniques and develop their practical skills in the moving image technologies. Students will: Develop an understanding of the fundamental principle of animation. Create linear animations that use different techniques; including hand drawn and digital/ computer based. Explore and develop skills in the operation of imovie and Stykz. Develop skills, such as cut, copy, colour and manipulate the size of pixels, in the use of Adobe Photoshop. Demonstrate an understanding of camera angles and the audience meaning behind their use. Develop an understanding of media codes and conventions and genre and audience expectation in moving image in the area of movie trailers. Form production teams to create a movie trailer that demonstrates understanding of genre, audience and media conventions. LOTE: Indonesian In Indonesian the students will be engaged in learning experiences related to the topics of Housing and Weather requiring them to: Speaking and Listening Participate in activities that encourage the development of listening Maintain conversations within a small group on the topics of Housing and Weather Videoing/recording conversations of Weather forecast. Role-plays describing housing Reading Listen and respond to texts to increase comprehension skills Reading for meaning and self-correcting to maintain understanding Writing Weather report

15 Year 8 Written activities Ideal house INQUIRY BASED LEARNING Essential Question: How do Indonesians communicate expressions related to Housing and Weather and what are the similarities and differences between Indonesia and Australia. Understandings students will develop throughout the topic The vocabulary and expressions related to Housing and Weather The cultural aspects of Indonesian Housing (traditional and modern) and Weather Activities students may be involved in are: Online activities Making a traditional house DIGITAL TECHNOLOGY In Digital Technology the students will be engaged in learning experiences such as: Exploring how text, image and sound data can be represented and secured in digital systems. Analysing and evaluating data from a range of sources. Creating and manipulating algorithms to be used to solve problems. Designing user experiences and developing, testing, and modifying digital solutions.

16 Year 9 ENGLISH Speaking and Listening This term students will develop their speaking and listening skills by delivering a number of short presentations to the class. Students will respond to the central ideas and themes in Romeo and Juliet, as well as making short presentations about current issues that are relevant to their lives. Students will focus on delivering with confidence and using effective presentation techniques to engage an audience and convey a message. Students will also develop their listening skills by providing peer observations on the presentations made in class. Reading This term students will analyse sections of the play Romeo and Juliet and view the 1996 film as a comparative text. Students will investigate archetypes to gain an understanding of how a common human condition and traditional character types form the basis of this story. Each morning students will participate in independent reading, where they are able to extend their comprehension skills and further develop their passion for reading. Writing This term students will develop their literary skills by publishing a variety of written texts in response to the play Romeo and Juliet. Each student will respond to sections of text in the form of a Dialectical Journal to further develop their analytical writing skills. They will profile characters from the text and will have to justify their opinions using evidence from the text. Throughout the term, students will work towards a writing assignment in which they will demonstrate analysis of a passage of their choice. NUMERACY In Mathematics the children will be engaged in learning experiences such as: Investigating the application of Pythagoras Theorem and its application to right angled triangles Applying trigonometry to solve unknown angles within right angled triangles Identifying everyday questions and issues involving at least one numerical and at least one categorical variable and collect data directly from secondary sources. Constructing back-to-back stem-and-leaf plots and histograms and describe data, using terms including skewed, symmetric and bi modal. Comparing data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread. SCIENCE In science the children will be engaged in learning experiences such as: Investigating various scenarios which involve parallel and series circuits. Discussing the effects of various sensors when used in everyday life. Investigating different circuit designs within household wiring. Investigating the effects of a magnet on electricity production. Explaining how magnets work and the force fields around them. HUMANITIES Year 9 students will investigate the significance of World War I in the making of the modern age. Students will apply historical skills such as source analysis to look at both long-term and short-term factors that contributed to the outbreak of war. Students will extend their understanding of important ideas such as nationalism, imperialism and militarism within the context of 20th century Europe. They will develop an understanding of tensions between the European powers that led to the outbreak of war. Throughout the unit students will reflect on Australia s involvement in the war and how life was changed for people at home. They will conduct independent research to demonstrate their understanding of how World War I has shaped today s society. FORENSIC SCIENCE In Forensic Science the children will be engaged in learning experiences such as: Exploring the human mind and associated phenomena. Examining police investigation techniques such as criminal profiling & evidence collection. Considering how chemical properties of materials can lead to identification. Investigating how to use a series of different chemical tests to determine presence at a crime scene.

17 Year 9 PHYSICAL EDUCATION In Year Nine Physical Education, throughout term four, students will be: Completing a unit on Softball with the focus of improving basic skills, improving team work and thinking strategically during game play Completing a unit on Touch Rugby with the focus of improving the basic skills of catching, passing and developing a greater understanding of the rules whilst thinking strategically during game play. Completing a unit on Cricket with the focus of improving the basic skills of batting, fielding and bowling whilst improving team work and strategic thinking during game play. HEALTH In Year Nine Health, throughout term four, students will be: Completing a unit of work on Road Safety. Students will be investigating the causes of road accidents, analyzing statistics about road accidents and researching the consequences involved, both legally and emotionally, with drink driving. Investigating the effects of both legal and illegal performance enhancing drugs in sport and the pressures associated with being an elite athlete. MEDIA PHOTOGRAPHY In Year 9 Media, students will continue to further develop their skills and knowledge of the digital photography medium and manipulation program, Adobe Photoshop. Students will: Develop an understanding and skills in the use of a Digital SLR Cannon 600D camera. Develop an understanding of aperture, shutter speed, depth of field and capturing movement using the manual setting on the DSLR Camera. Continue to further enhance their skills of selecting pixels and using a range of tools to customize their images. Continue to develop an understanding of visual composition and media codes and conventions to communicate meaning to an audience and demonstrate this in photographic works. Develop an understanding of studio lighting and how to light a subject in various ways to communicate meaning. Explore contemporary photographic styles such as Lomography and Studio Photography. Continue to build on student s own individual creative ability when capturing an image in their own Individual Production Design Plan. OUTDOOR EDUCATION In Year Nine Outdoor Education, throughout term four, students will be participating in a Bushwalking and Kayaking unit. The objective of the Bushwalking unit is to enable students the opportunity to: Develop knowledge and understanding of environmental issues and the applicable law. Develop physical and cognitive skills to manage such an environment and trip safely. Develop responsible behaviours, attitudes and decision-making skills for the safe participation in an overnight bushwalk. The objective of the Kayaking program is to enable students the opportunity to: Achieve basic skills in Kayaking Promote kayak and water safety Paddle skill development Build upon teamwork skills Promote and develop fitness and health as a community lifestyle SPORT AND SPORTS MANAGEMENT In Sport and Sports Management during Term 4 the students will: Participate in a SEPEP program, which is a curriculum model that facilitates student centred experiences that mirror community sport. Be assigned one of the following roles- Public Relations Staff, Results co-ordinators, Tournament Directors or Coaching staff and complete a variety tasks to fulfil these roles Complete an online coaching course

18 Year 9 FOOD TECHNOLOGY Key question: What are the components of Food Literacy? Students will be focusing on: Developing their ability to budget and modify recipes Developing their understanding of where and how to access specific ingredients Interpreting food labels, messaging and advertising Making sustainable and healthy food choices Developing project plans to produce and evaluate their own food products MECHATRONICS In Mechatronics the students will be engaged in learning experiences such as: Creating and manipulating algorithms to be used to solve problems. Designing user experiences and developing, testing, and modifying digital solutions. Developing programming language to assist in the creation digital solutions. Identifying steps and developing plans to complete tasks and solve problems LOTE: Indonesian In Indonesian the students will be engaged in learning experiences related to the topics of Health and Holidays, requiring them to: Speaking and Listening Participate in activities in Indonesian that encourage the development of listening. Maintain conversations within a small group and orally perform presentations about Health and Holidays, video or record these conversations and presentations, using Ipads or computers Reading Listen and respond to texts to increase comprehension skills of the target language Read for meaning, texts related to Health and Holidays, in Indonesian Writing Cultural Assignment on Health/Holidays Puzzles/exercises/essay/short stories Workbook Grammar Written assessments Write a journal/diary about one s holiday in Indonesian INQUIRY BASED LEARNING Essential Question: How do Indonesians communicate expressions related to Health and Holidays? What are the similarities between Australia and Indonesia with relation to these topics? Understandings students will develop throughout the topic: The Indonesian vocabulary and expressions related to the topics of Health and Holidays Similarities between Australian and Indonesian Health systems and types of holidays they take. Activities students may be involved in are: Games/songs Online activities Watching documentaries about different towns/cities in Indonesian

19 Primary Physical Education The Physical Education Program strives to ensure maximum participation and enjoyment of students in Physical Education and Sport. During Physical Education and Sport Sessions the goals are to: Increase fitness Have fun Master the Fundamental Motor Skills (e.g. throw, catch, kick, leap etc.) Teach students the strategies in a variety of game and sports Teach students team work Teach students to be good sports people by acting in a fair manner TERM Foundation Students will be involved in improving their Fundamental Motor Skills, Movement and Fitness Skills and revisiting Ball Handling Skills. They will be involved in practicing and developing Gymnastics and Circus Skills. They will work with partners to develop cooperation and sharing. There will be opportunities to work in small groups to develop teamwork. They will be introduced to minor games and learn to play within rules and safety guidelines. Year 1 & 2 Students will be involved in improving their Fundamental Motor Skills, Movement and Fitness Skills and revisiting Ball Handling Skills. They will work with partners to develop co-operation and sharing. There will be opportunities to work in small groups to develop teamwork. They will develop and reinforce skills in a variety of minor game activities. Emphasis will be placed on, playing fairly. Students will be involved in developing gymnastic and circus skills. Year 3 & 4 Students will continue to be involved in improving their Fitness Levels, Movement Patterns and working on mastering their Ball Handling Skills. They will play minor and major games to put skills taught into practical use. They will work on developing their teamwork skills and positive encouragement towards fellow team members. Students will be involved in developing gymnastic and circus skills. Students will be involved in learning Tee Ball, Netball and European Handball skills and participate in modified activities and games. They will also be introduced to new games which they will then play as part of their 3/4 sport time. Year 3 students will have the opportunity to participate in Bike Education lessons. Year 5 Students will continue to be involved in improving their Fitness Levels and developing their Movement Patterns while mastering their Ball Handling Skills. They will learn how to move and make space in game situations and backup and support fellow team members. Students will be involved in developing gymnastic and circus skills. Students will be involved in learning Tee Ball, Netball and European Handball skills and participate in modified activities and games. During Year 5 /6 Sport they will participate in a variety of sports and games with a focus on teamwork. They will be exposed to new skills and techniques for a variety of sporting activities. Sports Academy students will continue to train in their chosen sport as well as develop their strength and conditioning in Woodford sessions. Mr Stefan Ciccarelli Physical Education

20 Primary Performing Arts All students will be involved in the process of investigating, creating, making, rehearsing and presenting concepts to produce Performing Arts Music, Dance and Drama works. Throughout the Music, Dance and Drama activities the students are encouraged to be risk-takers, develop their self-confidence and work towards achieving the quality that is required for public performances. All students can experience learning success by taking into account their different readiness levels, needs, experiences, interests or preferred learning style. All students will access Performing Arts software or online Performing Arts resources to enable more personalised learning. The students, through responding to and evaluating their own and others Performing Arts works will be encouraged to list the knowledge and skills that they have attained and reflect on the quality of the Performing Arts works presented. Victorian Curriculum Foundation Music: beat, rhythm, tempo, dynamics, pitch, texture, form, sound effects and recognising and playing instruments safely and with correct technique Drama: confidence, imagination, role, improvising, characters, character voices, voice projection, facial expressions, body language, situations, scenes, costumes, props and using the drama space safely Dance: facial expressions, gestures, body bases, body parts, body regions, isolation and combination of movements, stillness, space, relationships, locomotor movements, non-locomotor movements, directions, levels, strength, flexibility, coordination, endurance, timing, groupings, interaction, choreography, beginning to learn how to look out to the audience during performances and using the dance space safely Digital Technologies: Keyboards, itunes, imac computers, Piano Star app, ipad 2 GarageBand Smart Guitar app, microphones Some of the activities the students may be involved in are: Revising and identifying where they have experienced music, dance and drama in their lives and in the community. Recognising, naming and learning how to use an imac computer, the computer mouse, keyboard, username and password on the imac computer Piano Star app, safari icon, student intranet, google and ipad2 and ipad 2 GarageBand Smart Guitar app. Continuing to recognise, name and learn how to use and play instruments safely and with the correct correctly. Understanding that music is arranged in different forms. Recognizing, naming and learning how to use and play instruments safely and with the correct technique. Using body percussion and body movements and playing non-melodic and melodic percussion instruments in time keeping the beat. Reading and playing beat circles as they listen to songs. Learning the parts of a note; head, stem, tail and bar. Familiarization with the rhythmic notation; minim, crotchet, quavers and a crotchet rest. Performing rhythmic patterns using minims, crotchets, quavers and crotchet rests through body percussion, movement and non-melodic and melodic instruments. Imitating, creating, refining, rehearsing and playing rhythmic ostinato patterns and accompaniments with guidance. Familiarization with the music stave, treble clef and treble clef music notation. Playing treble clef notes on tuned instruments and recognising higher and lower pitch. Playing melodic phrases using the tuned instruments of xylophones, keyboards and the imac Piano Star app. Reading, playing and accompanying a song using a C chord on a ukulele and the ipad2 GarageBand Smart Guitar app. Learning to read and interpret the tempos of adagio (slow), moderato and allegro (fast) and the dynamics of piano (soft) and forte (loud). Using the elements of music including pitch (high/low), beat, rhythm (long/short), tempo (fast/slow), dynamics (loud/soft), texture and form with guidance. Experimenting with, selecting, playing and drawing graphic notation for sound effects within a known poem with correct timing, dynamics and tempo. Continuing to understand how texture is used within created music works. Exploring the toys and games of Aboriginal and Torres Strait Islander Peoples. Learning that drama is used by Aboriginal and Torres Strait Islander people for different purposes. Learning that drama involves pretending that what is happening in the drama is real. Sequencing images, sounds and / or movements to recount an event or retell a familiar story. Communicating verbally to explore ways in which characters speak and move to communicate an idea. Participating in directed role-play practising staying in role in short improvisations, situations and scenes. Using voice, facial expressions, whole body movements, costumes, props and space to imagine and improvise characters and situations. Creating, practising, refining and presenting how children played in the past through dramatic play. Understanding why and how we warm up and cool down our bodies before and after we perform a dance. Observing and imitating how other dancers communicate through movement and extending their ideas. Exploring movement possibilities using facial expressions, gestures, body bases, body parts, body regions, isolation and combination of movements, stillness, space, relationships, locomotor movements, non-locomotor movements, directions, levels, timing, groupings, interaction, choreography and continuing to learn how to look out to the audience during performances. Using the technical skills of appropriate strength, flexibility, coordination and endurance.