2016 -Year 8 Scope and Sequence

Transcription

1 Year 8 Term 1 Term 2 Term 3 Term 4 English Topic: Tales Transformed Students will study a traditional tale from particular cultural contexts and examine its transformation in different contexts and media. Topic: Fame Students study a range of media representations of individuals who have achieved fame in a various contexts. Students explore the concept of 'fame' from social, cultural and or political perspectives. Topic: Theme Study Students explore how themes have been presented in and through a fictional text. Students will be introduced to the form, structure and language of the formal essay. Topic: Visual Texts Students study a range of advertisements over different platforms. The promotion of sustainability is a particular focus. English All Classes Reading Test Original Narrative Listening Test PowerPoint Presentation Essay Original picture book cover OR double page and synopsis Written Reflection Statement Gifted and Talented Classes Wide Reading Assignment Oral presentation contrasting representation of fame in a canonical text and contemporary media Wide Reading Assignment Composition of complete picture book Literacy (Elective) Reading for Meaning Narrative Writing Reading - Non-Fiction Theme Study Reading, Writing, Listening, Viewing Film Study Literacy (Elective) English Reading Comprehension Test Narrative Writing Respond to and compose text for understanding, imaginative expression and interpretation. Thinks imaginatively, creatively and interpretatively about information and ideas. Identifies, considers and appreciates cultural expression in text Speech Essay Listening/Viewing Test Essay Competition Demonstrates understanding of how texts can express aspects of their broadening world and their relationship with it Uses wide range of strategies and knowledge for composing texts in different media and technologies. Responds to text for understanding, interpretation and critical analysis Makes effective language choices to shape meaning with accuracy, clarity and coherence. Identifies, considers and appreciates cultural expression in texts Responds to and composes visual texts for understanding, interpretation, critical analysis and imaginative expression Uses, reflects on and assesses their individual and collaborative skills for learning Thinks imaginatively, interpretively and critically about images, information and ideas.

2 Science Science Science Topic: Body Secrets This topic explores several body systems including the digestive, circulatory, respiratory, excretory and skeletal systems and how these systems work together to meet the needs of cells. Plant systems are also examined. Model Topic Test Topic: Toy Story This topic examines the different types of energy and different types of forces including frictional, gravitational, electrostatic and magnetic forces all in the context of toys and games. Model Practical Investigation Topic Test Topic: All Mixed Up This topic examines atoms, elements and the periodic table and the difference between compounds and mixtures. It then examines different types of chemical reactions and separation techniques. Practical Investigation Topic Test Due to equipment and resource constraints, the Year 8 topics may be taught in a different order. explains how new biological evidence changes peoples understanding of the world follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually processes and analyses data from first-hand investigation and secondary sources to identify trends, patterns and relationships and draw conclusions. presents science ideas, findings and information to a given audience using appropriate scientific language, describes the action of unbalanced forces in everyday situations discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge collaboratively and individually produces a plan to investigate questions and problems follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually processes and analyses data from first-hand investigation and secondary sources to identify trends, patterns and relationships and draw conclusions. selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles. explains how scientific understanding of, and discoveries about, the properties of elements, compounds and mixtures relate to their uses in everyday life. identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge collaboratively and individually produces a plan to investigate questions and problems follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually processes and analyses data from first-hand investigation and secondary sources to identify trends, patterns and relationships and draw conclusions. selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems presents science ideas, findings and information to a given audience using appropriate scientific language, Topic: Nature s Factories This topic explores the wide variety of ecosystems and the unique abiotic and biotic variables within them. It then examines adaptations of organisms within their ecosystem. ICT PowerPoint Presentation and Database Topic Test explains how new biological evidence changes people s understanding of the world explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually processes and analyses data from firsthand investigation and secondary sources to identify trends, patterns and relationships and draw conclusions. presents science ideas, findings and information to a given audience using appropriate scientific language,

3 Year 8 Term 1 Term 2 Term 3 Term 4 Mathematics Mathematics Mathematics Link Topic: Fractions, Decimals and & Percentages 2 - Working with Decimals Round to a given number of places. Multiply and divide decimals. Investigate terminating and recurring decimals. Investigate irrational numbers including π. Topic: Area Convert between metric units of area. Establish and use formulas to find the areas of triangles, special quadrilaterals and circles. Solve area problems Topic: Algebraic Techniques 2 (Expanding and Factorising) Substitution, expand, factorise simple algebraic expressions Class Topic Tests/ Formal Assignment-(based on a topic of Interest: fractals, binary numbers etc etc) operates with fractions, decimals and percentages MA4 5NA uses formulas to calculate the areas of quadrilaterals and circles, and converts between units of area MA4 13MG generalises number properties to operate with algebraic expressions MA4-8NA Topic: Rates & Ratios (& Distance/Time Graphs) Apply ratios and rates to solve problems. Interpret and draw distance/time graphs Topic: Linear Relationships 2 Investigating and graphing linear relationships and equations of straight lines. Solving linear equations graphically. Ongoing Class s Weeks 2/3: Common and Extension Task operates with ratios and rates, and explores their graphical representation MA4-7NA creates and displays number patterns; graphs and analyses linear relationships; and performs transformations on the Cartesian plane MA4-11NA Topic: Right Triangles (Pythagoras Theorem) Apply Pythagoras theorem to find sides in right-angled triangles and solve problems. Investigate irrational numbers. Topic: Single Variable Data Analysis Analyses single sets of data using measures of location, and range. Topic: Fractions, Decimals and Percentages (Working with Percentages and Financial Mathematics) Investigating and calculating simple percentages. Solving real-life problems involving percentages. Perform calculations involving GST, discounts and best buys. Revision Class Topic Tests Formal Take-Home Assignment related to a recent topic applies Pythagoras theorem to calculate side lengths in rightangled triangles, and solves related problems MA4-16MG analyses single sets of data using measures of location, and range MA4-20SP solves financial problems involving purchasing goods MA4-6NA Topic: Indices with Numerical Bases Operates with positive integer and zero indices of numerical bases. Investigate index numbers and represent whole numbers as products of primes. Use index notation to establish the index laws with positive-integer indies and the zero index. Find square roots, cube roots. Apply divisibility test Topic: Probability 2 (Venn Diagrams) Probability of compound events, two way tables and Venn Diagrams. Topic: Properties of Geometrical Figures 2 (Congruence) Define congruency. Identify congruent figures, Identify congruent triangles using the four tests. Solve numerical problems using reasoning. Revision/Catch Up/Activities Ongoing Class s Weeks 3/4: Common and Extension Task operates with positive-integer and zero indices of numerical bases MA4-9NA represents probabilities of simple and compound events MA4-21SP classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles MA4-17MG

4 Year 8 Term 1 Term 2 Term 3 Term 4 Geography and History: The Ancient To The Modern World Global Geography History Geography and History Depth Study 4: The Western & Islamic World: Medieval Europe Depth Study 5: The Asia- Pacific World: Angkor/Khmer Empire Depth Study 5: The Asia- Pacific World: Angkor/Khmer Empire Depth Study 6: Expanding Contacts: Aboriginal and Indigenous Peoples, Colonisation and Contact History Geography skills (inclusive of ICT) integrated across the semester How did societies change from the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies?? Whish significant people, groups and ideas from this period have influenced the world today? In class: Extended Historical response Source based historical inquiry and presentation Describes and assess the motives and actions of past individuals and groups in the context of past societies Identifies the meaning, purpose and context of historical sources Identifies and describes different context, perspectives and interpretations of the past Locates, selects and organises information from sources to develop an historical inquiry Uses a range of historical terms and concepts when communicating an understanding of the past Selects and uses appropriate oral, written, visual and digital forms to communicate about the past Inquiry, research and Digital Presentation Describes major periods of historical time and sequence events, peoples and societies from the past Describes and explains the causes and effects of events and developments of past societies over time Describes and assesses the motives and actions of past individuals and groups in the context of past societies Uses evidence from sources to support historical narratives and explanations Identifies and describes different contexts, perspectives and interpretations of the past Uses a range of historical terms and concepts when communicating an understanding of the past Selects and uses appropriate oral, written, visual and digital forms to communicate about the past 4G3: Global Change Investigation into the changing nature of the world and responses to these changes including inquiry in global inequalities and global organisations. 4G4: Global Issues and the Role of Citizenship Inquiry into global geographical issues and appropriate methods of citizenship for their management. Overview of the main global issues is undertaken followed by an indepth case study into two global issues Geographical skills, fieldwork and ICT integrated into content and assessment. Research and written report Identifies, organises and interprets geographical information Uses a range of geographical tools and forms to communicate geographical information Identifies and discusses geographical issues from a range of perspectives. Explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship Research, inquiry and presentation Organises and interprets geographical information Uses a range of written, oral and graphic forms to communicate geographical information Describes the interrelationships between people and environments Describes differences in life opportunities around the world Explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship

5 Year 8 Term 1 & 2 Term 3 & 4 Geography Topic: Water in the world (10 lessons) Topic: Interconnections (10 lessons) Geography skills (inclusive of ICT) Geography skills (inclusive of ICT) Geography Research Report: field study application (Water resources) Oral presentation with peer assessment (Production and consumption) locates and describes the diverse features and characteristics of a range of places and environments describes processes and influences that form and transform places and environments GE4-2 explains how interactions and connection between people, places and environments result in change GE4- discusses management of places and environments for their sustainability GE 4-5 acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7 communicates geographical information using a variety of strategies GE4-8 describes processes and influences that form and transform places and environments GE4-2 explains how interactions and connection between people, places and environments result in change GE4- examines perspectives of people and organisations on a range of geographical issues GE4-4 discusses management of places and environments for their sustainability GE 4-5 acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7 communicates geographical information using a variety of strategies GE4-8

6 Year 8 Term 1 Term 2 Term 3 Term 4 Chinese Chinese Topic: Easy Steps to Chinese Book 1 Self-introduction Occupation Time Topic: Easy Steps to Chinese Book 1 Daily routine Means of transport Colours Topic: Easy Steps to Chinese Book 2 Clothing Parts of the body Countries and languages Assignment Semester 1 Exam Assignment Semester 2 Exam Identify roles and relationships between participants in texts Deduce meaning from context and prior knowledge of subject matter when listening for main ideas Identify specific information Maintain social interactions and communicate appropriately in familiar contexts Select and incorporate modelled structures when producing own texts Express ideas and provide additional details in a series of linked sentences Recognise that grammatical concepts serve particular functions and represent part of the systems of languages Recognise that Hanzi are phonetic compounds with a component to denote or approximate the sound of Hanzi Identify ways in which stress, intonation and body language are used to convey meaning Topic: Easy Steps to Chinese Book 2 Subjects of Study Making phone calls Weather Recognise how culturally appropriate language and behaviour are used in formal and informal contexts Research and present information on Chinese-speaking communities using a range of information and communication technologies Dance Introduction to safe dance Body skills/dance technique Dance in context - Indigenous dance Exploring aspects of space Stimulus - visual Generating and organising movement Dance sequencing Manipulation/development of a class performance piece (Showcase Evening) Performance quality applied to a dance. Body skills Jazz/hip hop technique Exploring aspects of time Dance in context historical time-line of Jazz/popular dance forms Dance Dance Floor sequence Research task indigenous dance forms Demonstrates an understanding of safe dance practice and appropriate dance technique in the performance of sequences. Demonstrates aspects of the elements of dance in performance. Describes dance performances through the elements of dance and identifies dance works that express ideas. Composition in pairs Process journal Identifies and explores aspects of the elements of dance in response to a range of stimuli. Composes dance movement, using the elements of dance that communicates ideas. Group performance Written response-evaluation of a performance Demonstrates an understanding of safe dance practice and appropriate dance technique in the performance of sequences. Demonstrates an understanding of aspects of performance quality through the performance of sequences and dances. Describes dance performances through the elements of dance and identifies dance works that express ideas. Small group dance composition Journal reflection task Demonstrates aspects of the elements of dance in performance. Composes dance movement, using the elements of dance that communicates ideas. Describes dance performances through the elements of dance and identifies dance works that express ideas.

7 Dance (Elective) Introduction to safe dance Dance technique Dance in context/indigenous dance characteristics Dance technique Sequencing Exploring aspects of space Jazz dance technique Exploring aspects of time Development of Jazz dance through 20 th and 21 st centuries Performance quality rehearsal of class item for MADD Night. Concept/intent Composing a group dance Dance (Elective) Safe dance task Research task indigenous dance forms Performance of a 1 minute sequence Written/oral task - Analysis/evaluation of a performance Group composition based on a concept/ intent Dance Elective Demonstrates an understanding of safe dance practice and appropriate dance technique in the performance of sequences. Demonstrates aspects of the elements of dance in performance. Describes dance performances through the elements of dance and identifies dance works that express ideas. Identifies and explores aspects of the elements of dance in response to a range of stimuli. Composes dance movement, using the elements of dance that communicates ideas. Demonstrates an understanding of safe dance practice and appropriate dance technique in the performance of sequences. Demonstrates an understanding of aspects of performance quality through the performance of sequences and dances. Describes dance performances through the elements of dance and identifies dance works that express ideas. Demonstrates aspects of the elements of dance in performance. Composes dance movement, using the elements of dance that communicates ideas. Describes dance performances through the elements of dance and identifies dance works that express ideas. Drama (Elective) Topic: Greek Theatre In this unit students will use Physical Theatre to explore. the theatre of Ancient Greece and investigate the stories, performance style and dramatic elements of this theatre. Students will devise and perform their own work based on a stimulus and present in the form of Physical Theatre.. Topic: Movement & Mime In this unit students will learn how to create characters through their movement and physicality. They will use music as a foundation for storytelling and a source of dramatic mood & atmosphere. Topic: Mask & Ritual Students will explore Mask and Ritual. Working in small groups to illustrate use Mask and Ritual in performance and incorporate understanding of the elements of drama. MADD Performance Students will devise and create a piece for MAAD Night Topic: Improvisation and Playbuilding Students research and explore an idea through improvisation and playbuilding. They will develop a performance manipulating the elements of drama and producing a script. Theatresports

8 Drama Students submit research on (Elective) Theatre. They will present their own original piece of theatre based upon the conventions of the form of theatre studied.. Oral and Written Reflection Students use movement /mime and music to create a group performance. Oral and Written Reflection Group performance using Mask and Ritual. Oral and Written Reflection Group performance of Playbuilt piece. Oral and Written Reflection Script Drama Elective Identifies and explores the elements of drama to develop belief and clarity in character, role, situation and action. Improvises and playbuilds through group-devised process. Devises and enacts drama using scripted and unscripted material. Experiments with performance spaces and production elements appropriate to purpose and audience. Describes the contribution of individuals and groups in drama using relevant drama terminology. Explores and uses aspects of dramatic forms, performance styles, theatrical conventions and technologies to create dramatic meaning. Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama. Explores a range of ways to structure dramatic work in collaboration with others. Describes the contribution of individuals and groups in drama using relevant drama terminology. Identifies and explores the elements of drama to develop belief and clarity in character, role, situation and action. Devises and enacts drama using scripted and unscripted material. Explores and uses aspects of dramatic forms, performance styles, theatrical conventions and technologies to create dramatic meaning. Uses performance skills to communicate dramatic meaning Devises and enacts drama using scripted and unscripted material. Uses performance skills to communicate dramatic meaning. Recognises the function of drama and theatre in reflecting social and cultural aspects of human experience Improvises and playbuilds through group-devised process

9 Year 8 Term 1 Term 2 Term 3 Term 4 Music Unit 5 The Sounds of Music Unit 6 Advanced Keyboard & Guitar Unit 7 Advanced Cubase Unit 8 Busking Basics Methods of Sound Production Combinations of Instruments The Orchestra Families of Instruments The Percussion Family Types of woodwind instruments The Orchestral strings Famous String players Types of brass instruments Advanced Drum Kit Performance Complex drum kit patterns. Learn to play patterns that increase in difficulty. See MOODLE Drum sheet One and Two. Aural MTT Cert 1-7 Composition Compose your own drum beat Performance Choose to work on guitar or keyboard and learn a piece to be performed as a solo at end of the unit. See MOODLE for suggestions. Aural MTT completion Cert 1-7 Composition Experiment with arranging your piece using Cubase Performance - Developing arranging skills. In small groups arrange a Verse and Chorus for a song of your choice. Aural Unit One Fretless Theory Elements of Pop Music Booklet (Year 8 Pop Music folder) begin Cert 6 - advanced Lessons. Composition Original song using Cubase. Must come up with your own chord progression. Performance Learn to play and sing Leaving on a Jet Plane Intro - Verse 1 Chorus Outro. Solo or small group. Aural Unit 2 Fretless Theory Music literacy skills reading and notating pitch and rhythm Composition Arrangement of Jet plane for performance in class Music Perform sheets 1 & 2 of drum patterns. MTT Cert 4+ Quiz Percussion instrument Quiz. Moodle Complete worksheet on instruments of the orchestra and upload to moodle. Perform individual piece for on guitar or keyboard.moodle Complete MTT Cert 4 + Quiz Create an MP3 of your composition and a PDF of your notation Unit 1 Fretless Theory Crossword (p60) ICT Complete woodwind research assignment. Moodle Yearly test on musical literacy Performance of Leaving on a Jet Plane Unit 2- Fretless Theory

10 Music Extension Learn to play Extension Pieces on MOODLE. Composition can include more complex rhythms and fills. Melodic Percussion (p32) Learn to play Extension Pieces on MOODLE Begin work on MTT Cert 5 Perform more complex strumming patterns and learn the chords AM, Am, FM, EM Record Guitar and Vocals using Cubase. Complete MTT Cert 5 Performance of the whole song Perform a song (own choice)

11 Music Perform music demonstrating solo and/or ensemble awareness. Demonstrate an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing. Demonstrate an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire. Demonstrate musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Perform in a range of musical styles demonstrating an understanding of musical concepts. Perform music demonstrating solo and/or ensemble awareness. Demonstrate an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire. Demonstrate musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study. Demonstrate an appreciation, tolerance and respect for the aesthetic value of music as an art form. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Perform in a range of musical styles demonstrating an understanding of musical concepts. Perform music using different forms of notation and different types of technology across a broad range of musical styles. Perform music demonstrating solo and/or ensemble awareness. Experiment with different forms of technology in the composition process. Demonstrate musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study. Identify the use of technology in the music selected for study, appropriate to the musical context. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Perform music using different forms of notation and different types of technology across a broad range of musical styles. Perform music demonstrating solo and/or ensemble awareness. Demonstrate an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing. Demonstrate musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study. Demonstrate an appreciation, tolerance and respect for the aesthetic value of music as an art form. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences.

12 Music (Elective) Unit 1 Expressive Arts Music & Verbal Arts Unit 2 Introduction to Production Unit 3 Popular Music Unit 4 The Music Producer Music Performance Work in small groups on a song of your choice to be performed at the end of the term Aural Introduction to the concepts of music. Pitch, Duration, Tone Colour. Composition Compose your own song. Kool Skools Issues in Relationships Performance of a song in a small ensemble Moodle Concept Study Cards Original Composition Performance Individual performance of a piece. Aural Continuation of introduction to the concepts of music. Dynamics and Expressive Techniques, Texture, Structure. Composition Continue working on Original composition ready for recording end of Term 2. Kool Skools Complete worksheets on Introduction to production from videos. How to roll a lead. Perform individual piece for. Moodle Concept Study Cards Performance Developing individual and ensemble performance skills Aural Vodcast An analysis of a genre/artist. Elements of Pop Music Booklet Composition Use Cubase and Sibelius to compose a piece of music and notate it. Create a Vodcast/Podcast on your chosen popular music genre or artist. Performance of a song in a small ensemble Music literacy skills reading and notating pitch and rhythm. Busking Basics Performance Learn to play and sing Leaving on a Jet Plane Solo or small group. Aural MTT completion of Certificate 6 Composition Create your own backing track Yearly test on musical literacy Create your own backing track for Sam Smith s Stay with me. Music Differentiation Write a Middle 8 for your song and create a multilayered backing track to accompany the vocalists. Solo performances should challenge the musician technically. This means the vocalist or instrumentalist should attempt a new technique or genre of music. Vodcast should include both video and audio files and will include analysis of Tone Colour, Texture, Dynamics and Expressive Techniques, Duration, Pitch and Structure. Backing track will also include multiple vocal tracks and harmony. This can be done using a Vox sound on the keyboard.

13 Year 8 Term 1 Term 2 Term 3 Term 4 Perform in a range of musical Perform in a range of musical Perform in a range of musical styles demonstrating an styles demonstrating an styles demonstrating an understanding of musical understanding of musical understanding of musical concepts. concepts. concepts. Music Differentiation Perform music demonstrating solo and/or ensemble awareness. Demonstrate an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing. Notate compositions using nontraditional notation such as chord charts. Experiment with different forms of technology in the composition process. Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas. Demonstrate an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Perform music using different forms of notation and different types of technology across a broad range of musical styles. Perform music demonstrating increased solo and/or ensemble awareness. Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Perform music demonstrating solo and/or ensemble awareness. Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas. Demonstrate an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire. Demonstrate musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study. Identify the use of technology in the music selected for study, appropriate to the musical context. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Perform in a range of musical styles demonstrating an understanding of musical concepts. Perform music using different forms of notation and different types of technology across a broad range of musical styles. Perform music demonstrating solo and/or ensemble awareness. Demonstrate an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing. Notate compositions using traditional and/or non-traditional notation. Experiment with different forms of technology in the composition process. Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas. Demonstrate an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire. Demonstrate musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study.

14 Identify the use of technology in the music selected for study, appropriate to the musical context. Demonstrate an appreciation, tolerance and respect for the aesthetic value of music as an art form. Demonstrate a developing confidence and willingness to engage in performing, composing and listening experiences. Visual Arts FACE OFF Medium: Lead pencil Digital camera/printer VAD Coloured Art Paper Gouache Structural Frame Subjective Frame Arcimboldo - Power point Arcimboldo - IT research assignment MOVING TOWARDS FUTURISM Medium: Lead pencil Digital camera/printer A3 art paper Drawing media Structural Frame Subjective Frame Marcel Duchamp - Nude descending staircase Giacomo Balla - Dynamism of a Dog on a Leas Medium: Lead pencil VAD/art paper Acrylic paints Structural Frame Subjective Frame Post Modern Andy Warhol Robert Campbell OZ MEETS POP Visual Arts Art Making & Designs Visual Art Diary Process Theory/Research Art Making & Designs Visual Art Diary Process Theory/Research Art Making & Designs Visual Art Diary Process Theory/Research

15 Visual Arts uses a range of strategies to explore different art making conventions and procedures to make artworks uses a range of strategies to explore different art making conventions and procedures to make artworks uses a range of strategies to explore different art making conventions and procedures to make artworks explores the function of and relationships between artist artwork world audience explores the function of and relationships between artist artwork world audience explores the function of and relationships between artist artwork world audience makes artworks that involve some understanding of the frames makes artworks that involve some understanding of the frames makes artworks that involve some understanding of the frames recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts investigates ways to develop meaning in their artworks selects different materials and techniques to make artworks explores aspects of practice in critical and Historical interpretations of art selects different materials and techniques to make artworks explores aspects of practice in critical and Historical interpretations of art begins to acknowledge that art can be interpreted from different points of view recognises that art criticism and art history construct meanings recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts selects different materials and techniques to make artworks explores aspects of practice in critical and Historical interpretations of art explores the function of and relationships between the Agencies explores the function of and relationships between the artist artwork world audience begins to acknowledge that art can be interpreted from different points of view begins to acknowledge that art can be interpreted from different points of view recognises that art criticism and art history construct meanings recognises that art criticism and art history construct meanings

16 Year 8 Term 1 Term 2 Term 3 Term 4 A Healthy Me Relationships Don t Risk It All Active Lifestyle PD/H/PE Theory Students will recognise and evaluate the dynamic nature and contributing factors of their own health and others. Students will discuss their rights and responsibilities and, recognise abuse, power and protective strategies in relationships. Students will discuss risky situations for young people and develop protective strategies for these situations. Students will examine the benefits of physical activity and will learn about the various components of fitness such as strength, agility, coordination and speed. PD/H/PE Practical Fundamental Movement Skill Games (Target, Invasion, Striking) Athletics/Cross Country Rhythmic Gymnastics Invasion Games 2 (AFL, European Handball, Softcrosse) Striking Games 2 (Cricket, Hockey) Active Lifestyle (Competitive/Non-Competitive, Individual, Group, Team, Initiative and Challenge Activities) PD/H/PE A Healthy Me (Week 10) Classwork/Homework (ongoing) Rhythmic Gymnastics (Week 3) Invasion Games (ongoing) Participation/Uniform (ongoing) Classwork/Homework (ongoing) Active Lifestyle Pamphlet (Week 5) Participation/Uniform (ongoing) 4.2 Identifies and selects strategies that enhance their ability to cope and feel supported. 4.4 Demonstrates and refines movement skills in a range of contexts and environments. 4.3 Describes the qualities of positive relationships and strategies to address the abuse of power Explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity. 4.7 Identifies the consequences of risk behaviours and describes strategies to minimise harm. 4.4 Demonstrates and refines movement skills in a range of contexts and environments. 4.9 Describes the benefits of a balanced lifestyle and participation in physical activity. 4.5 Combines the features of elements of movement composition to perform in a range of contexts and environments.

17 Technology Rotational Topic: Growing Green This topic s Design Project requires students to: investigate possible uses for a particular herb generate a company name and logo compile a range of products based on their selected herb justify their final designs prepare and cost herb based products create a method of promoting their company and their initial product range Topic: On the Body This topic s Design Project requires students to: investigate the Art Deco Period consider factors that will affect your design generate ideas for a sterling silver ring based on the Art Deco Period produce a final design for the Art Deco ring construct a jewellery item (ring) and use textile materials to create a jewellery bag. Topic: Snack Attack This topic s Design Project requires students to: investigate appropriate snack foods for teenagers justify their final food choices generate a storyboard for an onscreen presentation prepare and photograph appropriate snack foods produce an onscreen presentation that provides teenagers with healthy snack food recipes Three topics are included in the Year 8 Technology course. Due to rooming and equipment constraints, the topics in Year 8 will be taught in a rotational manner to classes. Technology Individual Topic Portfolio Design Project Components Individual Topic Portfolio Design Project Components The following outcomes are covered in each Topic Area of the Year 8 Technology course throughout the year: Individual Topic Portfolio Design Project Components applies design processes that respond to needs and opportunities in each design project describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications identifies the roles of designers and their contribution to the improvement of the quality of life applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects explains the impact of innovation and emerging technologies on society and the environment applies management processes to successfully complete design projects identifies and explains ethical, social, environmental and sustainability considerations related to design projects generates and communicates creative design ideas and solutions selects, analyses, presents and applies research and experimentation from a variety of sources demonstrates responsible and safe use of a range of tools, materials and techniques in each design project produces quality solutions that respond to identified needs and opportunities in each design project applies appropriate evaluation techniques throughout each design project

18 Year 8 Term 1 Term 2 Term 3 Term 4 Food Technology MasterChef Topic: Food Trends Topic: Foods for special Occasions Food is an important component of many special occasions. Students will explore a range of special occasions including social, cultural, religious, historical and family, and examine the elements of small and large scale catering. Students will plan and prepare safe food, demonstrating appropriate food handling and presentation skills. Examine current food trends and factors that influence the appeal and acceptability of a range of foods. Students identify trends in dining, food presentation and service. Contemporary food lifestyle programs are viewed and students are asked to use technology to showcase current food-styling and presentation trends. MasterChef Topic Practical Skills Research Tasks ICT Skills Tasks Reporting Focus A student: identifies factors that influence food habits and relates them to food choices uses appropriate techniques and equipment for a variety of foodspecific purposes plans, prepares, presents and evaluates practical food activities outlines the influence of technology and society on food supply Core A student: demonstrates hygienic handling of food to ensure a safe and appealing product describes and manages the risks of injury and WHS issues associated with handling food applies appropriate methods of food preparation relates the nutritional value of foods to health collects, interprets and uses information from a variety of sources communicates ideas and information using a range of media and appropriate terminology recognises the impact of food and related activities on the individual, society and the environment Topic Practical Experiences Research Tasks ICT Skills Tasks Reporting Focus A student: identifies factors that influence food habits and relates them to food choices uses appropriate techniques and equipment for a variety of food-specific purposes plans, prepares, presents and evaluates practical food activities outlines the influence of technology and society on food supply Core A student: demonstrates hygienic handling of food to ensure a safe and appealing product describes and manages the risks of injury and WHS issues associated with handling food describes changes which occur during processing, preparation and storage of food applies appropriate methods of food preparation relates the nutritional value of foods to health collects, interprets and uses information from a variety of sources communicates ideas and information using a range of media and appropriate terminology recognises the impact of food and related activities on the individual, society and the environment.