Year 10 Course Outlines...Identifying constructed versions of reality and codes and conventions of documentaries. 6 Identifying the codes and conventions of the documentary. 7 Analysing

Year 10 Course Outlines Semester 2 - 2015

Dear Parent/Caregiver

The information contained in this booklet outlines the key curriculum content and assessment which will be

covered for students at Kinross College for Semester 2 2015.

The exact timing of assessments may vary from this outline, however the general curriculum plan will

remain in place and students will be notified in advance of any prospective changes.

I would suggest that you read through the information with your child and help them to prepare for the

heaviest assessment periods. This could be done by working out a study plan and creating a space at home

where completion of work and study can be conducted away from the hustle and bustle of family life.

In order to ensure each student is catered for, all students have been allocated a mentor teacher. Students

will see their mentor teacher first thing every morning for 10 minutes, as well as, at specially organised

times or events. The mentor teacher is often the best ‘first point of contact’ in many cases regarding your

child on either a pastoral or academic front. Alternatively, you could contact relevant subject teachers

directly. Year Coordinators can also be a useful contact. The Year 10 Coordinator is Miss Sarah Malone,

who can be reached on 9306 6000 or [email protected].

In the booklet, nearly all subjects offered to Year 10 students have been included. Some additional outlines

will be added in the near future. Please note that semester-based courses may have less than 100% of

assessment schedule, due to ongoing assessment next term. Updates to curriculum information will be

provided via an e-bullet link as they occur.

If you have any curriculum queries, please contact the relevant Head of Faculty.

Regards Dale Beaton Associate Principal (School Services) (08) 9306 6000 August 2015

mailto:[email protected]

Faculty of English

Year 10 English Semester 2 2015

Week Key Concepts/Essential Content Assessment/Weighting

Term 3 1

Poetry study unit. Identifying essential poetic devices and techniques. Learning how to analyse and annotate a poem.

2

Wilfred Owen war poetry. Identifying poetic techniques and context within a poem. To comprehend and analyse ‘Dulce et Decorum Est’ and ‘Disabled’ poems.

3

Continuing Wilfred Owen war poetry. To comprehend and analyse ‘Mental Cases’ poem. ‘Dulce et Decorum Est’ Test.

4 Shakespearean sonnets. To interpret, read and understand Shakespearean language. To identify sonnet structure and Iambic pentameter.

Task 1: Test. 10%

5 Analysing, annotating and paraphrasing Shakespearean sonnets. Sonnets 18, 116, 130.

6 Poetic techniques analysis essay.

Task 2: Poetic essay analysis. 20%

7 Film Study Unit: Schindler’s List. Identifying who Oskar Schindler was. Revising the history of The Holocaust.

8 Film viewing. Note taking.

9 Analysing the film techniques.

Task 3: Character analysis. 10%

10 Film essay task.

Task 4: Film analysis essay. 20%

Faculty of English

Year 10 ENGLISH Semester 2 2015


Term 4 1

Social commentary speeches study unit. To analyse speeches that have made an impact on Australian culture.

2

Construct a social statement speech.

3

Give social statement speeches.

Task 5: 10%

4 Documentary Study Unit. Documentary viewing and retrieval chart note-taking.

5 Identifying constructed versions of reality and codes and conventions of documentaries.

6

Identifying the codes and conventions of the documentary.

7

Analysing the documentary.

8 Documentary essay analysis task.

Task 6: Documentary essay analysis. 10%

9

Graduation preparation.

10

Graduation preparation.

16-week assessment/ reporting cycle. Term 2: Shakespearean play unit essay: 20% Term 3 and 4: 80%

Faculty of Mathematics

Year 10 MATHEMATICS Extension & Intermediate A

Semester 2 2015

Week Key Concepts / Essential Content Assessment

Term 3 1 - 3

Number and Algebra: Linear Equations

Test (20%): Linear Algebra

Review understanding of algebraic expressions – Writing, rearranging, simplifying, expanding, factorising, solving – including those derived from formulas and involving multiple brackets, negative integers and fractions

Review process of the four operations on fractions, including finding lowest common denominators and rearranging expressions

Write algebraic linear equations from worded phrases and solve for the unknown/s, applying the four number operations and processes of algebraic expansion

4 - 7 Measurement and Geometry: Area, Surface Area and Volume

Test (20%): Area, TSA and Volume

Understand the relationship between area, total surface area, volume and capacity, including converting metric units

Use formulas to calculate the area, total surface area and volume of plane and composite figures and solids, including sectors – Square/rectangle, circle, rhombi, ellipse, prisms, pyramids, spheres, cylinder, cone

Use logical reasoning, including the use of congruence and similarity, to tabulate and select relevant formulas and combine methods to solve practical applications

8 - 10 Patterns and Algebra: Linear and Non-Linear Relationships – Simultaneous Equations

OLNA Testing 2: Only if needed Test (20%): Simultaneous Equations

Determine and understand the relationship between gradient, coordinates and x-y-intercepts, and interpret and write linear equations in relation to the Cartesian plane

Sketch given and derived linear equations on the Cartesian plane – various methods

Solve pairs of linear equations, including those derived from formulas, using different methods – graphical, substitution, elimination – and the four operations

Substitute values into expressions and formulas to determine an unknown, including using logical reasoning to rearrange and solve problems, answering in fractional form

Apply understanding of simultaneous equations to solve practical problems


Year 10 MATHEMATICS Extension & Intermediate A

Semester 2 2015

Term 4 Key Concepts/Essential Content Assessment/Weighting

1 - 4 Patterns and Algebra: Linear inequations

Investigation (10%): Linear inequations

Review properties of the Cartesian plane and linear equations including writing, sketching and interpreting – coordinates, intercepts, gradient, intersections

Sketch linear equations using number lines and the Cartesian plane, showing the inequality regions and determining common regions and values – feasible region, corner points, minimum and maximum values

Review writing linear expressions from worded phrases and rearranging to solve, involving the use of the four operations, negative integers and fractions

Apply understanding of linear inequations to solve practical problems

5 - 8 Statistics and Probability: Chance and Data – Venn Diagrams and Data Representation

Test (20%): Chance and Data

Review calculating and representing data – mean, median, mode, range, probability

Display data sets and understand terminology of each – Frequency tables, stem and leaf plots, various graphs, box and whisker plots, Venn diagrams

Use grouped, ungrouped and bivariate data representations to determine and compare information, make predictions and solve practical problems

9 - 10 Number and Algebra: Money and Financial Mathematics

Guest Speaker: Money Matters

Review writing algebraic equations and rearranging and substituting values into equations to solve problems, including introducing simple exponential equations

Calculate simple and compound interest using given and derived formulas

Apply knowledge and appropriate formulas to solve practical problems

Overall (10%): Class attitude and homework/extra assessments contribute to about 10% of all student’s final semester grade.

Please note that dates are guidelines only and may change to suit teacher/student needs.


Year 10 MATHEMATICS Intermediate B

Semester 2 2015 Week Key Concepts / Essential Content Assessment/Weighting

Term 3 1 - 3

Number and Algebra: Linear Equations

Test 20%): Linear Algebra

Review understanding of algebraic expressions – Writing, rearranging, simplifying, expanding, factorising, solving – including those derived from formulas and involving multiple brackets, negative integers and simple fractions

Review process of the four operations on fractions, including finding lowest common denominators and rearranging expressions

Write algebraic linear equations from worded phrases and solve for the unknown/s, applying the four number operations and processes of algebraic expansion

4 - 7 Measurement and Geometry: Area, Surface Area and Volume

Test (20%): Area, TSA and Volume

Understand the relationship between area, total surface area, volume and capacity, including converting metric units

Use formulas to calculate the area, total surface area and volume of plane and composite figures and solids, including sectors – Square/rectangle, circle and prisms

Use logical reasoning, including the use of congruence and similarity, to select relevant formulas and combine methods to solve practical applications

8 - 10 Patterns and algebra: Linear and non-linear relationships – Simultaneous equations

OLNA Testing 2: Only if needed Test (20%): Simultaneous Equations

Determine and understand the relationship between gradient, coordinates and x-y-intercepts, and interpret and write linear equations in relation to the Cartesian plane

Sketch given and derived linear equations on the Cartesian plane – various methods

Solve pairs of linear equations, including those derived from formulas, using different methods – graphical and substitution – and the four operations

Substitute values into expressions and formulas to determine an unknown, including using logical reasoning to rearrange and solve problems, answering in fractional form

Apply understanding of simultaneous equations to solve practical problems


Year 10 MATHEMATICS Intermediate B

Semester 2 2015

Week Key Concepts / Essential Content Assessment/Weighting

Term 4 1 - 4

Patterns and Algebra: Linear Inequations

Investigation (10%): Linear inequations

Review properties of the Cartesian plane and linear equations including writing, sketching and interpreting – coordinates, intercepts, gradient, intersections

Solve linear inequalities and sketch using number lines and the Cartesian plane, including displaying value regions – feasible regions, minimum and maximum values

Identify common feasible regions and corner points from given graphical data

Review rearranging and substituting values into algebraic expressions to solve for unknowns, involving the use of the four operations, negative integers and fractions

Apply understanding of linear inequations to solve practical problems 5 - 8 Statistics and Probability: Chance and Data – Venn Diagrams and Data

Representation

Test (20%): Chance and Data

Review calculating and representing data – mean, median, mode, range, probability

Display data sets and understand terminology of each – Frequency tables, stem and leaf plots, various graphs, box and whisker plots, venn diagrams

Describe and compare data representations to make predictions and solve practical problems, including using probability terminology

8 - 10 Number and Algebra: Money and financial mathematics

Guest Speaker: Money Matters

Review writing algebraic equations and rearranging and substituting values into equations to solve problems, including introducing simple exponential equations

Calculate simple and compound interest using given and derived formulas

Apply knowledge and appropriate formulas to solve practical problems

Overall (10%): Class attitude and homework/extra assessments contribute to about 10% of all students’ final semester grade.

Please note that dates are guidelines only and may change to suit teacher/student needs.

SCIENCE COURSE OUTLINE SUMMARY 2015 The Science curriculum for 2015 will be delivered in 16 week blocks, with most topic rotations occurring half way through. For example, three Year 8 classes will study Biology and the other three will study Chemistry. After 7-8 weeks they will swap topics. This time frame allows for sufficient depth in a course, whilst also providing students with sufficient breadth. It also maximises the resources available to staff teaching each topic. Classes will continue to run right up to the holiday break, with a quick revision at the start of the next term, followed by continuation of the topic, thus maximising effective teaching time. Two full rotations of 16 weeks allows for most of Term 4 to be negotiated with students to best reflect their area of interest and need. For example Year 10 students wishing to study more difficult Science subjects in Year 11 will be encouraged to select extension classes. A focus on process skills can also occur during this time. Students in Years 7-9 will study courses which will assist their learning in the following year. E g Year 8s will study Biology (body parts) to assist their Year 9 Biology course (body system interactions). Please encourage your child to retain their notes over the holidays for study purposes. ASSESSMENT AND REPORTING Process skills will be assessed continuously throughout the year. Knowledge and understanding of specific Science fields will depend on the topics being taught in each rotation. The Semester 1 report will reflect achievement from the first rotation (i e. the first 16 weeks of the year). The Semester 2 report will reflect achievement in the second rotation. If you have any questions regarding your child’s education in Science please contact me at the College on 9306 6000. Kim Alexander HOD Science Kinross College

Faculty of Science

Year 10 (ATAR) EARTH SCIENCE/BIOLOGY

Semester 2 2015


Term 2 Week 8

Global Systems-Earth spheres climate

9 Earth cycles

10 Climate change Global warming assignment 20%

11 Human effects on global systems Global systems test 25%

Term3 Week1

Solar System

Solar system Assignment 20%

2 Doppler effect

3 Big bang theories and alternative theories

4 Revision Universe test 25% ABE 10%

5 Genetics DNA

6 Genes and chromosomes Meiosis Gregor Mendel Assessment

10%

7 Patterns of inheritance

8 Genotypes, phenotypes, Punnett squares Punnett squares test

10%

9 Pedigrees

10 Mutation and genetic engineering

Term 4 Week1

Genetic diseases Research assignment

20%

2 Revision Topic test ABE

50% 10%

3

4 Exam revision

5 Exam

6 - 7 Yr 11 preparation - Chemistry

8 - 10 Yr 11 Preparation Biology

Please note that dates are a guide only and may change to suit teacher/student needs. Assessments are in marks rather than percentages and therefore may not add up to 100. Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science department.

Faculty of Science

Year 10 (NON-ATAR) EARTH SCIENCE/PHYSICS

Semester 2 2015 Week Key Concepts/Essential Content Assessment / Weighting

Term 2 Week 8

Adaptations Poster 15%

9 Variations

10 Natural selection

Natural selection process investigation 15%

11 Natural selection

Term3 Week1

Evolution and speciation Assignment /30%

2 Evolution and speciation

3 Fossils and evidence

4 Human evolution

Topic test 30% ABE / 10%

5 Earth in the solar system - seasons Seasons Assignment 20%

6 The history Astronomy

7 Life cycles of stars

8 The universe The universe assignment 20%

9 Solar system Solar system Assignment 20%

10 Doppler effect

Term 4 Week1

2 Big bang and alternative theories

3 Conspiracy vs science facts – Moon landing Final unit test 30% ABE 10%

4 Exam revision

5 Exam

6 Work and safety science skills and knowledge – Acids and base

7 Work and safety science skills and knowledge – Simple machines

8 Work and safety science skills and knowledge – First aid/Health

9 Work and safety science skills and knowledge – Electricity

Please note that dates are a guide only and may change to suit teacher/student needs. Assessments are in marks rather than percentages and therefore may not add up to 100. Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science department.

Society & Environment Explanatory Notes The Society and Environment curriculum addresses the National Curriculum across the following Learning Areas:

1. Geography 2. Civics and Citizenship 3. Economics 4. History

The depth and breadth of the curriculum is such that a focus is placed on Geography in the first semester and History in the second. Civics and Citizenship and Economics are taught in small three to four week units. A range of assessments will be used and include the following:

Tests and quizzes

In class assessments (written responses, activities etc.)

Assignments

Peer assessments

Skill assessment (research etc.)

Mini research projects

To support student learning a number of thinking tools are taught. These tools might include: De Bono’s Thinking Hats, Multiple Intelligences, Cooperative Learning strategies, graphic organisers, mind maps, Bloom’s taxonomy and Venn diagrams to name a few. Critical and creative thinking underpins the teaching and learning programs developed in this learning area, catering for a number of learning styles. Portfolio Use All Society and Environment classes (from 2015) will use a portfolio as a revision tool and evidence of a student’s grade. The pieces chosen for the portfolio will include a wide range of samples, from their workbook marking key to assignments and tests. Students will be responsible for the organisation and maintenance of their portfolios. As such marks are awarded for this effort. Teachers will annotate student work where appropriate and provide timely constructive feedback. It is expected that all students from Years 7 to 10 will have a portfolio at the beginning of the year. As they are large items, they may be kept in the classroom. If you have any queries regarding your child’s education in Society and Environment please contact me at the College on 9306 6000 or at [email protected]. Yours sincerely Janette Thompson (Mrs) Head of Department Society & Environment

mailto:[email protected]

Faculty of Society & Environment

Year 10 History

Semester 2 2015 Week Key Concepts/Essential Content

Assessment/ Weighting

Term 3 1

OVERVIEW: The big picture A study of the history of the modern world and Australia from 1918 to the present. There is an emphasis on Australia in its global context. How did the nature of global conflict change during the twentieth century? How was Australia affected by other significant global events and changes during this period?

Portfolio & bookwork 20%

2 The big picture: The interwar years between WW1 and WW2 The efforts post WW2 to achieve lasting peace and security (The Formation of the UN) The movement for ‘rights’ abroad and in Australia Developments of technology and the impact upon society

3

Depth Study: WORLD WAR TWO: Causes and course of WW2 What were the causes of WW2? What were the key events of the war in Europe?

Homework 20%

4

Asia Pacific: What were the key events of WW2 in the Asia Pacific?

- The attack on Pearl Harbour

- The fall of Singapore

- The Battle of Midway

5

The Holocaust: Using primary sources, students to investigate:

- The scale and significance of the Holocaust.

- How were Jewish people systematically eliminated?

Assignment 20%

6

The atomic bomb: Students to explore and investigate: 1. The race to build the atomic bomb. Why was this technology so

important? 2. Why were the atomic bombs dropped on Japan? 3. How did this affect the outcome of WW2?

7

WW2 –Impact on Australia: What is the significance of the Kokoda Trail? (a) The bombing of Darwin (b) The Japanese submarine attack on Sydney and (c) The sinking of ships off the Australian coast impact on Australia at a local and national level?

8

Revision of depth study: Students to revise the five key concepts of this Depth Study:

1. Causes of WW2 2. Key events in the Pacific 3. The Holocaust 4. The Atomic Bomb 5. WW2s impact upon Australia

Test/s 40%

9

Depth study: RIGHTS & FREEDOMS 1945 – PRESENT: Students to revise the origin and significance of the Universal Declaration of Human Rights. What was Australia’s involvement? Students to describe account of past experiences of Aboriginal people who were forcibly removed from their families.

10

US Civil Rights movement: What were the ‘Freedom Rides’ in the United States? How did this action inspire civil rights campaigners in Australia? How did this impact upon Indigenous Australians?


Year 10 History

Semester 2 2015 Term 4

Key Concepts/Essential Content

Assessment/ Weighting

1

Significant Rights & Freedoms: What significance did the 1962 right to vote federally, 1967 Referendum, Mabo, ‘Bringing Them Home’ report and ‘The Apology’ have on Australian society?

- Aboriginal and non-Aboriginal perspective

Assignment 20%

2 Charles Perkins: Investigate significant Australians such as Charles Perkins. What role did television have in bringing ‘rights’ and ‘freedoms’ to national attention?

3 Revision of depth study: Students to revise the key concepts. 1. Universal Declaration of Human Rights 2. The Freedom Rides in the United States 3. Significant rights and freedoms in Australia 4. Significant Australians

Test 20%

4 Depth study: POPULAR CULTURE: What is popular culture? How did popular culture change in Australia after WW2? Students to identify popular sports, music, advertising and film. How did the arrival of television and America’s cultural influence affect and change Australian society?

5 National beliefs & values: Compare the contrasting views on the values and beliefs surrounding “rock ‘n’ roll”. Students investigate the issues of conservatism and rebellion. How was national identity and established ideas challenged? Post WW2 saw austerity, a rise in population and family values, how was this challenged?

Assignment 20%

6 Popular culture: How did Hollywood (US), Bollywood (India) and animation (Japan – China) influence Australia’s popular culture? How were women’s roles changing? What impact did this have on society? How and why did gender equality become an issue?

7 Australian contribution: Students to investigate the development and contribution of Australian music, film and television industries, e.g. Skippy How did these industries / exports help to shape Australian culture at home and our image overseas?

Portfolio & Bookwork 20%

8 Multicultural Australia: What forces / pressures caused Australia to change political policies – assimilation to multiculturalism? What is multiculturalism? What is assimilation? What was Australia’s Immigration Policy? Who came to Australia and why? E.g. ‘The £10 Pom’ Why did so many other Europeans – Italy, Croatia, and Greece etc. wish to leave Europe and make Australia home?

9 Synthesis of depth study: Students draw together the conclusions they have made whilst studying Popular Culture. What changes happened in society post WW2? How have these changes impacted on the way we live today?

Test 20%

10 Revision of depth study: Students to revise the key concepts: 1. What is popular culture? 2. National beliefs and values 3. The influence of other nations on our culture 4. Australia’s cultural contribution

The formation of multicultural Australia

Please note that dates are a guide only and may change to suit teacher/student needs.


Year 10 PHILOSOPHY Elective

Semester 2 2015 Week Key Concepts/Essential Content

Assessment/Weighting

Term 3 1

Introduction: What is philosophy? Why do human beings search for answers? What are the BIG questions? Who were the most famous ancient philosophers and what did they have to say?

2 Modern Philosophers: Study the philosophers of the 21st century. How have these philosophers impacted upon society? Are we all philosophers?

3

Discussing The big questions 1: Beauty What is beauty?

Discover what an ‘aesthetic attitude’ is.

4

Discussing The big questions 2: Love What is love? How is love expressed? (analyse love songs) Why do human beings feel the need to be loved?

Participation 20%

5

Discussing The big questions 2: Love continued Research C.S. Lewis’ “Four Categories of Love”

1. Storge – empathy 2. Philia – friend 3. Eros – pleasure 4. Agape – unconditional

6

Discussing The big questions 3: The purpose of art What is art? Why make art? How is art judged?

Class activities 30%

7

Discussing The big questions 4: Is there a difference between health

& beauty?

What is diversity? Is health more important than beauty?

8

Discovering The big questions 5: truth & lying What is truth? How is a paradox connected with truth? Is lying always wrong?

9

Discovering The big questions 6: Reality What is reality? Is your reality the same for others?

Assignment 50%

10

Discovering The big questions 7: Justice – Do animals have rights Do human beings respect animals? When should animals have rights?


Year 10 PHILOSOPHY Elective

Semester 2 2015 Term 4

Key Concepts / Essential Content Assessment/Weighting

Week 1

Discovering The big questions 8: governments What would happen if there were no governments? Would ‘Lord Of The Flies’ become the norm?

2 Discovering The big questions 9: Why do bad things happen to good people? What is suffering? Analyse the song ‘Dear God’ by XTC

3 Discovering The big questions 10: What is the meaning of life? Why are we here? How does each life matter when the world’s population is over 7 billion?

Participation 20%

4 Philosophy through pop culture: Ethics part 1 Why be moral? (Plato) Are humans inherently selfish? What are the virtues of humour?

5 Ethics Part 2 Utilitarianism and deontology Is a morally acceptable action one that results in the greatest possible happiness within a given set of circumstances? Why doesn’t Batman kill the Joker?

Class activities 30%

6 Epistemology How do we know? Is it belief or opinion? How are science and technology influenced by epistemology?

7 Nietzsche and Marx Understanding philosophy through music – Metallica. Is happiness the ultimate state of being?

Assignment 50%

8 Metaphysics What is freedom? What is personal identity? What is existence? Why do I exist?

9 Mindfulness What is ‘mindfulness’? Is consciousness a big word for awareness?

10 Who am I? Students participate in reflection:

1. The course structure 2. The resources used 3. Their own participation 4. Complete a PMI


Faculty of Health & Physical Education

Year 10 PHYSICAL EDUCATION Semester 2 2015

Students will complete an athletics program leading up to the Kinross College Athletics Carnivals in week 6. Students will then participate in a ‘Peer Teaching’ program followed by a ‘Multi-Sports’ program. These programs are designed to facilitate the development of higher level self-management and interpersonal skills.


Term 3 Weeks

1 - 7

Athletics: Students will develop skills / techniques for a range of athletics events. They will also complete trials for each event which is how they qualify to compete at the College Athletics Carnival. Events include; - 100m & 200m (sprint events) Running posture, arm action, leg action, starts & finishes. - 800m (distance event) Pace, judgment and tactics. - Hurdles Body position, rhythm & stride, arm action and leg action. - Relays Baton changes, maintaining speed and acceleration. - Long, Triple & High (jump events) Run-up, take-off, flight and landing phases. Scissor-kick progressing into the flop for high jump. - Shot put & Discus (throw events) Throw technique, weight transfer, body rotation and release.

The following % reflects the weighting of the semester grade.

Assessment of Focus skills. 40% - Students will work for one session each week to improve their technique for a specific event. The following session is dedicated to recording trial data for each class by age and gender. Assessment of Self-management skills. 5% - Completion of all event trials will indicate participation levels, this will be reflected in their Self-management grade. Assessment of Interpersonal skills. 5% - Students’ ability to work with peers and small groups within practice opportunities, along with their ability to take on feedback to improve performance will reflect their interpersonal skills.

8 Kinross College Jumps and Throws Carnival – Wednesday 8 September Kinross College Track and Tabloid Carnival – Friday 11 September

9 - 10

PEER TEACHING PROGRAM: - Students are introduced to basic teaching and coaching concepts; skill development, roles and characteristics of an effective leader / coach, lesson planning etc. - Students will work in small groups to plan their PE lesson / coaching session. - Implement session. - Reflection task. # Students will continue this program next term.

Assessment of Self-management skills. 10% - Student’s lesson planning, organisation, reflection etc.

Assessment of Interpersonal Skills. 10% - Student’s ability to work within a small group and contribute actively to the planning component of this program.


Year 10 PHYSICAL EDUCATION Semester 2 2015


Term 4 1 - 6

PEER TEACHING PROGRAM (Cont): - Last term students were introduced to basic teaching and coaching concepts; skill development, roles and characteristics of an effective leader / coach, lesson planning etc. Students worked in small groups to plan their PE lesson / coaching session.

- This term students will work collaboratively within their group to deliver a ‘Peer teaching lesson’ to the rest of the class including a warm up, skill development and game. Each group will receive a roster informing them of the date of their ‘Peer teaching lesson’ and they will negotiate with groups from other classes for available space and resources.

Assessment of self-management skills. 15% - Student’s organisation, time-management, decision making, flexibility, problem solving etc.

Assessment of interpersonal skills. 15% - Student’s leadership, confidence, communication, negotiation, assertive skills, collaboration etc.

7 - 10

MULTI-SPORTS PROGRAM: - Students will select captains and organise themselves into teams. - Students will negotiate what sports / activities they want to compete in each week (4 sports in total) - Each week, students will verse all teams (round robin) in each sport accumulating points for their team over the duration of the program. - Students will direct their own warm-ups each lesson and ensure they follow set fixtures to complete the tournament.


Year 10 OUTDOOR EDUCATION Semester 2 2015

Week Key Concepts (Theory) Key Skills & Strategies (Practical) Assessment/Weighting

Term 3 1

Team building: - team building challenges.

Team building: - team building challenges.

2 Map skills – Direction & scale Navigation – Pacing & compass reading

Basic knots and their practical application. Problem solving task and peer assessment.

Knot tying – Peer assessment sheet (K&U / SPA) 5%

3 Navigation Complete navigation activities and soccer pitch (course 1)

Navigation Complete Falklands (course 2) Create own course

Orienteering crse 1 & 2 SPA / K&U) 5%

4 - 7 Camp cooking Types of camp cooking, use of fire. Nutrition and menu planning. Cooking.

Cycling Bike safety and cycle skills course. Cycling using local cycle paths and footpaths where necessary.

Camp cooking – meal plan (SPA / SMS) 10% Cycle course & cycle skills (SPA / SMS) 10%

8 - 9 Survival techniques Camp introduction – Note, track, bush skills. Camp skills and equipment.

Ride to Joondalup Indoor Rock Climbing

Rock climbing skills (SPA) 10%

10 Leave no trace – 7 principles Theory catch-up

Swimming Fitness test – run, swim, run Beach safety & rescues

Camp preparation / organisation (SMS) 5% Fitness & rescue skills.(SPA / IPS) 10%

Term 4 1 – 3

Team games Class ride - planning and preparation. Class ride.

Kayaking Introduction, safety, trailer unloading / loading, strokes, rafting up, shallow & deep water capsize etc

Class ride planning & preparation (SMS) 5% Kayaking skills (SPA) 10%

4 - 5

Camp preparation & final briefing

Snorkeling Safety, buddy system, clearing, limitations, equipment use etc Closed & open water snorkeling

Menu planning & pack check(SMS) 5% Camp assessment (SPA / SMS / IPS) 20%

6 Camp debrief & equipment return -Fishing – Introduction, types, hand lines, rods, hooks, safety etc

Snorkeling Snorkeling skills (SPA) 10%

7 Fishing - Casting competition on Falklands

Fishing Fishing skills (SPA) 5%

8 Kayaking / fishing preparation Open water kayak / fishing

9 - 10 Problem solving task - Theory catch up. Program reflection

Final ride

# The assessment breakdown in the above table highlights the practical skills and theory that students will be assessed on under the Skills for Physical Activity Outcome. Students will also be assessed on the level to which they develop and demonstrate a range of Self-management skills and Interpersonal skills. # Please note – weeks advised are as a guide only and practical components may be subject to change due to staffing factors and environmental conditions.


Year 10 PHYSICAL RECREATION – Sports Fun Semester 2 2015


Term 3 1 - 3

Introduction to the program: - What is the Sportsfun program? - What is modified sport? - What are fundamental movement skills? - Stages of skill development.

- - Roles and characteristics of an effective leader / coach. - Behaviour management. - Risk assessment & safety.

4 - 5

Planning & practice: - Programming. - Lesson plans (Assessed). - Practice coaching sessions. - Reflection.

- Assessment of lesson plans Self-management skills. 10%

6 - 9 6 - 10

Practical session with Kinross Primary students: - Leaders implement planned coaching sessions with Kinross Primary students. Theory session: - Leaders reflect on individual and group performance. - Umpiring: Students choose a sport to umpire in pairs. The rest of the class participates while umpires are assessed. - Program review & goal setting.

- Assessment of leaders’ Self-management & Interpersonal skills. 20% - Assessment of leaders’ Self-management & interpersonal skills. 10%

Term 4 1 - 2

Planning: Leaders plan their second 4 week coaching program (different sport & new group of primary students). - Lesson plans - Assessed

- Assessment of lesson plans Self-management skills. 10%

3 - 6 3 - 6

Practical session with Kinross Primary students: - Leaders implement planned coaching sessions with Kinross Primary students. Theory session: - Leaders reflect on individual and group performance. - Umpiring: Students continue to umpire in pairs. The rest of the class participates while umpires are assessed.

- Assessment of leaders’ Self-management & Interpersonal skills. 20% - Assessment of leaders’ Self-management & Interpersonal skills. 10%

7 - 8

Program reflection - Leaders reflect on individual / group performance and success of program. Planning: Students plan for primary tabloid session.

- Assessment of leaders’ Self-management skills. 20%

9

Implementation: - Leaders work collaboratively to coordinate a large scale ‘tabloid session’ for Kinross Primary students.

10

Overall reflection/’wind-up”- Summary of achievements.


Year 10 PHYSICAL RECREATION Aquatic Semester 2 2015


Term 3

1 - 10

BRONZE MEDALLION:

PRACTICAL / POOL SESSION –HBF Arena (Joondalup) - Fitness component - Rescue entries & exits - Rescues (types & priorities) - Defensive techniques - Contact tow (types & techniques) - Search and rescue - Retrieve and resuscitate - Spinal rescues and management - Survival skills - Initiative practice

Students will be assessed on: - Timed swim 400m in 13mins. - Rescues. - Defensive techniques. - Timed tow 50m swim / 50m tow in 3mins 15secs. - Search / retrieve / resuscitate. - Spinal rescues. - Initiatives. (SPA / IPS / SMS) 30%

THEORY / CLASS SESSIONS - Rescue awareness / hazard ID. - Rescue principles & priorities. - Primary & secondary survey. - Calling for emergency assistance. - Resuscitation. - Body systems.

- First aid techniques (choking, hypothermia, bleeding, shock, spinal management, substance abuse).

Students will be assessed on: - Resuscitation. - Single and multiple casualty scenarios. - Theory exam. (SPA / IPS / SMS / K&U) 30%

Term 4 1 - 10

SURFING: THEORY SESSIONS - Risk identification & management - Safety responses - Surf awareness - Senior First Aid theory

Students will be assessed on: - Surf awareness & risk management understanding K&U / SMS) 10%

SURFING SESSIONS

- Risk analysis of potential hazards - Basic surfing technique - Developing skills for surfing

Surfing is assessed practically based on the student’s ability to catch waves, stand up and control the surfboard. (SPA / SMS) 30%

# The assessment breakdown in the above table highlights: the practical skills, Skills for Physical Activity (SPA), theory Knowledge and Understanding (K&U), Self-management skills (SMS) and Interpersonal skills (IPS) that students will be assessed on throughout the semester.


Year 10 PHYSICAL EDUCATION STUDIES Semester 2 2015


Term 3 1

Introduction / outline / scheme of assessment

Expectations and requirements for Triathlon

Weighting represents 25% of course grade.

Triathlon

2

Components of health related fitness

Components of performance related fitness Fitness journal (SMS) 5% Triathlon

3

Health-related fitness written assignment handed out

Fitness testing (strength, flexibility, power, speed)

Triathlon

4

Fitness testing (agility, coordination, body composition, muscular endurance)

Triathlon

5

Fitness testing catch up Fitness testing results (K&U) 5% Triathlon

6

Developing a fitness profile from fitness testing results

Fitness assignment work in class

Triathlon

7

Factors affecting fitness

Performance enhancing drugs

Triathlon

8

Improving fitness through training

Principles of training

Practical bike/run test (K&U) 5%

Triathlon

9

Fitness assignment class work

Triathlon

10

Fitness assignment due

PES fitness challenge Fitness assignment (K&U) 10% Triathlon


Please note that dates are a guide only and may change to suit teacher / student needs.


Year 10 PHYSICAL EDUCATION STUDIES Semester 2 2015


Term 4 1

Biomechanics

Principles relating to motion (linear, angular, general) Weighting represents 25% of course grade

Triathlon

2

- Triathlon briefing

- Rules/format/course

Triathlon

3

Principles relating to force Applied and reaction forces

Absorption of force

Triathlon skills assessment

(SPA) 15% Kinross College PES Triathlon event

4

Observing and analysing movement

Video technology Flag NFL

5

Skill observation and videoing

Movement analysis and evaluation Flag NFL

6

Evaluation of skill performance

Identifying technique improvement strategies

Skill observation and analysis assignment

(K&U, SMS)

10% Flag NFL

7

Skills/strategies/tactics

NFL rules

Flag NFL

8

NFL team training session

Video analysis

Flag NFL

9

Flag NFL

Flag NFL

10 Flag NFL

Flag NFL


Please note that dates are a guide only and may change to suit teacher / student needs.


YEAR 10 HEALTH EDUCATION Semester 2 2015

YR 10 TEEN MENTAL HEALTH FIRST AID – UNIT OUTLINE Week Key Concepts/Essential Content Assessment/Weighting

Term 3 1 - 2

Complete Keys For Life Assessments

Knowledge and Understanding 15% of semester grade

3 - 5

Group 1 - Assessment Task 1 – Research assignment Students will select and research a mental health illness / disorder. They will then present their information by submitting a presentation (via email or thumb drive) or a poster.

Knowledge and understanding 25% of semester grade

3 - 5

Group 2 – Teen Mental Health First Aid Course - Presentation Session 1 Mental health problems

- Different types of mental health problems - Mental health problems in young people

- Appropriate help

- Helping a friend

Session 2 Mental Health First Aid for a friend in crisis - MHFA action plan

- Looking for warning signs - Asking a friend how they are

- Listening

- Helping a friend connect to an adult - Being a good friend

- Responding to a mental health crisis Session 3 Helping a friend who is developing a mental health problem

- The importance of acting early

- Using the action plan to help a friend

- Review

Students will receive a certificate on the successful completion of this course. Successful course completion relies on; - Attendance of all presentations. - Positive engagement in group activities and discussions. - Completion of all set tasks.

6 - 8

Groups swap activities Group 2 - Assessment Task 1 – Research Assignment Group 1 – Teen Mental Health First Aid Course – Presentation

9

Assessment 2 - Unit test


10 Catch-up week


YEAR 10 HEALTH EDUCATION Semester 2 2015


Term 4 1

Introduction to topic – What are illicit drugs?

- Brainstorm different types of drugs / street names. - Terms and definitions. - Drug categories. - Influences on the drug experience (Drug triangle) - Broader effects of drug use.

2

Expert activity –

- Drug category (what it is). - Where the drug comes from. - How the drug is used. - Statistics of use. - Short & long term effects. - Other associated harm. - Overdose and withdrawal. - Interesting points.

3

Summary of illicit drugs

- Students will collate information from experts to complete table of illicit drugs


4

Assessment – Mid unit quiz

5

Consequences of illegal drug use

- Broader effects of illegal drug use on family, friends and the community. - How convictions can affect profession, travel, socio-economic status etc Drugs and The law - Laws and consequences - Drugs and driving

6

Drug avoidance and harm minimisation strategies

- Defining harm minimisation - Community strategies. First aid for drug overdose - Signs and symptoms - Treatment

7

- Assessment Task – Written response to a harm minimization question - Assessment of a practical first aid scenario for drug abuse / overdose


8 Support agencies

- Identifying support agencies - Evaluating the use / effectiveness of agencies - Decision making - Revision and use of decision making model

9 Decision making scenarios

10 Catch up week

Faculty of Technology & Enterprise

Year 10 HOME ECONOMICS Food Production 1 Semester 2 2015


Term 3 1

Booklet and group organisation. Review safety and hygiene

2

Valentine’s day biscuits

3

Blini and canapés

4

Caesar salad In class menu assignment

5

House day

6

Strawberry tarts Design morning tea

7

Host morning tea

8

Pavilion Restaurant

9

Entree course - practical

Design brief

/25

10

Quiz


Faculty of Technology and Enterprise

YEAR 10 – HOME ECONOMICS Food Production 2 Semester 2 2015


Term 4 1

Pasties

2

Guest Chef talk Vegetable soup

3

Home-made pasta

4

Main course practical

Design Brief

/25

5

Risotto Test

Test

6

Indian curry and pappadums

7

Host staff lunch

8

Cottage pie

9

Calzones

10

Ready steady cook



Year 10 Home Economics – Food for Fun 1 Semester 2 2015


Term 3 1a 1b

Safety/hygiene review Vegetable sticks, pitta chips and dips

Cooking Mark /20

2a 2b

Fruit salad and sorbet Apple muffins

3a 3b

Focaccia and balsamic dip Jam doughnut muffins

4a 4b

Crisp coconut biscuits Bruschetta

5a 5b

Theory and video Danishes

6a 6b

Danish design brief Chicken stir-fry

Written design brief /20

7a 7b

Ham, olive and vegetable frittata Ginger teriyaki beef

8a 8b

Apple sponge Danish design brief practical

Practical mark /20

9a 9b

Chilli beef stir-fry Chicken and mushroom filo parcels

10a 10b

Video and quiz Lacy potato pancakes



Year 10 HOME ECONOMICS Food for Fun 2 Semester 2 2015


Term 4 1a 1b

Chocolate cake Coconut chicken curry

Cooking Mark /20

2a 2b

Pizza loaf Chicken and corn soup

3a 3b

Video and theory Spring rolls

4a 4b

Spaghetti and meatballs Swedish tea ring

5a 5b

Melting moments 1 Melting moments 2

6a 6b

Wonton soup Own meal design

7a 7b

Spanakopita Lemon loaf

8a 8b

Vegetable lasagna 1 Vegetable lasagna 2

9a 9b

Scones Prepare own meal

Own meal practical

10a 10b

Death by chocolate cake Quiz and video.



Year 10 HOME ECONOMICS Creative Cooking 1 Semester 2 2015


Term 3 1a 1b

Booklets, groups, review safety & hygiene.

Palmiers and sorbet

2a 2b

Jam filled biscuits Jam-filled biscuits continued

3a 3b

Pizza dough & garlic bread

Pizza continued

4a 4b

Profiteroles. Custard

Fill profiteroles. Chocolate sauce

5a 5b

Pastry- Chicken Pie

Chicken pie assembly

Cooking Term 3 /20

6a 6b

Waffles

Cooking assignment 1 design

7a 7b

Meringue or perogies

Eaton’s mess or perogies

8a 8b

Empanadas pastry

Empanadas continued

Booklets 9a 9b

Pasta sauce

Home-made pasta

10a 10b

Cooking assignment 1 practical Butter tarts or double-choc muffins

Please note that dates are a guide only and may change to suit teacher/student needs. Marks are collaborated over Terms one and two.


Year 10 HOME ECONOMICS Creative Cooking 2 Semester 2 2015


Term 4 1a 1b

Free-form fruit tart

Free-form fruit tart continued

2a 2b

Calzones Calzones continued

3a 3b

Sausage rolls

Puff pastry design brief

4a 4b

Samosas in filo

White Christmas LCMs Food video

5a 5b

Cook design brief (puff pastry)

French toast

Design brief Written /20 Design brief Practical /20 6a

6b Pasta carbonara

Pasta ready, steady, cook

7a 7b

Coconut rough slice

Shortbread or creamy Indian chicken

8a 8b

Macaroons – part 1

Macaroons – part 2

Booklets 9a 9b

Cranberry scones

PD or holiday

10a 10b

Chocolate tart pastry Chocolate tart continued

Please note that dates are a guide only and may change to suit teacher/student needs. Marks are collaborated over Terms one and two.

Faculty of the Arts

Year 10 FASHION AND TEXTILES Semester 2 2015

In this course students will research the world of Fashion Design and develop a concept for their own label. Their concept will be presented in storyboard style, including fashion illustrations, logo and text. Students will then make a skirt that exemplifies their label. They will use and modify a pattern to construct a professional looking garment. The skirt will need at least one detail added using a textile process such as silkscreen printing, tie dye, embroidery, applique, block printing, beading or sequin application.


Term 3 1

Introduce project. Discuss behavior and expectations. Distribute workbooks. Present examples of previous storyboards and Ashe garments. Explain what a pattern is. Write down notes in workbooks. Discuss textile processes. Write down any initial ideas e g label names and concepts. Research a fashion designer- Research a fashion designer using the internet. Answer all the questions.

2 Complete a small poster on your designer to be displayed in the Fashion and Textiles room on A4 card.

Fashion designer research 10%

3

Analyse the designer posters on display as a class. Who has a clear logo? Why does it work? What label has the best name? Why is it successful? What names and labels don’t work? Developing your own label- start exploring ideas for your own label, name ideas, logo development

4 Start developing your concept- what will you be trying to achieve? Who is your target market? Look to project sheet for specific information required.

5 Fashion Illustration- Teacher demonstration of a range of fashion illustration styles, materials and techniques. Students explore what works best for their skill level and concept.

6

Storyboard- Students plan their storyboard. It needs to include name of label, logo, text explaining/selling concept, at least three illustrations of outfits. One outfit must include a skirt that they are going to actually make. This skirt must include a textile technique to make it unique.

Draft and planning- 10%

7 - 8 Constructing storyboard

9 Constructing storyboard. If students complete their storyboards earlier they can begin construction on their skirt. Submit materials required to teacher for purchase.

Storyboard- 40%

10 Storyboards due for assessment

Term 4 1

Make skirts- use a pattern, cut fabric, pin, use sewing machine, follow pattern (read instructions) Add unique decoration.

2 - 5

Following the instructions, using the sewing machine, solving problems, adding unique decoration.

Managing materials and equipment 10% Skirts due by the end Week 5 30%

6 - 9 Fun sewing project

10 Cleaning and taking work home


Documents

Year 10 Course Outlines...Identifying constructed versions of reality and codes and conventions of documentaries. 6 Identifying the codes and conventions of the documentary. 7 Analysing