Year 10 Course Outlines - Kinross College

Year 10 Course Outlines Semester 1 - 2016

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 1 2016.

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 TAG teacher. Students will see their TAG (Teacher Advisory Group) teacher, in TAG class for a 40 minute session each Thursday, as well as at specially organised times or events. The TAG teacher, as well as, at specially organised times or events. The TAG 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 Melissa Posener, 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-bulleting 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 February 2016

mailto:[email protected]

Faculty of English

Year 10 - ENGLISH Semester 1 2016

Week Key Concepts/Essential Content Assessment/ Weighting

Term 1 1

Genre Study Unit. Review the way we study texts - for meaning, message and the values they promote. Introduction to genre: explore and identify main concern of the genre Identify and understand genre conventions

2

Read and comprehend a short story Identify genre conventions in the text Complete a short-answer comprehension test Preview and make predictions on the novel

Short answer test on genre conventions 5%

3

Gain an understanding of the historical context of the novel Identify new text vocabulary. Use reading strategies to read and comprehend the text. Identify how language is used for inclusive and exclusive social effects

4

Use reading strategies to read and comprehend the text. Explore the representation of different social and cultural groups within the novel and identify the social commentary offered by the text Identify and explain the social concerns of the author and how they are presented in the text

Descriptive Writing assessment 5% Due Monday Wk 5

5

Use reading strategies to read and comprehend the text. Examine character development: the protagonist’s journey of realisation Complete protagonist’s journey of realisation chart

Character development chart 5%

6 Complete the novel Identify and analyse novel themes Consolidate novel knowledge through viewing the film.

7 Critical assessment Task break-down Essay planning, drafting and final edit

Analytical essay on novel 10%

8

Short stories study. Review narrative conventions Explore characterisation and setting in Victim by Oliver Smithfield Explore context and point of view in Sniper by Liam O’Flaherty

9 Inter-textuality Structure Explore representations of dominant and marginalised people

10 Assessment Task break-down Essay planning and drafting

Analytical essay on short story 10%

Faculty of English

Year 10 ENGLISH Semester 1 2016


Term 2 1

Play study (Romeo & Juliet or Macbeth) Introducing Shakespeare and the play. Shakespearean language and rhyming scheme. Explore history of the English language

2

Exploration of the play Prediction, prologue, plot, sources, glossary, characters. Watch the play (The Globe traditional performance, BBC Shakespeare) Discuss major characters and how they contribute to the theme

Author context poster 5%

3 Exploration of the play Read, comprehend and analyse Act 1. Dramatic conventions

4

Exploration of the play Read, comprehend and analyse Act 2. Examine language conventions including imagery, metaphor and motif Test comprehension of plot and language features

Short-answer comprehension test 10%

5

Exploration of the play Read, comprehend and analyse Act 3. Examine narrative conventions including structure Exam Review

6

Analysis of the play Complete play Timeline the plot Identify and discuss key scenes and how they contribute to main theme

Exam: Semester 1 30%

7 EXAM WEEK

8 Analysis of the play View various adaptions of the play and compare Identify and account for differences in the staging of the play

9 Analysis of the play Compare adaptions of the play Discuss representations of human experience in each version of the play

10

Assessment Essay task break-down Structuring a comparison essay Planning and drafting the essay

Assessment task 4: Essay. 15%

16 week assessment/ reporting cycle.

Faculty of Mathematics

Year 10 – MATHEMATICS - KEA & Intermediate A

Semester 1 2016

Week Key Concepts / Essential Content Assessment/Weighting

Term 1 1 – 4

Number and Algebra: Expanding and Factorising expressions

Test 15% Algebra

Expand monomial, binomial and trinomial expressions and answer in simplified form

Factorise quadratic trinomial expressions involving two to four terms by the use of appropriate methods – Basic factorisation, Cross-Product and the Difference of Squares

Apply a combination of expansion and factorisation methods to solve problems in terms of writing and simplifying expressions

5 – 8

Patterns and Algebra: Linear and Non-Linear Relationships - Solving Quadratics

Test 15%: Solving Quadratics

Review factorising quadratic trinomial expressions – Basic factorisation, Cross-Product and Difference of Squares – and substituting values into equations to solve problems, including rearranging and answering in fractional form

Solve quadratics by understanding and selecting the use of different methods – Quadratic formula, Interpolation, Null Factor Law

Define and round rational and irrational numbers, and find the discriminant from equations to determine the type of parabola – Rational, irrational and no solutions

Apply logical reasoning of solving quadratics and use a combination of methods to solve practical problems – writing, rearranging and substitution of equations

9-10

Number and Algebra: Real Number – Index Laws

OLNA Testing 1: Only if needed

Understand and write expressions in index form, factor form and basic numeral

Review simplifying expressions with like terms and introduce the six Index Laws


Year 10 - MATHEMATICS KEA & INTERMEDIATE A

Semester 1 2016

Week Key Concepts/Essential Content Assessment/Weighting

Term 2 1 - 3


Test 15%: Index laws

Apply the six Index Laws and simplify expressions via collecting like terms, including those involving fractions, surds and negative indices

Simplify algebraic expressions using a combination of Index Laws

4 - 6

Measurement and Geometry: Trigonometry and Geometry

Test 15% Trigonometry and Geometry

Understand types and properties of triangles and angles, including those of congruence and similarity, and apply logical reasoning of direction

Convert between degrees-degrees and minutes-seconds

Solve right angled triangles applying Pythagoras Theorem

Use trigonometry to calculate unknown sides and angles of right angled triangles – Sine, Cosine, Tangent, angles of elevation and depression

Convert between compass and true bearing by understanding quadrants of the unit circle, incorporating knowledge of angle and chord properties

Solve practical problems by drawing diagrams and then use Pythagoras and Trigonometry processes, including application to three-dimensional shapes and with parallel and perpendicular lines – calculate distance and angles

7 - 8

EXAM: ATAR Mathematics Exam

EXAM: ATAR Exam 30%

Review topics of number and algebra, measurement and geometry, and statistics and probability – recap previous and new knowledge and apply to practical problems

Display understanding of processes and concepts/formulas by applying knowledge to practice questions

9 - 10

Number and Algebra/Measurement: Linear and Non-Linear Relationships

Use measurement formulas and concepts – area and perimeter – and apply understanding to solve problems

Review solving linear equations including those derived from formulas and involving the four number operations and negative integers

Review properties of the Cartesian plane and plot/sketch data including parabolas, understanding coordinates and their representations – Minimum and maximum points

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.


Year 10 Mainstream Mathematics Semester 1 2016

Week Key Concepts / Essential Content Assessment

Term 1 1 - 4

Number and Algebra: Expanding and Factorising expressions

Test 15% Algebra 1

Review simplifying algebraic expressions via collecting like-terms

Expand monomial, binomial and trinomial expressions and answer in simplified form

Factorise quadratic monomial expressions with multiple terms by Basic factorisation

Apply a combination of expansion and factorisation methods to solve problems in terms of writing and simplifying expressions

5 - 8


Test 15% Index Laws

Understand and write expressions in index form, factor form and basic numeral

Review simplifying expressions via collecting like terms, and understand and apply the six Index Laws, including a combination of the laws

Simplify expressions involving negative integers, simple fractions and evaluation

Apply understanding of Index Laws to solve practical problems

9 -10


OLNA testing 1: Only if needed

Review basic factorisation into equations to solve problems, including rearranging and answering in fractional form

Introduce quadratic equations and the relationship between different methods of factorisation – graphical representations

Term 2 1 - 4


Test 15% Algebra 2 - Quadratics

Factorise quadratic trinomial expressions – Basic factorisation and Cross-Product – and substituting values into equations to solve problems, including rearranging and answering in fractional form

Solve quadratics by understanding and selecting the use of different methods –Quadratic formula, Interpolation, basic Null Factor Law

Apply logical reasoning of solving quadratics and use a combination of methods to solve practical problems – writing, rearranging and substitution of equations

5 - 8

Measurement and Geometry: Trigonometry and Geometry

Test 15% Trigonometry and Geometry

Understand types and properties of triangles and angles, including those of congruence and similarity, and apply logical reasoning of direction

Convert between degrees-degrees and minutes-seconds

Solve right angled triangles applying Pythagoras Theorem

Use trigonometry to calculate unknown sides and angles of right angled triangles – Sine, Cosine, Tangent, basic angles of elevation and depression

Solve practical problems of given diagrams and then use Pythagoras and Trigonometry processes, including application to composite plane shapes with parallel and perpendicular lines – calculate distance and angles with logical reasoning

(Continued)

5-8

EXAM: ATAR Mathematics Exam (optional and student grade dependent)

EXAM 30%

Review topics of number and algebra, measurement and geometry, and statistics and probability – recap previous and new knowledge and apply to practical problems

Display understanding of processes and concepts/formulas by applying knowledge to practice questions

9 - 10

Number and Algebra/Measurement: Linear and Non-Linear Relationships

Use measurement formulas and concepts – area and perimeter – and apply understanding to solve problems

Review solving linear equations including those derived from formulas and involving the four number operations and negative integers

Understand basic parabolas and using data from tables to sketch on Cartesian planes

Review properties of the Cartesian plane and plot/sketch data, understanding coordinates and their representations – Minimum and maximum points

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 2016 The Science curriculum for 2016 will be delivered in 16 week blocks, with most topic rotations occurring half way through. For example, three Year 9 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 that 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. John Avenell HOD Science Kinross College

Faculty of Science

Year 10 PHYSICS / CHEMISTRY

Semester 1 2016


Term 1 1

Topic 1: Physics Distance and displacement, Speed calculations

2 Graphing motion: distance-time graphs, displacement–time graphs, speed–time graphs Motion investigation Practical: Reaction time

Practical: Reaction time 25%

3

Calculating acceleration Practical: Building and testing an accelerometer

4

Motion calculations, graphing acceleration Practical: Measuring acceleration

Motion calculations test 30%

5 Newton’s first law. Newton’s second law

6 Newton’s third law

7

Energy, work and power Practical: Extension of an elastic band

8

Energy: conservation and energy efficiency calculations Practical: Energy changes on a rollercoaster Topic test Attitude, behaviour, effort assessment

Topic test 35% ABE 10%

9

Topic 2: Chemistry Revision of Year 9 Chemistry– atomic structure, elements and information in the periodic table History of the periodic table

Term 2 1

Organization of periodic table- atomic number, atomic mass, metals, non-metals, groups and periods. Electrons, electron shells, valency and the periodic table

2

Families of the periodic table Types of Chemical bonds The periodic table

chemical bonds assignment 20%

3 Types of chemical reactions Writing correct formulae Molecular formulae test

Molecular formulae test 10%

4 Law of conservation of mass and balancing equations

Balancing equations test 10%

5 Writing equations –predicting products Acids reactions

6 Writing equations – Metal reactions

Predicting equations test 10%

7 Topic test ABE EXAMS

40% 10%

8 Semester 2 classes commence

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. The pace and depth of the course will vary to suit the needs and abilities of the students.

Faculty of Humanities and Social Sciences - (2016) Explanatory Notes The Humanities and Social Sciences (HASS) 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 four main units of study; Geography Civics and Citizenship, Economics and Business and History. A range of assessments will be used and include the following:

Exams

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 HASS classes 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 HASS, please contact me at the College on 9306 6000 or at [email protected]. Yours sincerely Janette Thompson (Mrs) Head of Department Humanities and Social Sciences

Faculty of Humanities & Social Sciences

Year 10 - Geography: Environmental Challenges + Global Well-being

Civics and Citizenship Economic & Business

Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting

Term 1 1

GEOGRAPHY Setting the scene:

Class/individual expectations – bookwork and portfolio set up.

Revision of Geographical Concepts

2 Environmental Interactions

Creating microclimates

The structure of the Atmosphere

How have we enhanced the Greenhouse Effect?

3 Climate Change

The history of climate change

Is the climate changing?

Can we reduce our impacts?

4 Managing Coastal Environments

Why preserve our coastline?

Disappearing islands

Impacts of inland activities

Managing coastal change

5 Research project

Comparing Environmental Change Management

Marine Environments

6 Global well-being

Exploring aspects of human well-being

Understanding global well-being indicators

The connection between well-being and geography

Timed / In-class assessments 30%

7 Improving well-being

Methods for improving global well-being

Human Rights

Global Millennium goal

Global inequities

8 Australian well-being

Exploring population characteristics and well-being

Comparing Australia to our global neighbours

9 CIVICS AND CITIZENSHIP Australian Government

The Australian way: Exploring democracy

The importance of ‘separation of powers’

Our global responsibilities

Helping your neighbours

Assignments 20%

10 Foreign Aid

Discovering our commitments


Year 10 - Geography: Environmental Challenges + Global Well-being

Civics and Citizenship Economic & Business


Term 2 1

Australians overseas

The UN

Peace-keeping

AusAID

2 Threats to democracy

Organised crime

Corruption

Lawlessness

3 Safeguarding democracy

Understanding shared values

The right to dissent

4 REVISION WEEK

Study skills

Exam preparation – exploring questioning styles

Content and concept revision

5 ECONOMICS AND BUSINESS Indicators of economical performance

Economic growth

Unemployment rates

Sustainability indexes

6 Economic performance and living standards

Foreign investment

Employment levels

Debt levels

7 EXAM WEEK Exam 30%

8 Managing the economy

Improving economic performance

Increasing training opportunities

9 The consumer

Influencing the consumer

Marketing

Ethical and environmental considerations

10 Improving business

Increasing productivity

Technology and innovation

Portfolio 20%


Year 10 – ANCIENT HISTORY

People, Place and Time Semester 1 2016


Term 1 1

Introduction to Ancient History

What time period do we class Ancient History?

How and why do we study Ancient History?

Background information on the time period.

Exploration of student booklet and Ancient China.

2 ANCIENT CHINA Ancient China – The First Emperor

Where is the province of Xi’an?

Chinese rule between 250 B.C. – 220 A.D.

What was life like for Chinese people?

Introduction - Great Wall of China/The Terracotta Army (Case study)

3 Ancient Chinese assessment - Ancient History Mystery

Exploring research skills

Research Emperor Qinshihuang.

Students use a range of materials/sources to prepare a presentation.

4 Ancient Chinese assessment - Ancient History Mystery

Presentation of Assessment (negotiated styles)

Ancient China presentation 20%

5 CELTIC IRELAND Ancient Celtic Ireland - Introduction

Analysing the Ancient Celts

What was the Iron Age?

The importance of Iron

Irish history 1200 B.C. – 500 A. D.

Students to further investigate one aspect of Celtic history

6 Irish Celts analysis

Gods and mythology

Symbols – their history and meaning

Timelines

Myths and legends Researching selected task

Revision of bibliography skills

7 Ancient Celts Assignment

Research and assignment completion

Gallery walk and peer assessment

Ancient Celts Presentation 20%

8 GODS AND MONSTERS - Greek and Roman Gods

Introduction

The different between Greek and Roman Gods

Mythical Creatures

The Greek Creation Myth in depth

Note-taking 10%

9 The Clash of the Titans and Olympia

Who were the Titans?

Who were the Olympians?

The outcome of the clash.

The Nine Worlds

Zeus – heaven and earth

Poseidon – the oceans

Hades – the underworld

10 Mythical Creatures What were mythical creatures? Mythical creatures: Powers – locations - connections Task Matrix

Students explore in depth the research task requirements


Year 10 – ANCIENT HISTORY People, Place and Time

Semester 1 2016 Week Key Concepts/Essential Content Assessment/

Weighting

Term 2 1

Assignment completion

Research

Conference

Gallery Walk

In class presentation 10%

2 THE WONDERS OF THE WORLD TASK: WONDER OF THE WORLD THEME PARK CREATION

Introduction to the 7 Ancient Wonders.

Presentation of assignment requirements

3 Ancient Wonders research

KWL

Mapping

Where were they?

Do they still stand?

Why were they built?

4 Theme Park research What makes it a great theme park? Where are they located? Research: Alton Towers

Note-taking 10%

5 Theme Park Plans

Designing a theme park

Create a resource list

Draft work

Theme park plan 10%

5 Construction of theme park Use and follow plan

7 EXAM WEEK

8 Construction of theme park

Use and follow plan

9 Final preparations of theme park

Finishing touches to be added

10 Gallery walk and peer assessment Theme park model 20%

Faculty of Health & Physical Education

Year 10 – PHYSICAL EDUCATION

Semester 1 2016 Students will participate in two specialised sports programs with a shift in focus from consolidating sport specific skills to developing advanced skills and strategies for their elected sport. All students will commence an athletics program for the remaining weeks of Term 2, which will lead into second semester. However, this program will not be included in the Semester 1 assessment schedule.

Week Key Skills and Strategies Assessment/Weighting

Term 1 1

- Revise fundamental skills through individual & partner practice, drills and modified games. - Revise understanding of rules and court / field positioning. - Revise basic offensive and defensive game strategy through drills and game play.

Informal assessment of fundamental skills.

2 - 3

- Develop and apply ‘sport specific’ skills through individual & partner practice, drills and modified games. - Develop and apply a range of game specific strategies. - Develop an understanding of strategic court / field positioning responsive to game situations.

Informal assessment of focus skills & strategies.

4 - 6

- Develop and apply a range of advanced skills and strategies responsive to game situations. Develop an understanding of strategic court / field positioning responsive to game situations. - SEPEP – fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self- management & interpersonal skills)

Assessment of self-management skills & Interpersonal skills. 20%

7 - 9

SEPEP Finals - Students play finals

Assessment of Focus, skills & game strategies. 30%

10

Change Sports - Revise fundamental skills through individual & partner practice, drills and modified games. - Revise understanding of rules and court / field positioning.

-- Revise basic offensive and defensive game strategy through drills and game play.

Informal assessment of fundamental skills.

Faculty of Health & Physical Education Year 10 – PHYSICAL EDUCATION


Term 2 1 - 2

- Develop and apply ‘sport specific’ skills through individual & partner practice, drills and modified games. - Develop and apply a range of game specific strategies. - Develop an understanding of strategic court / field positioning responsive to game situations.

Informal assessment of focus skills & strategies.

3 - 5 - Develop and apply a range of advanced skills and strategies responsive to game situations. - Develop an understanding of strategic court / field positioning responsive to game situations. - SEPEP – fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self- management & interpersonal skills)

Assessment of self-management skills & Interpersonal skills. 20%

6 - 7 SEPEP Finals - Students play finals

Assessment of Focus, skills & game strategies. 30%

8 - 10

Athletics: Students will develop skills and 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 (4x100) Baton changes, change-over zone, 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.

Assessment of focus skills. - Trial data is recorded for each year and gender group. - Assessment of self-management skills. - Completion of all event trials will indicate participation levels. This will be reflected in their self-management grade Trial & participation data collected for athletics will contribute to next semester’s grades.

Note – Students will rotate through the above events which will continue into next term leading up to the Athletics Carnival.

Faculty of Health & Physical Education Year 10 – HEALTH EDUCATION


Term 1 1

Relationships - Types of relationships - Changing relationships - Maintaining positive relationships - Relationships and sex (The law) - Bad relationships - Influences on relationships

Weighting represents 50% of semester grade.

2

Sexual Activity - Terms, definitions, misconceptions

3 - 4

Contraception - Types available and how they work - Effectiveness / Cost - Advantages / Disadvantages – Risks & side effects. - Who would it be appropriate for?

5

Assessment task – Mid topic quiz

- Assessment of Knowledge & Understanding 20%

6

Unplanned Pregnancy - Who it can happen to (myths & stereotypes) - Things to consider when becoming a parent - Options and analysis of advantages / disadvantages - Genetic testing and modification – what do you think?

7 - 9

Sexually Transmitted Infections (STI’s) - Types / definitions - Signs and symptoms - Transmission - Treatment / Prevention - HIV & AIDS

10

Assessment task – Test with extended answer question - Assessment of Knowledge & Understanding 30%

Faculty of Health & Physical Education Year 10 – HEALTH EDUCATION

Semester 1 2016 Week Key Concepts / Essential Content Assessment/Weighting

Term 2 Over-view

Last term students began the School Drug Education and Road Aware (SDERA) Keys For Life Driver Education Program. This is a hands-on road safety program for pre-drivers. If they successfully meet all of the course requirements during class, they will be eligible to sit their Learner Driver’s Theory Test at school at no cost.

Weighting represents 50% of semester grade. Assessment tasks, quizs, journal entries and scenario assessments throughout the program will contribute to students’ Knowledge and Understanding grade – 30% Learner Driver theory test will contribute to student’s Knowledge and Understanding grade – 20%

1 Unit 1 – Becoming a driver (Licensing system, road rules, consequences of risk taking, making informed decisions, positive road safety attitudes)

2 Unit 2 – Road Safety Facts. - Road safety issues and the over-representation of young people in WA road crashes. - Attitudes and values towards road safety issues and strategies to reduce risks for young road users. - Impact and consequences of crashes. - Accessing support

3 - 4 Unit 3 – Why crashes happen - Crash theory and the causal factors of road crashes - Characteristics of young people that increase their risk of road crash involvement. - The ‘Big 4 Factors’ – speed, fatigue, drink driving, restraints.

5 Assessment – Saving Lives Assessment Task

6 Unit 4 – Practice, Practice, Practice - Importance of gaining extensive supervised driving practice in a range of conditions during Learner Phases 1 & 2 - Qualities of a suitable driving supervisor - Communication, negotiation and problem solving skills required to maintain a positive partnership with your driving supervisor

7 Unit 5 – On the road - Application of knowledge and skills as a future driver - Taking responsibility for own and other’s safety and having a voice in changing road use culture - Planning ahead when socialising & travelling long distances and harm reduction strategies - Vehicle safety ratings and insurance.

8 Revision for assessment = Unit 4, Unit 5

9 Assessment – Getting Home Safely Assessment Task

10 Learner Driver theory test. This test will determine pass or fail of Learner Driver test. 80% pass

Note – The Keys for Life Driver’s Education program will contribute to 50% of student’s Health grade for the semester. Also, in order for students to be eligible to sit their learner driver’s theory test they must have;

- Attended 80% of lessons (8 out of 10 lessons) - Completed all 10 of the tasks in their ‘Behind The Wheel’ journal (which needs to be signed

off by the driver who completed each task with them) - Need to be 15 years old before they can sit the test.

Faculty of Health & Physical Education Year 10 – OUTDOOR EDUCATION

Semester 1 2016

Week Key Concepts/Skills / Strategies Assessment/Weighting

Term 1 1

Introduction Team building challenges Cooperative games Reflection task

Team Challenge 1 5%

2 - 3

Navigation - pacing, compass work, navigating set courses.

Navigation Courses 1 and 2 5%

4 - 8

Beach safety and risk identification Aquatic first aid Beach fitness - practical - run, swim, run. Beach rescue skills – tubes, boards and initiatives

Assessment of fitness & rescue skills 10%

Aquatic first aid cont. Snorkeling - safety, buddy system, snorkeling skills, gear, snorkeling in open water. Snorkeling in local marine environments

Snorkeling skills 10%

9

Surf Lifesaving Presentation task

Assessment task 10%

10 Catch-up and program review

Term 2

1 – 6 Theory

Team Challenge Camp Cooking - Different cooking equipment, use of fire & cooking requirements. Menu planning. Camp cooking assessment Problem solving / survival task

Team challenge 2 5% Menu planning and application of skills 10% Survival task 10%

2 – 6 Practical

Surfing – Surf safety and etiquette. Reading waves. Standing Up. Maneuvering the board. Kayaking - Safety considerations, different strokes, capsize and rescue techniques, tying down the trailer, launching & retrieving etc.

Surfing skills 10% Kayaking skills 10%

7 Theory

Cycling theory - safety, risk identification, planning cycle routes using local area, distance, topography and group ability.

Route planning 5%

7 - 9

Practical – cycling using local cycle paths. Cycle/climb - Cycle to rock climbing in Joondalup

Cycling 10%

10 Catch up and program review

Faculty of Health & Physical Education Year 10 – PHYSICAL RECREATION - SPORTS FUN


Term 1 1 - 2

Introduction to: - 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.

3 - 4

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

- Assessment of leaders’ self-management skills. 10%

5 - 7

Coaching and Reflection: - Leaders implement planned coaching sessions with Kinross Primary students. - Leaders reflect on individual and group performance. - Program review & goal setting.

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

8 - 10 Umpiring: - Students choose a sport to umpire in pairs. The rest of the class participates while umpires are assessed. (First half of the class assessed Term 1, second half Term 2)

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

Term 2 1 - 2

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

- Assessment of leaders’ Self-management skills. 10%

3 - 6

Coaching and Reflection: - Leaders implement planned coaching sessions with Kinross Primary students. - Leaders reflect on individual and group performance.


7 - 8 - Leaders finalize umpiring evaluations. - Planning for tabloid session.


9

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


10 Overall reflection/’wind-up”- Summary of achievement of self-management and Interpersonal outcomes.

Faculty of Health & Physical Education Year 10 - PHYSICAL EDUCATION STUDIES

Semester 1 2016


Term 1 1

Introduction / outline / scheme of assessment Weighting represents 20% of course grade.

Anatomical planes

Major functions of the skeletal system

2

Axial / appendicular skeleton

Major bones of the skeleton

Types of bones (long, short, flat, irregular)

Basketball

3

Types of joints

Revision for skeletal system test

Badminton

4

Skeletal System topic test Skeletal System test (K&U) 5% Badminton

5

Functions of the muscular system

Types of muscles (skeletal, smooth, cardiac)

Major muscles of the human body

Badminton

6

How muscles produce movement

Movements allowed by different joints

Body types and sport performance

Basketball

7

Muscular system revision Basketball Skills Assessment (SPA / SMS / IPS) 10% Badminton

8

Muscular System topic test Muscular System test (K&U) 5%

Badminton

9

Major components of blood

Blood vessels

Basketball

10 Function of the circulatory system Anatomy of the circulatory system Basketball

# 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.

Faculty of Health & Physical Education Year 10 – PHYSICAL EDUCATION STUDIES

Semester 1 2016


Term 2 1

Function of the circulatory system

Anatomy of the circulatory system

Weighting represents 30% of course grade

Volleyball

2

Function of the respiratory system

Structure of the respiratory system

Volleyball

3

Gaseous exchange in the lungs

- Breathing process (inspiration, expiration)

- Lung volumes

Volleyball

4

Immediate response of the cardiovascular system to physical activity Volleyball Skills Assessment

(SPA) 10% Volleyball

5

Revision for cardiovascular system topic test Volleyball Theory Test

(K&U) 5% Volleyball

6

Cardiovascular System Topic Test Cardiovascular System Topic Test (K&U) 5%

Volleyball

7

Components of health related fitness

Components of performance related fitness

Volleyball

8

Health-related fitness written assignment handed out

Fitness testing (strength, flexibility, power, speed)

Volleyball

9

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

Triathlon

10

Developing a fitness profile from fitness testing results

Fitness assignment work in class

Fitness Assignment Due (K&U, SMS) 10%

Triathlon

# 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.

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

Faculty of Technology and Enterprise

Year 10 – HOME ECONOMICS Food Production 1

Semester 1 2016


Term 1 1

Safety, groups and theory Valentine biscuits

2

Orientation day Canapes

3

Theory Caesar salad

Cooking term 1 /20

4

Assignment – entrees Bruschetta

5

Calzones Staff morning tea design

6

Practical entrée Theory

Entrée /20

7

Coconut ice and chocolates Scones

8

Theory Mini quiche

9

Staff morning tea prep Staff morning tea

Contribution /10

10

Chicken and corn soup ANZACs

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 Food Production 2

Semester 1 2016


Term 2 1

Theory Guest chef and vegetable soup

2

Pasta sauce Home-made pasta

3

Risotto Assignment - mains

Cooking Term 2 /20

4

Curry and pappadums Theory

5

Practical – main Steak with peppercorn sauce

6

Lasagne Tarragon chicken in filo

Main /20

7

Lemon chicken Thai beef noodle salad

8

Pavilion restaurant excursion Theory

9

Garnishes Pasties

10

Thai green curry Cooking challenge

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


Year 10 – FOOD FOR FUN Semester 1 2016


Term 1 1a 1b

Safety Hygiene review Vegetable sticks, pitta chips and dips

Cooking mark Term 1 /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 & video Danishes

6a 6b

Danish design brief Chicken stir-fry

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 – FOOD FOR FUN Semester 1 2016


Term 2 1a 1b

Chocolate cake Coconut chicken curry

Cooking mark Term 2 /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 mark /20

10a 10b

Death by chocolate cake Quiz and video



Year 10 – CREATIVE COOKING Semester 1 2016


Term 1 1a 1b

Booklets, groups, review safety and hygiene Palmiers and sorbet

2a 2b

Jam-filled biscuits Jam-filled biscuits continued

3a 3b

Pizza dough and garlic bread Pizza continued

4a 4b

Profiteroles. Custard Fill profiteroles. Chocolate sauce

5a 5b

Pastry – chicken pie Chicken pie assembly

Cooking Term 1 /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 /20

9a 9b

Pasta sauce Homemade 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 1 and 2.


Year 10 – CREATIVE COOKING Semester 1 2016


Term 2 1a 1b

Free-form fruit tart Free-form fruit tart - continued

Cooking Term 2 /20

2a 2b

Calzones Calzones continued

3a 3b

Sausage rolls Puff pastry design brief

4a 4b

Samosas in filo White Christmas/LCMs

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

9a 9b

Cranberry scones Cranberry scones

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 1 and 2.

Faculty of the Arts

Year 10 - DANCE Semester 1 2016

In Semester One, the students will be delving further into elements of dance and how to create their own choreographies and strengthen their understanding of technique and audience awareness. The students will also be learning about the Contemporary dance genre and how to execute a contemporary routine that combines expression with movement. They will also be devising and creating a Solo/Duo performance to prepare those who interested in continuing Dance in their senior years, as well as a whole class Jazz choreography to be performed at the Arts Showcase later in Term Two.


Term 1 1

Introduction of course and requirements. Revising the elements of dance (Dynamics, Relationships, Space and Time).

2

Contemporary technique: Laban Basic effort actions Choreographic devices

3

Theory lesson: Locomotor and non-locomotor movement in dance performance Watch previous ATAR set routines First 8 counts of set contemporary choreography

4

Pathways and direction Second 8 counts of set contemporary choreography

Workshop participation (mid-term)

5

Warm up assessment task introduced (weekly task) Set choreography finished, rehearsed and performed for assessment

Warm-up assessment task (ongoing) 10% Set contemporary choreography 15%

6

Theory Lesson: Performance reflection improvised contemporary movement Binary, Ternary and Rondo dance structures

7

Devising original slo performance: Stimuli Examples of solo performances and drawing meaning from them The Choreographic Process

8

Solo/duo devised routine assessment introduced, groups formed and movement workshopped. Student directed choreography.

9

Students given this week to devise and rehearse choreography before assessment.

Workshop participation (overall term)

10

Solo/duo choreography assessment task performed Introduce next term’s task: Jazz and showcase

Devised choreography assessment task 20%

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

Week Dance (Continued)

Key Concepts/Essential Content Assessment/Weighting

Term 2 1

Introduction to new topic: Small group choreography for the Arts Showcase and jazz dance genre. Introduction to Arts Showcase theme and whole class choreography assessment.

2

Jazz technique: kicks, split leaps front and side Centre movements and turns, arabesque and leg mounts

3

Jazz technique: transitions and pathways Storytelling in dance, audience awareness

4

Assessment task given and rehearsals: Small group devised Jazz piece for Showcase theme Perform group choreographies.

Showcase assessment task (part 1) 20%

5

Combining small group assessment pieces into whole class choreography for Showcase performance.

Workshop participation (mid-term)

6

Whole class choreography continued Transitions and pathways

7

Whole class choreography continued Story-telling in dance/dance with a meaning

8

Problem phrases workshopped, costumes decided, Showcase performance

Showcase assessment task (part 2) 15% Workbooks handed in for grading

9

Reflection on whole-class choreography

Workshop participation (overall term) 20%

10

Dance companies of Australia; Bangara dance theatre company

Faculty of the Arts

Year 10 – ART AND DESIGN Semester 1 2016

Please note that dates are a guide only and may change to suit teacher/student needs. Project 2 will commence in Week 9 and continue through to the commencement of Term 2, Weeks 1 and 2.

Week Key Contents/Essential Content Assessment/Weighting

1 - 2

Introduction and drawing skills

3 - 8

Project 1 Primates – Students learn about Primates, choosing one they research, draw and create a clay sculpture depicting their choice.

Research, sketch, Resolved clay sculpture = 35 Marks

9-12

Project 2 Extreme Sport Illustrations Students choose an extreme sport and draw various actions and movement within the sport creating a final image or set of images using either Inks or water colours.

20 Marks

13-18

Project 3 - Artist study and Acrylic Painting Students look at a few contemporary Australian Acrylic Artists, practice similar techniques and create their own canvas painting.

40 Marks

19-20

Project 4 – Either a pastel painting or spray painting depending on class size.

5 marks


Year 10 - PHOTOGRAPHY


Term 1 1

Introduction and procedures

2

Camera operation and expectations

3

Rules of composition – leading lines

4

Rules of composition - framing

5

Rules of composition – rule of thirds

6

Macro photography

7

Selective focus

8

Photoshop techniques and effects

9


10


Term 2 1

Composite and Shadows

2 Camera flash operation when and when not to use

3 Understanding layer masks

4 Darkroom techniques and effects

5 Shutter speed operation and effects

6 Photoshop techniques and effects



9 Photography portfolio review and assessment

10 Photography portfolio review and assessment

Please note that dates are a guide only and may change to suit teacher/student needs. All tasks carry an equal weighting and is calculated weekly on the completion of each task.


Year 10 BUILDING & CONSTRUCTION


Term 1 1

Introduction and procedures

2

Video career paths in the building industry

3

Workshop wet area layout and working with mortar

4

Task1 - build straight wall

5

Task 2 - build solid pillar

6

Introduction to concrete

7

Team building set task around the school grounds

8

Task 3 - build hollow pillar

9

Portfolio review

10

Team building BBQ

Term 2 1

Paving- Site preparation and compactor operation

2

Task 4 Cutting bricks and building end wall

3

Task 5 Pillar in wall

4

Task 6 Centre pillar, straight wall

5

Task 7 Team build cavity wall

6


7


8

Fixings to brick walls types and usage

9

Portfolio review

10

Team Building BBQ

Please note that dates are a guide only and may change to suit teacher/student needs. All tasks carry an equal weighting and is calculated weekly on the completion of each task.

Documents

Year 10 Course Outlines - Kinross College