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Year 7 and 8 Curriculum Guide 2020

Contents

Welcome ............................................................................................................................................................ 1

Curriculum Overview ......................................................................................................................................... 2

Year 7 and 8 ................................................................................................................................................... 2

Subject Overviews ............................................................................................................................................. 3

English ................................................................................................................................................................ 4

Mathematics ...................................................................................................................................................... 5

Science ............................................................................................................................................................... 7

STEAM ................................................................................................................................................................ 8

History (as part of Humanities course) .............................................................................................................. 9

Geography (as part of Humanities course) ..................................................................................................... 10

Health and Physical Education ........................................................................................................................ 11

Faith and Values Education (FaVE) .................................................................................................................. 12

Business Studies .............................................................................................................................................. 14

Chinese ............................................................................................................................................................ 15

Dance ............................................................................................................................................................... 16

Drama .............................................................................................................................................................. 17

Media Arts ....................................................................................................................................................... 18

Food and Nutrition .......................................................................................................................................... 19

Music ............................................................................................................................................................... 20

Digital Technologies......................................................................................................................................... 21

Information and Communication Technology (ICT) ........................................................................................ 22

Visual Arts ........................................................................................................................................................ 23

Individual Curriculum Support (ICS) ................................................................................................................ 24

Industrial Arts .................................................................................................................................................. 25

Notes and Questions ....................................................................................................................................... 26

The Lakes College Year 7 & 8 Curriculum Guide 2020 1

Welcome Curriculum, learning and teaching practice at The Lakes College is designed to foster an outstanding commitment to learning and deliver a broad and liberal education through access to a wide range of subjects and disciplines. Our teaching, learning and curriculum philosophy is guided by our pedagogical framework, The Art and Science of Teaching and a focus on a Growth Mindset; it is underpinned by each individual students’ needs, abilities and interests. It is through each of these approaches that we are able to deliver a teaching and learning program that best facilitates a student’s ability to achieve, while empowering each student to focus on the process and their passions and as they move towards reaching their potential. The introduction of the Australian Tertiary Admission Rank (ATAR) combined with the continued rollout of the Australian Curriculum has given our College the scope to redefine how our teachers teach, and how our students learn. Consequently, there has been greater attention given to how students study, the skills and abilities required to be successful in a constantly evolving 21st century landscape, and the mindset required to successfully negotiate life at school and beyond. As a Uniting Church school, our curriculum, teaching and learning approach is underpinned by Christian values. We believe that the most effective instructional program appeals not only to the mind, but also to the heart; encouraging and inspiring students to inquire, to analyse and to act. The basis for sound teaching and learning is a respect for the exercise of those capacities of feeling and thought which enhance the dignity of all men and women and an application of the uniqueness and potential of each human being. In Years 7 and 8, students are taught the skills and given the foundations to successfully transition into the Secondary School. In this phase of their schooling, students will be supported as they become independent and robust learners through the core subjects of English, Mathematics, Humanities, Science, Health and Physical Education, Chinese and Faith and Values Education. Students are also able to study a wide range of elective courses including Music, Industrial Arts, Dance, Robotics and STEAM (Science, Technology, Engineering, the Arts and Mathematics). We believe that the development of inquiring minds demands an environment of freedom, opportunity and discipline, established and sustained by a commitment to thoughtful participation in a rigorous and varied educational program. We encourage our students to nurture their skills and talents, developing a respect for hard work and a love of learning that will endure for a lifetime. Mr. Shane Bowden Head of Secondary


Curriculum Overview Year 7 and 8 Students in Years 7 and 8 study in each of the curriculum areas of the Australian Curriculum, Assessment and Reporting Authority (ACARA) P-10 curriculum framework. Work programs are based on the Australian Curriculum in Maths, Science, English, History and Geography. Students in Year 7 and 8 must study English, Mathematics, Science, Humanities, Health and Physical Education, Chinese and Religious and Values Education for the whole year. Of the elective units, students must choose to study three each semester.

Subject Number of Lessons

English 5

Mathematics 5

Science 4

Humanities 3

Health and Physical Education 3

Language – Chinese 2

Electives: Drama, Food and Nutrition, Information Communication Technology, Digital Technologies, Business Studies, Dance, Individual Curriculum Support / ESL Support, Media Arts, Music, Industrial Arts, Visual Art, STEAM

3 X 3 Lessons

Faith and Values Education 1

Assembly/Chapel 1

Thursday Afternoon Activities 2

Total 35


Subject Overviews

All elective subjects require minimum student numbers to ensure they are viable. The final decision regarding class feasibility remains with the Principal.


English Rationale Through the study of English, students use their imagination, creativity and personal views of the world to make sense of significant issues and events that are of interest to them. They identify how people, characters, places, events, things and issues are represented in texts to position audiences. They recognise how English relates to their own lives and to cultural issues within the wider community. Students will individually and collaboratively interpret and construct texts by understanding the audience, subject matter and purpose, and by applying their knowledge of language elements and texts. They will develop an understanding of the interconnectedness between speaking, listening, reading, viewing, writing and designing, and how they see themselves as users of English. They reflect on language choices and how they can apply their learning to future applications. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will use ICTs as an integral component of their learning when interpreting and constructing texts. How are students assessed? In English, students demonstrate evidence of their learning over time in relation to the following National Curriculum standards:

• Ideas and Information in Texts

• Text Structures

• Language Features

What is studied? The following is the core structure for English in Year 7 – 8.

Year level Content to be covered

Year 7

• Up Close and Personal – life writing

• Against the Odds – life lessons in real and fictional worlds

• Believe It or Not – myths, legends and folktales

• The Hero’s Journey – representations of the hero over time and place

Year 8

• A Picture is Worth a Thousand Words – visual literacy and creative writing

• No Laughing Matter – comedy and concept of humour in texts

• Out of this World – fantasy and science fiction texts

• Listening Closely to the 'Stereo-type' – representation and stereotyping in the media and advertising


Mathematics Rationale By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays. Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots. By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data. Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine the probabilities of complementary events and calculate the sum of probabilities. How are students assessed? In Mathematics, students demonstrate evidence of their learning over time in relation to the following two broad assessable categories:

• Understanding and Fluency

• Problem Solving and Reasoning Understanding and Fluency, focuses on the students’ abilities to demonstrate:

• Conceptual understanding

• Procedural fluency

• Mathematical language and symbols Problem Solving and Reasoning, focuses on the students’ abilities to demonstrate:

• Problem solving approaches

• Mathematical modelling

• Reasoning and justification


What is studied? The following is the core structure for Mathematics in Year 7 and 8.


Year 7

• Positive integers

• Indices and Prime numbers

• Rational number

• Geometry

• Measurement

• Coordinates and Cartesian plane

• Decimals and percentages

• Algebra

• Money

• Representing and interpreting data

• Probability

Year 8 • Integers

• Index laws

• Real numbers

• Algebra

• Ratios and rates

• Linear equations

• Coordinate and linear graphs

• Applications of percentage

• Congruence

• Measurement

• Pythagoras

• Representing and interpreting data

• Probability


Science Rationale

Through the study of science, students use their scientific knowledge, curiosity and intuition to test and confirm their understandings, and to investigate the world. They understand that science is a body of knowledge, developed through human observations and inferences that may reflect diverse values and beliefs. They understand that scientific knowledge is dynamic, and that theories are reviewed in the light of new evidence. They understand that science is a way of thinking and working, and they apply their scientific knowledge to make responsible and informed decisions about real-world issues. They recognise that science has a rich history and has evolved into a large number of increasingly overlapping fields that provide career opportunities. Students will develop their ability to work scientifically through active participation, both individually and collaboratively, in genuine endeavours that help to construct personal scientific understandings. They will identify problems and issues, and design and conduct scientific investigations. Students will select and use a range of tools and technologies, including information and communication technologies (ICTs). What is studied? The following is the core structure for Science in Year 7 - 8.

Year Level Content to be covered

Year 7

Chemistry: Investigating Science

• States of matter, particle model, mixtures, separation techniques

Physics: Forces and Machines

• Friction, inertia, mass, weight, levers, pulleys and simple machines

Biology: Ecosystems and Interactions

• Food chains, food web, symbiosis, adaptations, classification

Earth and space: Earth and its Resources

• Seasons, tides, eclipses, renewable and non-renewable resources

Year 8

Chemistry: Elements, Compounds and Chemical Change

• Diffusion, density, periodic table, physical and chemical change, conservation of mass

Physics: Energy and Sound

• Energy transfer and transformation, speed of sound, conservation of energy

Biology: Cells and Body Systems

• Microscopes, animal cells, plant cells, reproductive system, digestive system, respiratory system, circulatory system

Earth and space: Rocks and Weathering

• Sedimentary, igneous, metamorphic, rock cycle, erosion, fossils

How are students assessed? In Year 7 and 8, students demonstrate evidence of their learning over time in relation to the following assessable standards of the Australian Curriculum:

• Understanding Science;

• Science Skills;

• Evaluating and Communicating.


STEAM Rationale STEAM is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. STEAM is all about developing the problem-solving innovators, educators, leaders, and learners of the 21st century. It is a life-long career and life-readiness way of educating and learning that is adaptable to the rapidly changing global world we live in.

How are students assessed?

In STEAM, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding;

• Interpretation and appraising

• Critical thinking.

Units in STEAM are project based, which involves a combination of theory and practical work to solve a real-world problem. Due to the nature of the course, the units studied are flexible.

What is studied?

The following is the core structure for STEAM in Year 7 - 8.

Semester 1 Semester 2

Year 7 • Task 1: Chair activity - (formative)

• Task 2: Leavers and gears (summative) - Squashed tomatoes engineering challenge

• Task 3: Creative crash test cars - forces and car safety (protect the egg)

Year 8 • Task 1: Tiny homes project - Minecraft,

Tiny homes and sustainability, VR • Task 2: Design the next building phase of

TLC - architectural and engineering processes using Minecraft


History (as part of Humanities course) Rationale

Through the study of History, students develop their knowledge and understanding of the past in order to appreciate themselves and others, to understand the present and to contribute to debate about planning for the future. Students will develop a critical perspective on received versions of the past and learn how to compare different accounts so that the conflicts and ambiguities are appreciated. Through comparative historical analysis and critical appraisal of evidence, history contributes to an active and informed democratic citizenship. Factual knowledge is essential to historical understanding. Without knowledge of chronology, geography, institutional arrangements, material circumstances and belief systems, no student inquiry on a past period — however well intended — will lead to understanding. While this knowledge will necessarily be broad, students should have the skills to extend it: if they are not familiar with a specific historical reference, they should be able to locate it in place and time, know how to find sources of information about it and to evaluate them, familiarise themselves with context and grasp the significance of the reference. Students will understand the importance of inquiry and major social ideas for investigating issues in contexts that range from local to global settings. They communicate using different types of texts for specific audiences and purposes. They will actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They will reflect on their learning and investigations to make judgments about different values and perspectives. How are students assessed? In History, students demonstrate evidence of their learning over time in relation to the following Australian Curriculum standards:

• Historical Knowledge and Understanding

• Questioning and Researching

• Analysing and Interpreting

• Communicating

What is studied?

The following is the core structure for History in Year 7 – 8.


Year 7

• Investigating the Ancient Past: The Beginning of Man

• The Mediterranean World: Ancient Rome

Year 8 • The Western and Islamic World: The Vikings and The Dark Ages (c.790 – c.1066)

• The Asia-Pacific World: Shogunate Japan (c.794 – 1867)


Geography (as part of Humanities course) Rationale

Through the study of Geography, students develop a sense of wonder, curiosity, knowledge and interest about the variety of environments, peoples, cultures and places that exist throughout the world by providing students with a sound geographical knowledge of their own place, of Australia, and of the world. Geography enables students to explore and gain a good understanding of geographical thinking including perspectives, concepts and ways of explaining. It encourages students to become thoughtful and active local, national and global citizens, and to understand how they can influence the futures of places. It can develop students’ ability to ask geographical questions, plan an inquiry, collect and analyse information, (particularly through fieldwork and spatial technologies), reach conclusions based on evidence and logical reasoning, and communicate their findings in effective ways. Geography encourages the development of creative use of geographical skills, and to enable students to use these skills to extend their knowledge, make sense of new situations, and to solve problems. Students will understand the importance of inquiry and major environmental ideas for investigating issues in contexts that range from local to global settings. They will communicate using different types of texts for specific audiences and purposes. They actively participate, both individually and collaboratively, in their communities in enterprising and creative ways to respond to issues. They will reflect on their learning and investigations to make judgments about different values and perspectives. How are students assessed? In Geography, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding

• Questioning and research

• Interpreting and analysing

• Communicating

What is studied? The following is the core structure for Geography in Year 7 – 8.


Year 7

• Water as a resource

• Living in Australia

• Managing water

• Liveable cities

Year 8 • Mountains

• Coastlines

• Life in different cities

• Migration


Health and Physical Education Rationale Through the study of Health and Physical Education, students use their interests in health and physical activity to explore how the dimensions of health are interrelated and are influenced by the interaction of personal, social, cultural and environmental factors. They understand how to promote health and wellbeing through active engagement in physical activity to enhance their personal development. They recognise people who work in occupations related to health, physical activity and personal development. Students individually and collaboratively make decisions, take action and apply skills to promote health and wellbeing, movement capacities and personal development of individuals, groups and communities. They will evaluate their learning and ways to capitalise on the benefits of positive influences on their health and wellbeing. Students will select and use tools and technologies, including information and communication technologies (ICTS), in purposeful ways. They will make use of the potential that ICTs provide to inquire, create and communicate within Health and Physical Education contexts. How are students assessed? Students studying Health and Physical Education in Year 7 & 8, demonstrate evidence of their practical learning over time in relation to the following assessable elements:

Demonstration of learning in the theoretical studies in Year 7 & 8 in Health and Physical Education is assessed using the following criteria:

What is studied? The following is the core structure for Health and Physical Education in Year 7 – 8.


Year 7

• Nutrition

• Self-esteem and self-concept

• Risk taking and harm minimisation

• Growth and change

Year 8 • Active lifestyle - benefits of physical activity

• Types of training

• Applied anatomy /sports injury / first aid

Leadership Demonstration of leadership and fair play in specific practical contexts.

Skills Reproduction and demonstration of practical skills, rules and strategies.

Evaluation Ability to reflect and make decisions that enhance physical performance.

Teamwork Ability to work collaboratively with others to improve performance.

Investigating

critical analysis of factors that influence identities, relationships, decisions and behaviours regarding health promotion.

analysis of the impact that attitudes and beliefs have on community health and wellbeing

access to, and synthesis and application of health information to propose and justify responses to issues regarding chosen health topic.


Faith and Values Education (FaVE)

Rationale Religious Literacy: Faith and religion contribute to the fabric of Australian Culture. Individual communities and Australian culture as a whole are more likely to construct a tolerant society when their members are literate in their own faith traditions and understand the faith traditions of others. Religious literacy can be defined as the flexible mastery of a repertoire of practices related to the discourse of religion. To achieve this literacy, students will use spoken, written and multimedia texts of traditional and new communications technologies as part of the subject Faith and Values Education (FaVE). Students will be encouraged to think critically, creatively and constructively in developing their religious literacy. 1

Making Meaning: The search for meaning to life is an important part of the human condition. The study of Faith and Values Education (FaVE) seeks to enable students from various cultural, social, linguistic and economic backgrounds to learn about and reflect upon the meaning of human life. It is intended that students will gain knowledge and understanding of the influence that values, belief systems or faith traditions have on their own and other people’s meaning making. FaVE encourages students to develop ethical attitudes and behaviours required for their effective participation in the human community. 1

How are students assessed? Students will be involved in learning experiences that require creative and critical thinking, problem solving, networking, planning and organising resources for presentations and projects that may incorporate collaborative and cooperative behaviours. In FaVE, students demonstrate evidence of their learning in relation to the following assessable elements.

• Knowledge and understanding

• Processing skills

• Communication skills

What is studied? The following is the core content for FaVE in Year 7 & 8 for 2018. Semester 1 1(Adapted from The Lakes College Spiritual Development Policy Statement 2015)

Year level Religious Literacy Making Meaning

Year 7 Textbook – ‘Mistaken Identity? - Marks Gospel - The Real Jesus - Miracles - Faith - Easter & Christmas

- Rules - Forgiveness - What/who is a Christian? - Fear - Anger - TLC Values

Year 8 Textbook – ‘Another Dimension? - Mathews Gospel - The Sermon on the mount - Serving others - Uniting church perspective - Easter & Christmas

- Relationships - Personal identity - Personal ethics - War and peace - Money and wealth - TLC Values


Semester 2

Year level Religious Literacy Making Meaning

Year 7 Textbook – ‘Introducing the Uniting Church in Australia (UCA)’

- What is the UCA - Who is the UCA - What is the purpose of the UCA - Values of the UCA - Organisation of the UCA

- Uniting Church - Beliefs and Values - Catholic & Protestant - Reformed & Evangelical - Ecumenism - Mission - Ministry - Journey

Year 8 Textbook – ‘Your Sneaking Suspicions?’ - Beauty & Sex - Rated R - Science vs God - Faith, life & death - Suffering

- Rules and morals - Forgiveness - What/who is a Christian? - Heaven & hell - Interpretation - TLC Values


Business Studies Rationale

Through the study of Business, students explore the nature of business and financial literacy. In Year 7 students will be working towards understanding the position of consumers and producers in the Australian economy and the importance of short, and long term, planning for both businesses and individuals, highlighting how this planning contributes to success. Students also consider the concept of ‘entrepreneurship’, and why it is important to developing business ideas. Finally looking at the concept of work; what it is and why it is important to individuals and the economy. In Year 8 students will explore the marketplace, including traditional Indigenous marketplaces, examining what is a market economy and how well a market economy performs the activities of producing, distributing and consuming the goods and services we require to satisfy our needs and wants? Then students will consider consumer rights and responsibilities, one of the important functions of government in the marketplace is to provide a legal and justice system so that buying and selling occurs within a set of rules that is fair to all participants. In the final topic in Year 8, Business Decisions, students will look at different types of business ownership and the factors that influence opportunities for business in Australia. How are students assessed? In Business Studies, students demonstrate evidence of their learning over time in relation to the following assessable elements:


• Skills – (Questioning and Researching, Analysing and Interpreting and Communication) They are assessed using a combination of short answer exams, extended response and assignment tasks. What is studied? The following is the core structure for Business Studies in Year 7 – 8.


Year 7 • Consumers and Producers - how they interact

• Individual and business planning

• Entrepreneurs and successful businesses

• Working for a living

Year 8 • The “market system” and government

• Traditional Indigenous markets

• Rights and responsibilities of the marketplace

• Business decisions


Chinese Rationale Through the study of Chinese, students use their existing understandings about the language and culture to further develop their Chinese proficiency and intercultural competence to enable them to appropriately communicate in intercultural situations. They develop a deepening understanding of how culture is reflected in and constructed by language, and become more competent in using functions, conventions and structures in Chinese. They begin to appreciate the complexities of cultures, particularly in relation to the less visible dimensions, and also their dynamic and flexible nature. They further develop their understanding of the role of proficiency in other languages in the contemporary world of work, intercultural contact and globalisation. Students learning Chinese further expand their understanding and appreciation of cultural diversity expressed in Chinese and the influence of language on material and non-material elements of culture. Students will use the essential processes of ways of working to develop and demonstrate their knowledge and understanding in Chinese. They will explore a wider range of text types in Chinese and develop proficiency and increasing confidence in using them. They will also develop capacities to meet communication needs and resolve linguistic and intercultural challenges with increasing knowledge of purpose and audience, in formal and informal situations. They will reflect on their learning and the appropriateness of language choices in Chinese. How are students assessed? In Chinese, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Communicating (writing, reading, listening, speaking and reflecting)

• Understanding writing, reading, listening, speaking and reflecting) What is studied?

The following is the core structure for Chinese in Year 7 – 8.


Year 7 • Self- identify, family and relationships

• Around the world (countries and nationalities)

• Chinese stories and traditions

• Friendships

Year 8 • Chinese festivals and celebrations

• Race around the world (getting around different places, making travel plans and arrangements)

• Master Chef: research, compare and report on Chinese food VS Western food

• Recreational Activities


Dance Rationale Students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through Dance. They extend their aesthetic understandings of dance elements and languages. They create their own performances and present and respond to their own and others’ performance works, considering intended audiences and intended purposes. Students will extend their understanding of dance practice through active engagement, both individually and collaboratively, with dance elements, techniques, skills and processes, working creatively and imaginatively to take risks and consider purpose and context of the arts from their own experiences and those of other artists. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others. How are students assessed? In Dance, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making: Choreographing

• Making: Performing

• Responding What is studied? The following is the core structure for Dance in Year 7 – 8.


Year 7

• Let’s go crazy – introduction to the elements of dance and social dance through the decades

• Classical Ballet – The most important of foundations

Year 8 • Keeping it Funky – Jazz Dance

• Step into the 21st Century - Contemporary


Drama Rationale

Drama allows students to actively discover knowledge in a challenging and safe environment. They are encouraged to explore social, cultural, historical and spiritual contexts using creativity and imagination. In doing this they work individually and collaboratively to develop skills in higher order thinking, problem solving, focus and perseverance. The drama classroom empowers students to discover themselves, their passions and beliefs, whilst extending their knowledge of dramatic practice. Drama is an inclusive program that utilises practical and cognitive activities. Through leadership, cooperation, creative expression and literacy development students are taught to experiment, ask questions, participate and explore. In an enjoyable class, students are taken beyond what they know, and are empowered to advance their skills, knowledge and abilities. Students will select and use tools and technologies, including information and communication technologies (ICT), in purposeful ways. Students will take risks and solve artistic problems, whilst comprehending the dramatic elements, skills and processes. They will consider purpose and context to create and present art works, and to communicate their own arts practice and that of others. How are students being assessed?

• Forming

• Presenting

What is studied? The following is the core structure for drama in Year 7-8.


Year 7 Tell me a Story (Story Book Adaptation)

• Introduction to the Elements of Drama.

• Power of storytelling.

• Basic performance skills.

• Stylised movement, ritual and voice.

Year 8 Shake it up (Fractured Fairytales)

• Elements of Drama.

• Script writing skills.

• Skills of performance and characterisation.

• Skills of devising and fracturing.


Media Arts Rationale Through the study of Media Arts students use their creativity, imagination and senses to express ideas about social, cultural, historical and spiritual contexts through technological mediums. Understanding the importance of the media and the influence of technology on contemporary society is at the heart of film, technology and digital media. Students will analyse media samples that they watch, read and hear to become informed and critical consumers of media formats. By developing multimedia presentation and publication skills in the creation of various projects, students will learn how to manipulate various media to influence a given audience. Students will extend their understanding of media techniques through active engagement, both individually and collaboratively, with elements of the media techniques, skills and processes. They will develop their ability to analyse meaning as they reflect on the creative process that has occurred within the media discipline. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present media works, and to communicate their own arts practice and that of others. How are students assessed? In Media Arts, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making - Design

• Making - Production

• Responding

What is studied? The following is the core structure for Media Arts in Year 7 and 8.


Year 7 Stop and Claymate

• Introduction to the world of film, television and new media

• Claymation and Stop motion

• Camera shots

Make some noise

• Camera Angles, movements, shots and techniques

• Music video techniques

• Sound techniques

Year 8 Me, myself and I

• Autobiography films

• Reality Television

• Camera techniques

• Empowerment of truth

• Fact verse Fiction

Home and Away

• Film and Television around the world

• Editing techniques

• Lighting

• Camera movements

• History of film


Food and Nutrition Rationale The central focus of Food and Nutrition is the wellbeing of people within their personal, family, community and work roles. Food and Nutrition encourages personal independence and living effectively within the wider society and promoting preferred futures for self and others. Food and Nutrition is an interdisciplinary study drawing on the fields of food and nutrition, textiles, the built environment, human development, relationships and behaviour. Students will develop knowledge, skills and attitudes associated with the preparation, selection and presentation of food for a range of situations. Students will also learn about manipulating textiles to manufacture various products. Students learn how to effectively use the design process to design and plan for their textile’s items.

In Food and Nutrition, students become increasingly aware of the processes of growth and development and take increasing responsibility for their own growth and development. They make decisions and take actions to promote healthy eating and develop a sensitive approach to interpersonal relationships. How are students assessed? In Food and Nutrition, students demonstrate evidence of their learning over time in relation to the following assessable elements:


• Process and production skills. What is studied? The following is the core structure for Food and Nutrition in Years 7 and 8.

Year 7 Semester 1 Semester 2

Unit 1: Food Food Groups and the Australian Guide to healthy eating

Unit 2: Textiles Introduction to Textiles

Term 1 Term 3 Term 2 Term 4

Introduction to food studies: Hygiene an safety in the kitchen Basic cookery skills Washing up and cleaning up Australian Guide to healthy eating

Healthy food choices and exercise: How well do you eat? Are you reaching the goals listed from Australian Guide to healthy eating? How to improve Make a meal of it

Boxer short Practical sewing Process journal

Fabric Box

Year 8 Semester 3 Semester 4

Unit 3: Food – Nutrition and Adolescent Eating You are what you eat

Unit 4: Textiles Sustainability

Term 1 Term 3 Term 2 Term 4

Nutrients and their uses. Food Sources and Methods of cooking to retain maximum nutrients

Cooking for dietary needs Family meals

Bag Recycling and sustainability

Fibres and felting


Music Rationale

Through the study of Music, students will use their creativity, imaginations and senses to express ideas about cultural, social, historical and spiritual contexts through music. They will explore different genres and styles of music, as well as music from other cultures and eras. Throughout each semester, students will:

• Create – compose music with reference to the styles and genres studied, using conventional pen and paper, as well as music software on the computer,

• Present – perform music, on their own instrument and/or keyboard and guitar and sing, as soloists and/or in small groups,

• Respond - analyse and evaluate the use of the elements of music and defining characteristics from different musical styles that relate to their unit of study. Discuss how their interpretations of music from other cultures, times and places influenced their composition.

Students will use the essential processes of ways of working to develop and demonstrate their knowledge and understanding in music. They will extend their understanding of musical practices through active engagement with musical elements, techniques, skills and processes. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They will make use of the potential that ICTs provide to inquire and solve artistic problems, to create and present arts works, and to communicate their own arts practice and that of others. How are students assessed? In Music, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making - Composing

• Making – Performing

• Responding – Analyse and evaluate the use of the elements of music and defining characteristics from different musical styles that relate to their unit of study. Discuss how their interpretations of music from other cultures, times and places influenced their composition.

What is studied? The following is the core structure for Music in Years 7 and 8.


Year 7 The Basic Elements of Music

• What is music

• Using sounds and silence to create mood

The Instruments of Music

• Sources of musical sounds

• Percussion, the piano, voice styles, orchestral instruments, and acoustic guitar.

Year 8 Rock Elements and Styles

• “What is rock?”

• Contemporary rock styles.

Music and Society

• The purposes of music in society, both past and present, Western and non-Western.


Digital Technologies Rationale The Digital Technologies course provides students with the knowledge, skills, processes and understandings of the systems that support digital technology. These digital technology systems include those that support the development of information (documents or websites), and those that support technology (computers or networks).

Through the study of Digital Technology (DIT) students will use their understandings of the relationships between technology and society to consider the roles people play in shaping products and processes. They use their imagination and creativity to investigate and identify needs, wants, design specifications and constraints. Digital Technology is a practical discipline that helps prepare students to meet the frequent and rapid change in the area of technology, and to be responsive to emerging technologies and trends. DIT involves the use of technologies that allow people to manipulate and share information in its various forms (text, graphics, sound and video), and the range of technological devices that perform these functions. The DIT course provides students with the knowledge, skills, processes and understandings of the systems that support technology. These technology systems include those that support the development of information (documents or websites), and those that support technology (computers or networks).

They will reflect on their learning, evaluate the suitability of products and processes, and recommend improvements. Students will select and use tools and technologies, including information and communication technologies, in purposeful ways. The core difference between Digital Technology (DIT) and Information and Communication Technology (ICT) is that DIT focuses on creating with coding and manipulating data while ICT has a focus on using application software to in the design process.


In Digital Technologies, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding (25%)

• Processes and production skills (75%)

This will be achieved by a combination of theory and practical work, with more emphasis on the latter.

What is studied?

The following is the core structure for Digital Technology in Year 7 - 8.

Semester One Semester Two

Year 7 Module One

• Game design - Project: Programming your own text-based adventure game

• Robotics - Robo-cup rescue

Module Two

• Understanding data - Project: Adventures in data diving

• Robotics - FLL

Year 8 Module One

• Web design - Project: Comparing website builders

• Robotics – Sumo challenge

• History of computing, Security, Binary codes

Module Two

• Data diving Project: Information systems and databases - SQL

• Robotics- FLL


Information and Communication Technology (ICT) Rationale

Through the study of Information and Communication Technology (ICT) students will develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They will reflect on their learning, evaluate the suitability of products and processes, and recommend improvements. Students will select and use tools and technologies, including information and communication technologies, in purposeful ways. ICT involves the use of technologies that allow people to manipulate and share information in its various forms (text, graphics, sound and video), and the range of technological devices that perform these functions.

Students will individually and collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications. They will reflect on their learning and evaluate the suitability of products and processes and recommend improvements. Students will select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. The core difference between Digital Technology (DIT) and Information and Communication Technology (ICT) is that DIT focuses on creating with coding and manipulating data while ICT has a focus on using application software to in the design process.


In Information and Communication Technology (ICT), students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Knowledge and understanding (25%)

• Processes and production skills (75%)

This will be achieved by a combination of theory and practical work, with more emphasis on the latter.

What is studied?

The following is the core structure for Information and Communication Technology in Year 7 and 8.

Semester One Semester Two

Year 7 Module One

• Office 365

• Project: Using spreadsheets

• Robotics - Tug of war

Module Two

• Design and photoshop - Project: Image editing

• Understanding how computers work

• Understanding encryption

Year 8 Module One

• Animation - Project: Programming an animated game

• Understanding mobile devices and how wireless networks work

• Project management - documentation and backups

Module Two

• 3D design and printing - Project: 3D design and printing

• Robots and Sci-fi simulation


Visual Arts Rationale Through the study of Visual Arts, students gain the required knowledge, understanding and skills through responding and making tasks. Throughout each semester, students will build on their awareness of how and why artists, craftspeople and designers realise their ideas. Refine their personal aesthetic through working and responding perceptively and conceptually as an artist or audience. Explain why artists and audiences interpret artworks through different viewpoints. Research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes. Adapt, manipulate, deconstruct and reinvent techniques and styles to make visual artworks that are cross-media. Draw on artworks from a range of cultures, times and locations. Explore the influences of Aboriginal, Torres Strait Islander and Asian cultures. Reflect on the development of different traditional and contemporary styles and how artists can be identified through the style of their artworks. Identify the social relationships that have developed between Aboriginal, Torres Strait Islander people and other cultures in Australia. Understand of the roles of artists and audiences. Use historical and conceptual explanations to critically reflect on visual arts. Adapt ideas and practices from artists and use them to inform a personal aesthetic. Understand safe visual arts practices and choose to use sustainable materials, techniques and technologies. A theoretical text will be issued to students, which in conjunction with help sheets and teacher direction will help students connect to the Senior Art Work Program. The Junior Visual Art course is a progression to the Senior Visual Art course. Visual journals, resolved artworks, concepts, focus, artist links, composing, appraising, as well as developing numerous skills for a variety of art media, all form a varied junior and senior course. What is studied?

The following is the core structure for Visual Art in Year 7 and 8.

Year 7- 8


Term 1 Printmaking (2D): lino or dry-point AND Responding Task: Artwork Analysis

Term 2 Ceramics (3D): clay sculpture

Term 3 Photography and/ or Digital Media (2D) AND Responding Task: Essay or Report

Term 4 Paper Sculpture OR Wearable Arts/ Textiles Art (3D) AND Exhibition processes

How are students assessed? In Visual Art, students demonstrate evidence of their learning over time in relation to the following assessable elements:

• Making tasks involve a visual journal and resolved artwork. Individual or collaborative work may include - 2D media, e.g. drawings, paintings, printmaking, photographic art - 3D objects, e.g. ceramics, fibre art; installation, sculpture - design, e.g. costume and stage design, curatorial design, graphic design and illustration, product design - time-based media, e.g. electronic imaging, film, animation and television, sound art.

• Responding tasks involve independent research and written work based on historical, cultural and contextual influences. Students’ explore, respond to, analyse and interpret visual art works. Essays, analytical reports, and artist statements are common formats for arts writing.

Achievement in Visual Art is judged by matching a student’s achievement in the assessment tasks with the reporting standards of the subject.


Individual Curriculum Support (ICS) Rationale In Individual Curriculum Support (ICS) is an invitation only elective. Students develop executive skills to organise their time effectively to complete set work in all subject areas. They recognise how time management and organisation relates to their own lives to work effectively in the outside world. Students will individually and collaboratively work on assessment given through all KLA’s. They are given support when needed and extra time to complete work. Individual Curriculum Support is not a subject and is not assessable. It was developed to allow those students identified with a learning need to access 1:1 support and extra time to complete assessment.


Industrial Arts Rationale Students will be exposed to a workshop environment where they will explore and develop practical skills with hand tools, basic workshop machinery, and develop critical problem-solving skills through implementing the design process. Students will learn to identify hazards and employ control measures to ensure safe workshop practices. Safety will be embedded into all aspects of the practical work. In Years 7 and 8 students will participate in project-based assessment across 4 semesters. Each semester will consist of a Design Folio and a practical project. Each project will contain a mandatory component that will involve skill development and exposure to different machinery, hand tools and construction process. Students will then incorporate that component into a larger project to address a specific design problem. How Students are assessed? In Industrial Arts, students must demonstrate evidence of their learning over time in relation to the following assessable criteria:

1. Knowledge and Understanding

• Students will be assessed on this criteria through design folios 2. Process and Production Skills

• Students will be assessed on this criteria through various Practical Projects. 3. Design Process

• Students will be assessed on this criteria through the developed response to a design problem within a design folio

What is studied? The following is the core structure for Industrial Arts in Years 7 and 8.

Semester Project Based Assessment

Safety Induction Skill Development and production of common

component

Design Phase – Students will be given a situation or

problem to solve

Design Implementation Phase

Initial tour and safety Induction completed by Teacher Onguard safety training to be completed within class time with teacher guidance

All junior school design projects will consist of a common component. The production of this component will develop skills and understanding of production processes that will assist the student throughout the design phase of the project.

Student will be guided through the design process using basic design strategies. Students will work through a scaffolded design workbook that in order to produce a designed solution to address the situation or problem.

Students will then use the skills and knowledge gained through the skill development and design task to produce and test their designed solution and trial it within a real world application.

Across 4 semesters in year 7 and 8 students will work across 4 Design areas; Design in Practice, Commercial Design, Human-Centred Design and Sustainable Design.


Notes and Questions

The Lakes College College Street North Lakes QLD 4509 PO Box 888 North Lakes QLD 4509

Phone 07 3491 5555 Fax 07 3491 5599 Web www.thelakescollege.com.au Email [email protected]

http://www.thelakescollege.com.au/

mailto:[email protected]

Documents

Year 7 and 8 - media.digistormhosting.com.au