YEAR 7 SUBJECT OVERVIEWS TERM 4, 2021

YEAR 7 SUBJECT OVERVIEWS

TERM 4, 2021

Islamic College of Brisbane Ltd t/a Islamic College of Brisbane

CRICOS Provider No: 02435A

Introduction This document should be used as a guide only. The busy nature of schools

means that schedules are sometimes disrupted and dates need to changed.

Whilst we try to avoid this as much as possible, it will happen from time to time

and we will keep families informed of changes.

For most subject areas the outlines cover the ten-week term but for rotational

subjects (Visual Arts, Business Studies, STEM and Digital Technologies) the

schedule is for the Semester.

Contents

English

Mathematics

Science

Humanities

Health and Physical Education

Islamic Studies

Arabic

Visual Arts

Digital Technologies

Business Studies

STEM

Year Level Subject

WEEK

Student Learning

1

- History and definition of poetry.

- Types of poems.

Types of poetry worksheet / practice

*English Department Speech Competition

2

- Creating effective poetry: mood and tone; audience and purpose

Identifying mood and tone, audience and purpose practice

- Poetic devices – simile, metaphor and personification

Poetic devices practice – defining, identifying and creating

*English Department Speech Competition (finals)

3

- Poetic devices – symbolism, imagery and sensory language


- Sound devices – alliteration, assonance and onomatopoeia


4

- Themes in poetry – analysing and evaluating

Analysing and evaluating theme practice

- Writing an effective poem using knowledge and skills from the term

Assessment handed out

5 Draft of poem and feedback

6

- Reflecting on effectiveness of own poem

Draft of reflection script and feedback

7 Assessment due: Week 7

– presentation of poem and reflection

8 Reflecting on the year – student survey and suggestions

9 Expectations and learning goals for Yr. 8

Year Level Subject

WEEK Student Learning

1

Statistics (Representing Data)

- classifying data

- qualitative (nominal or ordinal)

- quantitative (discrete or continuous)

- frequency distribution tables

2

- measures of centre: mean, median, mode

- measure of spread: range

- representing data graphically: histograms, dot plots, stem-and-leaf plots, pie graphs

3

Data

- comparing data

- review

Unit test: Statistics

4

Linear relationships

Algebra

- Using rules to complete number patterns

- Finding a formula from a given table of values (using pronumerals)

- Substitution (into given rules to calculate unknowns outputs)

5

- Identifying terms, expressions, equations, constants, coefficients

- Simplifying expressions (like terms, distributive law)

- Associative law (addition and multiplication)

Linear equations

- solving using trial and error

6

- identifying inverse operations

- building expressions

- solving equations using backtracking and flowcharts

- checking solutions

7

- solving equations by keeping the balance (without flowcharts)

- Cartesian plane

- alphanumeric grid references on maps

- Cartesian plane

8

- Plotting simple linear relations

- Interpreting graphs

Unit test: Linear relationships

9

Transformations

- Axes of symmetry

- Translations

- Reflections

- Rotations and combined transformations

- Scales and house plans

Assessment Written test for each unit

Timing Statistics – w3; Linear relationships – w7; Transformations – w9

Resources

used Jacaranda Maths Quest 7

Year Level Subject

Overview of topics to be covered


1. Your Quest (ch 7);

The riches below;

Fossil Fuels;

Introduction to Earth science; Useful materials in the Earth's crust; how fossil

fuels are formed and the problems they cause;

2.Make mine

renewable; Water –

the liquid of life;

pros and cons of other sources of energy; The water cycle and factors affecting

water availability;

3. Managing water

wisely; Soil; Rising

salt

How we deal with drought (including recycling options); the importance of soil

to the environment; The problems of increased salinity on the environment

and how we can tackle them

4.Revision, test; Your

Quest; A helping

hand

Introduction to machines; Looking at different types of levers and how they

make jobs easier

5.Revision

6. Exam

7. Pushing uphill;

Wheels and axles in a

spin; Getting into

gear;

The use of inclined planes and axles in everyday situations; The use of gears in

everyday situations

8. Compound

machines; Looking

back

The incorporation of different simple machines to make up compound

machines; Revison, Test

Assessment Precious resources - 50 minute written test

A World of Machines - 50 minute written test

Timing Precious resources – 3-4 weeks

A World of Machines – 3-4 weeks

Resources used Science Quest 7; videos, laboratory equipment

Year Level Subject

WEEK Learning Intention

1.

The students are working on Historical Research task.

Historical Inquiry Skills

Write sub questions and hypothesis.

2. What is the significance of Qin’s grand tomb?

Work on assessment task- Source analysis. Generate critical thinking skills for analysing a source.

3.

Lesson 1: Landscape and Geography - How did rivers, mountain ranges, deserts, seas, etc. Influence

settlement of ancient China? (p. 388-389).

Topographic Map of China

Work on assessment task. Draft due on Friday-October 22.

4. Social Hierarchy – How was ancient Chinese society organised? (p. 398-399)

Work on assessment task

5.

Religious beliefs and practices.

How did beliefs, values and practices influence ancient Chinese lifestyles.

(p. 404-405).

Research task due-Monday November 1.

6.

Introduce the Research task.

The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi

Huang

7. The students will work on the assessment task.

8. The students will work on the assessment task.

Assessment task due on Wednesday-November 24.

9. The students will watch videos related to the topic covered this term.

RESOURCES Textbook on ReadCloud and digital resources

ASSESSMENT

Week 5-Research task on Ancient Egypt due on Monday-Nov 1.

Week 8 - Research task on Ancient China due on Wednesday-Nov 24.

https://www.youtube.com/watch?v=JiqGBeyVD8A

https://cdn.britannica.com/37/105237-050-932668DB.jpg

WEEK Student Learning - Theory Student Learning - Practical

1 Benefits of relationships and circles of relationships

A-Swimming B-Swimming C-Bounce D-Bounce E- Bounce

2 Quality of relationships and Character Strengths


3 Influences on behaviour, decisions and actions: family and peer groups


4 Managing health Behaviours & Building Positive relationships

A-Kabaadi B-Swiimming C-Volleyball D- Bounce E- Bounce

5 The Significance of worldview, What makes a healthy community?


6 Discussion on Assessment task and personal concentric circles of relationship model


7 Assessment preparation


8 Assessment Submission


9 Practical in theory


Assessment Create a personal concentric circles of relationships model

Physical performance: Kabaadi/Swimming/Bounce/ Volleyball

Timing/ Conditions Week 8 Individual

Resources used Cambridge Textbook, workbook, Microsoft teams.

Karawatha Green, MPH, Runcorn Aquatic Centre, Bounce Tingalpa

Term (4) Islamic Studies Plan - 2021

Grade 7

Week Theory Quran recitation Memorisation Surah and Dua

1 Fiqh: Halal Food Islamic curriculum grade 7 textbook Pg 54-58

www.tanzil.net Juzu 26 Page 511

Surah: Revise Al-mulk; Ayah1-9 Duaa: Revise (Bidding someone farewell, Dua for rain and times of anger)

2

Ahadith: Stopping Others from Evil Islamic curriculum grade 7 textbook Pg 75


Surah: Memorise Al-mulk; Ayah 9-10 Duaa: Memorise dua when looking in the mirror

3 Adab: Social Manners Islamic curriculum grade 7 textbook Pg 196-199


Surah: Memorise Al-mulk; Ayah 10-11 Duaa: Memorise dua when looking in the mirror

4 Akhlaaq: Salah Alan Nabiy Islamic curriculum grade 7 textbook Pg 174-183


Surah: Memorise Al-mulk; Ayah 11-12 Duaa: Revise dua for rain Memorise dua when looking in the mirror

5 Summative written assessment

Oral assessment

Oral assessment

6 Fiqh: Zakah Islamic curriculum grade 7 textbook Pg 40-47


Surah: Memorise Al-mulk; Ayah 12-13 Duaa: Memorise dua before going to bed.

7 Ahadith: Salah In Jamaah+Dua Islamic curriculum grade 7 textbook Pg 76+77


Surah: Memorise Al-mulk; Ayah 13-14 Duaa: a: Revise dua for rain. Memorise dua before going to bed.

8

Aqaida: The Day Of Judgment+The Blowing Of The Trumpet+The Resurrection Islamic curriculum grade 7 textbook Pg 145-149


Surah: Memorise Al-mulk; Ayah 14-15 Duaa: a: Revise dua for Bidding someone farewell. Memorise dua before going to bed.

http://www.tanzil.net/







9 Sirah: Umar ibn al-Khattab Islamic curriculum grade 7 textbook Pg 106-115


Surah: Revise Al-mulk; Ayah 1-15 Duaa: Revision of all previous duas

Assessment Summative written assessment Oral assessment Oral assessment

Timing 1 Lesson per week 45/50 minutes per lesson

1 Lesson per week 45/50 minutes per lesson

1 Lesson per week 45/50 minutes per lesson

Resources used

Islamic curriculum grade 7 textbook Nasihah World online Supporting videos Supplementary notes.

www.tanzil.net Quran mushaf Essential duas in the life of a Muslim


Year Level Subject


1.

An introduction of task requirements by teacher. Showing of examples and resources available. Gathering research, annotations, analysis as evidence 4 Steps of art criticism Giving out task sheet with scaffolding

2. Teaching skills in presentation and preparing PowerPoint with relevant research collected ready for final submission

3. Designing for resolved piece in visual diary

4. Begin resolving a 3D art piece

5. Complete resolved piece and start painting

6. Finalise painting and a PPT that include the evidence of art research and processes

7. Hand in PowerPoint including photo of resolved painted piece and artist statements Assessment due: Thursday 18th Nov

8. Reflection on their own and others’ artworks Display artworks and end of year Art activities

9. End of year Art activities

RESOURCES All digital resources will be uploaded to Teams, equipment and art supplies will be provided during art classes.

ASSESSMENT Relief Sculpture and artist research

Year Level 7 Subject Digital Technology

Overview of topics to be covered:

Week Student Learning

1.

Revision of investigation and understanding how digital systems represent binary numbers.

2.

Investigate computer systems, input, output, process, history of computers, five generations and future computer technology

3.

Investigate computer systems, input, output, process, history of computers, five generations and future computer technology Investigate and understand how digital systems represent binary numbers. Week 3 Lesson 2: Quiz (binary numbers and computer systems) Introduction to spreadsheets

4.

Analyse and visualise data using spreadsheets to create information, and use structured data to model objects or events – terminology, formulas

5.

Analyse and visualise data using spreadsheets to create information, and use structured data to model objects or events –formatting, modelling data

6.

Analyse and visualise data using spreadsheets to create information, and use structured data to model objects or events –formatting, modelling data Assessment Week 6 Lesson 4 : test and unseen task (Analyse and Visualize data)

7.

Web design, Html and CSS

8.

Create web pages and using HTML code to mark up content (text, images, etc.)

9.

Create web pages using HTML code and introduction of Java Assessment Week 9 Lesson 2 :Project (Web design , Html and CSS)

Resources Class notebook

Assessment

Week 3. Quiz Week 6. Test and unseen task Week 9. Project

Year Level Subject


1

Students will :

- Revisit workshop procedures & SOP

- Demonstrate safe work practices on tools and equipment.

- Identify potential hazards and demonstration of risk-control

Formative assessment:

- Produce a LED test light (Simply soldering with instructions)

- Explore basic electricity relationships.

- Explain basic electricity relationships in series and parallel circuits.

- Provide reasoning to explain the measurements and relationships in circuits.

2

Demonstrate divergent thinking strategies by using informal ideation sketching to:

- represent mental images on paper - - produce annotated concept sketches and drawings, using: scale, symbols, pictorial and aerial views

to draw production drawings, orthogonal drawings; patterns and templates to explain design ideas.

3

Students will investigate aspects of technologies specializations for example:

- Arduino Programming

- Components & function

- Current flow

- Switching devices

- Considering safe work practices, for example management practices for using a piece of equipment in

the classroom.

4

Design activity Introduction to the project

- Complete a simple circuit - Soldering safety - Testing

Solo thinking activity

- Documenting and communicating the design using basic schematics

- Run software on processor

5

Students will, safely generate innovative design ideas:

- considering which ideas to further explore and investigating the benefits and drawbacks of Technology

- identifying factors that may hinder or enhance project development

Collaborative activity Run software on processor

Draft due

6

Collaborative activity Students (In Pairs): - Investigate the software with its environment

- Investigate ways to use the product in a design

7

Design activity Student will justify developing technical production skills and safe working practices to produce quality

solutions designed for sustainability by:

- practicing techniques to improve Circuit

- identifying and managing risks damage to components

- Developing innovative ways of manipulating technologies using traditional and contemporary materials,

components, tools, equipment and techniques and considering alternatives including emerging

technologies that could be substituted to reduce waste or time

- Students will search the net, download, and set up Programs that can enhance their projects

7 Design – T4

Topic 2

Our goal of this course is to provide students with a solid foundation in electronics through design. Using foundational projects

that make it easy to integrate Students will complete a simple 9v circuit then as they progress students will control an electronic

device using a processor programmed with their laptops to create their design.

- Use software to design project

8

Final model/figure due Folio and product due

- 3D print and PDF

- Evaluation/ Reflection of their design

9

Independently communicate ways to improve assessment piece

Investigate further options for 3D or laser cutting

- Challenge students thinking skills

Assessment Formative Assessment

Summative assessment

Timing 9 weeks

Resources

used

D&T Safety Training

https://youtu.be/la4OXMNBrMU

Risk assessment PDF

Safety induction booklet

PHET online simulator

https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc

https://www.arduino.cc/en/Main/Software)

A computer that will run the software

A breadboard

Components or modules that you need for your desired project

https://youtu.be/fJWR7dBuc18

Example models

https://www.arduino.cc/en/Tutorial/HomePage

Justification flow sheet. (PDF)

Year Level Subject


1 ▪ Investigate the characteristics of the entrepreneurs and successful businesses. ▪ Describe the qualities of entrepreneurs and identify some examples.

2

▪ Explain the importance to a business of a high-quality product and a good location. ▪ Describe quality service and its importance. ▪ Introduce the assessment task (Thursday October 14th)

3 ▪ Explain the features of sound management practices. ▪ Work on the assessment task

4

▪ Explain the reasons we work and outline why it is important to us and the society in general. ▪ Identify the reasons people work. ▪ Work on the assessment task.

5 ▪ Identify the different types of work that people do. ▪ Work on the assessment task

6 ▪ Describe the different types of income a person can earn. ▪ Work on the assessment task

7 ▪ Assessment task due-Monday November 15th ▪ Describe the types of income associated with retirement

8 ▪ Analyse and interpret graphs.

9 ▪ Watch some shark tank videos to learn more about entrepreneurs

RESOURCES Textbook on ReadCloud and digital resources

ASSESSMENT Business Report on an Australian Entrepreneur Due Date-November 15th.

Year Level Subject


1 Students Plan and Build PBL Project



4 Students Plan and Build PBL Project (finalising first of 2 PBL projects per term)




8 Students Plan and Build PBL Project (finalising second of 2 PBL projects per term)

9 *Post Assessment Hand-in, students can work on short build projects, and whole class activities

10

Assessment PBL Project

Timing 3 – 5 weeks per PBL project, with 1 – 2 weeks at the end of term to finalize PBL project portfolio and assessment requirements (as per assessment planning sheet attached below)

Resources used OneNote

Page Break

Plan your project:

Action Proposed time

Actual time completed

Define the task you are trying to achieve with a SMART goal    

Research similar projects to yours that have been created by others and make notes/ pictures and document ideas. (approx. 2 lessons)

   

Organise your notes under your name folder on the class Notebook (OneNote) and share it with your group. Collate your research as a group and investigate what you have found out in an introduction paragraph.

   

Develop at least 3 different ideas of how you could create your project prototype. Label diagrams and drawings for each idea.

   

Create   a. List or draw steps that illustrate how each prototype intended to work

   

List the pros and cons for each model and decide which model to make and refine

   

Organise your resources (Materials List). Who is going to bring what? Where are you getting it from?

   

Identify and document any possible safety issues    

Build your first model and test    

Refine model and test (be specific and describe each refinement as a design element or variable you are modifying in hopes of getting a better result)

   

Evaluate your design. Was what achieved by completing your task? (hint: SMART goal) Identify strengths and weaknesses in the final product. Reflect on the effectiveness/success of the task. What did you find challenging? If you could go back in time to the beginning, what would change?

  Last lesson week 9

Evaluate your own contribution to your team and others in your group (Self-Evaluation) and ask a Peer to Evaluate you on your contribution to your team and others in your group (Peer-Evaluation)

  Last lesson week 9

Decide on the method you will use to communicate your work process. Using Adobe Spark, PowerPoint, iMovie, YouTube, a paper journal or poster that will showcase your project and work process. *only 1 presentation per term regardless of how many projects you've done

  Last lesson week 9 (Presentations to be done Week 10)

 

Safety List 3 precautions relating to your project to make sure that everybody is kept safe.

Year Level Subject


1

- Responding to a text; Locating information , Weekly spelling

- pronouncing words following basic pronunciation rules

recognising the different ways of sounding the long vowel (ا), for example,

شيء؛ قراءة؛ مسؤول ,for example ,ء and writing the ,ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى

recognising variations in forms of spoken Arabic associated with

particular regions, such as the pronunciation of رِز and سِكر in the Levant

compared with سُكر and رُز in other Arabic-speaking regions

-

2

- Responding to a text; Locating information ,Weekly spelling • expressing negation in simple sentences, for example, لا أحب السفر؛ ليس لدي إخوة

• using a range of adjectives in singular form to describe appearance, feelings and

personalities, for example,

أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة

• using past tense verbs to recount events related to home and school contexts, for

example,

قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت

3

• understanding and using simple question words in their interactions with peers, for

example,

كيف أتيت إلى المدرسة؟ متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟

• developing knowledge of cardinal and ordinal numbers to describe time and date, for

example, ( آذار( الساعة الواحدة ظهرا؛ً اليوم السادس من إبريل )نيسان(/اليوم أربعة مارس

• applying rules of present tense verb conjugation when speaking to peers and the

teacher, for example:

أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون

4

- Weekly spelling, use nouns, verbs;

. responding to the teacher’s questions, taking turns, praising and encouraging peers, and

using formulaic expressions and interjections, for example,

لماذا تأخرت عن المدرسة؟ نمت كثيرا؛ أمي تأخرت في البيت؛ توقفت سيارة أبي في الطريق؛ أخي سبب لنا التأخير

-

Areas of Study:

Reading comprehension; writing simple sentences; Modelled writing; responding to a text; discover and

explore; clarify and extend; Vocabulary building and weekly spelling.

The Grade 7 students will be using their prior knowledge to read and spell high frequency words, and to

respond to different questions correctly. Students will be able to use verbs, possessive pronouns, and

prepositions in a variety of situations for communication, reading, writing, and further learning purposes.

7 Arabic Language Art

5

- Weekly spelling, possessive and subject pronouns understanding how gestures and tone are used to change the meaning of speech, and how

the purpose of interactions, such as to command or invite, would change the emphasis on

words being used, for example,

زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ الكتاب؛ ضعه على الطاولة الآن!

6

- Weekly spelling and prepositions

. understanding that Arabic, like all languages, is constantly expanding to include new

words and expressions through interaction with other languages and cultures, for

example, التواصل الإجتماعي؛ دردشة على الإنترنت؛

D. recognising that the Arabic alphabet has similarities with the Aramaic alphabet

system (alpha being the first letter, and beta the second), and that the Arabic ordering

system أ؛ ب؛ ج؛ د is based on the Aramaic alphabet

7

- Weekly spelling

. describing characters, events or contexts in different types of imaginative texts such as

films and cartoons, and listing words or expressions associated with a character’s

personality and explaining how they can relate to them, for example,

ي؛ البنت غيورة جدا؛ً الأب في الفيلم حنون مثل أبيأنا أحبّ دور الولد في الفيلم لأنّه شقيّ مثل

8

- Weekly spelling . comparing favourite characters or events in imaginative texts such as cartoons, stories

or digital games using expressions such as

ل صديق مخلص أكثر من سميرالبنت في القصة أفضل من أخيها لأنها صادقة ولا تكذب؛ عاد

Creating and performing alternative versions or endings of known stories, using voice,

rhythm and gestures to animate characters.

9

- Weekly spelling

translating texts such as labels, public signs and messages from Arabic into English and

vice versa to identify differences in elements of language structure and vocabulary use,

for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, ‘insert card’

• F. creating Arabic versions of school signs, notices, timetables and class rules,

and considering why some words and expressions require flexibility in

translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’,

‘no hat, no play’

Assessment - Formative and Summative exams. Observation, Skills Assessment

Project

Timing - 9 Weeks

Resources

used

- ACARA, Students Text Book, Designed Worksheet, YouTube,

News Channels

Documents

YEAR 7 SUBJECT OVERVIEWS TERM 4, 2021