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
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
Week Key Concepts/Essential Content Assessment/ Weighting
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
Faculty of Mathematics
Year 10 - MATHEMATICS KEA & INTERMEDIATE A
Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
Term 2 1 - 3
Number and Algebra: Real Number – Index Laws
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.
Faculty of Mathematics
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
Number and Algebra: Real Number – Index Laws
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
Patterns and Algebra: Linear and Non-Linear Relationships - Solving Quadratics
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
Patterns and Algebra: Linear and Non-Linear Relationships - Solving Quadratics
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
Week Key Concepts/Essential Content Assessment/ Weighting
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
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 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%
Faculty of Humanities & Social Sciences
Year 10 – ANCIENT HISTORY
People, Place and Time Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
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
Faculty of Humanities & Social Sciences
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
Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting
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
Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting
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
Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting
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.
- Assessment of leaders’ self-management & Interpersonal skills. 25%
7 - 8 - Leaders finalize umpiring evaluations. - Planning for tabloid session.
- Assessment of leaders’ self-management & Interpersonal skills. 15%
9
Implementation: - Leaders work collaboratively to coordinate a large scale ‘tabloid session’ for all Primary students.
- Assessment of leaders’ self-management & Interpersonal skills. 10%
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
Week Key Concepts/Essential Content Assessment/Weighting
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
Week Key Concepts/Essential Content Assessment/Weighting
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
Week Key Concepts/Essential Content Assessment/Weighting
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.
Faculty of Technology and Enterprise
Year 10 – HOME ECONOMICS Food Production 2
Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
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.
Faculty of Technology and Enterprise
Year 10 – FOOD FOR FUN Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
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
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Technology and Enterprise
Year 10 – FOOD FOR FUN Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
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
Please note that dates are a guide only and may change to suit teacher/student needs.
Faculty of Technology and Enterprise
Year 10 – CREATIVE COOKING Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
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.
Faculty of Technology and Enterprise
Year 10 – CREATIVE COOKING Semester 1 2016
Week Key Concepts/Essential Content Assessment/Weighting
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.
Week Key Concepts/Essential Content Assessment/Weighting
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
Faculty of Technology and Enterprise
Year 10 - PHOTOGRAPHY
Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting
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
Photoshop techniques and effects
10
Photoshop techniques and effects
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
7 Photoshop techniques and effects
8 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.
Faculty of Technology and Enterprise
Year 10 BUILDING & CONSTRUCTION
Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting
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
Task 7 Team build cavity wall
7
Task 7 Team build cavity wall
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.