WHOLE SCHOOL CURRICULUM PLAN 2020 · 2020-02-16 · Curriculum Plan 2020 Whole school curriculum plan: P–12 overview ENGLISH Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 7 Analysing persuasion

1

‘We Strive for the Best’

Mackay North State High School

WHOLE SCHOOL CURRICULUM PLAN 2020

School information and data Sources for gathering information and data

Total enrolments 1417

Systemic

• OneSchool academic achievement Sem 1 & 2 English, Maths & Science

• OneSchool attendance data

• NAPLAN

• Senior Attainment – VET, SAT, QCE, QTAC, Employment

• AIMS

• School Opinion Survey

School-based

• Academic Reports Term 1, Sem 1, Term 3, Sem 2

• Social Justice Records

• Student Services Records

• ICP Records

• Support Plans

Year levels 7 - 12

Student information Males: 49.3% Females: 50.7%

Indigenous students: 13.6% (2019 = 12.4%) Students with disabilities: 9.3% (2019 = 7.1%)

Staff information Number of teaching staff: 115 Number of non-teaching staff: 57

State Schools Strategy 2018 - 2022

1. Improve academic achievement for all students

2. Lift the performance of our top students

3. Improve reading and writing for all students

4. Improve Year 12 certification rates

5. Close the gap for Aboriginal and Torres Strait Islander students

6. Improve the participation and achievement of students with disabilities

7. Prepare to implement the new Queensland Certificate of Education system

8. Enhance the learning opportunities of rural and remote students

School-based priorities

Our top three priorities for 2020 are:

1. Quality Curriculum – new QCE implementation + national curriculum + capacity building + moderation

2. Student Engagement – culture of respect + attendance + coaching & mentoring

3. Sustainability + Environmental Sustainability – physical environment + education + community participation

21st Century Skills are taught across the curriculum. Images throughout highlight where skills are explicitly taught.

https://macknortshs.eq.edu.au/

Curriculum Plan 2020

Whole school curriculum plan: P–12 overview

ENGLISH Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

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7

Analysing persuasion in media texts

In this unit, students understand how text structures and language features combine in media texts to influence audiences. Students analyse an advertisement and identify text and language features that persuade. They create a multimodal response to inform their peers about persuasive elements, and how these combine to influence emotions and opinions.

UNIT COGNITIVE VERBS:

use

Persuading through motivational speaking

In this unit, students will examine how language is used to persuade in motivational speeches from different historical, social and cultural contexts. The text structures and language features, including persuasive devices, will be examined. Students will deliver a persuasive motivational speech to promote a point of view or enable a new way of seeing.


reflect (on)

Biographies

In this unit, students read biographies to identify text structures and language features. They demonstrate their knowledge of the language features of a biography in a reading comprehension. Students gather information to create a written biography about a person who has displayed courage.


reflect (on)

Reading and interpreting literature about Australia and Australians

In this unit, students listen to, read and view literature about Australia and Australia, including the close study of a literary text. Students demonstrate their understanding of the literary text by responding to comprehension questions. They create an imaginative recount to convey a particular point of view, adopting stylistic features such as narrative viewpoint, contrast and juxtaposition.


use

Exploring perspectives in poetry and songs

In this unit, students listen to and read a variety of songs and poems that put forward different perspectives on a variety of issues. They create and present a persuasive response to a song to promote a point of view, and participate in a panel discussion to evaluate the effectiveness of a particular song in making a comment on a social issue.


identify

explain

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

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8

Exploring teen issues in novel

In this unit, students read excerpts from a novel that focuses on significant teen issues. They examine techniques used by authors to create representations of groups, to position audiences and to privilege particular viewpoitns. For assessment, students create a series of imaginative journal entries written from the perspective of a teenage character to explore an issue taken from the novel.


explore

Exploring issues in news media

In this unit, students read, view and listen to a variety of news media texts including those taken from digital environments and television. Students explore representations of individuals, groups and events explaining how text structures and language featues of news media texs affect those representations.


explore

ATSI perspectives

In this unit, students read, view and listen to a variety of texts that create representations of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They analyse the text structures and language, audio and visual features that create these representations and position the audience in relation to the specific groups represented. Students then choose a text about Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures; analyse the features that create representations and position the audience; and deliver an oral presentation to express their opinion about the text.


discuss

Noah and Saskia – Understanding how meaning is created in a TV drama text

In this unit, students examine a TV drama series to understand how meaning is created. They read and view a selection of script excerpts and film clips to interpret stated and implied meanings. They identify and explain text structures and language features that convey character, plot and issues. They also analyse the impact of modes and media on an audience, understand how tone is created in texts and examine how speech conventions influence the identities of communities.


create

Creating an illustrated short story

In this unit, students read and comprehend a variety of short stories to understand the features that engage an audience. They will identify and explain author’s language and visual choices in illustrated short stories and understand how these choices are combined for particular purposes and effects. Students will also have opportunities to practise short story writing to experiment with visual and language choices that engage an audience. In the assessment task, students will write and illustrate a short story.


create

construct

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

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9

Australian Identity – persuasive speech

In this unit, students listen to, read and view literary and non-literary texts featuring different perspectives of Australia’s peoples, histories and cultures to evaluate how text structures, language and visual features of texts including literary techniques, myths and symbols, are designed to appeal to audiences and create an Australian identity. Students present a persuasive speech about language and visual features suitable for inclusion in a promotional brochure that represents Australia’s peoples, histories and cultures.


construct

Speculative Fiction

In this unit, students gain an understanding of the term, ‘speculative fiction’. Students then listen to, read and view a variety of information texts and speculative fiction texts to create a speculative fiction short story, using an information text, such as an article from a science magazine, as a stimulus. In particular, they will develop an understanding of how experimenting with the features of a short story through the creation of a hybrid short story allows authors to create different levels of meaning in their writing.


create

consider

Exploring different perspectives

In this unit, students listen to, read and view literary and non-literary texts, including those from and about Asia, to explore how events, situations and people are represented. Students use a range of comprehension strategies to evaluate how authors convey different perspectives of issues, events, situations, individual or groups in personal memoirs. Students analyse and evaluate how text structures and language features such as humour and figurative language of personal memoirs are designed to engage an audience and to evoke an emotional response to significant human experiences.


discuss

Creating a persuasive presentation

In this unit, students listen to, read and view literary texts. Students also examine persuasive text structures and language features that influence an audience to accept a particular perspective. Students create and deliver a presentation including a multimodal book trailer to engage teen audiences to read a novel.


create

Exploring ethical issues in a drama text

In this unit, students read and view a drama text to compare and contrast human experience in response to ethical and global dilemmas of justice and equity. Students analyse a drama text to explore themes of human and cultural significance and interpersonal relationships. Students examine the representations of issues in a drama text and create an interview script that explores an ethical issue.


construct

3

ENGLISH Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

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10

Satire

In this unit students read, view and analyse the techniques used in satirical texts. Students write an analytical response to analyse and interpret techniques of satire which influence audience interpretation and response.


organise

Reading and comprehending a novel

In this unit, students read and respond to a contemporary novel that explores issues relevant to Australian society. They examine narrative viewpoint, characterisation, and plot structures in literature. They consider the links between values, beliefs, assumption and the social, moral and ethical positions of authors.

Students create an imaginative transformation.


sequence

Responding to Poetry

In this unit students examine how poetry can be used to develop social, moral and ethical perspectives on issues that are relevant to particular audiences and contexts. They examine stylistic features, text structures and language features in poetry and consider how these elements combine to privilege perspectives. Students also consider technical aspects of poetic forms such as odes, elegies, ballads and sonnets, producing their own poetic texts. For assessment, students either create or locate a poem in response to an important and analyse stylistic features, text structures and language features. Student will perform the poem to their peers.


synthesise

organise

sequence

Responding to a Responding to a Shakespearean drama

In the first part of this unit, students read and interpret ‘Romeo and Juliet’. They evaluate an extended interpretation of the play, analysing arguments and accompanying evidence to support or refute ideas presented by the author. Then, students view and read interpretations of the play. They use their knowledge of visual codes, elements of sound and the text structures and language features of analysis to evaluate the value of the selected text.


synthesise

analyse

Evaluating representations of events or issues in news media texts

In this unit students listen to, read, view and discuss a variety of news texts. They examine how text structures, language features and the arrangement of information within news texts position audiences to respond to people, cultures, places, events, objects and concepts. Students respond to a news text by examining perspectives in text.


analyse


ENGLISH

Unit 1 Unit 2

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11 E

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Language that Works

In Unit 1, students explore how meaning is communicated in contemporary texts developed for and used in a work context. Students develop and use a range of strategies and skills to comprehend and interpret these texts. They explore how the relationships between context, purpose and audience create meaning in work-related texts. Students identify, consider and explain language choices and the organisational features of texts, and their impact on meaning. Students respond to a variety of work-related texts and create texts of their own for a variety of purposes and audiences.

In responding to texts, students focus on developing strategies and skills to comprehend texts developed for and used in a work context. They consider the various ways in which these texts communicate information, ideas and perspectives. They do this by developing and applying skills to identify main ideas, and interpret, question and infer when reading, viewing and listening to a range of texts.

Students may explore texts in one or more work contexts to discover how these texts vary for different purposes, audiences and contexts. These work contexts could include, but are not limited to:

work safety and responsibilities

the changing nature of work in the 21st century

work relationships (conflict, mediation and team work)

job seeking.

Students use their knowledge and understanding of how meaning is communicated in work-related texts to explore texts relevant to and used by a particular occupation. These could include, but are not limited to, career pathways in: travel and tourism; event management, entrepreneurial enterprises, trades, engineering, human resource management, law, music, film, television, hospitality, education, health and fitness.

In creating texts, students develop their skills in using appropriate vocabulary and accurate spelling, punctuation and grammar to enable effective communication. Students should be given opportunities to create texts that convey meaning and various points of view on key work-related issues and ideas, using appropriate language features, content and mediums for a range of purposes, audiences and contexts.

UNIT COGNITIVE VERBS: o apply o construct o demonstrate o develop o examine o explain o express o organise/sequence/structure o use

Texts and Perspectives

In Unit 2, students explore individual and/or collective experiences and perspectives of the world. Students explore how different perspectives, ideas, cultural assumptions, attitudes, values and beliefs are communicated through the textual representations of a range of human experiences. They identify audience and purpose, and consider how meaning is shaped in reflective and nonfiction texts to invite audiences to accept a particular point of view. Students respond to a variety of reflective and/or nonfiction texts by creating texts of their own for a variety of purposes and audiences.

In responding to texts, students identify the different perspectives, ideas, cultural assumptions, attitudes, values and beliefs that have been communicated through the purposeful construction of identities, places, events and concepts. Students apply their knowledge and understanding of how meaning is communicated in reflective and nonfiction texts when responding to a studied text or texts.

In responding to contemporary reflective and nonfiction texts, students consider a range of interpretations as they develop their own interpretations. Students may read, listen to and view reflective and nonfiction texts from a range of contexts, which could include, but are not limited to: • inspirational people and stories of overcoming adversity • contemporary heroes or role models • people from diverse cultures and places.

Students identify the patterns and conventions of reflective and nonfiction texts and consider how these vary for different purposes, audiences and contexts. They consider how different perspectives, ideas, attitudes and values are communicated in reflective and nonfiction texts through the exploration of human experiences, and apply this knowledge when creating texts that reflect on their own life and experiences. These experiences could include, but are not limited to:

• my educational journey and where to from here

• my work/work experience journey — expectations vs. reality

• coming to Australia

• how my role model (or hero) has influenced me.


Unit 3 Unit 4

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12 E

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Language that Influences

In Unit 3, students explore community, local and/or global issues and ideas presented in a range of texts that invite an audience to take up positions. Building on Units 1 and 2, students apply their understanding about how perspectives, ideas, attitudes and values are represented in texts to influence audiences to take up positions. They explore how issues are represented in a range of texts and develop their own point of view about these issues. Students synthesise information to respond to and create a range of texts, considering their intended purpose, their representation of ideas and issues, and audience responses. In responses to texts, students have opportunities to discuss and listen to different perspectives, compare, draw conclusions and influence audiences for a range of purposes.

Students respond to a variety of texts that invite audiences to take up positions, by constructing texts of their own.


Texts and Perspectives

In Unit 4, students explore how the generic structures, language features and language of contemporary popular culture texts shape meaning. They revisit and build on learning from Units 1, 2 and 3 about how the relationship between context, purpose and audience creates meaning, and they independently apply comprehension strategies when engaging with texts. Students respond to and engage with a variety of texts, including Australian texts, and create texts of their own. In responding to popular contemporary texts, students consider how perspectives and values are represented dependent on audience, purpose and context. They reflect on a range of popular culture texts and develop their own interpretations.


5

ENGLISH

YE

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12 - E

NG

LIS

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Perspectives in Texts

In Unit 3, students explore connections between texts by examining representations of the same concepts and issues in different texts. In doing so, they consider how the textual constructions of the same concepts and issues in different texts resonate, relate to, and clash with one another. By examining texts in relation to other texts, students are offered opportunities to explore how connections between texts contribute to meaning-making. They revisit and build on understandings from Units 1 and 2 about how meaning and perspectives are shaped by the relationships between language, purpose, text, context and audience.

The unit comprises two topics that both explore the connections between texts and may be studied in either order:

Topic 1: Conversations about concepts in texts

This topic includes the examination of two different types of text, e.g. a novel and film, a novel and a play, a documentary and a play, an op-ed article and a novel, a speech and a novel, a selection of poetry and film, a film and a play, a selection of poetry and a novel.

Study in this unit will include two texts that are connected by the representation of concepts, identities, times and places.

In responding to two texts, students explore and discuss the personal, social, historical and cultural significance of representations in different texts and the cultural assumptions, attitudes, values and beliefs underpinning them. Students are given opportunities to add to ongoing, informed and public ‘conversations’ about both literary texts and non-literary texts.

Topic 2: Conversations about issues in texts Students will analyse different perspectives by examining representations of the same issue in different texts. Students will explore how texts position readers and viewers, and develop their capacity to analyse and contest complex and challenging ideas and the assumptions, attitudes, values and beliefs underpinning them. They will focus on how the power of language and argument are used to construct particular perspectives of similar issues in different texts to prepare for the construction of their own persuasive argument in relation to an issue. Students will produce a variety of persuasive texts of their own and the unit will culminate in a spoken persuasive text.


analyse

apply

construct (an argument)

create

demonstrate

devise

express

examine

make decisions

sequence/structure

use

Close Study of Literary Texts

In Unit 4, students explore the world and human experience by engaging with literary texts from diverse times and places. They explore how these texts build a shared understanding of human experience and through this become part of a cultural heritage. This unit includes the close study of literary texts to allow students to extend their experience of the world.

In Unit 4, students must be given opportunities to engage in a study of at least two literary texts from the prescribed text list (selected from a play, a prose text, a selection of poetry or a multimodal text such as a film or television program).

Topic 1: Creative responses to literary texts

By engaging with literary texts, students experiment with innovative and imaginative use of language, style and textual elements in order to create their own imaginative texts that promote emotional and critical reactions in readers. In creative responses, students challenge ideas and conventions and reimagine perspectives by applying their own knowledge of literary text structures and styles to shape their own representations. Literary texts appropriate to the focus of this topic include: short stories, poetry, a novel or non-fiction text, a play, multimodal texts, such as film or television programs.

Topic 2: Critical responses to literary texts

Through a close, critical study of a literary text and various interpretations of it, students strengthen their capacity to develop their own analytical response to it.

Students independently develop and compose original, analytical texts.


analyse

apply


create

demonstrate

devise

express

examine

make decisions

sequence/structure

use

Unit 1 Unit 2

YE

AR

11 - E

NG

LIS

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Perspectives in Texts

In Unit 1, students explore individual and/or collective experiences and perspectives of the world through engaging with a variety of texts in a range of contexts. They examine how perspectives and representations of concepts, identities and/or groups are constructed through textual choices such as language, medium, style and text structures. This unit allows students to explore how meaning is shaped through the relationships between language, text, purpose, context and audience. Students respond to a variety of non-literary texts and literary texts, and create texts of their own for a variety of purposes and audiences.

In responding to texts, students analyse the perspectives and representations of concepts, identities and/or groups in texts and how these shape their own and others’ ideas and perspectives. Analysis may include, for example:

examining ways in which concepts, identities and/or groups are reported differently in the media and

how these are represented to position readers and viewers

exploring how writers convey perspectives and representations through textual structures,

conventions, style and language, and how the meaning of a text is affected by the contexts in which it is

created and received

examining ways perspectives and representations are conveyed through argument, rhetoric, tone,

register, style and language to influence audiences.

In creating texts, students demonstrate their understanding of the relationships between text, purpose, context and audience

by purposefully shaping perspectives and representations of concepts, identities/and or groups. Students experiment with,

and make choices about, textual structures, medium, conventions and language to develop voice and style and position

audiences.


analyse

apply


create

demonstrate

devise

express

examine

make decisions

sequence/structure

use

Texts and Culture

In Unit 2, students explore cultural experiences of the world through engaging with a variety of texts, including a focus on Australian cultures for at least half of the unit. Building on Unit 1, students develop their understanding of how relationships between language, text, purpose, context and audience shape meaning and cultural perspectives. By engaging with a variety of texts, including Australian texts, students examine the relationship between language and identity, the effect of textual choices and the ways in which these choices position audiences for particular purposes, revealing attitudes, values and beliefs. Students respond to and create imaginative and analytical texts of their own.

In responding to texts, students analyse the relationship between language, representation, identity and cultural context, uncovering cultural assumptions, attitudes, values and beliefs that underpin texts.

In creating texts, students purposefully shape perspectives and representations that reveal certain cultural attitudes, values and beliefs.


analyse

apply


create

demonstrate

devise

express

examine

make decisions

sequence/structure

use

Unit 3 Unit 4


ENGLISH Unit 1 Unit 2

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11 L

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TU

RE

Introduction to Literary Studies

In Unit 1, students develop knowledge and understanding of the ways literary styles and structures shape how texts are received and responded to by individual readers and audiences. Students study a range of literary forms from various contexts and consider how textual choices engage readers imaginatively, emotionally and critically. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature, and an appreciation of the various ways literary texts are crafted.

Students develop an awareness of how the views and values of readers may influence the interpretation of a text. They develop an understanding of how more studied and critical responses to texts can enhance their own initial personal responses. Students learn to select and discuss aspects of literary texts that support their interpretation.

In analytical responses, students discuss the significant ideas and the distinctive qualities of particular literary texts drawn from a widening range of historical, social, and cultural contexts and substantiate their interpretations with textual analysis.

In the creation of imaginative texts, students use their knowledge and appreciation of literary techniques to explore and experiment with aspects of style and structure to shape representations and perspectives.

Three interrelated areas of study outline the key learning that students should experience in this unit: 1. ways literary texts are received and responded to 2. how textual choices affect readers 3. creating analytical and imaginative texts.


analyse

apply

appraise

construct

demonstrate

devise

express

examine

organise/sequence/structure

reflect (on)

use

Intertextuality

In Unit 2, students develop knowledge and understanding of the ways literary texts connect with each other. Students study texts that are closely related in terms of genre, theme and/or context, or texts that are adaptations of other texts. They consider how changes to the form and medium of a text affect its meaning. They compare and contrast the ideas, style and structure of different texts to explore the ways in which texts interact with and build on each other to offer varied representations and perspectives. Students engage with critical readings and imaginative adaptations of literary texts to enhance and develop their own interpretations and responses.

In analytical responses, students establish the connections between texts by analysing their similarities and differences in terms of style, structure and/or subject matter.

By experimenting with text structures and stylistic choices, students create texts that reimagine aspects of literary texts to purposefully shape representations and perspectives.

Three interrelated areas of study outline the key learning that students should experience in this unit: 1. ways literary texts connect with each other — genre, concepts and contexts 2. ways literary texts connect with each other — style and structure 3. creating analytical and imaginative texts.


analyse

apply

appraise

construct

demonstrate

devise

express

examine


reflect (on)

use

Unit 3 Unit 4

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TU

RE

Literature and Identity

In Unit 3, students develop knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people, comparing these across a range of texts, contexts, modes and forms. Through critical analysis, students consider how texts endorse, challenge or question cultural assumptions. In engaging with literary texts, students reflect upon their own backgrounds and experiences and how these affect their interpretations. Students analyse textual representations to explore the cultural assumptions that underpin points of view and perspectives in texts.

In analytical responses, students demonstrate an understanding of how the style and structure of literary texts engage critically with representations of issues and ideas related to culture and identity in particular contexts. Student responses are evidence-based and draw on a range of interpretations of literary texts.

In creative responses, students challenge conventions and reinterpret ideas and perspectives by drawing on their knowledge of literary conventions to create new texts that exploit style and structure.

Three interrelated areas of study outline the key learning that students should experience in this unit:

1. relationship between language, culture and identity in literary texts

2. power of language to represent ideas, events and people

3. creating analytical and imaginative texts


analyse

apply

appraise

construct

demonstrate

devise

express

examine


reflect (on)

use

Independent Explorations

In Unit 4, students demonstrate increasing independence in exploring, interpreting, analysing and appreciating the aesthetic appeal of literary texts and the insights they offer. The unit focuses on the dynamic nature of literary explorations and interpretations, and how a close examination of structure, style and subject matter of literary texts supports various responses.

In analytical responses, students draw on a range of interpretations of a literary text to develop their own independent, informed and sustained exploration and interpretation that is supported by close textual analysis.

In creating texts, students independently develop and compose original, imaginative texts in which they purposefully manipulate aesthetic features and stylistic devices to achieve particular effects.

Three interrelated areas of study outline the key learning that students should experience in this unit:

1. Dynamic nature of literary interpretation

2. close examination of style, structure and subject matter

3. creating analytical and imaginative texts


analyse

apply

appraise

construct

demonstrate

devise

express

examine


reflect (on)

use

7

MATHEMATICS

Unit 1/2 Unit 3/4 Unit 5/6 Unit 7/8 Unit 9/10 Unit 11/12/13

YE

AR

7

Numbers, Multiples, Factors &

Indices

+, -, ×, ÷ decimals

Round/approximate to 1 significant figure

×, ÷ by multiples of 10

Apply associative, commutative and distributive laws

Identify indices

Use simple squares/square root, cubes/cube root

Order convention

Identify & find factors, multiples, prime & composite numbers

Factor grids: HCF, LCM

Fractions (Rational Numbers)

Define, label parts & classify

Express one quantity as a fraction of another

Equivalent fractions

Compare using <, > and a number line

Find LCD

Order in ascending/descending order

Simplify

Distinguish between rules for +, -,

×, ÷ and apply them.

Develop and solve numerical expressions


Calculate

Recall

Select

Justify

Solve

Area and Perimeter

Polygons

Describing squares, rectangles, parallelograms

Length conversions

Perimeter and area of rectangles, triangles, parallelograms

Probability

Theoretical and experimental probability

Sample space

Expected frequency


Calculate

Recall

Select

Justify

Solve

Integers

Define

Compare using <, > and a number line

+, -, ×, ÷ integers

Develop and solve numerical expressions

Order convention

Introduction to Algebra)

Define terms

+/− by collecting like terms

× using SNL

Simple order convention


Calculate

Recall

Select

Symbolise

Solve

Fractions, Decimals & Percentages

Determine place value, express decimals in words/expanded form

Compare decimals

Round decimals to a stated no. of decimal places (including rounding of money)

Ratios and money

Simplifying ratios

Solving problems involving ratios

Unitary method


Calculate

Recall

Select

Justify

Solve

Statistics

Types of data

Mean, median, mode, range

Outliers and the measures of the middle

Column graphs

Dot plots, stemplots

Comparing data

Transformations

Translations

Reflections

Rotation

Lines of symmetry


Calculate

Recall

Select

Use

Organise

Justify

Make decision

Solve

Linear and Non-Linear Functions

Construct a Cartesian plane

Plot and read points on a Cartesian plane in 4 quadrants

Generate tables of values from rules and formulae.

Plot points from tables of values

Investigate, interpret and analyse graphs.

Create algebraic expressions and evaluate them by substituting a given value for each variable

Volume and Shape

Volume of cubes and rectangular prisms

Different views of prisms and solids

Angle theorems

Review algebraic expressions

Complementary, supplementary, vertically opposite angles

Angles at a point

Angle sums in triangles and quadrilaterals

Corresponding, alternate, co-interior angles


Calculate

Recall

Select

Justify

Solve

http://www.australiancurriculum.edu.au/Glossary?a=M&t=Fraction


MATHEMATICS

Unit 1/2 Unit 3/4 Unit 5 Unit 6/7 Unit 8 Unit 9 Unit 10 Unit 11/12

YE

AR

8

Unit 1: Integers

indices with positive and negative bases

order convention (including powers)

word problems.

Unit 2: Rational numbers

Real numbers — identifying terminating and recurring decimals, linking fractions to terminating and recurring decimals and exploring irrational numbers in relation to Pi


o Calculate o Recall o Select o Justify o Solve

Unit 3: Algebra 1

Like Terms & Division of Terms

Distributive Law

Simplifying rational algebraic expressions

Order Convention (including the Distributive Law)

Factorise algebraic expressions

Unit 4 Fractions, Decimals & % cont.

Find the % of a known quantity (with and without a calculator)*

% increase and decrease

GST

Discount

mark up and mark down

% profit and loss

Challenge questions


Calculate

Recall

Select

Justify

Solve

Unit 5: Linear & Non-Linear Relationships cont.

Calculate the gradient to a line

Answering Questions about Linear Graphs

Finding the rule for a linear relationship using gradient and y-intercept

Use The gradient-intercept method to draw a graph

Determining linear patterns (e.g. Matchstick patterns)

Finding the rule to represent these linear patterns.


Calculate

Recall

Select

Justify

Solve

Unit 6: Probability

Complementary Events

Describe events using and/or/at least/both…..

Venn Diagrams

Two-Way Tables

Unit 7: Algebra 2: Index Laws cont. (6 lessons)

Connecting Place Value & Index Notation

Index Laws


Calculate

Recall

Select

Justify

Solve

Unit 8: Measurement and Geometry

Perimeter and Area of: o Rectangles o Combined

Rectangles o Parallelograms o Triangles o Kites, Trapezia,

Circles, ½ and ¼ circles,

o “Backwards” questions. Combined shapes

Perimeter and area of simple compound shapes.

Worded problems

Define congruence (with respect to plane figures)

Determine congruence relationship between triangles using SSS, SAS, ASA, RHS

Solving problems using properties of congruent figures.



Unit 9 Algebra 3: Solving Equations

R Verify solutions by substitution.

Solving two- and three- step equations like:

𝑥

4+ 5 = 20,

2𝑥

4+ 5 = 20Solving

equations with powers (eg. x2 = , x3 = )

Solving using the distributive law



Unit 10: Volume and Surface Area

What is a prism?

Convert units of volume (km3 mm3)

Find the volume using 𝑉 = 𝐴𝑟𝑒𝑎𝑏𝑎𝑠𝑒 × 𝐻𝑒𝑖𝑔ℎ𝑡 of:

Volume of Cylinders

Volume of Triangular – Based Prisms

Volume of Rectangular-Based Prisms

Volume of Trapezoids

Volume of Prisms with Combined Shapes

Surface Area of Rectangular-Based Prisms


Calculate

Recall

Select

Justify

Solve

Unit 11: Rates and Ratios

R What is ratio?

R Simplifying ratios

R Using ratios

Partitioning a quantity in a given ratio

What is a rate?

Using Rates

Better buys

S,D,T

Unit 12: Time

Converting between 12 and 24 hour time

Solve problems involving duration

Identify Australian time zones.

Worded problems (including time zones)


Calculate Recall Select Justify Solve

9

MATHEMATICS

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

YE

AR

9

Unit 1

Real numbers — Solving rates problems, simplifying rates, identifying additive and multiplicative patterns in direct proportion, representing rates graphically and algebraically

Unit 2

Geometric reasoning — describe the conditions of similarity, draw scaled enlargements, determine scale factors, interpret scale drawings, assess the similarity of triangles using tests and investigate scale and area


Calculate

Recall

Select

Justify Solve

Unit 3

Patterns and algebra — expand and factorise algebraic expressions, expand binomial expressions, sketch non-linear relations and find x- and y- intercepts of parabolic functions

Unit 4

Algebra — modelling relationships between variables and linking algebraic, graphical and tabular representations of those relationships.


Calculate

Recall

Select

Justify Solve

Unit 5

Data representation and interpretation — consolidate types of statistical variables, collect primary and secondary data to investigate statistical questions, calculate, interpret and describe statistics from both raw data and data representations using non-digital and digital resources, construct histograms and back-to-back stem-and-leaf plots and use statistical knowledge to draw conclusions.


Calculate

Identify

Recall

Interpret

Organise

Reflect

Evaluate

Justify

Make decision

Unit 6

Pythagoras and trigonometry — apply Pythagoras’ Theorem,calculate unknown side lengths in right-angled triangles, solve problems using trigonometry, and calculate unknown angles in right-angled triangles

Unit 7

Trigonometry — solving problems involving finding the length of unknown sides in right angled triangles using trigonometry.

Using units of measurement — calculating the area of composite shapes, calculating the surface area and volume of right prisms and cylinders, solving problems involving the surface area and volume of right prisms and cylinders,


Calculate

Recall

Select

Justify Solve

Unit 8

Linear and non-linear relationships — Calculating gradient, calculating the distance between two points on a Cartesian plane using Pythagoras’ theorem, calculating the midpoint of a line segment

Money and financial mathematics — use the simple interest formula, rearrange the simple interest formula, solve problems using simple interest



Unit 9

Real numbers —use index notation, convert index notation to expanded notation, investigate the index laws, simplify expressions using the index laws, convert numbers from scientific notation to standard decimal form, use index laws to solve problems involving scientific notation

Unit 10

Patterns and algebra — expand and simplify binomial expressions, apply the index laws to expansion and investigate special cases of binomial expansion (perfect squares, the difference of squares)


Calculate

Recall

Select

Justify Solve

Unit 11

Data reports — investigating how data used in media reports has been obtained to estimate population means and medians and evaluating the validity of statistics used to make estimates of population characteristics in media reports.


Calculate

Recall

Select

Justify Solve

Unit 12

Probability — calculating relative frequencies, determining outcomes of two-step chance experiments using tree diagrams & array, assigning probabilities to outcomes, determining probabilities of events, including ‘and’ and ‘or’ criteria, and organising data and determining relative frequencies in Venn diagrams & two-way tables.


Comprehend

Calculate

Identify

Recall

Select

Symbolise

Use

Justify


MATHEMATICS Note: each of the three levels of year 10 Maths classes complete some or all of these units (in varying orders) derived from the Year 10 and 10A curriculum

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Pythagoras and Trigonometry

–revising Pythagoras’ Theorem and solving contextualised problems, applying the trigonometric ratios to solve problems, by substituting into formulas, in two and three dimensions and solving contextualised trigonometric problems including surveying and orienteering


Calculate

Recall

Select

Justify Solve

Chance

describing the results of two- and three-step chance experiments,

Assigning and determining probabilities including conditional probability and investigating the concepts of dependence and independence.


Calculate

Recall

Select

Justify Solve

Linear and non-linear relationships

explore connections between algebraic and graphical representations,

make generalisations in relation to parallel and perpendicular lines

identify the solution to two intersecting linear equations,

apply graphical and substitution methods to find solutions and solve contextualised problems



Algebraic fractions

apply the four operations to algebraic fractions;

manipulate expressions and equations to solve problems involving algebraic fractions

Monic quadratics — apply the rules of expanding and factorising to quadratics;

choose appropriate methods to factorise quadratic expressions; formulate and solve real life problems involving monic quadratic expressions and equations

Relations — make connections between functions and their transformations;

extend application of graphing techniques from linear functions to parabolas, circles and exponential functions.


Identify

Recall

Select

Symbolise

Justify

Make decision

Solve

Data representation and interpretation

recall and apply knowledge of measures of centre and spread

investigate and describe data sets effectively, analyse data displays

make connections between statistical measures and data displays, interpret composite data display

apply mathematical reasoning when making comparisons,

make connections between variables in scatter plots

graphically represent relationships

compare data sets

display data,


Calculate Identify Recall Interpret Organise Reflect Evaluate Justify Make decision

Measurement

recall formulas to calculate area and volume

calculate the surface area and volume of prisms and cylinders

solve problems involving calculating surface area and volume of composite solids

Geometric reasoning

recall angle relationships for straight lines, triangles and quadrilaterals,

prove angle relationships using formal proofs

Develop proofs for congruency and similarity rules and apply understanding of plane shapes to prove geometric properties.


Calculate

Recall

Select

Justify Solve

Linear and non-linear relationships

using simple interest as the introduction to compound interest

solve various problems using compound interest to assist in understanding exponential patterns (growth and decay)


Calculate o Recall o Select o Justify o Solve

Polynomials

sketching quadratics and polynomials using a table of values, key features such as x- and y-intercepts

solving problems, with and without technologies

Surface area and volume and developing a model to describe the relationship between variables in a problem situation.



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MATHEMATICS Unit 1 Unit 2

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Money, measurement and relations In Unit 1, students will develop mathematical understandings and skills to solve problems relating to the topics: • Topic 1: Consumer arithmetic

• Topic 2: Shape and measurement

• Topic 3: Linear equations and their graphs. Consumer arithmetic reviews the concepts of rate and percentage change in the context of earning and managing money, and provides an opportunity for the use of spreadsheets. Shape and measurement builds on and extends the knowledge and skills students developed in the P–10 Australian Curriculum with the concept of similarity and problems involving simple and compound geometric shapes. Students apply these skills in a range of practical contexts, including those involving three-dimensional shapes. Linear equations and their graphs uses linear equations and straight-line graphs, as well as piece-wise linear graphs and step graphs, to model and analyse practical situations.


Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision Solve

Applied trigonometry, algebra, matrices and univariate data In Unit 2, students will develop mathematical understandings and skills to solve problems relating to: • Topic 1: Applications of trigonometry

• Topic 2: Algebra and matrices

• Topic 3: Univariate data analysis.

Applications of trigonometry extends students’ knowledge of trigonometry to solve practical problems involving non-right-angled triangles in both two and three dimensions, including problems involving the use of angles of elevation and depression and bearings in navigation. Algebra and matrices continues the study of algebra and introduces the new topic of matrices. Univariate data analysis develops students’ ability to organise and summarise univariate data in the context of conducting a statistical investigation.


Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision Solve

Unit 3 Unit 4

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Bivariate data, sequences and change, and Earth geometry In Unit 3, students will develop mathematical understandings and skills to solve problems relating to: • Topic 1: Bivariate data analysis

• Topic 2: Time series analysis

• Topic 3: Growth and decay in sequences

• Topic 4: Earth geometry and time zones.

Bivariate data analysis introduces students to some methods for identifying, analysing and describing associations between pairs of variables, including the use of the least-squares method as a method for analysing linear associations. Time series analysis continues students’ study of statistics by introducing them to the concepts and techniques of time series analysis. Growth and decay in sequences employs recursion to generate sequences that can be used to model and investigate patterns of growth and decay in discrete situations. These sequences find application in a wide range of practical situations, including modelling the growth of a compound interest investment, the growth of a bacterial population or the decrease in the value of a car over time. Sequences are also essential to understanding the patterns of growth and decay in loans and investments that are studied in detail in Unit 4. Earth geometry and time zones offers an opportunity to use contexts relevant to students.


Calculate Identify Recall Select Use Analyse Interpret Organise Evaluate Justify

Make decision Solve

Investing and networking In Unit 4, students will develop mathematical understandings and skills to solve problems relating to: • Topic 1: Loans, investments and annuities

• Topic 2: Graphs and networks

• Topic 3: Networks and decision mathematics.

Loans, investments and annuities aims to provide students with sufficient knowledge of financial mathematics to solve practical problems associated with taking out or refinancing a mortgage and making investments. Graphs and networks introduces students to the language of graphs and the ways in which graphs, represented as a collection of points and interconnecting lines, can be used to model and analyse everyday situations such as a rail or social network. Networks and decision mathematics uses networks to model and aid decision-making in practical situations. UNIT COGNITIVE VERBS:

Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision Solve


MATHEMATICS Unit 1

Unit 2

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Algebra, statistics and functions

In Unit 1, students will develop mathematical understandings and skills to solve problems relating to the topics: • Topic 1: Arithmetic and geometric sequences and series 1

• Topic 2: Functions and graphs

• Topic 3: Counting and probability

• Topic 4: Exponential functions 1

• Topic 5: Arithmetic and geometric sequences and series 2.

Arithmetic and geometric sequences are introduced and their applications are studied. Simple relationships between variable

quantities are reviewed and these are used to introduce the key concepts of a function and its graph. Quadratic functions and

index rules are revised. The study of inferential statistics begins in this unit with a review of the fundamentals of probability

and the introduction of the concepts of conditional probability and independence.


Calculate Identify

Recall Select

Use Analyse

Interpret Organise

Evaluate Justify

Make decision Solve

Calculus and further functions

In Unit 2, students will develop mathematical understandings and skills to solve problems relating to: • Topic 1: Exponential functions 2

• Topic 2: The logarithmic function 1

• Topic 3: Trigonometric functions 1

• Topic 4: Introduction to differential calculus

• Topic 5: Further differentiation and applications 1

• Topic 6: Discrete random variables 1. Exponential graphs are examined and their applications in a wide range of settings are explored. Logarithms are introduced and the basic trigonometric functions are studied. Rates and average rates of change are also introduced, and this is followed by the key concept of the derivative as an ‘instantaneous rate of change’. These concepts are reinforced numerically by calculating difference quotients both geometrically, as gradients of chords and tangents, and algebraically.

Calculus is developed to study the derivatives of polynomial and power functions, with applications of the derivative to curve

sketching, calculating gradients and equations of tangents (a link to linear function assumed knowledge), determining

instantaneous velocities and solving optimisation problems. Discrete random.


Calculate Identify

Recall Select

Use Analyse

Interpret Organise

Evaluate Justify

Make decision Solve

Unit 3 Unit 4

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Unit 3: Further calculus

In Unit 3, students will develop mathematical understandings and skills to solve problems relating to: • Topic 1: The logarithmic function 2

• Topic 2: Further differentiation and applications 2

• Topic 3: Integrals. Logarithmic laws and definitions are developed and used. Logarithmic functions are explored graphically and algebraically. The study of calculus continues with the derivatives of exponential, logarithmic and trigonometric functions and their applications, together with some differentiation techniques and applications to optimisation problems and graph sketching. Integration, both as a process that reverses differentiation and as a way of calculating areas and the fundamental theorem of calculus, is introduced. UNIT COGNITIVE VERBS:

Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision

Solve

Unit 4: Further functions and statistics

In Unit 4, students will develop mathematical understandings and skills to solve problems relating to: • Topic 1: Further differentiation and application 3

• Topic 2: Trigonometric functions 2

• Topic 3: Discrete random variables 2

• Topic 4: Continuous random variables and the normal distribution

• Topic 5: Interval estimates for proportions. The study of calculus continues with some differentiation techniques and applications to optimisation problems and graph sketching. The cosine and sine rules are established and used. Use of discrete random variables in modelling random processes involving chance and variation are studied. Continuous random variables and their applications are explored and the normal distribution is used in a variety of contexts. The study of statistical inference in this unit is the culmination of earlier work on probability and random variables. The goal of statistical inference is to estimate an unknown parameter associated with a population using a sample of data drawn from that population. In Mathematical Methods, UNIT COGNITIVE VERBS:

Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision

Solve

13

MATHEMATICS

Unit 1

Unit 2

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Combinatorics, vectors and proof

In Unit 1, students will develop the mathematical understandings and skills to solve problems relating to the topics: • Topic 1: Combinatorics

• Topic 2: Vectors in the plane

• Topic 3: Introduction to proof. Combinatorics provides techniques that are useful in many areas of mathematics, including probability and algebra. Vectors in the plane provides new perspectives for working with two-dimensional space, and serves as an introduction to techniques that will extend to three-dimensional space in Unit 3. Introduction to proof provides the opportunity to summarise and extend students’ studies in deductive Euclidean geometry, and is of great benefit in the study of other topics in the course, including vectors and complex numbers.

These three topics considerably broaden students’ mathematical experience and enhance their awareness of the breadth

and utility of the subject. They contain procedures and processes that will be required for later topics. All these topics develop

students’ ability to construct mathematical


Calculate Identify

Recall Select

Use Analyse

Interpret Organise

Evaluate Justify

Make decision Solve

Complex numbers, trigonometry, functions and matrices

In Unit 2, students will develop the mathematical understandings and skills to solve problems relating to: • Topic 1: Complex numbers 1

• Topic 2: Trigonometry and functions

• Topic 3: Matrices. Complex numbers 1 introduces the complex plane, complex arithmetic and complex algebra. Trigonometry and functions builds on the nature of proof and models periodic phenomena. Matrices introduces basic operations and extends to transformations in the plane. These topics further develop the thinking techniques and mathematical rigour introduced in Unit 1, and provide opportunities to further nurture curiosity about the nature and utility of mathematics.

Unit requirements


Calculate Identify

Recall Select

Use Analyse

Interpret Organise

Evaluate Justify

Make decision Solve

Unit 3 Unit 4

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Mathematical induction, and further vectors, matrices and complex numbers

In Unit 3, students will develop the mathematical understandings and skills to solve problems relating to: • Topic 1: Proof by mathematical induction

• Topic 2: Vectors and matrices

• Topic 3: Complex numbers 2. Proof by mathematical induction continues the developmental concept of proof from Units 1 and 2. Unit 1 introduced a study of vectors with a focus on vectors in two-dimensional space. Unit 2 introduced complex numbers; Unit 3 extends the study of complex numbers to include complex arithmetic using polar form. In this unit, students explore applications of matrices, study three-dimensional vectors, and are introduced to vector equations and vector calculus, with the latter extending students’ knowledge of calculus from Mathematical Methods. Cartesian equations and vector equations, together with equations of planes, enable students to solve geometric problems and problems involving motion in three-dimensional space. These topics build on UNIT COGNITIVE VERBS:

Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision

Solve

Further calculus and statistical inference

In Unit 4, students will develop the mathematical understandings and skills to solve problems relating to: • Topic 1: Integration and applications of integration

• Topic 2: Rates of change and differential equations

• Topic 3: Statistical inference. The study of Integration and applications of integration and Rates of change and differential equations examine the complex processes of integration techniques. In this unit, students’ previous experience working with statistics in Mathematical Methods is drawn together in the study of statistical inference for the distribution of sample means and confidence intervals for sample means. The study of differentiation and integration of functions continues, and the calculus techniques developed in this and previous topics are applied to simple differential equations in contexts found in areas such as biology and kinematics. Learning in this unit reinforces the real-world applications of the mathematics used throughout Specialist Mathematics. These topics build on the critical and creative thinking techniques introduced in the previous units to facilitate the transition to further studies. UNIT COGNITIVE VERBS:

Calculate

Identify

Recall

Select

Use

Analyse

Interpret

Organise

Evaluate

Justify

Make decision

Solve


SCIENCE Term 1 Term 2 Term 3 Term 4

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Unit 1: Sun, Earth & Moon

Students will:

Examine the interrelationships between the sun, Earth and moon.

Explore phases of the moon, tides and solar & lunar phenomena such as eclipses.

Examine the seasons and data about weather and climate from different sources and examine the impact on animals, plants and human endeavours.

Compare cultural beliefs related to phases of the moon, eclipses and seasons.


Construct, define, explain, identify,recall, understand, compare, contrast, discuss / explore

Unit 2: Mixtures Matter!

Students will:

Be introduced to laboratory operating and safety procedures and the care and safe use of fundamental laboratory equipment.

Investigate pure substances, solutions & mixtures.

Investigate the use of various separation techniques.

Consider the importance of water and the water cycle, and the application of separating techniques to water treatment.

Develop an awareness of water as an essential, non-recyclable resource, integral to their daily lives.


Construct, define, describe, explain, identify, recall, understand, use, apply, compare, contrast, conduct, design, discuss / explore, experiment

Unit 3: Let’s get moving!

Students will:

Develop their understanding of balanced and unbalanced forces.

Explore the effects of gravity and the difference between mass and weight.

Investigate the impact of friction on moving objects, the forces that are involved in simple machines and how changes to levers and pulley systems affect forces, within more complex systems.

Develop an appreciation of the how understanding of forces and simple machines has contributed mankind.


Define, explain, identify, recall, summarise, symbolise, understand, use, apply, compare, contrast, design, discuss / explore, experiment, predict

Unit 4: The Living World

Students will:

Explore the classification of organisms and construct, use and analyse the effectiveness of dichotomous keys as a tool for classification.

Explore the interrelationships between organisms by examining feeding relationships represented by food chains /webs and will explore how native food webs are understood and used by Indigenous Australians.

Identify how human activity can impact on food webs.

Investigate issues of resource management and sustainability in relation to interrelationships between organisms and the impact man has on them, for example fisheries management, agriculture, mining.


define, explain, identify, recall, summarise, symbolise, understand, use, compare, contrast, categorise, classify, organise, discuss / explore, predict

Term 1 Term 2 Term 3 Term 4

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Unit 1: Particles matter

Students will:

Explore matter at a particle level.

Examine how scientific knowledge changes as new evidence becomes available.

Distinguish between chemical and physical changes.

Investigate the properties of common substances and are introduced to the Periodic Table.


Calculate, construct (e.g. a diagram), define, describe, explain, identify, recall, sketch, understand, use, categorise, classify, compare, contrast, infer/extrapolate, reflect (on), discuss/explore, predict (e.g. a result)

Unit 2: Rocks in my world

Students will:

Examine the origin of rocks, different types and will compare the different processes and timescales involved in their formation as part of the rock cycle.

Consider the science roles involved in the production of resources from rocks and minerals, their use in the community and the environmental consequences of mineral extraction and the role of recycling in maintaining sustainability.


Construct (e.g. a diagram), define, describe, explain, identify, recall, recognise (e.g. features), understand, use, apply, categorise, classify, compare, contrast, reflect (on), conduct (e.g. investigations), design, discuss/explore, experiment/test

Unit 3: Energy for my lifestyle

Students will:

Classify energy forms and investigate different forms of potential energy.

Explore how energy can be transformed into different forms.

Communicate how energy transfer can impact on the efficiency of a system.


Calculate, define, describe, explain, identify, recall, recognise, symbolise, understand, use, analyse, apply, compare, consider, contrast, construct, design, discuss/explore, experiment, evaluate, justify/prove, predict

Unit 4: Building blocks of life

Students will:

Identify cells as the basic units of living things, and recognise their specialised structures and functions.

Use microscopes and digital images for the identification of plant and animal cells and their structures.

Research organ systems that allow multi-cellular organisms to survive and reproduce.


Define, describe, explain, identify, recall, recognise, sketch, symbolise (represent), understand, use, apply, compare, consider, contrast, classify, extrapolate, interpret, construct, discuss/explore, justify, predict


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Unit 1: The changing Earth

Students will:

Consider the historical development of scientific theories via the investigation of earth movement and the study of tectonic plate movements.

Compare different types of tectonic plate boundaries and the tectonic events which occur at these boundaries.

Research the impact of tectonic events such as earthquakes, tsunamis and volcanoes on humans describe where science and technology are contributing to the development of safer buildings.


Explain, identify, recall, understand, use, compare, contrast, discuss/explore

Unit 2: Energy on the move

Students will:

Examine, inquire and explain ways in which energy can be transferred through different mediums using the particle model.

Form hypotheses and investigate quantitative and qualitative data and information on the flow of electrical energy and heat energy.

Explore wave-based models of energy transfer including sound and light.

Investigate wave motion and the variations to sound and light transfer caused by differing materials.


Describe, demonstrate, explain, identify, recall, understand, use, apply, compare, contrast, conduct (e.g. investigations), design, discuss/explore, experiment/test

Unit 3: Life in balance

Students will:

Identify human body systems and the ways in which they work together in balance to support life.

Outline how essential requirements for life are provided internally through a coordinated approach.

Analyse and predict the effects of the environment on body systems, and discuss the body’s responses to diseases.

Research the positive and negative aspects of vaccination and use evidence to justify decisions related to vaccination.

Examine change and sustainability within an ecosystem.

Understanding that all life is connected through ecosystems and changes to its balance can have an effect on the populations and interrelationships that exist.


Explain, identify, recall, symbolize, understand, use, analyse, apply, compare, discuss/explore, evaluate, predict

Unit 4: Chemical patterns

Students will:

Inquire into the development of understanding of atomic structures, and of natural radiation and its practical uses.

Explore common chemical reactions and patterns and conduct investigation into real-world applications of chemistry.


Define, describe, explain, identify, recall, summarise, symbolize, understand, use, compare, contrast, conduct, design, discuss/explore, experiment, predict

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Unit 1: Life blueprints and life evolves

Students will:

Investigate the importance of DNA and genes in controlling characteristics of organisms.

Explore the ethics of genetic manipulation.

Develop an understanding of the theory of evolution by natural selection, and biodiversity.


Explain, identify, recall, understand, analyse, compare, contrast, discuss/explore

Unit 2: Chemical reactions matter

Students will:

Identify patterns in atomic structure that are reflected in the Periodic Table.

Examine chemical reactions to predict products, and ways in which rates of reaction can be changed.


Explain, recall, understand, analyse, construct, develop, discuss/explore, predict

Unit 3: Moving along

Students will:

Explore the motion of different objects and collect quantitative data and apply the laws of physics to describe motion.

Explore conservation of energy, energy-force relationships and apply these to everyday situations.

Explore the effect of energy and motion during collisions and the use of safety features to minimize their impact.


Explain, recall, symbolise, understand, analyse, apply, construct, evaluate, predict

Unit 4: Global systems and Beyond

Students will:

Examine the cause and effect of changes in global systems and recognise the effects of human activity on the environment.

Examine the Big Bang theory and features of the universe.

Use secondary data to describe changes in astronomical phenomena.


Explain, recall, symbolise, understand, analyse, apply, construct, evaluate, predict

Unit 1 Unit 2

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Unit 1: Chemical fundamentals – structure, properties and reactions

Students will explore such concepts as:

Relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as new substances are produced. The properties of a material depend on, and can be explained by, the material’s structure. A range of models at the atomic and molecular scale enable explanation and prediction of the structure of materials, and how this structure influences properties and reactions.

Students conduct investigations to develop their understanding of patterns in the properties and composition of materials. They explore the structure of materials by describing physical and chemical properties at the macroscopic scale, and use models of structure and primary bonding at the atomic and subatomic scale to explain these properties. They are introduced to the mole concept as a means of quantifying matter in chemical reactions.


Describe and explain

Apply understanding

Analyse evidence

Interpret evidence

Investigate phenomena

Evaluate processes

Communicate understanding

Unit 2: Molecular interactions and reactions


Develop their understanding of the physical and chemical properties of materials including gases, water, aqueous solutions, acids and bases. Students explore the characteristic properties of water that make it essential for physical, chemical and biological processes on Earth, including the properties of aqueous solutions. They investigate and explain the solubility of substances in water, and compare and analyse a range of solutions. They learn how rates of reaction can be measured and altered to meet particular needs, and use models of energy transfer and the structure of matter to explain and predict changes to rates of reaction. Students gain an understanding of how to control the rates of chemical reactions, including through the use of a range of catalysts.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes


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Unit 4: Organic Chemistry


Carbon compounds form the basis of all living things. Humans make extensive use of many organic compounds. From energy production to the manufacture of useful polymers, a lack of organic compounds in our lives would leave an incredible hole. Knowledge of the composition of organic molecules, their characteristic reactions and their uses, enhances our understanding of the world in which we live in.


analyse, apply, appraise, calculate, comprehend, compare, contrast, construct, define, describe, design, develop, discuss, explain, evaluate, extrapolate, hypothesise, identify, interpret, justify, modify, predict, recall, symbolise, understand, use

Unit 5: Thermal Energy


Energy supplies are vital to society. Energy needs are massive, supplies are limited and costly, and use of energy has a significant environmental impact. Non-renewable resources are currently used supply the majority of global energy needs. Efficient use of energy is limited by waste, mostly in the form of heat. Knowledge of energy considerations in chemical reactions and reaction mechanisms can be utilised by industry to maximise yield and minimise waste.



Unit 6: Maintaining Balance


Maintaining Balance: We live in a world of delicate balance. The laws of nature drive chemical processes. Some reactions are downhill processes while others reach a state of dynamic equilibrium. Knowledge and understanding of equilibrium considerations in chemical reactions enables us to manipulate equilibria to our advantage. Whether it is for industrial or domestic equilibrium applications, control of these processes can maximise yields and reduce human environmental impact.

The final component of the unit involves students conducting an experimental investigation applying their knowledge and understanding of equilibrium integrated with oxidation, reduction and quantitative analysis techniques to evaluate the efficiency of the Leaching, Solvent Extraction and Electrowinning of copper from its ores.




SCIENCE Unit 1 Unit 2

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Unit 1: Cells and Multicellular Organisms


explore the ways biology is used to describe and explain how the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate environment. An understanding of the structure and function of cells is essential to appreciate the processes vital for survival. Students investigate the structure and function of cells and multicellular organisms. They examine the structure and function of plant and animal systems at cell and tissue levels in order to analyse how they facilitate the efficient provision or removal of materials.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes


Unit 2: Maintaining the internal environment


explore the ways biology is used to describe and explain the responses of homeostatic mechanisms to stimuli and the human immune system. An understanding of personal and communal responses is essential to appreciate personal lifestyle choices and community health. Students develop scientific skills and conceptual understanding in homeostasis, the immune system and the relationships between global, community and individual immunity. They examine geographical and population data to analyse strategies that may have personal and communal consequences.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes



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Unit 4: Reproduction


Reproduction ensures that a species as a whole survives through time. On a cellular level, it ensures that cells can be replaced when they are damaged or killed. There are a variety of mechanisms used by animals and plants to increase the likelihood that reproduction occurs and to reduce the likelihood of different species mating together.

The focus of this unit is on sexual reproduction, the physiology and the courtship behaviours. Human reproduction and development will be studied in greater depth.



Unit 5: Genetics


Characteristics are passed from parent to offspring through the gametes during sexual reproduction. Characteristics are determined by genes on chromosomes operating in pairs. There is a variety of ways that these genes can work together to produce a characteristic.

An understanding of genetics and the laws of inheritance provide us with an understanding of why differences exist between and within species and how characteristics are passed onto future generations.



Unit 6: Ecology


Ecosystems in Australia are diverse as are the adaptations of the organisms that live in them. All living things respond to the environment of which they are a part. These environments are constantly changing in a variety of ways and this unit will focus on human impact on the environment and the organisms which depend on it for their survival.



Unit 7: Evolution


Not all individuals of the same species are identical and it is these differences that in some cases enable populations to change over time. Scientists have identified evidence to support the theory of evolution but this evidence, along with an understanding of genetics and the laws of inheritance provide us with an understanding of how evolution could have occurred. This unit will explore the current theories of and evidence for evolution.



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Unit 1: Thermal, nuclear and electrical physics


explore the ways Physics is used to describe, explain and predict the energy transfers and transformations that are pivotal to modern industrial societies. An understanding of heating processes, nuclear reactions and electricity is essential to appreciate how global energy needs are met. Students investigate heating processes, apply the nuclear model of the atom to investigate radioactivity, and learn how nuclear reactions convert mass into energy. They examine the movement of electrical charge in circuits and use this to analyse and design electrical circuits.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes


Unit 2: Linear motion and waves


develop an appreciation of how an understanding of motion and waves can be used to describe, explain and predict a wide range of phenomena. Students describe linear motion in terms of displacement, velocity, acceleration and time data, and examine the relationships between force, momentum and energy for interactions in one dimension. Students also investigate common wave phenomena, using waves on springs, sound waves and consideration of seismic waves. They compare the behaviour of these waves with the behaviour of light, leading to an explanation of light phenomena, including constructive and destructive interference, and diffraction, in terms of a wave model.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes



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S

Unit 5: Power supply and consumption


Electricity has become an extremely important part of our living standard and is used in a myriad of ways in domestic and industrial applications. Students will study the methods of electricity generation both natural and mechanical, as well as its uses. Also, distribution will be considered. The safety aspect will be covered by considering the dangers of misuse; the effect on the body and safety devices in the home.



Unit 6: Cars – Speed and Safety


We rely on a variety of transport modalities to move from place to place. In this unit the vocabulary and concepts associated with motion are revisited and extended to include motions in a horizontal plane, in one- and two-dimension situations. Concepts related to relative motion are important considerations for individuals beginning to use motor vehicles. Design considerations for the modern motor vehicle require an understanding of the nature of and interactions between forces, momentum and energy. These considerations include tyre and vehicle design.



Unit 7: Medical Physics


A study of the physics behind a number of medical situations allows students to gain further insight into the broad applications of physics in the real world. The context alone would allow a complete physics course to be taught in context – from the mechanics of breaking and setting bones, to the waves and optics of diagnosis and imaging and the treatments offered by nuclear medicine. Concluding the physics course with this context prepares our doctors, vets and physiotherapists for the study ahead as well as providing insights into the world of medicine for those students choosing a vocational pathway.



Unit 8: Electronics


The development of the semiconductor enabled not only a wide range of consumer devices to be developed e.g. computers, DVD’s, digital cameras, mobile phones but also enabled these devices to further and further miniaturized. Today, no teenager feels complete without a range of them. In this context, components found in electronic circuits in these devices are studied, along with how they contribute in the circuits. As well, simple circuit design is carried out by the students.





YE

AR

11 –

MA

RIN

E S

CIE

NC

E

Unit 1: Oceanography


Explore the ways marine science describes and explains how physical and chemical processes shape and define marine environments. An understanding of oceanographic forces and actions is essential to appreciate the processes of ocean and coastal change. Students investigate the dynamics of ocean and coastal systems. They examine the geophysical features of the ocean and atmosphere in order to analyse change.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes


Unit 2: Marine Biology


Explore the ways marine science is used to describe and explain how marine organisms are influenced by the abiotic and biotic factors of ecosystems. An understanding of sustainability is essential to appreciate the processes that shape the future of biodiversity in marine environments. Students conduct investigations into the diversity of marine organisms and the biotic and abiotic factors influencing marine organisms. They examine the population data in order to analyse the factors affecting the distribution of marine organisms.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes


Terms 1 & 2 Terms 3 & 4

YE

AR

12 –

MA

RIN

E S

CIE

NC

E

Unit 4: Investigating the Sustainability of Reef Tourism


The impacts of tourism activities occurring within the World Heritage Area of the Great Barrier Reef and investigates whether these activities can occur in a sustainable manner.

This unit will address the conflicts and difficulties faced with managing an ecological sensitive area that is under threat, whilst allowing for multiple uses of the resources.



Unit 5: Management of the Great Barrier Reef


The human activities and impacts that are creating pressure on the Great Barrier Reef and reviews how these activities can be effectively managed to reduce the rate of change in the ocean and Great Barrier Reef.

The role of communities, scientists and management agencies in managing the Great Barrier Reef are examined.



Unit 6: Life on Coasts: Rocky Shores


The biotic and abiotic factors that influence organisms living in intertidal and coastal marine habitats.

Marine ecology concepts will be explored culminating in shore based marine research activity investigating a rocky shore marine community to identify the factors influencing zonation in a community.



Unit 7: Life on Coasts: Mangrove Estuaries


The biotic and abiotic factors that influence organisms living in intertidal and estuarine environments.

Boat based marine research skills will be used to investigate changes in the abiotic environment of an estuarine ecosystem as the river travels closer to the sea and relates this data to the biota found in the area.




YE

AR

11 –

AC

QU

AT

IC

PR

AC

TIC

ES

Module 1: Reef Life


The use of snorkeling skills to engage in activities within

the marine environment, including developing awareness of risks and hazards and actions such as first aid that will enable safer snorkeling.

The adaptations of organisms that inhabit reef habitats and their interactions in food webs will also be addressed in this unit.


Explore

Understand

Use

Engage

Evaluate

Module 2: Catchment to Oceans


The ocean forces such as waves, tides and currents will be examined to determine how they shape our coasts and beaches and how marine organisms are influenced by the movement of the ocean.

The unit will focus on life in estuary environments and how the abiotic factors affect the life of marine organisms living in these coastal habitats.


Investigate

Understand

Examine

Use

Module 3 : Food from the sea


The importance of food from the sea to many cultures will be identified through a review of historical fishing and collecting methods by western and indigenous communities.

Management of recreational and traditional fishing will be a focus.


Examine

Investigate

Understand

Analyse

Perform

Module 4: Futures of Fisheries


The different types of commercial fisheries currently occurring in the world’s oceans are evaluated to determine their impact on global and local fish stocks.

Issues such as overfishing, ghost fishing, illegal fishing and habitat damage are reviewed and students make recommendations that could provide a more sustainable future for fisheries.


Explores

Examine

Understand

Investigate

19


YE

AR

12 –

AQ

UA

TIC

PR

AC

TIC

ES

Unit 5: Survival at Sea


The types of situations and incidents that impact on health and safety at sea.

This unit will develop understanding of the safety equipment available to respond to emergency situations at sea.

Processes and procedures on board such as man overboard, evacuation drills and fire-fighting will be reviewed.


Examine

Investigate

Understand

Analyse

Unit 6: Recreational Boating


The skills and knowledge required to safely and successfully operate a recreational power boat.

This unit will address boat handling, boat operational systems, marine navigation, weather and tides and marine communications.

In this unit students will have an opportunity to gain a boat license.


Examine

Investigate

Understand

Analyse

Use

Unit 7 : Food from the sea


The importance of food from the sea to many cultures will be identified through a review of historical fishing and collecting methods by western and indigenous communities.

Management of recreational and traditional fishing will be a focus.


Examine

Investigate

Understand

Analyse

Perform

Unit 8: Marine Industries and employment


The employment opportunities offered in marine industries will be examined.

In this unit students will investigate the training and skills required to engage in jobs within these industries.


Explores

Examine

Understand

Evaluate

Unit 1 Unit 2

YE

AR

11 - P

SY

CH

OL

OG

Y

Unit 1: Individual development


Explore the scientific method as the process for producing contemporary research in psychology. An understanding of the original philosophical debates to inform psychology — including free will versus determinism, and nature versus nurture — provides an essential lens for examining all perspectives within psychology. Students investigate the structure and function of the human brain and how this affects individual development and behaviour. They examine factors within cognitive development, and explore changes that occur over the lifespan. Lastly, they explore different forms of consciousness and theories for the function of sleep.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes


Unit 2: Individual behaviour


Explore the ways Psychology explains the development of individual behaviour. They will review the concepts underpinning psychological science. An understanding of theories of intelligence is essential to appreciate the role of nature and nurture in the development of self. Students examine diagnosis of psychological disorder, and investigate the effectiveness of various treatment interventions available to support individuals, families and the community. They develop scientific skills and conceptual understanding of the role that emotion plays in regulating and directing behaviour, and motivation in directing action.



Apply understanding

Analyse evidence

Interpret evidence


Evaluate processes



HEALTH & PHYSICAL EDUCATION


YE

AR

7 T

HE

OR

Y

Unit 1: A Time For Change

Students will:

examine the stage of growth known as adolescence and consider how society recognises this

examine how the adolescence transition impacts on personal identity

investigate physical and cognitive changes occurring during puberty

explore how the changes associated with puberty impact on identity

analyse a variety of emotional responses associated with adolescence and consider what might influence these responses


Recognise,

Explain,

Justify,

Analyse

Unit 2: How Fit Am I ?

Students will:

evaluate health information from a range of sources and apply the information to health decisions and situations

critique behaviours and factors that influence their personal health and wellbeing

plan and evaluate new and creative interventions to promote health and well being

devise, implement and refine strategies demonstrating leadership and collaboration when planning and implementing activities related to health excellence.


Analyse,

Justify,

Explain,

Recognise

Evaluate

Unit 3: Food Behaviors

Students will:

understand how to choose healthy food options for adolescents

interpret the Australian Guide to Healthy Eating to draw conclusions about their own food intake

investigate and propose strategies to implement to make more sustainable food choices

use positive health messages to promote healthy snacks to improve health and wellbeing of self and others.


Recognise,

Explain,

Justify,

Analyse

Synthesise

Evaluate

Unit 4: Health – A Total Package

Students will:

explore the concept of sustainable health

identify the factors that contribute to sustainable health, such as regular exercise, caring for our bodies and maintaining a healthy, balanced state of mind

identify and critique behaviours that people exhibit that have an influence on their health and wellbeing

examine the external influences that could impact on their ability to make good decisions regarding their health and wellbeing

plan strategies to enhance health and wellbeing

plan creative interventions that promote their own connection to the community

implement and critique strategies to enhance health and wellbeing.


Analyse,

Justify,

Explain,

Recognise,

Evaluate

YE

AR

7 P

RA

CT

ICA

L

Unit 1 — It’s cool in the pool 1 – Swimming

Students will:

examine history and culture in the aquatic environment

examine appropriate safety skills and techniques in the

aquatic environment ( level 4 swim and survive

RLSSA )

practice and refine swimming components and stroke

sequences

apply and refine swimming strokes and survival skills in a variety of drills and rescue situations

implement refined strategies in rescue situations


demonstrate

apply

Unit 2 — Run and Jump 1 – Athletics

Students will:

explore the jump and throw movement skills

develop skills to perform the jumps and throws

use feedback to improve accuracy and control

perform jump and throw movement skills


demonstrate apply

Unit 3 — Games We Play 1 – modified games and

sports and non-traditional games and sports

Students will:

examine and apply personal and social skills which contribute to working in teams

adopt roles and responsibilities that support and enhance team cohesion

apply fair-play and inclusivity principles

explore and participate in games like Marn Grook


demonstrate apply

Unit 4 — Shoot and Score 1 – Court Games and

Territorial Games

Students will:

examine and apply personal and social skills which

contribute to working in teams

adopt roles and responsibilities that support and

enhance team cohesion


explore and participate in court and territorial games

investigate and apply movement concepts and

strategies


demonstrate apply

21



YE

AR

8 T

HE

OR

Y

Unit 1: Where Do I Fit In ?

Students will:

identify and evaluate the factors that shape our identities — culture, childhood, parents, religion, environment, life experiences, gender and sexuality, social and economic

investigate whether individuals can impact other individuals and analyse how this occurs

identify how to celebrate and respect difference and diversity in individuals and communities

investigate the issues of discrimination and violence in different cultures, and the factors that influence these issues

explore the social, cultural and environmental influences groups have on adolescents.


Analyse,

Justify,

Explain,

Recognise

Evaluate

Unit 2 Being Active

Students will:




devise, implement and refine strategies demonstrating leadership and collaboration when planning and implementing activities related to health excellenceability.


Analyse,

Justify,

Explain,

Recognise

Evaluate

Unit 3: Up In Smoke

Students will:

investigate why young people choose to use cigarettes and strategies to make informed choices

examine pressures/influences and family influences on choosing to use cigarettes and strategies to address this

demonstrate effective communication skills/assertive behaviour to manage self in stressful or uncomfortable peer situations with regard to alcohol/drugs

analyse health messages in the media in relation to cigarettes and assess their credibility

practice various strategies and behaviours to ensure control in pressure situations regarding cigarettes


Analyse

Explain

Recognise

Justify

Unit 4:

Students will:

identify situations where risks may be taken and the responses of adolescents to these situations

plan, practise and rehearse responses to emergencies where first aid (including safe blood practices) and possibly CPR may need to be administered

identify external influences that impact on adolescents’ ability to make healthy and safe choices, such as body image, mental health (depression, stress, anxiety), peer pressure, taking drugs and alcohol

evaluate responses and propose and practise appropriate responses to these situations

explore responsibilities of adolescents in risk situations

explore the management of situations where their own and others’ health, safety and wellbeing may be at risk

plan, implement and critique strategies to enhance the safety and wellbeing of their communities


Analyse,

Justify,

Explain,

Recognise

Synthesise

Evaluate

YE

AR

8 P

RA

CT

ICA

L

Unit 1 — It’s cool in the pool 2 – Swimming

Students will:

examine history and culture in the aquatic environment

examine appropriate safety skills and techniques in the

aquatic environment ( level 5 swim and survive

RLSSA )

practice and refine swimming components and stroke

sequences

apply and refine swimming strokes and survival skills in a variety of drills and rescue situations

implement refined strategies in rescue situations


demonstrate apply

Unit 2 — Run and Jump 2 – Athletics

Students will:

explore the jump and throw movement skills

develop skills to perform the jumps and throws

use feedback to improve accuracy and control

perform jump and throw movement skills


demonstrate apply

Unit 3 — Shoot and Score 2 – Court Games and

Territorial Games

Students will:








strategies


demonstrate apply

Unit 4 — Games We Play 2 – modified games and

sports and non-traditional games and sports

Students will:






demonstrate apply




YE

AR

9 T

HE

OR

Y

Unit 1: Fit Me In

Students will:




devise, implement and refine strategies demonstrating leadership and collaboration when planning and implementing activities related to health excellence.


Recognise,

Analyse,

Justify,

Evaluate,

Explain,

Synthesise

Demonstrate

Unit 2: My Life – Good Decisions

Students will:

investigate why young people choose to use drugs and strategies to make informed choices

examine pressures/influences and family influences on choosing to use drugs and strategies to address this


analyse health messages in the media in relation to cigarettes and assess their credibility

practice various strategies and behaviours to ensure control in pressure situations regarding drugs


Recognise,

Analyse,

Evaluate,

Justify,

Explain

Unit 3: Healthy Behaviors

Students will:

critically analyse contextual factors that influence decisions and behaviours surrounding a relationships scenario

apply decision-making skills to enhance others’ health, safety and wellbeing

understand the characteristics of positive and respectful relationships

understand how empathy and ethical decision making contribute to respectful relationships

investigate how identity, socio-cultural factors and expectations influence the way adolescents think and act regarding sexuality and relationships.

describe strategies to keep adolescents healthy and safe. Analyse the consequences of sexual activity.

analyse the consequences of disrespectful relationships

examine how ethical decision making contributes to safe and healthy relationship decision

develop decision-making strategies to promote safe, healthy and respectful relationships.


Explain,

identify,

recall,

symbolize,

understand,

use,

analyse,

apply,

compare, discuss/explore, evaluate, predict

Unit 4: Online Safety

Students will:

identify how teenagers are growing and changing and want to be independent

explore being safe and independent

identify risks and risk-taking behaviours and decisions and strategies for being online

explore rules, rights and responsibilities for being online

apply decision-making questions and models

explore respectful relationships between peers — establishing, rights, responsibilities and bullying behaviours online

recognise the impact bullying and harassment can have on relationships, including online relationships — Facebook, Twitter etc. — and explore strategies to seek help for others


Analyse,

Justify,

Explain,

Recognise

Synthesise

Evaluate

YE

AR

9 P

RA

CT

ICA

L

Unit 1 — Games We Play 3 – modified games and sports

and non-traditional games and sports

Students will:






demonstrate apply

Unit 2 — Lets Get Physical – fitness activities and resistance training

Students will :

examine the role physical activity plays in the lives of Australians

investigate how this has changed over time

propose a personalised plan for improving individual physical activity and fitness levels

work collaboratively to design, apply and evaluate the fitness plan.


demonstrate apply evaluate

Unit 3 — Shoot and Score 3 – Court Games and Territorial Games

Students will:








strategies


demonstrate apply

Unit 4 — Environmental challenges 1 – Biathlon Bouldering and Orienteering

Students will:

devise, implement and refine strategies for working effectively in teams

demonstrate leadership, fair play and cooperation

explore and participate in challenge activities

develop and apply challenge activity skills

work collaboratively to apply and transfer movement concepts and strategies in a challenge activity.


demonstrate apply

23



YE

AR

10 T

HE

OR

Y

Unit 1 — Lets Move Well

Students will:

explore the concept of biomechanics

identify the factors that contribute to successful physical performance

identify and critique technique people exhibit that have an influence on their physical performance

examine the external forces that could impact on their physical perform

plan strategies to enhance performance based on biomechanics

plan creative interventions that promote their own connection to the community

implement and critique biomechanical strategies to enhance physical performance


Recognise,

Analyse,

Evaluate,

Justify,

Explain

Unit 2 — Self Concept and Personal Growth

Students will:

identify the relationships that occur within a family and the characteristics of these relationships

explore the characteristics and behaviours of respectful relationships and how these are changing as we experience grief and loss

investigate the benefits of having respectful relationships and examine their impact on their own and others’ health and wellbeing

investigate factors that influence emotions during grief and loss

identify what is meant by mental wellness and explore how to cope with stressful situations such as loss

analyse these factors and develop strategies to demonstrate empathy and sensitivity and identify situations that would require empathy and sensitivity, such as mental health situations


Recognise,

Analyse,

Evaluate,

Justify,

Explain

Unit 3 — You Are What You Eat

Students will:

understand how to choose healthy food options for adolescents

interpret the Australian Guide to Healthy Eating to draw conclusions about their own food intake

investigate and propose strategies to implement to make more sustainable food choices

use positive health messages to promote healthy snacks to improve health and wellbeing of self and others.


Recognise,

Analyse,

Evaluate,

Justify,

Explain

Unit 4 — Cheers

Students will:

investigate why young people choose to use drugs/alcohol and strategies to make informed choices

examine pressures/influences and family influences on choosing to use alcohol/drugs and strategies to address this


analyse health messages in the media in relation to alcohol and other drugs and assess their credibility

practice various strategies and behaviours to ensure control in pressure/emergency situations regarding alcohol and drugs.


Recognise,

Analyse,

Evaluate,

Justify,

Explain

YE

AR

10 P

RA

CT

ICA

L

Unit 1 — Games We Play 4 – modified games and sports

and non-traditional games and sports

Students will:






demonstrate apply

Unit 2 — Shoot and Score 4 – Court Games and Territorial Games

Students will:








strategies


demonstrate apply

Unit 3 — Lets Get Physical 2 – fitness activities and resistance training

Students will :

examine the role physical activity plays in the lives of Australians

investigate how this has changed over time

propose a personalised plan for improving individual physical activity and fitness levels

work collaboratively to design, apply and evaluate the fitness plan.


demonstrate apply evaluate

Unit 4 — Environmental challenges 2 – Biathlon Bouldering and Orienteering

Students will:

devise, implement and refine strategies for working effectively in teams

demonstrate leadership, fair play and cooperation

explore and participate in challenge activities

develop and apply challenge activity skills

work collaboratively to apply and transfer movement concepts and strategies in a challenge activity.


demonstrate apply


HEALTH & PHYSICAL EDUCATION Unit 1 Unit 2

YE

AR

11 –

PH

YS

ICA

L E

DU

CA

TIO

N

Motor learning, functional anatomy, biomechanics and physical activity

In Unit 1, students engage with concepts, principles and strategies about two topics using the three stages of the inquiry approach. In the first stage of inquiry, students recognise and explain the concepts and principles about motor learning, functional anatomy and biomechanics through purposeful and authentic learning about and in a selected physical activity. In the selected physical activity, students explore body and movement concepts and demonstrate specialised movement sequences and movement strategies. In the second stage, students apply concepts to specialised movement sequences and movement strategies in authentic performance environments to gather data about their personal application of motor learning, biomechanical and body and movement concepts. Students analyse and synthesise relationships between the motor learning and biomechanical requirements of the selected physical activity and their personal performance. Students then devise a motor learning and biomechanical strategy to optimise performance in the selected physical activity. In the final stage, students evaluate the effectiveness of the motor learning, biomechanical and movement strategies and justify using primary data and secondary data.


recognise and explain

demonstrate

apply

analyse and synthesise

evaluate

justify

Sport psychology, equity and physical activity

In Topic 1, the first stage of inquiry requires students to recognise and explain the concepts and principles about sport psychology through purposeful and authentic learning in and about a selected physical activity. In the selected physical activity, students explore body and movement concepts and demonstrate specialised movement sequences and movement strategies. In the second stage, students apply concepts to specialised movement sequences and movement strategies in authentic performance environments to gather data about their personal application of sport psychology and body and movement concepts. Students analyse and synthesise relationships between the sport psychology demands in the selected physical activity and personal and team performance. Students then devise a psychological strategy to optimise performance in the selected physical activity. In the final stage, students evaluate the effectiveness of the psychological and movement strategies and justify using primary data and secondary data. In Topic 2, the first stage of inquiry requires students to recognise and explain the concepts and principles about equity in physical activity. In a range of physical activities, students explore barriers and enablers to gather data about the influence on equity. In the second stage, students analyse data to synthesise relationships between the barriers and enablers in physical activity, and engagement and performance to identify an equity dilemma. Student then devise an equity strategy in response to the dilemma to optimise engagement and performance in physical activity.

In the final stage, students evaluate the effectiveness of the equity strategy on engagement and performance, and justify using primary data and secondary data.



demonstrate

apply


evaluate

justify

Unit 3 Unit 4

In Unit 3, students engage with concepts, principles and strategies about two topics using the three stages of the inquiry process.

In Topic 1: Tactical awareness, the first stage of inquiry requires students to recognise and explain the concepts and principles about dynamic systems of motor learning and tactical awareness through purposeful and authentic learning about and in a selected physical activity. In the selected physical activity, students explore body and movement concepts and demonstrate specialised movement sequences and movement strategies.

In the second stage, they apply concepts to specialised movement sequences and movement strategies in authentic performance environments to gather data about their personal application of tactical and body and movement concepts. Students analyse and synthesise relationships between the constraints of movement strategies and their personal performance. Students then devise a tactical strategy to optimise performance of movement strategies in the selected physical activity. In the final stage, students evaluate the effectiveness of the tactical and movement strategies, and justify using primary data and secondary data. The study of tactical awareness subject matter must be integrated with one physical activity from either the ‘Invasion’ or ‘Net and court’ categories.

In Topic 2: Ethics and integrity, the first stage of inquiry requires students to recognise and explain the concepts and principles about ethics and integrity in physical activity. In a range of physical activities, students explore the factors that influence fair play, ethical behaviour and integrity to gather data about engagement.

In the second stage, they use the ethical decision-making framework to analyse data and synthesise relationships between the factors that influence engagement in physical activity to identify an ethical dilemma. Students then devise an ethics strategy in response to the dilemma to optimise engagement in physical activity.

In the final stage, students evaluate the effectiveness of the ethics strategy to optimise integrity and engagement, and justify using primary data and secondary data.



demonstrate

apply


evaluate

justify

In In Unit 4, students engage with concepts, principles and strategies about energy, fitness, training and physical performance using the three stages of the inquiry approach. In the first stage of inquiry, students recognise and explain the concepts and principles about energy, fitness and training through purposeful and authentic learning about and in a selected physical activity. In the selected physical activity, students explore body and movement concepts and demonstrate specialised movement sequences and movement strategies. In the second stage, students apply concepts to specialised movement sequences and movement strategies in authentic performance environments to gather data about their personal application of energy, fitness and training concepts. Students analyse and synthesise relationships between the energy and fitness demands of the selected physical activity and their personal performance. Students then devise a competition-phase training strategy to optimise performance in the selected physical activity. In the final stage, students evaluate the effectiveness of the competition-phase training strategy and movement strategies and justify using primary and secondary data.



demonstrate

apply


evaluate

justify

25

HEALTH & PHYSICAL EDUCATION Term 1 Term 2 Term 3 Term 4

SP

OR

T &

RE

CR

EA

TIO

N

Module 1: Training for fitness - Strength and conditioning

This module develops students' understanding of strength and conditioning fitness requirements and how they can enhance physical performance. Students will plan and demonstrate physical performance in a variety of fitness contexts. UNIT COGNITIVE VERBS:

Acquire, Apply, Evaluate

Module 2: Sport medicine and first aid This module develops students' understanding of first aid principles and injury prevention strategies for sports, with a particular focus on climbing on the rock wall. Students will demonstrate physical performance in outdoor education contexts UNIT COGNITIVE VERBS:


Module 3: Coaching your team This module develops students' understanding of coaching principles and allows them to demonstrate and refine their coaching skills in touch football / soccer / basketball contexts.



Module 4: Water safety and lifesaving This module develops students' understanding of the skills and concepts involved in water safety and lifesaving, particularly in the completion of a Level 7 Swim and Survive. Students will demonstrate physical performance in lifesaving contexts. UNIT COGNITIVE VERBS:


Module 5: Training for fitness 2- Strength and conditioning

This module further develops students' understanding of strength and conditioning fitness requirements and how they can enhance physical performance. Students will plan and demonstrate physical performance in a variety of fitness contexts.



Module 6: Event management - Tournament organization

This module develops students' understanding of policies and procedures involved in event management and tournament organisation. Students will apply this knowledge to organise and conduct a futsal tournament. UNIT COGNITIVE VERBS:


Module 7: Coaching your team

This module develops students' understanding of coaching principles and allows them to demonstrate and refine their coaching skills in touch football / soccer / basketball contexts.



Module 8: Water safety and lifesaving

This module develops students'

understanding of the skills and concepts involved in water safety and lifesaving, particularly in the completion of a Bronze Medallion. Students will demonstrate physical performance in lifesaving contexts




YE

AR

11

CE

RT

IFIC

AT

E II S

PO

RT

& R

EC

RE

AT

ION

In this term students will cover : The Sport, Fitness and Recreation Industry Respond to Emergencies Introduction to Anatomy and Physiology - Body Systems Community Coaching General Principles (Online Course) UNIT COGNITIVE VERBS

Demonstrate, Recognize, Explain, Apply, Evaluate

In this term students will cover : Conducting Health Assessments Workplace Health and Safety and Risk Management Organise Work as a Coach Community Fitness Programs Anatomy and Physiology - The Muscular and Skeletal Systems and Descriptive Terminology UNIT COGNITIVE VERBS


In this term students will cover : Provide Quality Service Conducting Group Fitness Sessions Anatomy and Physiology - The Musculoskeletal & Cardiovascular Systems Maintaining Equipment UNIT COGNITIVE VERBS


In this term students will cover : Learning Gym Exercises Fitness Programming Fitness Instruction Anatomy and Physiology - The Nervous System, Movement and Biomechanics The Sport, Fitness and Recreation Industry (Review) UNIT COGNITIVE VERBS


YE

AR

12

CE

RT

III FIT

NE

SS

In this term students will cover:

Fitness Programming Fitness Instruction

Programming and instruction

Introduction to specific populations

UNIT COGNITIVE VERBS



Fitness Programming

Fitness Instruction

Specific populations

Advanced group training




Fitness Programming

Fitness Instruction

Training older clients

Nutrition and performance




Completion of modules




THE ARTS

YE

AR

7 M

US

IC E

XC

EL

LE

NC

E

Unit 1: THE MUSIC OF ASIA

The students are investigating the music of Asia – the instruments, the culture and its history, its influence on world music and the unique treatment of the music elements within that culture. The students are able to:

Select and develop ideas for music works, considering intended audiences and intended purposes and make decisions about music elements and language

Create and shape music works by modifying music elements to express purpose and to included influences from the Asian culture


identify

select

create

Unit 2: THE MUSIC OF AFRICA

The students are investigating the music of Africa – the instruments, the culture and its history, its influence on world music and the unique treatment of the music elements within that culture. The students are able to:


Create and shape music works (performance) by modifying music elements to express purpose and to included influences from the African culture


identify

select

create

Unit 3: THE MUSIC OF AUSTRALIA

The students are investigating the music of Australia –the instruments, the culture and its history, its influence on world music and the unique treatment of the music elements within that culture. The students are able to:


Create and shape music works (performance) by modifying music elements to express purpose and to included influences from the Australian culture


explain

select

create

Unit 4: THE MUSIC OF AMERICA

The students investigate the music of America – the instruments, the culture and its history, its influence on world music and the unique treatment of the music elements within that culture. The stuidents are able to:


Create and shape music works (performance) by modifying music elements to express purpose and to included influences from the America culture


classify

select

create

ONE TERM ONLY

YE

AR

7 A

RT

ARTISTS, ELEMENTS & IMAGES #1

Students are learning to:

Develop their ideas and improve their skills by creating artworks in a variety of mediums and methods

Understand the basic elements and principles of composition

Research and Know a variety of renown artists and artworks

Present and label (conventional) and annotate their own and others artworks UNIT COGNITIVE VERBS

Experiment, Resolve, Describe, Analyse, Interpret, Evaluate, Implement, Create, Respond


27

THE ARTS

YE

AR

8 A

RT

ARTISTS, ELEMENTS & IMAGES #2


Develop skills and techniques using a variety of media and methods (2D, 3D and digital)

Gain knowledge and understanding of renown artists and their work

Become creative through the experimentation processes

Present their work using a variety of conventions UNIT COGNITIVE VERBS

Experiment, Respond to Stimulus, Create meaning, Research, Compose, Organise

YE

AR

8 D

AN

CE

FIT FOR DANCE

Students will:

Explore the different genres and styles utilised within the fitness industry; commercial jazz, hip-hop, Zumba, line dancing, tabata. Examine the movement and non-movement components and conventions utilised within each

Create & present dance fitness routine (student devised piece) in groups

Develop skill and technique in various dance styles. Develop expressive skills.

Work collaboratively to create a dance fitness routine in a small group


Create, Demonstrate, Examine

YE

AR

8 D

RA

MA

STORYTIME WITH PUPPETS

Students will;

Devise a storyline with a view to expanding it to a puppet play that will be presented to young children

Explore the elements of storyline relevant to age group

Develop team work through collaboration in groups

Create a folio which records research into sets, lighting, character descriptions, costumes etc.(all elements of a performance)

Perform a chosen puppet play for their group


Identify, select, execute, understand, use, demonstrate, recognise


YE

AR

8 M

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XC

EL

LE

NC

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Unit 1: THE WORK OF INSTRUMENTS / PROGRAM MUSIC

The students are investigating the families of the orchestra and instruments of each family/ how these instruments are used to produce program music. The students create their own instrument in relation to the four families to demonstrate their understanding of the unit. Students are able to:

Select and develop ideas for music works, considering intended audiences and intended purposes and make decisions about music elements and languages

Create and shape music works by modifying music elements to express purpose and to included influences from their own and other cultures and times

Modify and polish music works to formal and informal audiences to intended purposes, using music techniques, skills and processes, reflect on learning, apply new understandings and identify future applications


make decisions

select

create

modify

Unit 2: THE MUSICAL

The students investigate the whole genre of the musical by watching a live musical at the MECC; watching and analysing musicals on DVD and becoming familiar with the jargon of musicals, their typical features and the characteristics of the music from musicals (e.g.overture etc.) Students are able to:


Create and shape music works (performance) by modifying music elements to express purpose and to included influences from their own and other cultures and times

Modify and polish music


make decisions

select

create

modify

Unit 3: ROCK STYLES

The students are investigating the whole style of rock – the history; the evolution of the style; the personalities; the work of instruments in this style. Students are able to:


Create and shape music works (performance) by modifying music elements to express purpose and to included influences from their own and other cultures and times, including drum kit as a focus

Modify and polish music work to formal and informal audiences, using music techniques, skills and processes; reflect on learning; apply new understandings and identify future applications


make decisions

select

create

modify

Unit 4: MUSIC IN TV

The students investigate the whole genre of the Music in TV ; watching and analysing TV series (YouTube) and becoming familiar with the jargon of TV series genre, their typical features and the characteristics of the music from various TV series (e.g.cartoon; adventure; science fiction etc.) Students are able to:


Create and shape music works (performance) by modifying music elements to express purpose and to included influences from their own and other cultures and times

Modify and polish music


make decisions

select

create

modify

ONE TERM ONLY


THE ARTS


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AR

9 –

AP

PL

IED

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T

DRAWING & RENDERING

In this term students will be learning to:

Investigate and practice drawing techniques including - tonal techniques, using a grid, perspective drawing

Explore and demonstrate use of a wide variety of media

Analyse a diverse range of drawing styles

Analyse the use of the design elements within artwork by other artists.

Produce a folio of resolved drawings exploring a variety of techniques and media


Identify, Distinguish, Judge, Create, Experiment, Manipulate, Modify, Solve

FUNCTIONAL CERAMICS


Understand and use ceramics terms and definitions

Understand various construction techniques

Design ceramic vessels (for a functional purpose) utilising correct construction methods

Construct functional ceramic vessels to suit a design brief

Understand and select appropriate decoration and finish techniques


Implement, Experiment, Create, Apply, Analyse, Evaluate, Justify

PHOTOGRAPHY


Identify various shot types

Identify photographic elements and understand how to manipulate them

Frame photographic compositions

Download photographs from a variety of sources

Use Photoshop software to manipulate images

Analyse the work of artists/photographers

Print photographs and evaluate displays of works


Implement, Experiment, Create, Apply, Analyse, Evaluate, Justify

FASHION DESIGN


Identify a target audience and use design features to appeal to the audiences’ likes and needs.

Explore proportions of the human figure

Practice human figure drawings

Investigate and discuss the different representations of the figure in Fashion Illustration

Explore and understand scale and proportion

Experiment with texture, pattern and colour

Develop a folio of illustrations suitable for a fashion collection

Analyse the work of artists working within the fashion industry e.g. Reg Mombassa (MAMBO)


Construct, Define, Document, Implement, Sketch, Symbolise, Understand, Analyse, Determine, Interpret, Judge, Organise, Appraise, Comment, Create, Design, Develop, Experiment, Evaluate, Justify, Resolve

Unit 1 Unit 2 Unit 3

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9 D

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DANCE PRODUCTIONS

Students will:

Explore the dance elements and conventions relating to a variety of dance styles with a focus on jazz/commercial jazz, hip-hop and contemporary dance.

Explore how the Rock Pop Mime competition has developed and utilises various dace styles and technique.

Present project (student devised piece) in groups

Develop skill and technique in various dance styles. Develop expressive skills.

Focus on the diverse elements of productions including costuming and all aspects of backstage work

Work collaboratively on a project, creating a mini Rock Pop Mime


Create, Demonstrate, Examine

STEP UP

Students will:

Examine the histoy of jazz/ commercial jazz, hip-hop,break dancing

Rehearse technique involved in above dance styles.

Examine, anayse, interpret, evaluate movement & non-movement componets & write PEEL paragraphs

Perform a teacher devised current dance performance in a group for an audience.

Write an extended written response to a current dance piece.


Comprehend, Analyse, Interpretation, Evaluation, Synthesis, Demonstrate

DANCING THROUGH TIME

Students will:

Examine the basic history of contemporary dance and social dance styles

Interpret the meaning of dances – studying the components and function of the piece

Perform a teacher directed ballet in small groups

Write a review of a contemporary slant on a traditional ballet work


Demonstrate, Examine, Create, Comprehend, Analyse, Interpretation, Evaluation, Synthesis


YE

AR

9 D

RA

MA

Unit 1: USUAL CHARACTERS

Students are able to:

explore the management of the elements of drama through forming, presenting and responding tasks

participate in small group and whole class role plays and improvisations

Maintain an analytical record of games, exercises and activities


Demonstrate

Comprehend

Select

Classify

Critique

Reflect

Unit 2: PUPPETRY


Devise a storyline with a view to expanding it to a puppet play that will be presented to young children

Explore the elements of storyline relevant to age group

Develop team work through collaboration in groups

Create a folio which records research into sets, lighting, character descriptionsk, costumes etc.(all elements of a performance)

Perform a chosen puppet play for their group


Demonstrate

Explain

Organise

Consider

Apply

Analyse

Unit 3: COLLAGE DRAMA


Research social issues relevant to their age group

Choose an issue and develop ideas to underpin a collage drama

Work collaboratively to create the script for a collage drama

Use the elements of drama and the collage script to devise a performance

Write a critique of one particular performer according to the criteria of the elements of drama skills


Clarify

Comprehend

Describe

Execute

Implement

Consider

Critique

Organise

Unit 4: CLOWNING


Explore the techniques and elements of the art of clowning

Practise clowning techniques and skills

Focus on refining body and facial expression with the aim of projecting character ad situation (mime)

Develop vocal and physical theatre skills

Perform improvisations which incorporates the elements of drama (i.e. clowining techniques

View a performance of Clowns

Write an extended response, under exam conditions, on the the essential elements of Clowning.


Identify

Summarise

Use

Apply

Consider

Interpret

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THE ARTS

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10 A

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THE PRINCIPLES OF DESIGN


Combine elements & principles of design to create artworks

View and discuss artworks

Vary combinations of the elements & principles of design to create new designs

Display and critique work


Implement,

experiment,

create, apply,

analyse,

interpret,

evaluate,

justify

PRODUCT DESIGN & CONSTRUCTION


Research, analyse and use sculpture techniques, styles and materials

Create constructions made from wire, found objects, clay and foam board with a focus on a single object eg: cars, architecture, furniture

Create a design brief and layout

Analyse advertising techniques

Develop everyday/industrial objects eg: packaging, architecture, furniture, landscaping


Implement,

experiment,

create,

apply,

analyse,

interpret,

evaluate,

justify

FABRIC DESIGN & PRINTMAKING


Write and discuss printmaking terminology

Identify risks associated with printmaking

Implement and devise safe working practices

Create a repetitive print


Implement,

experiment,

create,

apply,

analyse,

interpret,

evaluate,

justify

MOSAICS


Understand and utilise Mosaic terminology

Identify risks associated with mosaic practices

Implement and devise safe working practices

Create a paper mosaic (major)

Create an apprentice study (minor)


Implement,

experiment,

create,

apply,

analyse,

interpret,

evaluate,

justify

YE

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9 - M

US

IC

Unit 1 - FOLK MUSIC

Students investigate the genre of folk music

through lessons, demonstrations,

performances and compositions.


make decisions about music elements, languages and cultural protocols in relation to the folk style, function, audience and purpose of music works

create and shape music works by manipulating music elements to express meaning in the folk contexts

modify and refine genre-specific music works, using interpretive and technical skills

present music works to particular audiences for a specific purpose, style and function, using genre specific music techniques, skills, processes and cultural protocols

respond by deconstructing works in relation to social, cultural and historical contexts


make decisions

create

modify

analyse

Unit 2: ORIENTAL MUSIC

Students are identifying characteristics of

oriental music through lessons,

demonstrations, performances and

compositions.


make decisions about music elements, languages and cultural protocols in relation to the oriental style, function, audience and purpose of music works




reflect on learning, apply new understandings and justify future applications


make decisions

modify

perform

analyse

reflect

Unit 3: HISTORY OF ROCK

Students continue their exploration of rock

music through lessons, demonstrations,

performances and compositions


make decisions about music elements, languages and cultural protocols in relation to the rock style, function, audience and purpose of music works

create and rock ensemble works by manipulating music elements to express meaning the in rock contexts


present rock pieces to particular audiences for a specific purpose, style and function, using genre specific music techniques, skills, processes and cultural protocols

respond by deconstructing rock works in relation to social, cultural and historical contexts


make decisions

create

modify

analyse

Unit 4: MUSIC OF THE MEDIA

Students investigate music as it is used in the

media, particularly in relation to music used in

advertisements; visit a radio station and create

an actual advertisement with a jingle – as

preparation for writing their own ad using a

jingle and recording it.


make decisions about music elements, languages and cultural protocols in relation to the media, function, audience and purpose of music works

refine genre-specific music works, using interpretive and technical skills


respond by deconstructing ads in relation to social, cultural and historical contexts


make decisions

refine (modify)

perform

analyse

Unit 5: EXPLORING FILM MUSIC

Students analyse the way music is used in

films – its purpose and the manipulation of the

compositional devices.


make decisions about music elements, languages and cultural protocols in relation to film music, function, audience and purpose of music works




reflect on learning, apply new understandings and justify future applications


make decisions

modify

perform

analyse

reflect



THE ARTS

YE

AR

10 D

RA

MA

Unit 1: THEATRESPORTS


Practise a variety of theatre sports games and improvisation

Develop vocal and physical skills

Participate in group work

Perform improvisations which incorporate the elements of drama (competition)


Create, consider, identify, explain, symbolise, organise

Unit 2: MIME


Practise mime skills

Focus on refining body and facial expression with the aim of projecting character and situation

Devise and create a script for a one scene mime performance

Write and extended response critiquing a teacher chosen mime sequence


Apply, consider, derive, determine, create, evaluate, express

Unit 3: PHYSICAL THEATRE


Participate in physical theatre skills

Play games relevant to development of physical theatre understanding

Direct a group in a performance of student devised physical theatre

Craft a plan for their physical theatre performance


Decide, derive, consider, apply, organise, create, express, synthesise

Unit 4: MELODRAMA


Practise skills which are physical comedy skills

Read and interpret a script and adapt it to suit the melodrama genre

Perform a melodrama

Write an extended response on the essential elements of melodrama


Manipulate, evaluate, appraise, appreciate, design, develop, realise

YE

AR

10 M

US

IC

Unit: AND ALL THAT JAZZ

Students are investigating the whole genre of jazz through listening to characteristic works, performing and composing – with a particular emphasis on the use of keyboard in the genre and the history, personalities and compositional devices.


make decisions about music elements, languages and cultural protocols in relation to the jazz style, function, audience and purpose of music works

create and shape jazz works by manipulating music elements to express meaning in relevant contexts


present jazz works to particular audiences for a specific purpose, style and function, using genre specific music techniques, skills, processes and cultural protocols


make decisions, create, manipulate, modify, perform

Unit: LATIN AMERICAN MUSIC

Students are immersing themselves in the music traditions of Latin America through listening to characteristic works, performing and composing – with a particular emphasis on the instruments and rhythmic devices associated with the genre.


make decisions about music elements, languages and cultural protocols in relation to the Latin American style, function, audience and purpose of music works

create and shape characteristic Latin American works by manipulating music elements to express meaning


present jazz works to particular audiences for a specific purpose, style and function, using genre specific music techniques, skills, processes and cultural protocols respond by deconstructing works.


make decisions, create, manipulate, modify, perform

Unit: SINGING IS FOR THE BIRDS

Students are investigating the conventions of vocal music through singing and listening to characteristic works, performing and composing – with a particular emphasis on the conventions of the genre and the compositional devices.


make decisions about music elements, languages and cultural protocols in relation to the vocal styles, function, audience and purpose of music works

create and shape vocal works by manipulating music elements to express meaning in relevant contexts

present vocal works to particular audiences for a specific purpose, style and function, using genre specific music techniques, skills, processes and cultural protocols.


make decisions, create, manipulate, perform

Unit: EXPRESS YOURSELF

Students are exploring the music of the early 20th century (impressionism, expressionism) which continues to have an important impact on the music of today. They listen to and analyse characteristic works, perform and arrange music – with a particular emphasis on the use of instrumental timbres and harmony in the genre.


make decisions about music elements, languages and cultural protocols in relation to the impressionistic and expressionistic style, function, audience and purpose of music works

arrange works by manipulating music elements to express meaning the in the relevant contexts


present impressionistic and expressionistic works to particular audiences for a specific purpose, style and function.


make decisions, arrange, manipulate, modify, perform


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10 D

AN

CE

LIGHTS, CAMERA, ACTION, DANCE!

Students will:

explore the movements and non-movement components involved with Musical Theatre and how they create a story. (use of narrative and cannon in particular)

analyse how it has evolved from the beginings of Musical Theatre to todays new Musicals. Analyse and infer as to its future direction

focus on the diverse elements of productions including costuming and all aspects of backstage work

Write an extended written response to a current dance piece. UNIT COGNITIVE VERBS:

Explain

Analyse

Interpret

Evaluate

Synthesis

Demonstrate

MOOVIN’ & GROOVIN’

Students will:

examine the histoy of jazz/ commercial jazz, hip-hop,break dancing

analyse and infer as to its future direction

rehearse technique involved in above dance styles.

Evaluate the

Examine, anayse, interpret, evaluate movement & non-movement componets & write PEEL paragraphs

perform a teacher devised current dance performance in a group for an audience.

present project (student devised piece) in groups – video clip. UNIT COGNITIVE VERBS:

Construct

Execute

Examine

WORLD OF DANCE

Students will:

study & examine the evolution of contemporary dance

reflect on reasons why it was originally seen as controversial and why it is not considered so today

interpret the meaning of dances by studying the components and the function of the piece and relating these to their own contemporary dance

perform a teacher directed contemporary movement sequence

work collaboratively to create a contemporary project; fusion of two or more dance styles that explore a particular current theme, message or story.

focus on the diverse elements of productions including costuming.

explore the dance styles of different cultures: Torres Strait Islands; Scottish; Irish; Australian.

examine the function of these dances with a focus on social, educational, ritual, spiritual or artistic

discuss the influences these cultures have had on our society UNIT COGNITIVE VERBS:

Examine, Execute/demonstrate, Construct , Explain, Analyse, Interpret, Evaluate, Synthesise


31

THE ARTS

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12 D

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MOVING STATEMENTS

Students will;

explore elements and principles of choreography, performance and appreciation within the genre of contemporary dance and current dance.

perform a contemporary dance that communicates a message that provokes and makes a statement.

choreograph and create a project in the style of contemporary dance that makes a statement.

explore and examine the choreographic styles of Travis wall, Mia Michaels, Alvin Ailey, Stephen Page, Maggi Sietsma, Chrstopher Bruce, Tabatha and Neoplean.


Examine

Execute/demonstrate

Construct

Explain

Analyse

Interpret

Evaluate

Synthesise

MOVING MY WAY

Students will:

focus on creating movement that reflects your own personal choreographic style

create and perform a project reflecting something personal in your life.

focus on the diverse elements of productions including costuming, lighting sets/props and ho they assist in communicationg your intent

Explore and examine the choreographic styles of Stephen Tannos, Travis Wall, Mia Michaels

evaluate, analyse, interpret and synthesise in an extended response


Examine

Execute/demonstrate

Construct

Explain

Analyse

Interpret

Evaluate

Synthesise

Unit 1 Unit 2

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11 D

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MOVING BODIES

Students will:

explore the functions of dance through the elements and principles of choreography, performance and appreciation and the styles of jazz, funk/hip-hop, contemporary and musical theatre.

Eplore & examie choreographers such as Travis Wall, Mia Michaels, Tabatha & Nepolean, Shane Sparks, Royal Family etc. and how they manipulate movement.

Examine the contexts and viewpoints dances are created and performed for.

choreograph a dance piece in a style of students choice.

perform in the style of current dance.


Examine

Execute/demonstrate

Construct

Explain

Analyse

Interpret

Evaluate

Synthesise

MOVING ENVIRONMENTS

Students will:

explore the functions of dance through contemporary dance

explore and examine Australian and overseas dance companies through their artistic director e.g. Trisha Brown, Merce Cunningham, Steven Paxton, Stephen Page, Maggie Sietsma, Shona McCullagh.

evaluate, analyse, synthesise in an extended response appreciation task

perform a contemporary dance

focus on the diverse elements of productions including costuming, lighting sets/props and ho they assist in communicationg your intent

choreograph a contemporary dance (project)


Examine

Execute/demonstrate

Construct

Explain

Analyse

Interpret

Evaluate

Synthesise

Unit 3 Unit 4


THE ARTS

YE

AR

12 D

RA

MA

IA1: - Performance


discuss and reflect the social power of theatre

create and present dramatic action using ICT skills and techniques to enhance dramatic meaning

demonstrate and apply acting skills

use a structured rehearsal process to progress

describe how drama is used to educate, challenge, empower and entertain audiences


recognising

recalling

decision-making

investigating

experimental inquiry

IA2: Project – dramatic concept – annotated response


devise and structure the conventions of a selected Theatre of Social Comment

demonstrate an understanding of the elements of drama in a dramatic concept

evaluate and justify the use of the convention of a selected Theatre of Social Comment to communicate dramatic meaning

View and discuss selected dramatic works

Document the demonstration of their dramatic work through digital records


recognising

recalling

decision-making

investigating


IA3: - Project – practice-led project


Demonstrate an understanding of the elements of drama

Apply digital literacy skills to communicate idea

Apply and structure the dramatic languages to transform text using the conventions of Contemporary performance through the skills of directing

Manipulate the elements of drama and conventions of Contemporary performance to create dramatic action and meaning

Evaluate and justify the use of the elements of drama and conventions of Contemporary performance to commuciate dramatic meaning

Use conventions of Physical Theate including Viewpoints

Explore traditional styles onad form of Greek and Elizabethan Theatre

Annotate scripts


recognising

recalling

decision-making

investigating


EA: EXTERNAL EXAMINATION


Apply written literacy skills using relevant drama terminology and language conventions to communicate ideas and meaning.

Analyse how the elements of drama and conventions are used to create dramatic action and meaning

Evaluate and justify the use of elements of drama and conventions to communicate dramatic meaning

Synthesise and argue a position in response to recorded live dramatic action and meaning.


recognising

recalling

decision-making

investigating


Unit 1: AUSTRALIAN DRAMA Unit 2: REALISM, MAGICAL REALISM, AUSTRALIAN GOTHIC

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11 D

RA

MA

A1: Performance


explore the style Australian Drama through performance

devise and share stories

use a published Australian script to create, devise and present dramatic action

demonstrate and develop dramatic skills in acting, applying stagecraft and working as an ensemble


recognising

recalling

decision-making

investigating

A2: Dramatic Concept


use digital images to communicate dramatic meaning and purpose

document demonstration of dramatic work

evaluate, analyse, justify, synthesise, critique in dramatic concept

Explain purpose, context and dramatic meaning of their own work

Workshop with actor/s.


executing

specifying

decision-making

integrating

UA1:– Practice-led Project / Directorial Vision / Polished Performance


develop an understanding of the elements of drama and conventions of Realism / Australian Gothic through presenting and responding

apply digital literacy skills to communicate ideas

apply the skill of directing in articulating a vision to interpret a published text

create and present dramatic action and meaning to selected contexts and purposes.


recognising

executing

decision-making

integrating

A2: Formative assessment: Examination – extended response.


analyse, evaluate and synthesise in response to recorded live dramatic action and meaning relating to Realism

Workshop and role play moments reflecting on way to transform between characters.

View a selected performance and analyse the use of Australian Gothic conventions and the skill of acting.

Provide a modelled paragraph response

Model and provide experiences in using appropriate language conventions


classifying

recalling

decision-making

integrating

Unit 3 - PROCESS DRAMA / THEATRE OF SOCIAL COMMENT / THEATRE OF THE ABSURD Unit 4: PHYSICAL THEATRE: GREEK / ELIZABETHEAN THEATRE

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THE ARTS

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12 M

US

IC

INNOVATIONS

Students will:

make and respond to music that demonstrates innovative use of music elements and concepts, and learn about how these ideas are used to communicate new meanings

develop musicianship through studying the ways in which music traditions have been challenged, further developed or reconceptualised to represent, reflect and even shape cultural, societal and technological change

Compose to express the ways in which music reflects (and comments on) culture and society

evaluate, analyse and synthesise musical styles and genres that reflect innovations (those that extend from Western art music through to jazz, contemporary, and emerging styles promoted by technological developments)

perform varied repertoire relevant to traditional and innovative repertoire


create

select

demonstrate

explain

use

analyse

apply

interpret

evaluate

realise

resolve

NARRATIVES

Students will:

make and respond to music that focuses on their emerging voice and style

develop musicianship through understanding of music elements and concepts and how they can be manipulated to expressively communicate narrative

compose with the specific purpose of storytelling

evaluate, analyse and synthesise in extended responses to explore the expressive powers of music to convey narrative, through: setting (in time and place), characterisation, drama and/or action, mood or atmosphere in film and television, video games, music theatre, opera and program music.

perform vocal and/or instrumental music to an audience, taking account of the artistic purpose of the music to communicate meaning


create

select

demonstrate

explain

use

analyse

apply

interpret

evaluate

realise

resolve

Unit 1 Unit 2

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11 M

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IC

DESIGNS

Students will:

make and respond to music as they explore music elements and concepts to gain greater familiarity with the way music is designed

develop musicianship through understanding of music elements and concepts as encountered in music of a range of contexts, styles and genres

compose (resolve music ideas to communicate meaning) in the popular song genre

evaluate, analyse and synthesise in an extended response related to music elements and concepts

perform vocal and/or instrumental music to an audience, taking account of the artistic purpose of the music to communicate meaning


explain

analyse

evaluate

apply

use

create

select

demonstrate

interpret

realise/resolve

IDENTITIES

Students will:

make and respond to music that expresses cultural, political and social identities in both local and global contexts

develop musicianship through understanding of music elements and concepts and critically considering how music can be used as a powerful form of expression

compose in a chosen genre relevant to studied repertoire

evaluate, analyse and synthesise in extended responses relating to the expression of identity (cultural, social, political and personal)

perform varied repertoire relevant to traditional and innovative repertoire UNIT COGNITIVE VERBS:

demonstrate

explain

use

analyse

apply

interpret

evaluate

realise/resolve

Unit 3 Unit 4


HUMANITIES

Unit 1 - Term 1 - HISTORY Unit 2 - Term 2 – HISTORY Unit 4 – Term 3 – CIVICS Unit 3 – Term 4 - GEOGRAPHY

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7

Investigating the Ancient Past

Inquiry Questions

• How do we know about the ancient past?

In this unit, students:

examine how historians and archaeologists investigate history, including excavation and archival research

understand the importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples

discover the methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains

discuss the nature of the sources for ancient Australia and what they reveal about Australia’s past

in the ancient period, such as the use of resources

explore the range of sources that can be used in an historical investigation, including archaeological and

written sources


analyse

discuss

explain

examine

explore

The Mediterranean World – Rome

Inquiry Questions

• What emerged as the defining characteristics of ancient societies?

• Why and where did the earliest societies develop?


examine contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs

understand roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion

The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there

explore the role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus

examine the significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged use a range of communication forms (oral, graphic, written) and digital technologies

identify and describe points of view, attitudes and values in primary and secondary sources


comprehend

discuss

explain

examine

explore

Active Citizens

Inquiry questions:

• How can local government contribute to community life?

• What is the difference between rules and laws and why are they

important?

• How has my identity been shaped by the groups to which I belong?

In the unit, students learn about:

The role of local government and the decisions it makes on behalf of the community

examining how local government is chosen and by whom exploring what local government does, including the services it provides (for example, environment and waste, libraries, health, parks, cultural events, pools and sport, arts and pet management)

describing how local government services impact on the lives of students

The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples

distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)

exploring the purpose of laws and recognising that laws apply to everyone in society

discussing examples of laws and why they are important to students’ lives

investigating the impact of laws on Aboriginal and Torres Strait Islander Peoples (for example, environmental laws, native title laws and laws concerning sacred sites)

The different cultural, religious and/or social groups to which they and others in the community belong

identifying diversity through the different social, cultural and religious groups students belong to listing and comparing the different beliefs, traditions and symbols used by groups

recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions

describe real, virtual or vicarious experiences with other cultures and groups


identify describe discuss examine explain

Water and the world

Inquiry questions:

• How do people’s reliance on places and environments influence

their perception of them?

• What effect does the uneven distribution of resources and services

have on the lives of people?

• What approaches can be used to improve the availability of

resources and access to services?

In the unit, students learn about:

Classification of environmental resources and the forms that water takes as a resource

The way that flows of water connects places as it moves through the environment and the way this affects places

The quantity and variability of Australia’s water resources compared with other continents

The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa

Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region

Causes, impacts and responses to an atmospheric or hydrological hazard


Describe

Define

Analyse

Justify

explain

classify

35

HUMANITIES

Unit 1 - Term 1 - HISTORY Unit 2 - Term 2 - HISTORY Unit 1 - Term 3 - GEOGRAPHY Unit 2 - Term 4 - CIVICS

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8

The Western and Islamic World — Medieval Europe (c.590-c.1500)

Inquiry questions:

• What key beliefs and values emerged and how did they

influence societies?

• What were the causes and effects of contact between

societies in this period?


explore the way of life in Medieval Europe focusing on key social, cultural, economic and political features

investigate how an individual’s life experience depended on their place in medieval society by studying the roles and relationships of different

groups

explore continuity and change in crime and punishment in Medieval Europe

examine the important role of the Catholic Church and its dominance in medieval society

investigate significant developments such as the Crusades and individuals such Richard the Lionheart and Saladin.


comprehend

discuss

investigate

explain

examine

explore

The Western and Islamic World — Renaissance Italy (c.1400-c.1600)

Inquiry questions:

• What key beliefs and values emerged and how did they

influence societies?

• Which significant people, groups and ideas from this period have influenced the world today?


investigate the way of life in Renaissance Italy and the roles and relationships between different societal groups, particularly between rulers and the ruled

explore significant developments and cultural achievements

examine the role of achievements of significant

individuals such as Leonardo da Vinci.


analyse

comprehend

discuss

investigate

explain

examine

explore

Landforms and Landscapes

Inquiry question:

• How do environmental and human processes affect the characteristics of places and environments?


use studies of world regions for the geographical contexts of Australia, Asia and throughout the world

discuss unit inquiry questions and useful sources, and develop geographically significant questions relevant to unit focus

select, record and organise relevant geographical data and information from primary and secondary sources to identify different types of landforms, the geomorphic processes that shape individual landforms, and hazards associated with landscapes

select and record relevant geographical data and information from primary and secondary sources to identify the meaning placed on landforms and landscapes by diverse cultures, the human causes and effects of landscape degradation and the ways of protecting significant landforms

evaluate sources for their reliability and usefulness

represent data in a range of appropriate forms

represent the spatial distribution of different types of landforms and their distinctive features by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate

analyse geographical data and other information using qualitative and quantitative methods and digital and spatial technologies as appropriate to identify how environmental and human processes affect the characteristics of places and environments

apply geographical concepts to draw conclusions about the management of landscapes

present arguments and ideas using geographical terminology in a range of appropriate communication forms


Describe

Define

Analyse

Evaluate

Justify

Explain

Global Citizens

Inquiry questions:

• What are the freedoms and responsibilities of citizens in Australia’s democracy?

• How are laws made and applied in Australia?

• What different perspectives are there about national identity?


The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement

How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action

How laws are made in Australia through parliaments (statutory law) and through the courts (common law)

The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law

The values and beliefs of religions practised in contemporary Australia, including Christianity

Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian

How national identity can shape a sense of belonging in Australia’s multicultural society


decide discriminate discuss examine explain justify propose

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Spatial%20distribution

http://www.australiancurriculum.edu.au/Glossary?a=G&t=Quantitative%20methods


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Unit 1 - GEOGRAPHY Unit 2 - HISTORY Unit 3 - HISTORY Unit 4 - HISTORY

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Biomes and food security

Inquiry questions:

• What are the causes and consequences of change in

places and environments and how can this change be

managed?

•What are the future implications of changes to places and

environments?

•Why are interconnections and interdependencies important

for the future of places and environments?

In this unit students will look at :

Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity

Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations

Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world

The capacity of the world’s environments to sustainably feed the projected future global

population


Comprehend

Describe

Analyse

Evaluate

Explain

Justify

The Vikings

Inquiry Questions:

How did societies change from the end of the ancient period to the beginning of the modern age?

What key beliefs and values emerged and how did they influence societies?

What were the causes and effects of contact between societies in this period?

Which significant people, groups and ideas from this period have influenced the world today?

Depth Study :The Vikings (c.790 – c.1066)

In this unit students will look at :

The way of life in Viking society (social, cultural,

economic and political features) and the roles and

relationships of different groups in society

Significant developments and/or cultural

achievements that led to Viking expansion, including

weapons and shipbuilding, and the extent of their

trade

Viking conquests and relationships with subject

peoples, including the perspectives of monks, changes

in the way of life of the English, and the Norman

invasion

The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson


analyse

comprehend

discuss

hypothesise

justify

synthesise

Australia and Asia- The making of a nation (1790-1914)

Inquiry questions:

• What were the changing features of the movements of

people from 1750 to 1918?

• What was the origin, development, significance and long-

term impact of imperialism in this period?


investigate the extension of settlement and frontier conflict that ensued between European settlers and Aboriginal peoples and Torres Strait Islander peoples

explore the experiences of non-Europeans, particularly the Chinese, in Australia prior to 1900s

examine the key events and ideas that led to federation and the establishment of a democratic form of government

explore the nature of Australian life at the turn of the twentieth century

critique early legislation passed by the federal government to discern trends and developments in the early years of the Australian nation

consider and debate the different and competing interpretations of Australian history from different perspectives.


analyse

comprehend

discuss

hypothesise

justify

synthesise

World War 1 (1914-1918)

Inquiry questions:

• What was the origin, development, significance and long-

term impact of imperialism in this period?

• What was the significance of World War I?


investigate the causes of the war and the reasons for Australia’s participation

identify where Australian forces fought and assess

the significance of selected battles / campaigns

explore the impact of the war on the home front,

particularly in terms of the conscription debate

debate the nature, significance and validity of the Anzac legend.


analyse

comprehend

discuss

hypothesise

justify

synthesise

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SEMESTER 1 SEMESTER 2

Unit 1 - HISTORY Unit 2 - HISTORY Unit 1 – GEOGRAPHY Unit 2 - GEOGRAPHY

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World War II (1939-1945)

Inquiry question:

• What t were the consequences of World War II?

• How did these consequences shape the modern world?


investigate the causes and course of World War II, with a focus on

significant events including the holocaust and use of the atomic

bomb

investigate the impact of the war on Australia and the experiences

of Australians on the home and war front

examine the consequences of World War II

assess the significance of World War II on Australia’s international

relationships


Analyse

Comprehend

Discuss

Hypothesise

Justify

Synthesise

Rights and freedoms (1945-present)

Inquiry question:

• How was Australian society affected by other significant global

events and changes in this period?


investigate the origins and significance of the Universal

Declaration of Human Rights

examine the background to the struggle for rights and freedoms

of Aboriginal people and Torres Strait Islander people and

investigate key events, actions, and people in the struggle for

rights and freedoms

compare parallels between the American civil rights movement

to the Australian struggle and examine its influence on Australia

identify the ongoing efforts for rights and freedoms within

Australia and the world.


Analyse

Comprehend

Discuss

Hypothesise

Justify

Synthesise

Unit 1: Environmental change and management

The key inquiry questions for Year 10 are:

How can the spatial variation between places and changes in

environments be explained?

What management options exist for sustaining human and

natural systems into the future?

How do world views influence decisions on how to manage

environmental and social change?

In this unit students will look at:

Human-induced environmental changes that challenge

sustainability

Environmental world views of people and their implications for

environmental management

The Aboriginal and Torres Strait Islander Peoples’ approaches

to custodial responsibility and environmental management in

different regions of Australia

Undertaking a casestudy : types of environment as the context

for study: land (e.g. forests, deserts, grasslands, farmland),

inland water, coast, marine or urban. A comparative study of

examples selected from Australia and at least one other country

should be included:

The application of systems thinking to understanding the

causes and likely consequences of the

environmental change being investigated

The application of geographical concepts and methods to the

management of the environmental change being investigated

The application of environmental economic and social criteria in

evaluating management responses to the change


Classify

Describe

Analyse

Evaluate

Explain

Justify

Predict

Investigate

Synthesise

Geographies of human wellbeing

The key inquiry questions for Year 10 are:

How can the spatial variation between places and

changes in environments be explained?

What management options exist for sustaining

human and natural systems into the future?

How do world views influence decisions on how to

manage environmental and social change?

In this unit students will look at:

Different ways of measuring and mapping human

wellbeing and development, and how these can be

applied to measure differences between places

Reasons for spatial variations between countries in

selected indicators of human wellbeing

Issues affecting development of places and their

impact on human wellbeing, drawing on a study

from a developing country or region in Africa, South

America or the Pacific Islands

Reasons for, and consequences of, spatial

variations in human wellbeing on a regional scale

within India or another country of the Asia region

Reasons for, and consequences of, spatial

variations in human wellbeing in Australia at the

local scale

The role of international and national government

and non-government organisations' initiatives in

improving human wellbeing in Australia and other

countries


Calculate

Classify

Describe

Analyse

Evaluate

Explain

Justify

Predict

Investigate

Synthesise


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In Unit 3, students investigate significant historical periods through an analysis of relevant archaeological and written sources.

Students examine how these sources have been used to construct an understanding of relevant social, political, religious and

economic institutions and practices, key events and individuals of a historical period. This unit allows for greater focus on

historiography and challenges associated with an interrogation of evidence. Students analyse the usefulness of a wide range

of sources and the contribution of research and scholarship to the reconstruction of a historical period. Students develop their

understanding of changing interpretations over time and appreciate the contestable nature of history and the value of the

ancient past. Key conceptual understandings include: usefulness and reliability of sources, perspectives, interpretations and

contestability; evidence; continuity and change; cause and effect; significance; and empathy.

Key inquiry questions for this unit:

How is meaning concerning certain periods of history constructed from historical evidence?

What features, achievements and issues distinguish significant historical periods of Antiquity?

Unit Objectives

1. comprehend terms, concepts and issues in relation to the reconstruction of a historical period in the Ancient World

2. devise historical questions and conduct research in relation to a historical period in the Ancient World 3. analyse evidence from historical sources to show understanding in

relation to specific historical periods in the Ancient World 4. synthesise evidence from historical sources to form a historical argument about a historical period in the Ancient

World 5. evaluate evidence from historical sources to make judgments about a

historical period in the Ancient World 6. create responses that communicate meaning to suit purpose in relation

to a historical period in the Ancient World.

In Unit 4, students investigate an ancient society in an important historical period, with a particular emphasis on the nature

and exercise of power and authority in that society, and how it was challenged in times of conflict. Students also study an

individual who had a significant impact on that society. Students develop an understanding of the importance of human

agency, as demonstrated by the possible motivations and actions of individuals. This unit requires a greater focus on a range

of written source material and an evaluation of the significance of the selected individual. It examines the key phases by

which power and authority are challenged by conflict — causation, course, and consequences — and, through these, the

important concepts of historical continuity and change. Other key conceptual understandings include: usefulness and

reliability of sources; perspectives, interpretations and contestability; evidence; significance; and empathy.

Key inquiry questions to guide this unit:

How was power and authority gained, maintained and challenged in the Ancient World?

How does this understanding inform our modern perspectives on power?

Unit Objectives

1. comprehend terms, concepts and issues in relation to people, power and authority in the Ancient World 2. devise historical questions and conduct research in relation to people, power and authority in a particular period in

the Ancient World 3. analyse evidence from historical sources to show understanding about the nature of power and how it was exercised

in the Ancient World 4. synthesise evidence from historical sources to form a historical argument about a powerful individual, group or

society in the Ancient World 5. evaluate evidence from historical sources to make judgments about people, power and authority in the Ancient

World 6. create responses that communicate meaning to suit purpose in relation to people, power and authority in the Ancient

World

Unit 1 – INVESTIGATING THE ANCIENT WORLD Unit 2 – PERSONALITIES IN THEIR TIMES

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In Unit 1, students investigate how the ancient past has been represented. Students explore the remaining sources and how

they have been interpreted. Students focus on issues relevant to the investigation of the Ancient World in order to develop the

skills of historiography. Students study issues related to evidence, including authentication, preservation, ownership and/or

display of material from the Ancient World. Students also investigate how people lived in the Ancient World through an

examination of the evidence of the social, political and economic institutions, and other significant features of society. The key

conceptual understandings of this unit include: reliability and usefulness of sources; custodianship of the past; interpretations,

representations and perspectives; the nature of evidence; continuity and change; cause and effect; significance; empathy;

and contestability.


What can archaeological evidence tell us about the lives of ancient peoples?

How do ancient societies reflect the attitudes, beliefs and behaviours of ancient peoples?

Unit Objectives

1. comprehend terms, concepts and issues in relation to archaeology and ancient societies 2. devise historical questions and conduct research in relation to archaeology and the features of an ancient society 3. analyse evidence from historical sources to show understanding about the Ancient World 4. synthesise evidence from historical sources to form a historical argument in relation to archaeology and ancient

societies 5. evaluate evidence from historical sources to make judgments about the Ancient World 6. create responses that communicate meaning to suit purpose in relation to the Ancient World

In Unit 2, students investigate key personalities of the Ancient World in the context of their times. Students examine the

social, political and economic institutions in which the personality is positioned and focus on an analysis and evaluation of the

differing ways in which they have been interpreted and represented from ancient to modern times. Students consider the

attributes that characterise a significant ancient personality and the driving forces behind such individuals. In this unit there is

a focus on the key conceptual understandings of: context, reliability and usefulness of sources; perspectives and

representation; evidence; continuity and change; cause and effect; significance; empathy; and contestability.


What were the motivations, attributes and achievements of significant ancient personalities?

Are great leaders born, not made? Do people make history or are they a product of history?

Unit Objectives

1. comprehend terms, concepts and issues in relation to the ancient personalities and their times being studied 2. devise historical questions and conduct research in relation to an ancient personality 3. analyse evidence from historical sources to show understanding of ancient personalities and their historical context 4. synthesise evidence from historical sources to form a historical argument in relation to ancient personalities and their

historical context 5. evaluate evidence from historical sources to make judgments about ancient personalities 6. create responses that communicate meaning to suit purpose in relation to ancient personalities.

Unit 3 – RECONSTRUCTING THE ANCIENT WORLD Unit 4 – PEOPLE, POWER AND AUTHORITY

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Unit description

In Unit 3, students develop an understanding of changes to the biophysical environment over time, with a particular focus on land cover transformation and climate change. Through a case study and fieldwork, students investigate the geographical processes, natural and anthropogenic, that have resulted in change to Earth’s land cover and climate change and the resulting impacts and challenges posed at global, regional and local scales. Students propose action for sustainable management of land cover change for a fieldwork location.

Fieldwork plays a central role in Topic 2 of this unit. Through experiential learning, students apply a range of geographic skills to collect, manipulate and explain the meaning of data. Through this field study, students understand that managing land cover change at the local level is required for resilient and sustainable futures.

The learning for this unit consists of two separate and interrelated topics. Each is of equal importance in providing students with the required knowledge and skills.

Unit objectives

By the end of this unit, students will:

1. explain geographical processes by describing the features, elements and interactions between biophysical and anthropogenic processes that shape the identity of places and result in land cover change of Earth’s surface and a changing climate

2. comprehend geographic patterns by recognising spatial patterns of land cover change and indications of climate change at global, regional and local scales of study and identifying relationships and implications for people and places

3. analyse geographic data by selecting and interpreting climate and land cover data and information to infer how patterns, trends and relationships represent a geographical challenge for a specific place in Australia, and in relation to climate change for a selected land cover type

4. apply geographic understanding by extrapolating from their analysis to generalise about the impacts of land cover and climate change on biophysical and anthropogenic environments

5. synthesise information from their analysis to propose justified action/s in response to the sustainable management of land cover change for the fieldwork location

1. 6. communicate geographical understanding of land cover change and climate change at a variety of scales, and ways of managing the impacts for sustainable outcomes, by selecting and using cartographic, graphic, written and mathematical skills in short and extended responses, including a fieldwork report.

Unit description

In Unit 4, students develop an understanding of population change, movement and distribution over space and time, and how governments, organisations and individuals respond to the challenges posed by demographic change.

Through a geographic inquiry and a case study, students investigate, using demographic concepts and models, the key dynamics of populations and the impacts of demographic change on places of origin and destination at global, regional and local scales. Students propose action for sustainable management of a challenge posed by demographic change for a place in Australia.

The use of data and spatial and information and communication technologies is integral to this unit. It contributes to students’ development as global citizens who recognise the challenges of population change and implications for managing these changes.


Unit objectives

1. explain geographical processes by describing the features, elements and interactions of demographic processes that shape the identity of places and result in patterns of population change

2. comprehend geographic patterns by recognising spatial patterns of demographic change for places at global, regional and local scales of study, identifying relationships and the implications for people and places

3. analyse geographic data and information by selecting and interpreting demographic data to infer how patterns, trends and relationships represent a geographical challenge for a specific place in Australia and in relation to global population change

4. apply geographical understanding by extrapolating from their analysis to generalise about the impacts of demographic change for a specific place in Australia, and places of origin and places of destination globally

5. synthesise information from their analysis to propose justified action/s in response to managing the impacts of demographic change for people and places

6. communicate geographical understanding of global, regional and local demographic change and the challenge for sustainable management by selecting and using cartographic, graphic, written and mathematical skills in short and extended responses, including a data report.

Unit 1 – RESPONDING TO RISK AND VULNERABILITY IN HAZARD ZONES Unit 2 – PLANNING SUSTAINABLE PLACES

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Unit description

In Unit 1, students develop an understanding of how natural and ecological hazards represent potential sources of harm to human life, health, income and property, and how such hazards may affect elements of the built and natural environments.

Through two case studies, students investigate the risk/s posed by specific hazards in recognised hazard zones and analyse the vulnerability of local communities and identify ways to respond. Students propose action to eliminate or minimise harm to people and the environment in ecological hazard zones.

The use of technologies (including spatial technology) is an integral part of learning for this unit and allows students to develop a range of transferable skills necessary to research, manipulate and represent data.

Unit objectives

By the end of this unit, students will:

1. explain geographical processes by describing the features, elements and interactions between biophysical and anthropogenic processes that shape the identity of places and result in hazard zones

2. comprehend geographic patterns by recognising spatial patterns of hazard zones at global, regional and local scales of study, identifying relationships and implications for people and places in these zones

3. analyse geographical data and information by selecting and interpreting vulnerability data to infer how patterns, trends and relationships represent risk for people and environments in hazard zones

4. apply geographical understanding by extrapolating from their analysis to generalise about the potential impacts for environments and/or people in hazard zones

5. synthesise information from their analysis to propose justified action/s in response to the challenge of sustainable risk management

6. communicate geographical understanding of vulnerability and risk for environments and/or people in hazard zones by selecting and using cartographic, graphic, written and mathematical skills.

Unit description

In Unit 2, students develop an understanding of the challenges of sustainable development for remote, rural and urban places in Australia and a megacity in the developing world. Through fieldwork and a case study, students investigate the geographical processes and interactions over time and space that have resulted in challenges for places in Australia and megacities in developing countries. Students propose action to improve the sustainability and liveability for a place in Australia.

Fieldwork plays a central role in Topic 1 of this unit. Through experiential learning, students develop a range of geographic skills necessary to collect, manipulate and explain the meaning of data. Through this field study, students understand that every place, including their own, is faced with the challenge of planning for a more sustainable and liveable future.


Unit objectives

1. explain geographical processes by describing the features, elements and interactions between physical and anthropogenic processes that shape the identity of places and that result in remote, rural, and urban places in Australia, and megacities

2. comprehend geographic patterns by recognising spatial patterns of remote, rural and urban places in Australia and megacities, identifying relationships and implications for people and places

3. analyse geographical data and information by selecting and interpreting settlement data to infer how patterns, trends and relationships represent a geographical challenge for a specific place in Australia and a megacity in the developing world

4. apply geographical understanding by extrapolating from their analysis to generalise about the impacts on sustainability and liveability for people living in remote, rural, and urban places in Australia, and a megacity in the developing world

5. synthesise information from their analysis to propose justified action/s in response to the identified geographical challenge to improve sustainability and liveability for places

6. communicate geographical understanding of sustainability and liveability challenges for places by selecting and using cartographic, graphic, written and mathematical skills and conventions to transform and represent geographical data and information.

Unit 3 - RESPONDING TO LAND COVER TRANSFORMATIONS Unit 4 – MANAGING POPULATION CHANGE


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Unit description

In Unit 3, students examine the complexities of the Australian legal system and its capacity to deal with the diversity of competing needs. They explore the role of legal institutions and law-making bodies in creating laws that reflect the views of society. Students consider the range of forces that create catalysts for change and reform, and how laws are changed or reformed to reflect shifting societal demands. This unit encourages and informs critical thinking about Australian and Queensland laws, and the importance of society and individuals engaging in law-making processes.

Students will study law, governance and change through relevant contemporary issues involving matters of governance and law reform. Examples of issues could arise from areas, for example, family law, technology law, criminal law, counter-terrorism laws, employment law, and corporate law

Unit objectives

Students will: 1. comprehend legal concepts, principles and processes of Australian and Queensland governance

and law reform 2. select legal information from sources relevant to law reform issues 3. analyse legal issues involving Australian and/or Queensland governance and law reform 4. evaluate

legal situations relevant to Australian and/or Queensland governance and law reform 4. create responses that communicate meaning to suit the intended purpose.

Unit description

In Unit 4, students consider legal concepts, principles and contemporary issues studied in previous units to consider fundamental human rights concepts and analyse Australia’s participation within the global community. They recognise how human rights create challenges in national and international contexts, and for minority groups, and examine the impact of international law on the Australian legal system and those who are subject to it.

This unit features contemporary contexts involving human rights matters in Australia and where Australia has an interest internationally. Examples of issues include:

Australian Aboriginal peoples’ and Torres Strait Islander peoples’ access to health and other community services

parents’ and children’s human rights in surrogacy and artificial conception agreements

the right to marry and create a family

people smuggling and the treatment of asylum seekers

war and peace issues, for example, the Geneva Conventions and peacekeeping forces

environmental issues, for example, climate change and the rights of future generations.

Unit objectives

By the end of this unit, students will: 1. comprehend legal concepts, principles and processes of Australian human rights laws and obligations in

national and international contexts 2. select legal information from sources relevant to Australian human rights laws and obligations in

international contexts 3. analyse legal issues involving Australian human rights laws and obligations in national and international

legal contexts 4. evaluate legal situations relevant to Australian human rights laws and obligations in national and

international legal contexts 5. create responses that communicate meaning to suit the intended purpose.

Unit 1 – BEYOND REASONABLE DOUBT Unit 2 – BALANCE OF PROBABILITIES

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Unit description In Unit 1, students are introduced to the Australian legal system, the sources of law, and the roles of parliament and the courts. The unit focuses on legal principles and criteria such as just and equitable outcomes. Students will consider how criminal law attempts to safeguard individuals’ right to freedom from interference, with society’s need for order. They examine the consequences of alleged criminal behaviour in terms of trial processes, punishment and sentences. Where appropriate and possible, current contexts based on relevant and contemporary issues are used in this unit. Examples of issues include acts causing injury or death; property offences such as extortion and theft, wilful damage (for example, graffiti and arson), and environmental pollution; cybercrime; business, credit card and social security fraud and deception; drug and public order offences; and traffic and vehicle regulatory offences. Students will:

1. comprehend the concepts, principles and processes of the Australian and Queensland legal systems, with a focus on criminal law

2. select current and relevant primary and secondary information and sources 3. analyse legal issues, and apply legal concepts, principles and processes within the Australian and Queensland

criminal justice systems 4. evaluate criminal justice situations, and make decisions and propose recommendation/s using legal criteria 5. create responses that communicate legal meaning to suit the intended purpose, using paragraphs and

extended responses.

Unit description In Unit 2, students consider legal principles within the Australian and Queensland civil justice systems. They develop an understanding that civil law regulates the rights and responsibilities that exist between individuals, groups, organisations and governments. They explore dispute resolution methods, including judicial determination and alternatives in and out of courts. Through a consideration of contemporary cases and legal issues, students evaluate the effectiveness of civil law and how it affects individuals within society. Unit objectives By the end of this unit, students will:

1. comprehend the concepts, principles and processes of Australian and Queensland civil law-making, and in legal interactions that are planned (contract) and unplanned (the concept of negligence)

2. select current and relevant primary and secondary information and sources 3. analyse legal issues, and apply legal concepts, principles and processes within the Australian and

Queensland civil justice systems 4. evaluate civil justice situations, and make decisions and propose recommendation/s using legal criteria 5. create responses that communicate legal meaning to suit the intended purpose, using paragraphs and

extended responses.

Unit 3 - LAW, GOVERNANCE AND CHANGE Unit 4 – HUMAN RIGHTS IN LEGAL CONTEXTS

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Unit description

In Unit 3, students form their own knowledge and understanding about national experiences that have emerged in the Modern

World. The national experiences examined may include crises that have confronted nations, their responses to these crises,

and the different paths nations have taken to fulfil their goals. These national experiences consist of, for example: civil wars,

immigration policies, electoral campaigns and major economic events. Students apply historical concepts and historical skills

to explore the nature, origins, development, legacies and contemporary significance of these national experiences within

selected historical contexts.

Examples of key inquiry questions to help guide the course of study in Unit 3 are:

To what extent did the national experiences under investigation help to shape the Modern World?

How did these national experiences influence the development of the Modern World?

Examples of sub-questions to help guide the course of study in Unit 3 are:

What terms, concepts and issues are linked to the national experiences under investigation?

Why did these national experiences occur?

When, why and how did individuals, groups, events or other factors contribute to these national experiences?

To what degree did conditions remain the same or change while these national experiences developed?

How have historians or other commentators interpreted contestable and historical features linked to these national experiences?

Unit Objectives :

1 comprehend terms, concepts and issues linked to national experiences in the Modern World

2. devise historical questions and conduct research associated with national experiences in the Modern World

3. analyse evidence from historical sources to show understanding about national experiences in the Modern World

4. synthesise evidence from historical sources to form a historical argument associated with national experiences in the

Modern World

5. evaluate evidence from historical sources to make judgments about national experiences in the Modern World

6. create responses that communicate meaning to suit purpose about national experiences in the Modern World

Unit description

In Unit 4, students form their own knowledge and understanding about international experiences that have emerged in the

Modern World. The international experiences examined may include responses to cultural, economic, ideological, political,

religious, military or other challenges that have gone beyond national borders. They consist of situations where, for example,

two or more nations or regional groups: come into conflict with each other (directly or via proxies); form a common union,

treaty or commerce-based arrangement; engage with a subnational or transnational organisation; experience the effects of a

global or regional trend. Students apply historical concepts and historical skills to explore the nature, origins, development,

legacies and contemporary significance of these international experiences within selected historical contexts.


To what extent did the international experiences under investigation help to shape the Modern World?

How did these international experiences influence the development of the Modern World?


What terms, concepts and issues are linked to the international experiences under investigation?

Why did these international experiences occur?

When, why and how did individuals, groups, events or other factors contribute to these international experiences?

To what degree did conditions remain the same or change while these international experiences developed?

How have historians or other commentators interpreted contestable and historical features linked to these international experiences?

Unit Objectives : .

1.comprehend terms, concepts and issues linked to international experiences in the Modern World

2. devise historical questions and conduct research associated with international experiences in the Modern World

3. analyse evidence from historical sources to show understanding about international experiences in the Modern World

4. synthesise evidence from historical sources to form a historical argument associated with international experiences in the

Modern World

5. evaluate evidence from historical sources to make judgments about international experiences in the Modern World

6. create responses that communicate meaning to suit purpose about international experiences in the Modern World.

Unit 1 – IDEAS IN THE MODERN WORLD Unit 2 – MOVEMENTS IN THE MODERN WORLD

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Unit description

In Unit 1, students form their own knowledge and understanding about ideas that have emerged in the Modern World. The ideas examined include assumptions, beliefs, views or opinions that are of local, national or international significance. They consist of, for example: authoritarianism, capitalism, communism, democracy, environmental sustainability, egalitarianism, imperialism, nationalism, and self-determination. Students apply historical concepts and historical skills to explore the nature, origins, development, legacies and contemporary significance of these ideas within selected historical contexts, e.g. rebellions, restorations, revolutions or conflicts.


To what extent did the ideas under investigation help to shape the Modern World?

How did these ideas influence the development of the Modern World?


What terms, concepts and issues are linked to the ideas under investigation?

Why did these ideas occur?

When, why and how did individuals, groups, events or other factors contribute to the development of these ideas?

To what degree did conditions remain the same or change while these ideas developed?

How have historians or other commentators interpreted contestable and historical features linked to these ideas?

Subject matter

The subject matter provides the context through which the historical concepts, skills, knowledge and understandings described in the unit objectives are developed. The sequence and emphasis of these objectives should be applied by teachers to enhance the process of historical inquiry and align with the specified assessment.

Teachers may select subject matter where ‘for example’ is used and do not need to cover all the subject matter outlined. The example subject matter is provided for guidance, particularly where topics are unfamiliar.

In Modern History, the subject matter covered in each topic focuses on an aspect of the topic. An aspect of the topic is a specific or targeted area of study related to the topic. It is narrower in focus than the topic as a whole.

Topic 1 French Revolution 1789-1799

Topic 2 Age of Imperialism 1848-1914

Unit description

In Unit 2, students form their own knowledge and understanding about movements that have emerged in the Modern World. The movements examined include actions or activities on a local, national or international level that are directed towards a particular social purpose. Often the social purpose has been to make the world more inclusive, liberal, equitable, egalitarian or accessible through the removal of discrimination and exploitation based on some form of prejudice, e.g. ableism, anti-Semitism, classism, homophobia, Islamophobia, racism, sexism, transphobia or xenophobia. Students apply historical concepts and historical skills to explore the nature, origins, development, legacies and contemporary significance of these movements within selected historical contexts, e.g. movements for independence, civil rights or some other form of political and social change.


To what extent did the movements under investigation help to shape the Modern World?

How did these movements influence the development of the Modern World?


What terms, concepts and issues are linked to these movements under investigation?

Why did these movements occur?

When, why and how did individuals, groups, events or other factors contribute to these movements?

To what degree did conditions remain the same or change while these movements developed?

How have historians or other commentators interpreted contestable and historical features linked to these movements?

Subject matter

The subject matter provides the context through which the historical concepts, skills, knowledge and understandings described in the unit objectives are developed. The sequence and emphasis of these objectives should be applied by teachers to enhance the process of historical inquiry and align with the specified assessment.

Teachers may select subject matter where ‘for example’ is used and do not need to cover all the subject matter outlined. The example subject matter is provided for guidance, particularly where topics are unfamiliar.

In Modern History, the subject matter covered in each topic focuses on an aspect of the topic. An aspect of the topic is a specific or targeted area of study related to the topic. It is narrower in focus than the topic as a whole.

Topic 1 Australian Indigenous Rights Movements 1967 Onwards

Topic 2 Apartheid 1948-1991

Topic 3 French Colonisation – Indo-China 1945-1975

Unit 3 - NATIONAL EXPERIENCES IN THE MODERN WORLD Unit 4 – INTERNATIONAL EXPERIENCES IN THE MODERN WORLD


HUMANITIES

Unit 1 Unit 2 Unit 3 Unit 4

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Module 1: Elective 5 – Health – recreation and leisure

This model investigates the links between

recreation and leisure and a healthy life.

Students will focus on maintaining and improving

personal habits that lead to a healthy wellbeing,

through the achievement of work life balance.

Within the community an understanding of

cultural expression and integration will also be

investigated in conjunction with a variety of

Government policies that exist to encourage a

healthy Mackay community. (NB Mackay tops

Jan 2018 list of overweight or obese adults @

83.4%)

Module 2: Elective 4 – Health – food and

nutrition

This module focuses on healthy eating and

cooking habits that affect our personal health and

wellbeing. Global trends in food and nutrition

influence our attitudes towards our own personal

health and wellbeing. An increased

understanding of food intolerances in addition to

rising rates of obesity mean that people have to

be responsible for their food choices which may

be determined by a range of factors such as

personal wealth and cultural practices

Module 3: Elective 10 – Today’s society

This module focuses on the different groups of

people who exist within our society. Areas of

social investigation include: the composition of

family structures, gender roles, primary and

secondary socialisation, ideologies (relating to

cultural, social, religious and gender diversity)

and the various organisations providing support

for an individual to develop their identity within a

multicultural society. Growing global trends

linking to marginalisation and prejudice will be

reviewed in conjunction with ideologies of

acceptance and tolerance within Australian

society.

Module 4: Elective 9 – Science and

technology

This module investigates the changes that

technology has made regarding how the

individual connects and communicates with local

businesses and industry, and explore how

interpersonal skills transfer to employability skills,

e.g. teamwork, collaboration and conflict

resolution.


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Module 5: Elective 7 – Legally, it could be

you

This module examines the civic rights and

obligations of young school leavers.

Students should be equipped with an

education that has provided them with a

range of skills and strategies regarding their

rights and responsibilities as an Australian

citizen and when travelling overseas.

Module 6: Elective 8 – Money management

This module focuses on financial literacy

specifically personal budgets, responsible

consumer behaviour and the influence of global

corporations, governments and businesses that

directly affect economic decision making.

Module 7: Elective 11 – The world of work







resolution.

Module 7: Elective 11 – The world of work







resolution.

43

LANGUAGES OTHER THAN ENGLISH – LOTE - JAPANESE

TERM 1 TERM 2 TERM 3 TERM 4

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Unite 1 - HOW DO YOU DO! & Unit 2 - LET’S EAT!

Unit 1 Students will:

- Identify and define the three script of hiragana, katakana and kanji

- Recognize major geographical features of Japan

- Compare and contrast similarities and differences in teenage culture in Australia and Japan

- Comprehend and respond to basic greetings

- Read and write 4 kanji

- Read and write 9 hiragana

Unit 2 - Students will:

- Classify Japanese foods

- Discuss influences on food in Japan

- Recognize katakana words in names of western foods

- Create a restaurant dialogue

- Read and write 1 kanji

- Read and write 31 hiragana

COGNITIVE VERBS

o Identify o Recognize o Compare o Contrast o Comprehend o Classify o Discuss o Create

Recognize

Compare

Contrast

Comprehend

Classify

Discuss

create

Unit 3 - MY FRIENDS & Unit 4 - MY FAMILY

Students will learn to:

Introduce themselves and friends, including details such as Japanese name order, age, telephone numbers and basic descriptions.

Read and write the entire hiragana syllabary of 46 characters.

read and write the kanji numbers from 1 – 20 and be able to count to 100

Speak about their families, including number in family and kin names

use Japanese kin names in relation to one’s own family vs someone else’s kin

recognize that the use of words have social constructs and relationship clues

read and write three new kanji: 父母何

read and write the small つ (tsu) and long vowel

sounds and combined sounds

COGNITIVE VERBS:

o Structure a written text in a culturally appropriate sequence, about family members

o Comprehend and respond to basic questions about family and friends

o Manipulate language to reflect relationships within a family

o Reproduce kanji numbers and recognize numbers to 100

o Explain how to create long sounds and ‘sticky’ sounds

o Differentiate between long and short sounds and ‘sticky’ and non-‘sticky’ sounds

Unit 5: MY TOWN

Unit 5


Ask others where they live and say where they live

Describe their city – knowing the difference between ‘I’ adjectives and ‘na’ adjectives

Say what the place has and has not got

Describe places in Japan

Read and write two kanji: 大小

COGNITIVE VERBS:

o Understand and use kanji appropriately

o Distinguish between the names for dates and months

o Use and explain sentence structures and particles

o Deduce meaning and identify key words in text about school events and hobbies

o Discuss and comment on the differences between events at Japanese and Australian schools

o Manipulate language to express information about hobbies

Unit 6: MY WEEK


Say the days of the week

Say an activity done on a certain day

Say whether something is liked or disliked.

Talk about club activities that happen after school

Read and write four kanji: 日月火水木金

土好き

COGNITIVE VERBS:

o Understand and use kanji appropriately

o Distinguish between the names for dates and months

o Use and explain sentence structures and particles

o Deduce meaning and identify key words in text about school events and hobbies

o Discuss and comment on the differences between events at Japanese and Australian schools

o Manipulate language to express information about hobbies


LANGUAGES OTHER THAN ENGLISH – LOTE - JAPANESE

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MY MILESTONES


Read and write 15 katakana

Read and write 4 kanji: 私、才、子，友

Ask and talk about past events

Talk about an activity you did for the first time

COGNITIVE VERBS:

o Identify o Comprehend o reflect o Recognise o Classify o identify o Compare o Discuss o understand o Contrast o Create o classify

WHAT LANGUAGES DO YOU SPEAK?


Read and write 15 more katakana

Read and write 4 kanji 英、国、話、聞

Discuss your nationalily, your birthplace and where you grew up

Talk about languages you and others speak

Talk about how language is studied

Make a polite request.

COGNITIVE VERBS:


IS FAST FOOD HEALTHY?


Learn about popular fast food in Japan and Australia; foods available from Japanese convenience stores; identify similarities and differences in fast food in Jpn and Aus; reflect on changing eating habits in both countries.

Learn to read and write 15 katakana; three kanji; discuss your favourite fast foods; talk about whether healthy; discuss Australian and Japanese fast food.

COGNITIVE VERBS:


WHERE DO YOU SHOP?


Read and write 4 kanji: 安、店、百、々

Ask and say where you shop

Ask and say how much something costs

Ask and say on which floor of a department store something is

Discuss why you shop where you do.

Talk about differences between Australian and

Japanese department stores

COGNITIVIE VERBS:


ONE SEMESTER ONLY

UNIT 1 (Term 1 or 3) UNIT 2 (Term 2 or 4)

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ENJOYABLE EVENTS AT SCHOOL & WHAT IS YOUR HOBBY?

Unit 3 Enjoyable events at school学校のたのしいイベント

Students will learn to talk about:

months and dates

an event that you have planned on a certain date

how you go to places

going from one place to another

Read and write three kanji: 行、見、食

Unit 4 What’s your hobby? しゅみは何ですか。

Students will learn to talk about:

hobbies

how often people do activities

activities you did not do

where you do various activities

Read and write four kanji: 買、休、川、山

COGNITIVE VERBS:

Understand and use kanji appropriately

Distinguish between the names for dates and months

Use and explain sentence structures and particles

Deduce meaning and identify key words in text about school events and hobbies

Discuss and comment on the differences between events at Japanese and Australian schools

Manipulate language to express information about hobbies

WHAT SORT OF CHARACTER IS IT? & FESTIVALS & CELEBRATIONS

Unit 5 What sort of character is it? どんなキャラクターですか。


identify parts of the body

describe people’s physical appearance

discuss your favourite anime and manga

read and write 4 new kanji 目、口、耳、手

distinguish and apply how and when katakana is used

Unit 6 Festivals and celebrations おまつりとおいわい


say happy birthday

talk about what someone gave you

talk about how you celebrate your birthday

discuss what you did on a special occasion

Learn about, compare and contrast between Australia and Japan: o how people celebrate their birthdays in Japan o how people celebrate festivals in Japan specific Japanese festivals

COGNITIVE VERBS:

Create and present a structured written and oral text describing an anime character

Comprehend spoken text to determine meaning

Understand and use appropriately kanji and katakana

Discuss, explore and appreciate Japanese festivals and celebrations


45

TECHNOLOGY – DESIGN & MANUFACTURING

Unit 1

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8

Luminescent Stand

The luminescent stand is a multi-material project that enables students to design their own LED luminescent stand. Students fabricate a timber and sheet metal base, wire up a series of LED lights and design the final acrylic sign that will be illuminated.

UNDERSTANDING:

Students investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions.

SKILLS:

Students develop a design for the acrylic luminescent face.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make their luminescent stand.

Students evaluate design ideas.

Students develop project plans to manage the production processes required.


Describe

Apply

Select


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Carry-All

In the carry-all unit students construct a simple galvanised sheet metal tool carry all. This project introduces them to workshop safety, setting and marking out of a carry-all, basic sheet metal working hand tools and simple construction techniques.

UNDERSTANDING:

Students explain how products, services and environments evolve in the steel industry.

SKILLS:

Students investigate and make judgments on how the characteristics of sheet metals and associated equipment can be combined to create a carry-all.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make the carry-all project.

Develop project plans to manage projects individually.


Apply

USe

Can Crusher

In the can crusher unit students construct a mild steel frame, Zincaneal body and PVC handle can crusher. This activity introduces students to the concept of accurate limits and tolerance in manufacture. They also use lathes for the first time in their study.

UNDERSTANDING:

Students investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a can crusher.

Students evaluate their can crusher.

Students develop project plans to manage the manufacture of the can crusher.


Identify

Camp Stool

This project builds on the student’s repertoire of wood working joints and skills. It is a basic scissor frame with a canvas seat.

SKILLS:

Students develop a project plan to manage themselves and their classmates in producing a camp stool project in a production line fashion.

Work safely on a range of measuring and marking hand tools, cutting and percussion tools.

Students select and use appropriate processes to cut, join and assemble their camp stool.

As a class group students evaluate their camp stool against the design brief given.


Recognise

CO2 Cars

In the CO2 Car challenge students design, race and paint a small balsa wood car. They also develop a design folio before competing against each other.

UNDERSTANDING:

Students investigate and make judgments on how the characteristics and properties of materials and modern manufacturing systems.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to manufacture a CO2 car.

Students critique needs or opportunities to develop a design brief, and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop the CO2 racing car.

Students evaluate their CO2 car.

Students develop project plans using graphical techniques.


Create

Evaluate

Consider

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=characteristics

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=components

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=equipment

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=technologies

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=project





http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=technologies+specialisations










TECHNOLOGY – DESIGN & MANUFACTURING Unit 1 Unit 2 Unit 3

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F1 in Schools

In the F1 in schools competition students form groups of 3 – 5 members and design and manufacture a small F1 car using CAD software and CAM production techniques. They also develop a design folio before entering a world-wide competition run at regional, state and national levels.

UNDERSTANDING: Students investigate and make judgments on how the characteristics and properties of materials and modern manufacturing systems.

SKILLS: Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to manufacture an F1 racing car.

Students critique needs or opportunities to develop a design brief, and investigate and

select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop the F1 racing car.

Students evaluate the F1 car.

Students develop project plans using digital technologies.


Develop Justify

Bridge Building

In the bridge building unit students design and manufacture a bridge in pairs using a given set of materials to specifications. This bridge is then tested. Students will also participate in learning about the forces that enact upon a bridge as part of the unit.

UNDERSTANDING:

Students explain how civil structures such as bridges evolve with consideration of preferred futures and the impact of emerging technologies on design decisions.

Students investigate and make judgments on how the characteristics and properties of

materials, systems, components, tools and equipment used in the construction of structures can be combined to create designed solutions.

SKILLS:

Students develop, modify and communicate design ideas for bridge building by applying design thinking.

Students work flexibly to effectively and safely test, select, justify and use appropriate

technologies and processes to make a bridge.


Examine Evaluate

Hydraulics

In this unit students investigate hydraulic systems. This culminates in them designing and making a simple mechanical arm with hydraulic controls.

UNDERSTANDING: Students critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas

SKILLS: Students develop, modify and communicate design ideas for a hydraulic arm by applying design thinking, creativity, innovation and enterprise skills.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a hydraulic arm.


Investigate Generate


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Marble Roller Coaster

In this unit students learn about the forces that act upon objects through the designing, constructing and testing of a marble roller coaster. They are also make calculations

UNDERSTANDING: Explain how energy appears in different forms including

movement (kinetic energy) and potential energy, and causes change within systems

Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication

Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment

Summarise data, from students’ own investigations and use scientific understanding to identify relationships and draw conclusions.

SKILLS: Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate

UNIT COGNITIVE VERBS: Explain

Develop

Anayse

Honey Bee Hives

In this unit students investigate the world wide issue of colony collapse disorder and discover ways to prevent or reduce this eidemic. This culmintates in them writing an essay on the topic: “Beekeeping has become difficult due to a lack of native plants for forage”, and then collaboratively produce a functioning honey bee hive from plans for a colony of bees to inhabit.

UNDERSTANDING: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.

Analyse how ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems.

Critically analyse the validity of information in secondary by presenting relevant information.

Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment

SKILLS: Communicate scientific ideas and information using appropriate scientific language, conventions and representations.

UNIT COGNITIVE VERBS: Describe

Analyse

Select

Drones

Through coding a drone, students develop a computational way of thinking as coding combines maths, logic and algorithms. Students learn problem-solving skills by taking large problems and breaking them down into smaller, more manageable steps. This increases their analytical and critical thinking abilities.

UNDERSTANDING:

definition and decomposition of complex problems in terms of

functional and non-functional requirements

SKILLS:

Design and evaluation of user experiences and algorithms

Design and implementation of modular programs, including

an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities

Testing and prediction of results and implementation of

digital solutions

Evaluation of information systems and their solutions in

terms of risk, sustainability and potential for innovation and enterprise

UNIT COGNITIVE VERBS: Define

Evaluate

Implement

Weather Station

In this unit students research and investigate meteorological

measurement methods and techniques before desiging, testing and manufacturing their own meteorological device through coding and manufacturing an Arduino weather station.

UNDERSTANDING: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions.

Investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions

SKILLS:

Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas


Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions


Propose Evaluate







http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=preferred+futures





http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=design+thinking





http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=enterprise










47



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I Pod Speaker Case

In the I pod speaker case unit students are introduced to complex electronic circuits and components. They build a circuit for a speaker system and then construct the housing for the circuit before final designing and manufacturing a holder for the devices that the speakers will connect to.

UNDERSTANDING:

Students investigate and make judgments on how the characteristics and properties of timber, electronic components, tools and equipment can be combined to create speaker system.

SKILLS:

Students develop, modify and communicate their design idea for a holder for devices that their speaker will play.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies to manufacture their speakers.

Students evaluate their design ideas.


Identify Explain Create

Personal Case

In the personal case project students develop their skills and processes on constructing timber projects. They design and construct a personal carry case to store personal items in. The final finish of the case is selected and applied by individual students.

UNDERSTANDING:

Students explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make the personal case project.

Students evaluate design ideas recognising the need for sustainability.

Students develop project plans to plan and manage projects individually and collaboratively.

UNIT COGNITIVE VERBS: Use

Select

Coffee Table

In constructing the coffee table project students are again given the opportunity to develop their processing skills to construct a quality piece of furniture.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a coffee table.

Students evaluate design ideas against comprehensive criteria for success recognising the need for sustainability.

Students develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes.

UNIT COGNITIVE VERBS: Interpret

Name

Clock

The clock is the final project that Shop A students construct. As such they are given the freedom to design and develop any style of clock they choose within a set of design constraints.

UNDERSTANDING:

Students critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved.

SKILLS:

Students develop design ideas by applying design thinking to design a clock.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make the clock project.

Students evaluate their design of a clock.

Develop project plans using digital technologies to plan and manage projects individually taking into consideration time, cost, risk and production processes.

UNIT COGNITIVE VERBS: Compare

Demonstrate


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Tool Box

In this tool box unit students develop their material processing skills in the area of sheet metal. They manufacture a quality toolbox from zinc anneal using various mechanical fasteners.

UNDERSTANDING:

Students explain how services in the sheet metal industry evolve with consideration of preferred futures.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make the tool box.

Students evaluate their tool box against comprehensive criteria for success.

UNIT COGNITIVE VERBS: Apply

Develop

Tools

In this unit students design and make their own handtools from a given set of design parameters.

UNDERSTANDING:

Students investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create a tools.

SKILLS:

Students develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise to design a centre punch and scribe.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a junior hacksaw.

Students evaluate the junior hacksaw.

UNIT COGNITIVE VERBS: Model

Use

Camp Shovel

In this unit students fabricate a camp shovel using engineering techniques including cutting, welding, taping and filing.

UNDERSTANDING:

Students investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create a camp shovel.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a camp shovel.

Students evaluate the camp shovel.

Students develop project plans using to plan and manage projects individually.

UNIT COGNITIVE VERBS: Demonstrate

Recall

Wind Shield

In this unit students fabricate a wind shield using sheetmetal working techniques including cutting, folding and hinging.

UNDERSTANDING:

Students investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create a wind shield.

SKILLS:

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a wind shield for a camp cooker.

Students develop project plans using to plan and manage projects individually.

UNIT COGNITIVE VERBS: Investigate

Construct

Select

Justify

Develop










http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=criteria+for+success



























TECHNOLOGY – DESIGN & MANUFACTURING Unit 1 Unit 2 Unit 3 Unit 4

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Sketching / CAD

Students develop sketching skills, modelling skills and CAD / CAM operating skills through a series of classroom activities.

SKILLS:

Students develop, modify and communicate design ideas by applying design thinking skills.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to present a collection of work.


UNIT COGNITIVE VERBS: Communicate

Drones

Students cooperatively design and manufacture an Tri-copter Drone using CAD software and CAM production techniques. They also learn to fly their drone safely following professional standards.

UNDERSTANDING:


SKILLS:

Students critique needs or opportunities to develop a design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a drone.


UNIT COGNITIVE VERBS: Identify

Describe

ROV’s

Students individually design and manufacture an ROV using CAD software and CAM production techniques. They also develop a design folio before testing their ROV in the school pool.

UNDERSTANDING:


SKILLS:


Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a submarine.


Students develop project plans.

UNIT COGNITIVE VERBS: Develop

Evaluate

Design Lamp

In this unit students design a lamp using simple LED lights and various materials. Combined with modern automated manufacturing techniques, students then manufacture their own light.

UNDERSTANDING:

Students critique needs or opportunities to develop a design brief to manufacture a light source.

SKILLS:

Students develop, modify and communicate design ideas for a lamp by applying design thinking skills.

Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a hand held light.

UNIT COGNITIVE VERBS: Design

Create


YE

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10 - S

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Subs in Schools

In the Subs in schools competition students form groups of 3 – 5 members and design and manufacture a submarine using CAD software and CAM production techniques. They also develop a design folio before entering a state-wide competition.

UNDERSTANDING:


SKILLS:


Students work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make a submarine.


Students develop project plans.

UNIT COGNITIVE VERBS: Interpret

Investigate

Reflect on

Disaster Housing

In this unit, students study the effects of disasters on communities and devise ways of alleviating the stress they cause through developing small portable shelters that would meet the needs of displaced community members. They then communicate these designs to others.

UNDERSTANDING:

Students critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved.

SKILLS:

Students develop, modify and communicate design thinking, creativity, innovation and enterprise skills of increasing sophistication.

Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability.

UNIT COGNITIVE VERBS: Model

Represent

Analyse

Smart Recycling

In this unit, students work in groups to code an Arduino unit to sort plastic bottles from aluminium cans and place in the appropriate bin. This is a culminating unit where students use their collaborative skills along with their coding skills developed across the 2 years of studying STEM to design and develop a recycling system that could be used

in their society.

UNDERSTANDING:

Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved

Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions

Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions

SKILLS:


Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions

Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability

Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes

UNIT COGNITIVE VERBS: Develop

Apply




































49

TECHNOLOGY – DESIGN & MANUFACTURING Module 1 Module 2

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Module 1: The building and construction industry — Introduction to safety, production processes and structure quality

This module introduces students to the industry practices and construction processes associated with safety in the building and construction industry. Students develop knowledge of industry practices and construction processes used to create quality structures. Structure quality depends on tradespeople understanding industry-specific skills, procedures, tools, materials and the accurate interpretation of industry-specific technical drawings and information contained in specifications.

Electives:

Carpentry Concreting

Assessment:

1. Project: Form up and lay a small concrete paver (as a base for a wheelie bin or an exterior fire pit) using

specifications from a basic drawing. Product component Written component

2. Examination: Respond to questions about workplace health and safety legislation, and rules and procedures in

building and construction industry workplaces. Short response test

UNIT COGNITIVE VERBS: Construct

Explain

Document

Identify

Organise

Module 2: Communication and teamwork on residential building and construction sites

This module introduces students to the industry practices associated with tradespeople, who work in teams using construction skills and procedures to safely create quality structures from specifications. Students build on prior learning of industry practices and construction processes used in the creation of quality structures

Electives:

Carpentry Tiling

Assessment: 1. Project: In teams, students construct a dog kennel replicating a scale-model house frame to specifications

Product component Written component

2. Practical demonstration: Construct a timber saw horse from predetermined specifications in the form of detailed

plans. (Visual evidence is collected through annotated photographs or teacher observations annotated on the instrument-specific standards.)

Individual response.


Explain

Document

Identify

Organise

Analyse

Evaluate

Module 3 Module 4

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Module 3: Residential homes - Carpentry

This module builds on prior learning of industry practices and construction processes used in the safe creation of quality structures. Trades are sequenced to efficiently and competitively create quality structures using construction processes that recognise industry costs, price, competition and customer expectations of value.

Electives:

Carpentry

Assessment: 1. Project: In teams, construct a cubby house from detailed specifications 'fit for sale' to clients.


2. Examination: Respond to questions about the safe creation of quality structures in the domestic building industry.

Short response test


Explain

Document

Identify

Organise

Plan

Evaluate

Module 4: Simulated residential building and construction site experience

This module builds on prior learning of industry practices and construction processes used in the safe creation of quality structures. Building and construction enterprises are managed by supervisors who monitor the activities of various trades to ensure that structures are constructed safely, meet specifications and maintain a quality that recognises industry costs, price, competition and customer expectations of value.

Electives:

Carpentry Concreting Tiling

Assessment: 1. Project: Students manufacture a small mock wall from set specifications and tile a section of it.

Written component Product component

2. Practical demonstration: Students mix and pour concrete into forms designed to construct a retaining wall.

Evidence will be collected in the form of annotated photo's Individual response


Explain

Document

Identify

Organise

Plan

Evaluate

Analyse

Communicate


TECHNOLOGY – DESIGN & MANUFACTURING Module 1 Module 2

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Module 1: The engineering industry — Introduction to safety, production processes and product quality

This module introduces students to the industry practices and production processes associated with manufacturing enterprises in the engineering industry. Engineering products are created safely at an appropriate quality in recognition of customer expectation of value at a particular price. Product quality depends on tradespeople understanding industry specific skills, procedures, tools, materials and specifications. Students develop knowledge of industry practices and production processes used to create quality products. The accurate interpretation of industry-specific technical drawings and specifications results in quality products.

Electives:

Sheet Metal Working

Assessment:

1. Project: Manufacture a sheet metal toolbox and lid from specifications. Individual response.


2. Examination: Respond to questions about workplace health and safety procedures in engineering workplaces as

well as the use and identification of tools. Short response test


Construct

Explain

Document

Identify

Organise

Module 2: Communication and teamwork in engineering enterprises

This module introduces students to the industry practices associated with tradespeople, who work in teams using production skills and procedures to create quality products from specifications. Students build on prior learning of industry practices and production processes used in the creation of quality products for the engineering industry.

Electives:

Fitting and machining Welding and fabrication

Assessment: 1. Project: In a team, manufacture a Trailer Lock from specifications using a simple production line.


2. Practical demonstration: Manufacture a high pressure nozzle from specifications. (Visual evidence is collected

through annotated photographs or teacher observations annotated on the instrument-specific standards.) Individual response.


Explain

Document

Identify

Organise

Analyse

Evaluate

Module 3 Module 4

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Module 3: Working cooperatively in engineering workplaces

This module builds on prior learning of industry practices and production processes used in the creation of quality products in the manufacturing industry. Engineering enterprises require workers to be effective team members focussed on the safe and efficient creation of quality products. This often takes the form of batch production processes.

Electives:

Fitting and machining Welding and fabrication

Assessment: 1. Project: In teams, manufacture Engineer's Vices from predefined specifications


2. Examination: An examination on basic machine operations, welding and quality procedures.

Short response test


Explain

Document

Identify

Organise

Plan

Evaluate

Module 4: Sheet metal, welding and fabrication enterprise

This module builds on prior learning of industry practices and production processes used in the safe creation of quality products. Products are created at a suitable quality using production processes that recognise industry costs, price, competition and customer expectations of value.

Electives:

Sheet Metal Working Welding and fabrication

Assessment: 1. Project: Individually manufacture a sheet metal camping stove for clients from predefined detailed specifications.


2. Practical demonstration: Manufacture a star picket driver from specifications. (Visual evidence is collected through

annotated photographs or teacher observations annotated on the instrument-specific standards.) Individual Response


Explain

Document

Identify

Organise

Plan

Evaluate

Analyse

Communicate

51


Module 1 Module 2

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Module 1: The manufacturing industry — Introduction to safety, drawing interpretation and quality products

This module introduces students to industry practices and production processes associated with safety in the manufacturing industry. Students develop knowledge of industry practices and production processes used to create quality manufacturing products. The accurate interpretation of industry-specific technical drawings and specifications assists in the creation of quality products.

Electives:

Fitting and machining Welding and fabrication Upholstery

Assessment: 1. Examination: Respond to questions about workplace health and safety legislation, rules and procedures in

manufacturing industry workplaces. Short response test

2. Project: Manufacture a products from specifications that combines metal and upholstery materials. E.g. A Camp

BBQ with a canvas carry case. Product component Written component


Explain

Document

Identify

Organise

Module 2: Working cooperatively in automotive workplaces

This unit introduces students to the industry practices associated with the automotive industry. Automotive enterprises require workers to be effective team members focused on safe and efficient automotive processes.

Electives:

Automotive electrical Automotive mechanical

Assessment: 1. Practical demonstration: Students disassemble a small engine, successfully identify components and reassemble

engine to a functioning state. Individual Response

2. Examination: Students are assessed on their knowledge of automotive electrical components and simple systems.

They are also required to analyse an automotive electrical design problem and apply their knowledge of automotive electrical systems to create a solution.

Short response test


Explain

Document

Identify

Organise

Analyse

Evaluate

Module 3 Module 4

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Module 3: Manufacturing Enterprise - Metal Fabrication

This module builds on prior learning, with a focus on metal fabrication. Product quality depends on tradespeople understanding industry-specific skills, procedures, tools, materials and specifications.

Electives:

Fitting and machining Welding and fabrication Upholstery

Assessment: 1. Project: Students will individually manufacture a workshop creeper along from predefined detailed specifications

combining metal and upholstery materials. Product component Written component

2. Examination: Examination will assess essential fundamental knowledge around engineering fabrication and

production processes. Short response test


Explain

Document

Identify

Organise

Plan

Evaluate

Module 4: Manufacturing enterprise - Automotive

This unit will build upon knowledge of industry practices associated with the automotive industry.

Electives:

Automotive electrical Automotive mechanical

Assessment:

1. Project: Students individually draw up a wiring diagram and assemble a wiring harness for an automotive stereo unit


2. Practical demonstration: Students will perform safety and maintenance checks on a small vehicle including wheels,

tyres, brakes fluids. Individual response


Explain

Document

Identify

Organise

Plan

Evaluate

Analyse

Communicate



Unit 1 Unit 2

YE

AR

11 - D

ES

IGN

Unit 1: Design in Practise

In Unit 1, students learn about and experience designing in the context of design in practice. Fundamental to design in practice is the principle that design is a purposeful process undertaken by design professionals in response to identified needs, wants and opportunities. Students are introduced to the breadth of design professions, the design process and how designs of the past inform contemporary design practice. Students will experience design directly as they respond to teacher-directed, open-ended, well-defined design problems.

Topics:

In Topic 1: Experiencing design, the teacher will provide well-constrained problems that introduce students to the develop phase of the design process. Students learn to devise ideas and apply drawing and physical low-fidelity prototyping skills used by designers.

In Topic 2: Design process, students are introduced to the importance of defining problems, writing design briefs and criteria. They gain a deeper experience of the nature and complexity of design problems, how designers work and the importance of users as stakeholders in the design process. Students will devise ideas using thinking strategies and apply digital low-fidelity prototyping skills (interactive or sequential).

In Topic 3: Design styles, students engage with a more comprehensive design process that includes the explore phase and the influence of stakeholders. They will explore how the elements and principles of visual communication have been used to create the design styles of past designers. Illustration sketches are introduced and the importance of documenting the design process.

Assessment:

Examination Folio

UNIT COGNITIVE VERBS: Devise Ideas

Design

Apply

Construct

Define

Explore

Communicate

Illustrate

Unit 2: Commercial Design

In Unit 2, students will learn about and experience designing in the context of commercial design. Fundamental to commercial design is the principle that design is a commercial endeavour that requires designers to respond to the needs and wants of clients.

Topics:

In Topic 1: Explore — client needs and wants, students investigate the commercial nature of design when designing for a client. They examine how designers influence and are influenced by economics, society and culture.

In Topic 2: Develop — collaborative design, students use a collaborative design approach to develop design proposals for clients in consideration of economic, social and cultural factors. Students experience how designers work collaboratively in teams and the advantages of multiple perspectives on design problems. Students will learn to communicate design proposals to a virtual or live audience in the form of a pitch. The unit provides additional opportunities for students to develop drawing and low-fidelity prototyping skills as they select the most appropriate techniques to represent their ideas and design concepts.

Assessment:

Folio Examination

UNIT COGNITIVE VERBS: Investigate

Examine

Design

Collaborate

Develop

Communicate

Select

Unit 3 Unit 4

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Unit 3: Human-Centred Design

In Unit 3, students learn about and experience designing in the context of human-centred design (HCD). Fundamental to HCD is the principle that a designer considers human needs and wants as a higher priority than other influences throughout the design process. The success of a design depends on effectively considering the attitudes, expectations, motivations and experiences of humans. Designers use observations, interviews and experiences to acquire data about people and seek to avoid making assumptions about their needs and wants.

Topic:

In Topic 1: Designing with empathy, students will use designing with empathy as an approach to define problems by understanding and experiencing the needs and wants of stakeholders. Students interact with stakeholders throughout the process. Ideas and design concepts are evaluated throughout the process using feedback from stakeholders to determine suitability.

Assessment:

Examination Folio

UNIT COGNITIVE VERBS: Design

Define

Interact

Evaluate

Generate

Unit 4: Sustainable Design

In Unit 4, students learn about and experience designing in the context of sustainable design. Fundamental to sustainable design is the principle that designers should create new designs that can be supported indefinitely in terms of their economic, social and ecological impact on the wellbeing of humans.

Topics:

In Topic 1: Explore — sustainable design opportunities, students explore how designers identify design opportunities without working from a brief provided by stakeholders. Where Unit 3 focused on working closely with people to meet their needs and wants, this topic explores how stakeholders are encouraged to accept a designed solution they did not realise they needed prior to its development. Students learn that designers influence and are influenced by sustainability. They identify and investigate opportunities to redesign products, services or environments to improve their sustainability.

In Topic 2: Develop — redesign, students will use a redesigning approach to develop ideas and design concepts in response to opportunities identified in Topic 1. This includes applying circular design methods to improve the sustainability of their designs. Students will communicate the sustainable attributes of design concepts to stakeholders and the opportunities that they represent.

Assessment:

Folio Examination

UNIT COGNITIVE VERBS: Explore

Identify

Design

Communicate

53

TECHNOLOGY – DESIGN & MANUFACTURING Unit 1 Unit 2

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Unit 1: Engineering fundamentals and society

In Unit 1, students learn about engineering’s role in solving global and local societal problems in order to improve the human

condition. Students are introduced to the problem-solving process in Engineering. They learn how to use their knowledge of

fundamental mechanics and materials science concepts and principles to solve problems in ways that meet human needs

while considering the economic, social, ethical, legal and environmental impacts of their solutions. Students explore the

history of engineering, including ancient Egyptian, Grecian and Roman structures, to gain an appreciation for the role played

by engineering in the shaping of contemporary and future societies. Students engage in practical engineering activities to

learn that engineering is an applied practical discipline that uses science and mathematics concepts and principles to solve

real-world problems. Students are introduced to engineering drawings that communicate ideas to a technical and non-

technical audience. Students participate in a range of individual and collaborative group activities, including those associated

with material and process testing, analysis of the forces acting on basic structures, and problem-solving.

Topics:

Topic 1: Engineering history

Topic 2: The problem solving process in engineering

Topic 3: Engineering communication

Topic 4: Introduction to engineering mechanics

Topic 5: Introduction to engineering materials

Assessment:

Examination Folio


Explore

Investigate

Calculate

Test

Research

Communicate

Unit 2: Emerging technologies

In Unit 2, students explore the needs of contemporary and future societies. Students investigate the emergence of new materials, processes and machines developed to solve problems in relation to rapidly evolving needs. This unit builds on the knowledge gained in the previous unit and reinforces engineering’s role in solving global and local societal problems in order to improve the human condition. Students use their knowledge of mechanics, materials science and control technologies to solve problems in ways that meet contemporary and future human needs while considering the social, economic, ethical, legal and environmental impacts of their solutions. Students investigate new and emerging technologies in relation to engineering fields including biomedical, aerospace, energy and electrical. They engage in practical engineering activities using the knowledge gained in this unit to solve real-world problems. Students participate in a range of individual and collaborative group activities including those associated with advanced materials, health, renewable energy, autonomous vehicles and robotics.

Topics:

Topic 1: Emerging needs

Topic 2: Emerging processes and machinery

Topic 3: Emerging materials

Topic 4: Exploring autonomy

Assessment:

Examination Folio


Solve

Investigate

Consider

Engage

Solve

Collaborate

Construct

Unit 3 Unit 4

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Unit 3: Statics of structures and environmental considerations

In Unit 3, students learn about engineering’s role in solving global and local societal problems to improve the human

condition. Students investigate civil structures to examine the benefits and the social and environmental consequences of

their construction and use. Students engage in practical engineering activities to learn that engineering is an applied practical

discipline that uses science and mathematics concepts and principles to solve real-world problems. Students participate in a

range of individual and collaborative group activities, including those associated with material and process testing, and

analysis of the forces acting on structures. Students investigate the difficulties involved in engineering solutions for

communities where environmental extremes must be considered, including those associated with intense cold and heat,

storms, drought or flood.

Topics:

Topic 1: Application of the problem solving process in engineering

Topic 2: Civil structures and the environment

Topic 3: Civil structures, materials and forces

Assessment:

Examination Folio

UNIT COGNITIVE VERBS: Explore

Investigate

Calculate

Test

Research

Communicate

Unit 4: Machines and mechanisms

In Unit 4, students extend their knowledge of Units 1, 2 and 3 to develop an understanding of dynamics through machines and mechanisms, including the uniform accelerated motion of objects in one dimension, apparent weight, and motion on an inclined plane. They examine the effect of frictional forces on the motion of objects. Students investigate the functional requirements of machines and mechanisms and establish a working knowledge of their operation in real-world contexts. They differentiate between the properties of materials used in the manufacture of machines and mechanisms in engineering fields such as mechanical, electrical, biomedical and mechatronics.

In this culminating unit, students apply the knowledge gained in previous units to solve problems in ways that meet human needs while considering the social, ethical, economic and environmental impacts of their solutions. Students engage in practical engineering activities to learn that engineering is an applied practical discipline that uses science and mathematics concepts and principles to solve real-world problems. Students participate in a range of individual and collaborative group activities, including those associated with material and process testing and analysis of the forces acting on machines and mechanisms.

Topics:

Topic 1: Machines in society

Topic 2: Materials

Topic 3: Machine control

Assessment:

Examination Folio

UNIT COGNITIVE VERBS: Solve

Investigate

Consider

Engage

Solve

Collaborate

Construct


TECHNOLOGY – DIGITAL

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Unit 1 – User Interface Design (10 weeks)

Students will:

Incorporate user interface design into their designs

Implement their digital solutions, using a text-based program.

Explain how information systems and their solutions meet needs and consider sustainability.

Manage, creation and communication ideas and information in collaborative digital projects

Validated data and agreed protocols

Investigate coding concepts such as variables, branching, strings, data type etc.


o analyse

o apply

o communicate

o create

o evaluate

o explore

o generate

o identify

o interactive

o investigate

o program

o recognise

o symbolise

o test

o understand

55


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Unit 1 – Investigating Computers Unit 2 – Representing Data Unit 3 – Investigating Web Design Unit 4 – Code Development

Investigating Hardware

Explain how an operating system manages the relationship between hardware, applications and system software

identify hardware components (external)

identify hardware components (internal)

Identify Operating Systems

Explaining operating system start-ups

Parts of a computer

Input vs Output

Produce a glossary of computer parts

Student centred – continue with glossary of parts

Investigating Software

MS Word formatting

Using digital imaging application

Vector vs raster images

Lossy vs lossless

Client’s Requirements- Spreadsheet Skill sets

Introduce Tom’s Computer Store solution

Setting up the spreadsheet

Inserting images

Formatting cells

Using formulae (sum, max, min, if, etc.)

Linking cells and worksheets

Calculating GST

My Shoe Store assignment


analyse

apply

communicate

create

evaluate

explore

generate

identify

interactive

investigate

program

recognise

symbolise

test

understand

How data is represented and presented

How to source data

What is data?

Validating data

Storing and securing data

Look at statistics (State of Origin)

Look at tables

Look at databases

Using Excel as a database

Formatting Excel

Formulae

Graphs etc.

Representing Data

Introducing infographic

Using Photoshop to create infographics

Developing an interface

Automating with VBA

Operators

Variables

Conditionals


analyse

apply

communicate

create

evaluate

explore

generate

identify

interactive

investigate

program

recognise

symbolise

test

understand

How web sites are made

examining existing web sites

Identify the features of a web site

Trends in web site layouts

Client side verses server side

Exploring and evaluating examples of solutions developed using big data, for example meteorology, transportation, government etc.

Create a digital solution where:

Collect, manage and analyse data from a range of sources to meet client requirements including privacy and security

Apply computational thinking skills including abstraction and specification to address complex problems

Design a user experience of a solution for a data driven web app using storyboards and mock-ups

Use flowcharts and pseudo code to design algorithms and validate them through tracing and test cases

apply scripting languages (HTML5 & CSS3) and object-oriented programming language (JavaScript-jQuery) to implement interactive features

plan and manage a client based project using the agile software development cycle evaluate product to client’s expectations


analyse

apply

communicate

create

evaluate

explore

generate

identify

interactive

investigate

program

recognise

symbolise

test

understand

Investigating coding:

Investigate OOP

Branching

Iteration

Functions

Strings

Variable types

Investigating and evaluate IDE such as

Adobe Animate

Microsoft Visual Studio

Unity

Other

Create a folio of work to demonstrate

Planning

Analysing and researching

Generating individual Interactive tasks

Coding skills


analyse

apply

communicate

create

evaluate

explore

generate

identify

interactive

investigate

program

recognise

symbolise

DIGItest

understand



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Unit 1 – Introduction to Programming Unit 2 – Intro to Programming - Robotics Unit 3 – Programming – Web Development Unit 4 – Integrated Project

Code Development – further studies Students will investigate programming and write

algorithms to learn coding concepts.(Visual Basic, Python & ActionScript)

Algorithms, Pseudo-coding, statements, expressions, objects, methods, event handling, conditionals, variables, loops


o analyse

o apply

o communicate

o create

o evaluate

o explore

o generate

o identify

o interactive

o investigate

o program

o recognise

o symbolise

o test

o understand

Students will investigate programming and write algorithms to learn coding concepts.

Algorithms, Pseudo-coding, statements, expressions, objects, methods, event handling, conditionals, variables, loops

using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning

using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution

testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made


o analyse

o apply

o communicate

o create

o evaluate

o explore

o generate

o identify

o interactive

o investigate

o program

o recognise

o symbolise

o test

o understand

In this unit students will use mark-up language and style

sheets to design and create a prototype data driven web

app to solve an identified problem, for example, an app to

locate the best surfing spots in Queensland. Learning

opportunities will include:

examining existing apps

exploring and evaluating examples of solutions developed using big data, for example meteorology,

transportation, government etc.

Students will apply a range of skills and processes when

creating digital solutions. They will:

Transmit data over a network securely

collect, manage and analyse data from a range of sources to meet client requirements including privacy and security

apply computational thinking skills including abstraction and specification to address complex problems

design a user experience of a solution for a data driven web app using storyboards and mock-ups

use flowcharts and pseudo code to design algorithms and validate them through tracing and test cases

apply scripting languages (HTML5 & CSS3) and object-

oriented programming language (JavaScript-jQuery) to

implement interactive features

plan and manage a client based project using the agile

software development cycle evaluate product to client’s

expectations


o

o

Students will apply their knowledge and understanding of programming to produce a product of choice for a client or for an application to assist people.

Develop a game in a language of choice to complement the product students are designing and developing

Plan using Gantt chart and/or storyboards, research

data for graphics, prototype.


o analyse

o apply

o communicate

o create

o evaluate

o explore

o generate

o identify

o interactive

o investigate

o program

o recognise

o symbolise

o test

o understand

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Semester 1 – Graphic Design Semester 2 – Animation Semester 3 – Mobile Technology Semester 4 – Web Development

Students will cover …

Theory and Techniques

Image composition

File management, graphic formats, sizes, naming conventions and resolutions

Trends in IT

Graphic design: CARP design principles, typographical principles and techniques

Principles and Elements of Design

Copyrights in IT/Licensing agreements

Legalities of downloading

Problem solving Process

Meet the needs of the client by following the DDE cycle

Project management

Functions of project management

Gantt Charts

Maintain working journal

Client Relationships

Analyse client needs

Design questions and obtain information

Responding to client evaluation and feedback

Advise clients on copyright/IP issues

Social and Ethical Issues

Copy right issues

Analyse client’s brief on ethical issues


analyse

apply

communicate

create

develop

generate

identify

investigate

program

recognise

symbolise

understand

Students will cover …

Theory and Techniques

Principles of design/Elements of design

Principles of animation

Image manipulation/file formats

Advanced features of Flash/Fireworks

ActionScript

current trends and developments in IT Problem solving Process

Follow DDE cycle to meet clients’ needs

Develop independent problem solving strategies Project management

Develop team approach to complete project

Maintain journal

Identify project phases

Develop interpersonal skills in teamwork

Use project management software to prepare a timeline and Gantt chart, and track human resources and associated costs


Analyse clients’ needs

Use questioning and active listening techniques to convey and clarify information

Incorporate communication strategies that meet client expectations

Use techniques for obtaining and responding to client evaluation and feedback


Copyright issues

intellectual property

Disaster recovery planning

globalisation UNIT COGNITIVE VERBS:

analyse

apply

communicate

create

determine

develop

evaluate

generate

identify

interactive

investigate

program

recognise

symbolise

test

understand

Students will cover … Theory and Techniques

Applications

Operating systems

interface design

location awareness

social networking

augmented reality

Mobile devices

Devices as a learning tool

App writing (extension) Problem solving Process

Follow DDE cycle to meet client needs.

Evaluation (CIPP Model) Project management


Influences of internal and external environments

Client Relationships Client Relationships

client needs analysis

User and technical documentation

contractual obligations between client and developer


digital rights management and copyright

intellectual property

safety and privacy

piracy issues

accessibility issues

historical and current trends in IT

. UNIT COGNITIVE VERBS:

analyse

apply

communicate

create

evaluate

explore

generate

identify

interactive

investigate

program

recognise

symbolise

test

understand

Students will cover … Theory and Techniques

Web design (Storyboarding, project planning)

Optimising text, images, animation for website

Research methodologies

Trends in web design

File management and naming conventions

HTML scripts (plus JavaScript)

The differences between text editors and WYSIWIG software

Breadcrumbs, wire frame

The use of templates to streamline the development of the website

The use of cascading style sheets Problem solving Process

Research tools for web (servers, browsers, platforms etc.)


Evaluation (CIPP Model) Project management

Project management considerations including scope, time, cost, quality, risk, human resources, physical resources and other constraints

Project planning, e.g. preparation of a project development plan, team dynamics, including features of an effective team, team structure, roles and responsibilities.


Client needs analysis

Negotiation skills

Questioning and active listening techniques for conveying and clarifying information

Techniques for obtaining and responding to client evaluation and feedback

User and technical documentation

Developing communication strategies that meet client expectations

Contractual obligations between client and developer.


System security issues

Digital rights management and copyright

Intellectual property

Safety and privacy

Piracy issues

Accessibility issues

. UNIT COGNITIVE VERBS: o analyse o apply o communicate o create o evaluate o explore o generate o identify o interactive o investigate o program o recognise o symbolise o test o understand



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Semester 1 – Creating with Code Semester 2 – Application & Data Solutions Semester 3 – Digital Innovation Semester 4 – Digital Impacts

Students will …

Explore the creative and technical aspects of developing interactive digital solutions.

Investigate algorithms, programming features and useability principles to generate small interactive solutions using programming tools and gain a practical understanding of programming features.

Explore existing and developing trends involving digital technologies

UNIT COGNITIVE VERBS: o analyse o apply o communicate o create o evaluate o explore o generate o identify o interactive o investigate o program o recognise o symbolise o test o understand

Students will …

Optimise a given database and use programming skills acquired in Unit 1 to write procedural text-based code to generate a solution that interacts with an existing database via structured query language (SQL).

Plan, develop and generate the interface and code to enable the user to insert, update, retrieve and delete data using an existing database via SQL.

Prior to inserting the data, the system will validate the data being entered to ensure its integrity and reliability for use and storage.

Retrieved data will be displayed to the user in an appropriate format, such as text or a symbolic visual form. organisational and government

Understand the structure of a database, along with how primary and foreign keys and data types affect the performance of the database.

Evaluate the security, privacy and ethical effects of storing data in databases from individual, perspectives.

UNIT COGNITIVE VERBS: o analyse o apply o communicate o decide o determine o evaluate o explain o explore o generate o identify o interpret o recognise o symbolise o understand

Students are required to…

Engage with and learn subject matter through the use of the various phases of the problem-solving process in Digital Solutions.

Analyse the requirements of particular groups of people, and use knowledge and skills of problem-solving, computational, design and systems thinking.

Determine data requirements and use available resources to create prototyped digital solutions by programming and developing user interfaces to improve user experiences.

Students will do this through one of the technology contexts: web or mobile applications, interactive media, or intelligent systems (which use microcontrollers, sensing or control boards).

UNIT COGNITIVE VERBS: o analyse o apply o appraise o communicate o demonstrate o determine o evaluate o explore o generate o justify o observe o recognise o symbolise o synthesise o understand

Students will…

Learn how data is shared in both local and global contexts, particularly

How digital solutions are increasingly required to exchange data securely and efficiently.

Understand elements of cybersecurity by exploring the conditions, environment and methods for enabling data to flow between different digital systems.

Analyse data privacy and data integrity risks associated with transferring data between applications

Evaluate the personal, social and economic impacts associated with the use and availability of both public and private data.

Develop an application that simulates the exchange of data between two applications.

UNIT COGNITIVE VERBS: o analyse o describe o develop o evaluate o explain o generate o recognise o symbolise o understand

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Semester 1 – Exploring Mobile Applications Semester 2 – Exploring Mobile Applications Semester 3 – Graphic Design Semester 4 – Presenting Me

Students will …

compare and contrast Android and iOS operating systems from app development to

Compare online data management and communications methods

Explore the common interface features and other specific techniques within each system while

Identify the different purposes and functions of apps.

Gaming beta Students will …

Develop a simple game using object-oriented programming game-development software such as ActionScript 3, Python 3, and JavaScript or C #.

Develop a user interface, an explanation of how to play, and user support systems.

Identify safe use of hardware and investigation of gamer health and safety

Focus on the development of a more advanced game using object-oriented programming game development software

Conduct alpha and beta testing.

Demonstrate how to give and use feedback to improve their games


analyse

apply

communicate

create

evaluate

explore

generate

identify

interactive

investigate

program

recognise

symbolise

test

understand

Students will …

Focus on the development of a more advanced game using object-oriented programming game development software

Conduct alpha and beta testing.

Demonstrate how to give and use feedback to improve an existing product.

UNIT COGNITIVE VERBS: o analyse o apply o communicate o decide o determine o evaluate o explain o explore o generate o identify o interpret o recognise o symbolise o understand

Students will …

graphic image manipulation technologies

Hardware used for capture, and software used for post-capture manipulation of images.

Emerging technologies and ethical use of images, data backup and health and safety aspects of technology

Managing online communication and social media.

Safety and communication etiquette in establishing an online presence

Ethical use of current and emerging software technologies for the online management of personal data.

Develop webpages that include images, text, video and animations using HTML5 and CSS3.

Examine ethical and copyright issues in the use of data, images, video and animations

Investigate CDNs such as Bootstrap and jQuery

Examine web data and file management and includes

Graphic design —Webpage

Students will

Develop webpages that include images, text, video and animations.

Examine web data and file management and includes ethical and copyright issues in the use of data, images, video and animations.

UNIT COGNITIVE VERBS: o analyse o apply o appraise o communicate o demonstrate o determine o evaluate o explore o generate o justify o observe o recognise o symbolise o synthesise o understand

Students will …

Focuses on the development of a personal digital presence online.

Produce a web resume, including video, images and text.

Use appropriate software and hardware and follow practices to ensure ethical use, security and safety of the user.

UNIT COGNITIVE VERBS: o analyse o describe o develop o evaluate o explain o generate o recognise o symbolise o understand


TECHNOLOGY – BUSINESS Unit 1 Unit 2 Unit 3 Unit 4

YE

AR

8 - B

ST

BUSINESS – File management & computer usage policy

Students are able to organise computer files in order to be more productive and store files in a way that makes it simple and straightforward to retrieve.

Students know and understand the process of naming, storing and retrieving files in an organised way is the basis of file management. Students are made aware of the MNSHS computer usage policy.

Develop a file management system where files are organised by category, use short file names, limited use of sub-folders, different ways to view files, jump lists, archiving, deleting, and using cloud-based applications for storing files including syncing files to the cloud. MNSHS computer usage policy, self-management.


comprehend

demonstrate

apply

categorise

develop

modify

BUSINESS – Advanced word-processing and Excel

Students are able to select resources, tools and techniques to make products that meet detailed specifications and plan & refine production procedures for efficiency. They are able to evaluate the suitability of products and processes against criteria and recommend improvements.

Students know and understand new products are designed & developed to meet changing needs and wants of intended audiences and these products are influenced by aspects of appropriateness and constraints.

Display techniques, formatting, proofreading, research techniques, copyright, spreadsheeting including charts.


demonstrate

select

apply

identify errors/problems

create

manipulate

BUSINESS – Email

Students are able to select resources, tools and techniques to create emails to meet the changing needs and wants of intended audiences.

Students know and understand how to use an email program effectively and apply email etiquette.

Webmail, attachments, choosing a clear subject, organising emails, delivery requests, including a signature, professional salutations, cultural differences and proofreading for grammatical errors etc.


comprehend

demonstrate

apply

categorise

create

modify

BUSINESS – Report display techniques

Students are able to select resources & techniques to make products that meet detailed specifications and evaluate the suitability of products & processes against criteria and recommend improvements.

Students know and understand new products are developed to meet changing needs and wants of intended audiences and these products are influenced by aspects of appropriateness and predetermined standards.

Report display including generating a table of contents, headings, formatting, recording references, page breaks, page numbering, creating graphs.


Demonstrate

Select

Apply

Identify errors/problems

Create

manipulate


YE

AR

9 - B

ST

BST- Financial responsibilities, risks and rewards

Students are able to investigate what strategies can be used to manage financial risks and rewards. They will also learn the responsibilities of participants in the workplace and why these responsibilities are important.

Students know and understand how to develop and apply enterprising behaviours and capabilities, skills of inquiry to investigate a economic or business issue. The economic or business issue will enable students to explain why and how people manage financial risks and rewards in the current Australian and global financial landscape and examine the changing roles and responsibilities of participants in the global workplace.

explore online banking, investment risk, financial scams, using cost-benefit analysis


comprehend

understand

determine

explore

investigate

justify

BST – Practical Accounting – transactions and general journal

Students are able to record financial information for personal and professional purposes.

Students know and understand the nature & groups of accounts, accounting concepts and transactions.

Transaction tables and GJ entries


calculate

demonstrate

apply

classify

categorise

solve

BST – Practical Accounting – ledger to trial balance

Students are able to record financial information for personal & professional purposes.

Students know and understand the essential theory of double-entry accounting and put it into practice through a range of graded exercises

GJ entries, ledger, chart of accounts, trial balance


calculate

demonstrate

apply

classify

categorise

solve

BST – Excel – spreadsheeting and charts

Students are able to use a spreadsheeting program to store and retrieve numerical data.

Students know and understand Excel is used to enter, calculate and analyse financial data. Excel’s graphing capabilities enables students to organise and structure data about all sorts of business processes.

Excel


demonstrate

identify

apply

consider

create

manipulate

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TECHNOLOGY – BUSINESS Unit 1 Unit 2 Unit 3 Unit 4

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Competing as a business in the global economy

Students are able to investigate how participants in the global economy interact and does creating a competitive advantage benefit business.

Students know and understand how to develop and apply enterprising behaviours and capabilities and skills of inquiry, to investigate an economics or business issue. The economic or business issue investigated will enable students to explain the role of the Australian economy in allocating and distributing resources within the broader Asia and global economy; analyse why and how participants in the global community are dependent on each other; explain why and how businesses seek to create and maintain a competitive advantage in the global market.

competitive advantage, role of TNCs, export of locally-made products


comprehend

understand

analyse


explore

investigate

Practical Accounting – Statement of Profit or Loss and

Statement of Financial Position

Students are able to record financial information for personal and professional purposes.

Students know and understand the essential theory of double-entry accounting and put it into practice through a range of graded exercises.

groups of accounts, accounting concepts


understand identify apply classify create solve

Major consumer decisions and business productivity

Students are able to investigate how governments, businesses and individuals respond to changing economic conditions. Students will be able to explain the ways businesses can improve productivity through organisational and workforce management.

Students know and understand how to develop and apply enterprising behaviours to investigate an economic or business problem. The economic or business problem will enable students to analyse the factors that influence major consumer and financial decisions and the short and long-term consequences of such decisions.

changing economic conditions, ageing population, rapidly advancing technology, shift to clean energy as a result of climate change


comprehend

understand

analyse


explore

investigate

Practical Accounting - MYOB

Students are able to record financial information for personal & professional purposes.

Students know and understand the essential theory of double-entry accounting and put it into practice through the use of an integrated accounting package.

MYOB


understand

identify

apply

classify

manipulate

solve

SEMESTER 3 SEMESTER 4

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Students learn to understand the processes involved in generating, recording, classifying, analysing, interpreting and reporting accounting information as a basis for planning, control and effective decision making.

ES5 Accounting for Non-Current Assets, CS3 Integrated Accounting Package and CS4 Budgeting


calculate

comprehend

explain

analyse

interpret

evaluate

justify

Students learn to understand the processes involved in generating, recording, classifying, analysing, interpreting and reporting accounting information as a basis for planning, control and effective decision making.

ES9 Analysis Financial Reports, ES11 Cash Flow Statement and ES13 Personal Financing & Investing


calculate

comprehend

explain

analyse

interpret

evaluate

justify

Certificate Description Hyperlink

CE

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E II IN

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B2

011

5

Core Competency

BSBWHS201 Contribute to Health & Safety of Self & Others

Elective Competencies

BSBITU201 Produce simple word processed documents

BSBWOR202 Organise & complete daily work activities

BSBWOR204 Use business technology

BSBITU303 Design & produce text documents

BSBITU203 Communicate Electronically

BSBITU202 Create & use spreadsheets

BSBWOR203 Work effectively with others

BSBCMM201 Communicate in the workplace

BSBITU301 Create & use databases

BSBINM201 Process & maintain workplace information

BSBSUS201 Participate in environmentally sustainable work practices

This qualification reflects the role of individuals who perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context, working under direct supervision.

..\..\..\VET\CERT II in BUSINESS_BSB20115 STUDENT PROFILE.doc YEAR 12s_2019 ..\..\..\VET\2019_Y11_CERT II in BUSINESS_BSB20115 STUDENT PROFILE.doc Year 11s_2019


TECHNOLOGY – BUSINESS

UNIT 1 UNIT 2 UNIT 3 UNIT 4

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Unit 1: Real-world accounting

Students consider real-world applications of accounting to develop an understanding of the role, purpose and uses of accounting. They are introduced to accounting concept through the analysis of financial statements for companies. Double entry accounting principles are applied to record and process cash and some basic credit transactions for sole trader service businesses. Students implement end-of-month processes to produce simple financial statements. Profitability is analysed and evaluated to inform potential investors and business owners about how the business has performed. Computerised accounting processes are introduced using MYOB to record and process transactions, and generate reports and financial statements.

Topic 1: Accounting for a service business – cash, accounts receivable, accounts payable and no GST

Topic 2: End-of-month reporting for a service business


comprehend apply analyse interpret evaluate create communicate

Unit 2: Management effectiveness

Students explore how accounting information is used to effectively manage the finances for a business. The accounting process is applied to record and process transactions and accounts for a sole trader trading GST business. GST and credit transactions are introduced for purchasing inventories from accounts payable and selling inventories to accounts receivable. Accrual accounting principles and processes are applied to prepare balance day adjustments (no calculations) at the end of year to determine profit or loss and net worth in the financial statements. The use of a computerised accounting package and spreadsheet software provides students with an authentic application of processes. Students explore the implementation of internal controls in the accounting process to secure inventories and effectively manage credit accounts, and communicate their decisions and recommendations to internal users.

Topic 1: Accounting for a trading GST business

Topic 2: End-of-year reporting for a trading GST business


comprehend apply analyse interpret evaluate synthesise solve create communicate

Unit 3: Monitoring a business

Students manage the resources of a sole trader trading GST business including accounts receivable, non-current assets and technology. Double entry and accrual accounting principles are applied to record non-current assets (purchase, depreciation and disposal) and accounts receivable (bad debts and doubtful debts) in the life of the business. Fully classified financial statements are produced to report comprehensively on the performance of a sole trader trading GST business. The use of spreadsheet software provides opportunity for the authentic application of spreadsheet features and spreadsheet functions in accounting contexts. Students explore how administrative and accounting controls can be used effectively to protect and maintain the resources of a business.

Topic 1: Managing resources for a trading GST business

Topic 2: Fully classified financial statement reporting for a trading GST business



Unit 4: Accounting – the big picture

Students connect the relationship between the financial statements (reporting on past performance) and the cash budget (projecting for the future) and their importance in the financial management of a business. This unit brings together the complete process of preparing the financial statements for a sole trader trading GST business, the preparation of the cash budget using a spreadsheet, and an analysis of the financial statements (Statement of Profit or Loss, Statement of Financial Position and Statement of Cash Flows). Ratios are calculated and questions are asked about the various elements that make up these financial statements in order to make decisions about the business. Making links to Unit 1, students examine external financial statements, calculate a range of ratios and compare these ratios with past performance and industry benchmarks in order to determine how a public company is performing and make decisions for stakeholders about the results.

Topic 1: Cash management

Topic 2: Complete accounting process for a trading GST business

Topic 3: Performance analysis of a public company



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TECHNOLOGY – HOME ECONOMICS / HOSPITALITY / CHILDCARE

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Unit 1 – Food, Nutrition & Health (10 weeks)

UNIT: Food and Nutrition

In this unit students will learn:

The Australian Guide to Health Eating – food groups, serving sizes, nutrients

A range a practical cookery skills and techniques by preparing a variety of recipes

Kitchen safety and hygiene

Team work

Healthy living concepts

Importance of meals specifically breakfast in the written assignment

Importance of physical activity and overall health and wellbeing

Evaluation and reflection techniques


o apply

o communicate

o evaluate

o generate

o reflect on

YE

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Unit 1 – Design in Home Economics (10 weeks)

In year 8, students study Home Economics (technology) for one term, the focus of the unit is on the design process related to the food and textiles and clothing industries.

In this unit students will learn about:

The Design process

Fashion and textiles history

Simple hand sewing techniques

A range of practical cookery skills and techniques by preparing a variety of recipes

Kitchen safety and hygiene

Nutrition and health (portions and energy in/energy out)

Team work

Evaluation and reflection techniques


o apply

o communicate

o evaluate

o generate

o reflect on

o design



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Unit 1 – Nutrition the Building Blocks Unit 2 – Food on a Budget


Identify the Relationship between food, health and wellbeing

Classify and analyse Dimensions of health

Australian Guide to Healthy Eating

Australian Dietary Guidelines

Nutrition

Nutrients (sources, functions, deficiencies)

Range of practical cookery skills and methods – and be able to demonstrate in practical lessons

Hygienic and safe practices

Influences on food choices

Recipes and work plans/design brief


o apply

o communicate

o evaluate

o generate

o reflect on

o design

In this unit, students learn about :

Making food choices and influences on food choices

Nutrition on a budget

Budget meals

Generic vs brands tested

Staple foods and diets

The design process

Range of practical cookery skills and methods – and be able to demonstrate in practical lessons

Hygienic and safe practices

Reflection and evaluation


o apply

o communicate

o evaluate

o generate

o reflect on

o design

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Unit 1 – Nuts About Nutrition / Techno Food Unit 2 – Make a Meal of It


Practice and develop a range of practical cookery skills

Work in a team to achieve successful outcomes in all practical cookery lessons

Study nutrition – AGHE, Dietary guidelines, nutrients, adolescent requirements

Analyse food selection models

Apply and describe food techonolgy/science (eg. caramelisation, browning, destrinisation)

Develop the ability to identitfy the food science in specific recipes

Participate in food sensory analysis UNIT COGNITIVE VERBS:

o apply o communicate o evaluate o generate o design o test o make decisions


Practice and develop a range of practical cookery skills

Work in a team to achieve successful outcomes in all practical cookery lessons

Identify meals – breakfast, lunch, dinner – what should be considered when making choices

Consider meal consumption and adolescence (eg. statistics show that it is common for teens to skip meals)

Identify balanced meals

Introduction to Hospitality and food service UNIT COGNITIVE VERBS:

o apply o communicate o evaluate o generate o reflect on o design o make decisions

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Unit 1 – Food Science of Vitamins, Minerals & Protein Unit 2 – Food Drivers & Emerging Trends Unit 3 – Food Science of Carbohydrate & Fat Unit 4 – Food Solution Development for Nutrition

Consumer Markets

Students explore sectors of the food system and the nutrients that make up our food. They explore fundamentals of food science through practical investigation of the nutritional and scientific properties of vitamins, minerals and protein in foods. Students use the Food & Nutrition problem-solving process to build knowledge and develop and test ideas using a range of experimental techniques to create solutions. Students solve problems for consumer markets by defining and analysing the problem, developing ideas, and generating and evaluating a solution.

In Topic 1, students identify and understand relevant sectors of the food system and how food is developed, produced, processed, transported, stored and distributed. They become aware of the nutrients found in food, and their functions, sources and recommended values to support health. In Topic 2, students explore, through experimentation, how processing and preservation techniques affect the bioavailability of vitamins and minerals. Topic 3 provides students with the opportunity to discover, through experimentation, how protein-based food interacts with temperature and physical manipulation to produce nutritional food products. In Topic 4, students have the opportunity to solve a problem related to the formulation of a food solution using the chemical, functional and nutritional properties of vitamins, minerals and protein in foods.

UNIT COGNITIVE VERBS: o recognise o describe o explain o analyse o determine o synthesise o generate o evaluate o make decisions

Students explore the factors that determine what food solutions will be developed and made ready for marketing and consumption. These factors include consumer drivers and quality control standards, including food safety and labelling legislation. Students use the Food & Nutrition problem-solving process to build knowledge and skills that they can use to develop ideas related to consumer food drivers, sensory profiling and labelling legislation. Students will solve problems for consumer markets by defining and analysing the problem, developing ideas and generating and evaluating a solution.

In Topic 1, students evaluate traditional consumer drivers and their impact on the development of alternative food solutions to fulfil the future protein-based food demands of consumers. In Topic 2, students explain sensory profiling and analyse the impact of physical properties on consumer choice. In Topic 3, students analyse current labelling legislation and its relevance to consumer rights and the need for transparency in the food industry. In Topic 4, students will have the opportunity to solve


Students study the fundamentals of food science through practical investigation of the nutritional, scientific and sensory properties of carbohydrate- and fat-based food products. Students use the Food & Nutrition problem-solving process to build knowledge and skills that they can use to develop and test ideas, using a range of experimental techniques to create solutions. Students will solve problems for consumer markets by defining and analysing the problem, developing ideas and generating and evaluating a solution.

In Topic 1, students study the food system and food nutrients. In Topic 2, they investigate how the carbohydrate’s chemical and functional properties respond to temperature and manipulation to create food products. Students also study food safety, preservation and spoilage-prevention techniques for carbohydrate-based foods. In Topic 3, students investigate how the chemical and functional properties of fats respond to temperature and manipulation to create food products. Students study food safety, preservation and spoilage-prevention techniques for fat-based food products and experiment with formulation processes. In Topic 4, students develop food solutions using the chemical and physical properties of carbohydrate and fat-based food.


Students solve food and nutrition problems to improve safety, nutrition, convenience, transparency and accessibility for nutrition consumer markets.

Currently, the food industry and its stakeholders recognise that the climate of consumer needs and wants is dynamic and constantly provides new opportunities in food solution development. Ipsos investigated shifting consumer purchase decisions and behaviours and found that consumers have changed in fundamental ways; their Food CHATS report (Ipsos 2016) showed that consumer purchase decisions are increasingly based on a mix of traditional consumer drivers (price, taste and convenience) and evolving consumer drivers (health, safety, social impact, experience and transparency). This creates new challenges and opportunities for food solution development, and industry success will be determined by how effectively these are managed.

Topic 1 focuses on the investigation of problems in nutrition consumer markets. Many current formulations of food have high-risk food components, such as salt, sugar, and saturated and trans fats, and are low in dietary fibre. Reformulating to improve the nutritional quality of food solutions presents significant challenges to the food industry, such as maintaining desirable sensory properties and shelf life of a food product. In Topic 2, students research and solve nutrition problems using information and data from relevant stakeholders. Students integrate this information with existing knowledge from Units 1, 2 and 3 to explore how food formulation and reformulation can contribute to solutions for different nutrition consumer markets, and support health and decrease chronic disease.

Using the Food & Nutrition problem-solving process, students formulate or reformulate

UNIT COGNITIVE VERBS: o recognise o describe o explain o analyse o determine o synthesise o generate o evaluate o make decisions o investigate



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SIT20316 – Certificate II in Hospitality

Students participate in theoretical and practical lessons, demonstrating skill sets identified in units of competency. Students must complete a minimum of 12 shifts of structured work placement in the hospitality industry and contribute to the weekly

operation of the school catering4futures café. Students will work towards attaining the 12 units of competency and developing employability skills.

Qualification Description

This qualification reflects the role of individuals who have a defined and limited range of hospitality operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks and work under direct supervision.

This qualification provides a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafés, and coffee shops.

Possible job titles include:

bar attendant

café attendant

catering assistant

food and beverage attendant

front office assistant

porter

room attendant.

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– Certificate II in Tourism

Students participate in theoretical and practical role play and simulation lessons, demonstrating skill sets identified in units of competency. Excursions are organised to give students an opportunity to experience the tourism industry and to put

theory into practice. Students will work towards attaining 11 units of competency and developing employability skills.

Qualification Description

This qualification reflects the role of individuals who have a defined and limited range of tourism operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification provides a pathway to work in many tourism and travel industry sectors and for a diverse range of employers including travel agencies, tour wholesalers, tour operators, attractions, cultural and heritage sites, and any small tourism business. Work could be undertaken in an office environment where the planning of tourism and travel products and services takes place, in the field where products are delivered, or a combination of both. Possible job titles include:

documentation clerk for a tour wholesaler or travel agency

museum attendant

office assistant for a tour operator

receptionist and office assistant for a professional conference organiser or event management business

receptionist and office assistant in a travel agency

retail sales assistant in an attraction

ride attendant in an attraction.

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– Certificate III in Childcare

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Whole school assessment plan: P–10 overview

Range and balance of assessment across P–10 by learning area

Use the information in the Year level plans to map the range and balance of assessment. For each learning area, copy and paste the relevant assessment techniques (student products and systemic tasks) from the lists below. The colour-coding will highlight the range and balance of assessment categories. Include the other learning areas offered at your school.

Categories of student products include: written, spoken/signed, performance, multimodal and visual

Systemic tasks include: NAPLAN

† denotes supervised conditions


En

glis

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7 Written Task Written Assignment

Spoken Assignment

Written Assignment Spoken Assignment

8 Written Assignment Written Assignment

Spoken Assignment

Spoken Assignment Written Assignment

9 Spoken Written Assignment

Written Test

Spoken Assignment Written Assignment

10 Written Task Written Assignment

Spoken Assignment

Written Test Written Assignment

Ma

the

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7 Exam x 2 Exam x 2 Exam x 2 Exam x 2

8 Exam Exam Exam

Written Assignment

Exam

9 Exam Exam Exam

Written Assignment

Exam

10 Exam Exam Exam

Written Assignment

Exam

Sc

ien

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7 Exam Exam Exam

Investigation

Exam

8 Exam Exam Investigation Exam

9 Investigation Exam Research Assignment Exam

10 Investigation Exam Research Assignment Exam


Timing of assessment across P–10 by learning area

^ School reporting deadlines Systemic assessment - NAPLAN School-based assessment ¥ The assessment provides an opportunity for planned

consistency of teacher judgments activities

O = Oral F = Folio E = Exam R = Research / Project / Assignment P = Practical I = Investigation


Week 1 2 3 4 5 6 7 8 9 10

^

11 12 13 14 15 16 17 18 19 20

^

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

En

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8 R O E O R

9 O R E O R

10 E R O E R

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8 E E A E E

9 E E A E E

10 E E A E E

Sc

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8 E E I E

9 I A I B E R E

10 I E R E

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8

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Th

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Hu

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8 R E E R

9 E E E R

10 E R E E R

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SENIOR ASSESSMENT – YEAR 12

WHOLE SCHOOL CURRICULUM PLAN 2020 · 2020-02-16 · Curriculum Plan 2020 Whole school curriculum plan: P–12 overview ENGLISH Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 7 Analysing persuasion

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