zilongwang/ReadingBank huggingface dataset:
3 The 5 kingdoms As above Finish mind map Amazing Science 7, ch2 1.1.1.4, 1.1.1.2 Adaptations Describe how animals have adapted to suit their environment Classify adaptations as behavioural or structural Amazing Science 7, ch2: Magnificent mammals 1.1.1.2 Plant adaptations Watch David Attenborough’s Secret Life of Plants: Flowering Top 5 amazing plants Secret life of plants worksheet Amazing Science 7, ch2 4 Food chains Label producers, primary secondary and tertiary consumers. Food chains: who eats who? Describe the importance of decomposers in an ecosystem Understand how energy passes through a food chain Know that plants make their own food (glucose) using energy from the sun via photosynthesis Food chains 2 Producer consumer decomposer worksheet Food web worksheet skills: Flow Charts and Fishbone graphic organisers to see the flow and effect of organisms in an ecosystem. 1.1.2.1, 1.1.2.3, 1.1.2.4 Food webs Combine food chains to make food webs Food chains can be disrupted Fragile food webs Amazing Science 7, ch3 1.1.2.2 5 Ecosystem relationships Define the terms and identify the following in food chains and food webs: herbivore, carnivore, omnivore, predator, prey Food chains 1 worksheet Predator and prey worksheet Food chains to food webs worksheet Producer and consumer worksheet 1.1.2.2, 1.1.2.3 Changes in ecosystems Predict changes in animal populations using food webs Organisms are interdependent Changes to ecosystems – food webs and food chains Amazing Science 7, ch3 1.1.2.5 6 Zoo assignment Plan and work on zoo assignment Watch past examples of zoo videos Go to zoo Study skills: Locate and source
information by teaching students how to highlight and annotate text. 7 Introduced species in Australia Research the impact of introduced species in Australia Research a successful animal control program 5 ways to protect ecosystems Create a poster a pest animal in Australia Pest project worksheet 1.1.2.5, 1.1.2.6, 2.2.4 Cane Toads Watch Cane Toads: The Conquest 1.1.2.6 8 Watch and mark zoo videos Zoo Video 3.5.1 9 Land Management At home in the desert Protecting ecosystems Environments can be responsibly managed Modern land management uses traditional indigenous techniques Amazing Science 7, ch3 1.1.2.6, 2.1.2, 2.2.3 10 Revision Revision and final test Final test Study skills: Use graphic organisers (Venn Diagram, Mind maps, Flow charts, Brainstorms) to organise test notes. Assessments Week Type Name Weighting
6 Crystallisation Understand that crystallisation separates substances based on their boiling points Amazing Science – Crystallisation of salt water Crystallisation and distillation worksheet 1.1.1.3 Distillation Understand the difference between crystallisation and distillation Understand the purpose of the condenser. Distillation demo 1.1.1.3 Chromatography Understand that chromatography separates substances based on solubility Chromatography can be used to identify which soluble substances are present in a mixture by comparing unknown samples to known samples Chromatography demo 1.1.1.3 7 Combining separation techniques Understand that multiple separation techniques can be used to separate mixtures containing more than 2 substances Design an experiment to separate salt, water, iron filings and sand. Study skills: Collect data and represent it in tables. Annotate data whilst conducting experiments. Study skills: Graphic organisers/develop a proforma for an Investigation. 1.1.1.3 Combining separation techniques Carry out experiment and separate the 4 substances. Work out the amount of salt recovered from the separation process 1.1.1.4 Water purification Understand that the water purification process involves using various separation techniques Waste water is a mixture that can be separated Oxford Science 2.7 1.1.1.4, 1.2.1.4, 1.2.1.5, 1.2.1.6 cycle Water cycles in the environment Understand the process by which water is recycled through the water cycle Factors in nature affecting the water cycle. Investigate impacts on the water cycle Investigate the ways in which humans can protect natural water resources – sustainable water use at home Amazing Science 7,ch6 1.1.1.4, 1.2.1.4, 1.2.1.5, 1.2.1.6 2.2.1
investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation exploring and comparing separation methods used in the home Earth and space sciences Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable considering what is meant by the term ‘renewable’ in relation to the Earth’s resources considering timescales for regeneration of resources comparing renewable and non-renewable energy sources, including how they are used in a range of situations considering the water cycle in terms of changes of state of water investigating factors that influence the cycle in nature exploring how human management of water impacts on the water cycle Science as a Human Endeavour Nature and development of science Scientific knowledge has changed peoples’ understanding of the world and is refined as new becomes available Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures Use and influence of science
Year 7 Course 2 English Assessment Outline 2018 Semester 2 Assessment Table Assessment Type of Assessment Mode Due Date 6. Film Conventions Test Receptive (Responding) 5% V, W Week 4 Term 3 7. UP Film Storyboard Productive (Creating) 12% V, S Week 9 Term 3 8. Once – Essay Receptive (Responding) 15% W, R Week 6 Term 4 9. Semester 2 Exam Receptive (Responding) 12% W, R, V Week 8 Term 4
After learning about sustainability initiatives, what could be suggested that the College/Community does? What recommendations would you make to the Principal/Local Mayor? What would be the benefits? Check language – can you change your statements so they are higher modality, emotive, nominalised? Model how to select 3 main points in their exposition. Use CHICKEN FEET to help the students flesh out their arguments. Using the points put them into the scaffold. a draft – CHEESEBURGER structure (intro, 1st argument, 2nd argument, 3rd argument, rebuttal, conclusion) Using previous lessons work ask students what further research they could do to improve their argument. What facts might be useful? on emotive and descriptive language. Where can they add this to their exposition? Can they make their statements/arguments stronger? Give students class time to work on their arguments. IMPORTANT that drafts are read and marked to help students with the redrafting process. Students type final good copy and submit this in Week 9. Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727) Weeks 10 -11 T1 to Week 1 T2 NAPLAN and Spelling/Grammar test preparation Language and grammar activities – review Term 1 Parts of Speech Grammar Punctuation Comprehension activities Spelling, Grammar and Comprehension Test Week 11 (try to provide feedback and review prior to NAPLAN) Plenty of resources in the storeroom that have NAPLAN practice questions Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses (ACELA1532) Understand how to use spelling and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new and how to spell them (ACELA1539) Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) Assessed next term Term 2 Successful English 1, Part 2 Term Two: 1 NAPLAN Preparation and Practice Creative writing – review Narrative structure, provide a stimulus, could complete orientation and problem and a partner completes the story TASK 3 (Receptive) – Week 1 Term 2 10%
Assessment Assessments will be carried out regularly in class, with special focus given to the system of the target language and cultural understandings. Students need to consult the assessment policy located in the planner. Discussion about lateness of work/assignments should be made prior to the due date. An application for extension form must be filled by guardians and submitted to reception at least 48 hours prior to the due date. Parents can assist by helping students memorise vocabulary / grammar rules and by encouraging them to speak the language at home, whether anyone else understands them or not!
1 – 3 Weeks 4 - 6 Weeks 7 - 10 Students will be able to describe family members. Students will be able to describe themselves. Identity cards Students will be able to describe animals (family pets) Students will complete listening and reading comprehensions on above topics Students will create a family album in French E.g J’ai une soeur. J’ai deux frères Possessive adjectives Mon, ma, mes Dans ma famille il y a mon père, ma mère et moi. Descriptive adjectives Personality Agreements Hair and eyes Agreement of adjectives Auxiliaires: être et avoir J’ai, il a, elle a... Je suis, il est, elle est… Mardi gras (Pancake Tuesday) Wkbk p. 25 Wkbk p. 26) Family members: Text- p. 28- read comp C’est qui: Text - p. 30 Adj- Wb- p. 20 Agreements: Wbk. p. 21, 34, 35 Hair and Eyes- Wbk- p. 23, 24 Comprehensions- Wkb p. 36, 37 Wkbk- Encore- p. 106 – 107 And Point Lecture p. 118 TASK 3: Listening Term 2 or 4 Week 5 (First lesson of the week) TASK 4: Reading Term 2 or 4 Week 9 (Second lesson of the week)
IRENE MCCORMACK CATHOLIC COLLEGE SOCIAL SCIENCE YEAR 7 COURSE 1 GEOGRAPHY PROGRAM TERM 1 2018 OVERVIEW: In Year 7, Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History. In Geography, the concepts of , , environment, , sustainability and continue to be developed as a way of thinking and provide students with the opportunity to inquire into the nature of water as a natural resource. The concept of is expanded through students' investigation of the of their own . They apply this understanding to a wide range of places and environments at the full range of scales, from to global, and in a range of locations. WEEK WA CURRICULUM CONTENT DESCRIPTION LESSON TOPICS ASSESSMENT TASKS 1 The factors that influence the decisions people make about where to live and their perceptions of the of places () Identification of continents, oceans and countries of the world. Identifying features that make places liveable and influence people’s decisions about where to live. Definition of Liveability Identify and describe factors affecting liveability. 2 The influence of accessibility to and facilities on the of places () Using Google Maps, students to identify services and facilities in their area. Students to identify and describe factors influencing liveability of the street they live in 3 The influence of accessibility to and facilities on the of places () The influence of on the of places () The strategies used to enhance the liveabilityof places, especially for young people, including examples from Australia and Europe () Identify World’s Most Liveable Cities Identify liveability factors that have led to many Australian cities featuring on this list. Students to investigate Melbourne, Sydney and Perth and identify liveability factors in these cities. Identify and describe some of the strategies being implemented to enhance liveability. 4 The influence of accessibility to and facilities on the of places () The influence of on the of places () The strategies used to enhance the of places, especially for young people, including examples from Australia and Europe () Students to look at North American and European cities that are in the World’s Most Liveable Cities ranking. Identify liveability factors in these cities and some of the differences in these. Identify strategies being implemented to enhance liveability in these cities.
The strategies used to enhance the of places, especially for young people, including examples from Australia and Europe () Evaluate strategies being implemented to enhance liveability in these cities. 5 The influence of accessibility to and facilities on the of places () The influence of on the of places () Identifications of cities in Asia, Africa and South America that are lowest in the World’s Most Liveable Cities ranking. Evaluate liveability factors in these cities. ASSESSMENT: LIVEABILITY TEST 6 The classification of (renewable and non-renewable) () The ways that flows of water connect places as it moves through the and the way this affects places Definition and examples of resources used by people. Understanding of why water is the most important of these resources. Identify sources of water in the world and evaluate how this may affect places differently. 7 The quantity and variability of Australia's water resources compared with those in other continents () Understanding of quantity, sources and variability of Australia’s water sources. Evaluate water availability in other continents. 8 Water and what causes it, why it is a problem and ways of overcoming water (e.g. recycling, stormwater harvesting and reuse, desalination, , reducing water consumption) including studies drawn from Australia, and one from West Asia or North Africa () Definition of water scarcity and why it is a problem. Identify example of water scarcity and how this is being addressed in Niger with provision of water pumps in wells. Identification of of water scarcity in Australia and ways of addressing it in Perth through desalination and recycling. ASSESSMENT: WATER RECYCLING REPORT 9 The causes, impacts and responses to an atmospheric or hydrological hazard Investigate causes of floods, analyse impact of these. Case Study of Queensland floods 10 The causes, impacts and responses to an atmospheric or hydrological hazard Disaster Management Identify strategies to reduce impacts of floods
Coping skills used in transition periods What are coping skills? How can we affectively use them? help seeking strategies to manage transition Management of emotional and social changes associated with puberty through the use of; Coping skills Communication skills Problem solving skills and strategies Health seeking strategies that people can use in a variety of situations Understanding transition 2.1 pg. 21 Explanation of key Brainstorm, explore terms 2.7 Coping skills pg. 34 Figure 2.10 Divide into groups to explore each option – create a role play to describe each strategy. 2 Management of emotional and social changes associated with transition through the use of: Transition stages such as puberty Physical and emotional changes Coping skills and strategies relating to these transition stages. Communication skills and Problem Solving strategies Feelings and emotions associated with transitions, and practicing self-talk and help seeking strategies to manage these transition Management of emotional and social changes associated with puberty through the use of; Coping skills Communication skills Problem solving skills and strategies Health seeking strategies that young people can use in a variety of situations IMCC textbook – pg. 16 Explore different of communication and explore healthy and unhealthy. Problem solving strategies Fit for life workbook – Worksheet 4.5 – stress less Worksheet 4.8 – tips to relax more 3 Building healthy relationships Communication skills Respectful relationships Supportive friendships The impact of relationships on own and others wellbeing: The benefits of relationships The influences of peers and family IMCC Textbook – Caring and respectful relationship. Pg.6-8 Bullying behavior pg. 21- 27 Fit for Life worksheet –
Applying online and social protocols to enhance relationships 6.2 – in relationships pg.117 4 Help-seeking strategies that young people can use in a variety of situations Online safety Bullying Arguments Homework issues Researching accessible physical and mental facilities in the community The impact of relationships on own and others wellbeing: The benefits of relationships The influences of and family Applying online and social protocols to enhance relationships IMCC Textbook – Cyberbullying. Pg.38-46 Fit for Life worksheet- 6.5 – Cyberbullying pg.121 Fit for life worksheet – 4.10 getting help pg.92 4.12 local resources map pg. 94 5 Begin Assessment Informative website educating teens on safety and wellbeing Planning booklet Planning booklet Assessment: Create website Can use either; Create a website to educate young teens on social and emotional safety 6 Create Website – Due week 7 Assessment: Create website Can use either; Create a website to educate young teens on social and emotional safety 7 Review assessment Personal study Review of topics sheets Study sheets Assessment due - 8 Review of topics Study sheets Study sheets
Year 7 Home Economics Program Assessment Outline 2018 Irene McCormack Catholic College Term: Cooking Term/Week Task Weighting Term: Cooking Hand out: Week 3 Prac: Week 7 Due: Week 7 Assessment 1: Written & Marked Practical Perfect Pizza 20 Marks (25%) Term: Cooking Week 8 Assessment 2: Marked Practical Stuffed Potatoes 10 (15%) Term: Cooking 1-10 Assessment 3: Container Textbook Behaviour 10 Marks (10%) Term: Textiles Term/Week Task Weighting Term: Textiles Hand Out: Week 2 Due: Week 9 Assessment 1: Written & Marked Practical Cushion 20 Marks (30%) Term: Textiles Week 10 Assessment 2: Test 34 Marks (10%) Term: Textiles Weeks 1-10 Assessment 3: Behaviour Respect of equipment 10 Marks (10%)
5 Roles of key groups in the society, and the influence of law and religion (; ; ; ; ) Brief understanding of key achievements and influences of each of the earliest dynasties (Shang and Zhou) in Ancient China. REFERENCE: History Alive 7 ebook 8.2 and 8.3 6 The role of a significant individual in the society's history Brief understanding of the teachings and influence of Confucius. REFERENCE: History Alive 7 ebook 8.5 CONFUCIUS MUSEUM FACTSHEET ASSIGNMENT DUE END OF WEEK 7 7 The significant beliefs, values and practices of the society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs Brief understanding of how the teachings of Confucius formed the significant beliefs, values and practices of the Ancient Chinese. Research and creation of Assignment task. CONFUCIUS MUSEUM FACTSHEET ASSIGNMENT DUE END OF WEEK 7 8 Brief understanding of the achievements and influence of the Qin dynasty Investigation of the Great Wall of China and Terracotta Warriors 9 10
YEAR 7 Review Homework Assessment 2 – Non-calculator Higher Name ______________________ Teacher ______________________ Perimeter and Area /10 Ratio and Proportion /10 Sequences /10 Probability /10 Perimeter and Area 1. S Choose one of the units below to complete these sentences. a) The perimeter of a square of side 3 cm is 12 ……………… b) The area of a rectangle 10 cm long and 4 cm wide is 40 ……………… (1) (1) 2. S Find the perimeter of these shapes: Perimeter = ………………………… cm (2) 3. F Find the area of these shapes. (Diagrams not to scale) Area = ……………………… cm2 (1) Area = ……………………… cm2 (1) Area = ……………………… cm2 (2) 4. M Find the area of this shape. Show all of your working
Shakespeare Language Culture Fill in the blanks to complete the sentences. The……………………………..are very noisy. A person who writes plays is called a …………………………. ………………………………………. wrote many plays. ………………………means words. Learning about ………………….helps us to understand how other people live. Task Two Perfect Shakespeare Recall Your knowledge of Shakespeare is to be tested! Use the words in the box to answer the questions below. Beware some words are there to trick you! Then write the answers in the spaces provided. The King’s Men Comedy Bard Tragedy - Avon Pig They will grow a tail William Accused John Second best bed Shakespeare’s Writers
Measurement 5 – 6 EPW 1 Units of length Connect decimal representations to the metric system (ACMMG135) Conversions Additional resources Perimeter Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) Additional Resources Area Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving (ACMMG159) Solving Problems involving perimeter and area of shapes Composite Shapes Excel Chapter 13 13.1 – 13.6 7 Volume Calculate volumes of rectangular prism (ACMMG160) Solve multistep problems involving the volume of rectangular prisms. Capacity Excel Chapter 13 13.7 – 13.10 Integers 8 - 10 TEST 2 Integers and operations on Integers Compare, order, add and subtract integers (ACMNA280) Introduction to integers Integers on Number lines Addition and Subtraction of Integers Excel Chapter 11 11.1 – 11.6
Decimals, Percentages, Ratios and Rates 5 – 6 Decimals Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155) Round decimals to a specified number of decimal places (ACMNA156) Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154) Mathspace Rounding Excel Chapter 5 5.1 – 5.10 7 – 9 Test 6 Percentages Decimals Ratios and Rates Connect fractions, decimals and percentages and out simple conversions (ACMNA157) Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157) Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies (ACMNA158) Investigate and calculate 'best buys', with and without digital technologies (ACMNA174) Recognise and problems involving simple ratios (ACMNA173) Chapter 7 7.1 – 7.9 Transformations and Visualisation 9 – 10 EPW 3 Transformations Describe translations, reflections in an axis, and rotations of multiples of 90 degrees on the Cartesian using coordinates. Identify line and rotational symmetries Excel Chapter 3 3.1 – 3.6 Term 4
Mathematics Year 7 Course 3 – 2017 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task TEST 24% 6% Term 1 Week 4 Test 1 – Numbers 6% Term 1 Week 8 Test 2 – Measurement 6% Term 2 Week 4 Test 3 – Fractions 6% Term 2 Week 6 Test 4 – Angles EPW 16% 8% Term 1 Week 5 EPW 1 8% Term 2 Week 9 EPW 2 Exam 8% 8% Term 2 Week 7 / 8 Semester 1 Content 48%
TEST 24% 6% Term 3 Week 4 Test 5 – Algebra 6% Term 3 Week 9 Test 6 – Decimals, Percentages, Rates and Ratios 6% Term 4 Week 3 Test 7 – Statistics and Probability 6% Term 4 Week 6 Test 8 – Linear Equations EPW 16% 8% Term 3 Week 9 EPW 3 – Translations 8% Term 4 Week 3 EPW 4 – Statistical Investigation Exam 12% 12% Term 4 Week 8 / 9 Semester 1 and 2 Content Total 52% 52%
Choose instruments Form bands Collect charts Start rehearsing introduction Music Skills Note reading practise- use floor keyboard Don’t Clap this one Back Matthew Mark Luke & John 5 Performance Collect charts Start rehearsing introduction & verse 1 Music Skills Note reading practise- w/s Don’t Clap this one Back Matthew Mark Luke & John 6 Performance Collect charts Start rehearsing introduction & verse 1 & chorus Music Skills Don’t Clap this one Back Matthew Mark Luke & John Note reading practice 7 Performance Collect charts Start rehearsing introduction & verse 1 & chorus Music Skills Note reading quiz Don’t Clap this one Back Matthew Mark Luke & John Task 1: Treble Clef note quiz 8 Performance Collect charts Start rehearsing introduction & verse 1 & chorus
19 Performance Practise in bands Music Skills Garage band presentations Task 4: Garageband Presentations 20 Performance Perform chorus to class Music Skills Garage band presentations Task 5: Participation Mark Study skills incorporated throughout semester: Sight reading/singing Note taking Note reading IT Incredibox Garage band
Irene McCormack Catholic College Performing Arts Year 7 Scheme of Assessment 2018 Assessment type Task weightings Task Making TASK ONE: Improvisation Rehearsal participation 10% Effective group work processes Extended improvisation exploring themes Rehearsal techniques for and movement for selected drama forms Mime Techniques Drama processes through exploration of Elemenst of Drama: character and relationships Approaches to characterisation Making TASK TWO: The Clouds Performance 25% and movement techniques for selected drama forms Script interpretation of a scene or section through elements of drama Levels and status in making drama Safe practices in drama Design and Technology to support dramatic meaning Responding TASK THREE: Performance reflection 15% Reflective processes on own and others’ work Safe practices in drama Making TASK FOUR Dance Chreography 40% Creating a that reflects choreographic intent.
To tell stories about culture/pass down knowledge and customs (Example: Passing down dreamtime stories through dance in Aboriginal culture). Before war (e.g. haka- New Zealand/Maoris) Brainstorm all dance styles students can think of (with prompts). Then distinguish characteristics of each dance and how the styles differ. Ballet Tap Jazz Acrobatics Contemporary Lyrical/slow modern Song and dance Demi character/character Hip Hop – popping/locking Breakdancing Cultural- Irish/Spanish/haka etc. Ballroom- waltz/tango etc. Create Students get into pairs or groups of 3- make up a short, creative ‘handclap’ or ‘secret handshake’ that they can present to the class. They should endeavour to use more than just their hands (legs/feet/hips/elbows/arms etc.). It must include at LEAST 8 moves. Perform If there is time, students perform handclap for the class. 2 Lesson 2: Warm up and Hip Hop Introduction Roll/change. Do a of the functions of dance from last lesson. Making Dance Dance in Context: Distinguishing features and purposes of dance ()
Discussion of role of stage manager and front of house. Assign minor characters to do leadership roles. Lesson two: Improvisation Warm up activity (At teacher discretion) REAHEARSAL W9 Critically reflect on own work to identify strengths and weaknesses to develop in next task Lesson one: PERFORMANCE Lesson two: Improvisation Warm up activity (At teacher discretion) Performance reflection and interview preparation Performance reflection Interview questions and sheet Week 10/11 Lesson one: Performance reflection and interview preparation Lesson two: Improvisation Warm up activity (At teacher discretion) Drama games Online survey reviewing course Interview questions and notes sheet
Year 7 Physical Education Assessment Outline 2018 Assessment Due Date Task Weighting Term 1 Cricket Individual skills Game skills 10 Tennis Individual skills Game skills 10 Cross-country Measuring endurance 10 Term 2 Athletics Skills assessment 20 Ethical behavior, fair play, and communication Semester 1 5 Term 3 Touch rugby Individual skills Game skills 10 Volleyball Individual skills Game skills 10 Term 4 Netball Individual skills Game skills 10 Basketball Individual skills Game skills 10 Ethical behavior, fair play, and communication Semester 2 5
(40min) Pupils have been given a research topic. They should produce an A4 of their research before the exam. The exam will use the research material to design a product from a given design brief. There will also be questions on the following- Thermoplastics CAD/CAM Health and safety Manufactured boards Softwoods The design theme will be based around the work of a British designer and their design work. Multiples, Factors, Primes Index Form Prime factor decomposition HCFs, LCMs (including Venn diagrams) Addition/Subtraction Multiplication/Division Fractions – simplify, fraction of an amount, compare fractions, + and – fractions and mixed numbers Decimals + - x ÷ Percentage of an amount Change between fractions, decimals and percentages Number Patterns Directed numbers + - x ÷ Algebra – substitution, gathering like terms, solving simple equations Angles – Name, measure and calculate Angles in triangles & quadrilaterals Drawing with instruments Constructing triangles Area and perimeter of squares and rectangles (also compound shapes) 3-D shapes – name, calculate volume of cuboids and compound shapes Reflectional and rotational symmetry Tally charts and frequency tables Displaying Data – Bar Charts and Pictograms Probability Mean, Mode, Median, This exam will be taken on a computer. CAD techniques using Serif Draw+ How computers work: Inputs, Processors and Outputs The CPU and what it does Memory – RAM/ROM Networks – ring and star Binary and decimal conversion Serial and Parallel data transfer Programming in Scratch: Analysing programs and fault finding. Microprocessors and robotics: Using flowcharts – cells shapes and meanings. Controlling motors using switches. Equipment needed: Pencil, coloured pencils, rubber, ruler, pen, pencil sharpener Equipment needed: pen, pencil, ruler, rubber Equipment needed: Be familiar with logging on to Google Classroom, know your password and how to upload work.
10 Jesus modelled human ideals The Church is the Body of Christ Developing ideals Jesus always chose what was good shares the Holy Spirit At Pentecost the Apostles and followers of Jesus were filled with the Holy Spirit The Church is the Body of Christ The Church gathers as the Body of Christ Lesson 4: Jesus always chose what was good Lesson 5: Jesus shares the Holy Spirit Lesson 6: At Pentecost the Apostles and followers of Jesus were filled with the Holy Spirit Students know and understand that Jesus always chose what was good Students know and understand that shares the Holy Spirit 11 The Church is the Body of Christ At Pentecost the Apostles and followers of Jesus were filled with the Holy Spirit The Church is the Body of Christ The Church gathers as the Body of Christ Lesson 6: The Church is the Body of Christ Lesson 7: The Church gathers as the Body of Christ today Students know and understand that at Pentecost the Apostles and followers of Jesus were filled with the Holy Spirit Students know and understand that the church is called the Body of Christ Students know and understand that the church gathers as the Body of Christ
Semester 1 Term 2 LIVING AS A CHURCH Week Module Syllabus content Lesson content Assessments I.T/Resources Students know and Understand: Focus Questions 1 The spirit guides the Church The Church spreads throughout the world Lesson 8: The Church spreads throughout the world Lesson 9: The Church spread throughout Australia Students know and understand that the Church spread throughout the world 2 Christians express their faith through the Church The Holy Spirit continues to guide the Church through Scripture and Tradition The Profession of Faith The Sacraments of Faith The Life of Faith Prayer in the Life of Faith Lesson 10: The Holy Spirit continues to guide the Church through Scripture and Tradition Lesson 11: The Profession of Faith Lesson 11: Nicene Creed Picture Book Students know and understand that the Holy Spirit continues to guide the Church through Scripture and Tradition. Students know and understand the Profession of Faith Students know and understand the Sacraments of Faith
Semester 2 Term 3 UNIT NAME Week Module Syllabus content Lesson content Assessments I.T/Resources Students know and Understand: Focus Questions 1 Lesson 7: The Fifth Commandment Lesson 8: The Sixth Commandment Students know and understand about living the Fifth Commandment Students know and understand about living the Sixth Commandment 2 Lesson 9: Assessment Lesson 10: Assessment Lesson 11: Assessment Students know and understand about living the Fifth Commandment Students know and understand about living the Sixth Commandment 3 Lesson 12: Jesus taught all people can love like God Lesson 13: Jesus offers new life Lesson 14: Jesus gives new life through the sacraments Students know and understand that Jesus taught all people can love like God
Semester 1 Term 2 LIVING AS A CHURCH Week Module Syllabus content Lesson content Assessments I.T/Resources Students know and Understand: Focus Questions 1 The spirit guides the Church The Church spreads throughout the world Lesson 8: The Church spreads throughout the world Lesson 9: The Church spread throughout Australia Students know and understand that the Church spread throughout the world 2 Christians express their faith through the Church The Holy Spirit continues to guide the Church through Scripture and Tradition The Profession of Faith The Seven Sacraments of Faith The Life of Faith Prayer in the Life of Faith Lesson 10: The Holy Spirit continues to guide the Church through Scripture and Tradition Lesson 11: The Profession of Faith Lesson 11: Nicene Creed Picture Book Students know and understand that the Holy Spirit continues to guide the Church through Scripture and Tradition. Students know and understand the Profession of Faith Students know and understand the Sacraments of Faith
Students know and understand that Jesus offers new life .Students know and understand that gives new life through the sacraments 4 Lesson 15: Jesus gives new life through the sacraments Lesson 16: RCIA Lesson 16: Baptism Students know and understand that followers of Jesus celebrate new life through Baptism Students know and understand that Baptism is a ritual of the Christian Community Students know and understand The Rite of Baptism 5 Lesson 17: Reconciliation Lesson 18: Forgiveness Lesson 19: Sacrament of Penance Students know and understand that Jesus restores the relationship with God and others through Reconciliation Students know and understand The Gift of Reconciliation Students know and understand the Sacrament of Reconciliation
Tasks Writing and Speaking: An authentic persuasive writing task for the ‘What matters’ competition which will be delivered to the class and sent to the competition Writing: Composing a story that embeds a mythical world or hero into a real world Representing: A poem accompanied by images Speaking: Performing a scene from the play Writing: Director’s notes on a film scene and how she/he used history to connect with modern audiences Writing: Short answer exam ICT, speaking and representing: Voicethread review of one of a wide reading or the novel Hugo Cabret or the website Main Concept/s Point of view Authority (Author) Argument Code and Convention Style Connotation, Imagery and Symbol Character Narrative Code and Convention Context Representation Code and Convention Code and Convention Context Genre Literary value Representation
Year 7 Soccer Academy assessment outline Assessment Due Date Task Weighting % Term 1 Individual skills First touch Striking the ball 15 Term 2 Individual skills Running with the ball 1v1 - attacking Game skills 25 Ethical behavior, fair play, and communication Semester 1 5 Term 3 Individual skills First touch Striking the ball Game skills 25 Term 4 Tennis Individual skills Running with the ball 1v1 – defending Futsal skills 25 Ethical behavior, fair play, and communication Semester 2 5
In Geography we classify countries according to how developed they are. This means how ‘rich’ they are in comparison to other countries. We measure development through indicators. show if a country is a LIC (Low Income Country), a NEE (Newly Emerging Economy) or a HIC (High Income Country). Literacy Rate Infant Mortality Life Expectancy Birth Rate Death Rate Gross National Product Population Density % of adults who can read and write. Number of babies born per 1,000 who die before 1st birthday. The average age a person lives. The number of people born per 1,000 of the population. The number of people who die per 1,000 of the population. A measure of the average national income of a person in a country. The number of people living in a km². do we find Rainforests? A tropical rainforest is a hot, humid ecosystem found near the equator. They contain the most diverse range and highest volume of plant and animal life found anywhere on earth. Layers of the Rainforest Emergent Tallest tress – as high as 200 feet! Canopy Primary layer. Many animals live here as food is abundant. Under Canopy Little sunshine. Plants have large leaves to reach the sun. Shrub Level Very dark – almost no plants.
Key Terms Core teachings Diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. The Big 6 Multiple religions living together in society. Multicultural Multiple cultures living together in society. British Values A set of rules governing British society. Democracy, The rule of law, individual liberty, mutual respect, tolerating diversity. Discrimination Treating people less favorably because of their race/gender/colour/class/religion. Religious Tolerance To accept and permit other religions even if they go against your own beliefs. Stereotypes a widely held but and oversimplified image or idea of a particular type of person or thing Racial harmony Different races/colours living happily together in society. Prejudice Believing some people are inferior or superior without even knowing them. Key Spellings Weblinks Key information - What is diversity
YEAR 7 TEST 1 ASSESSMENT HOMEWORK – CALCULATOR NOT ALLOWED Foundation NAME ______________________ TEACHER ______________________ Negative Numbers /10 Algebraic Manipulation /10 Averages /10 Number properties /10 Negative Numbers 1. S a) Circle the smallest number: (1) 2. S Fill in the missing numbers on these scales (4) 3. S Put the correct inequality sign in the box. Choose from > < (1) 4. F Write down the following numbers in order from smallest to largest: –6 7 –1 9 –8 (1) 5. M Calculate a) 3 – 9 = ……………… c) -2 – 4 = ………………….. b) -5 + 3 = ……………… (3) TOTAL (10) Algebraic Manipulation 1. S Simplify the following
S M A T H S I S S U P E R ………………………… (1) 2. S Here are some number cards : Find: a) The mode. …………………… b) The median. …………………… c) The mean. …………………… d) The smallest ………………… e) The largest ………………… f) The range …………………… (6) The table shows the midnight temperature on each day for eight days. a) Work out the range of temperatures. ………………………°C b) Find the modal temperature. ………………………°C c) Find the median temperature. ………………………°C TOTAL (1) (1) (1) (10) Number Properties 1. S Circle the multiples of 10.
SESSION 10: ENGLISH – SHARED READING ACTIVITY (Text: In Their Shoes 1.10) Historical Skill: Perspectives Content: Teacher led discussion ‘Perspective and Empathy’. It is very important to empathise with they study. This means trying to understand how people thought and felt at different times in the past. At different points throughout this book you will be asked to put yourself in the situation of someone in the pat. This is not a creative writing task, in which you can let your imagination run wild. Rather, you will be using historical imagination. This requires using your imagination, but basing your ideas on evidence. Discuss: Understanding how they felt How should we people in the past? Response: Look carefully at the societal structure of ancient Egypt and propose why parents might want their sons to become scribes? OR Role-play a two-minute conversation for the class between four or five characters from the social hierarchy of ancient Egypt. Student Resources: Teacher Resources: In Their Shoes 1.10 History Alive Jacaranda plus Student can: Used historical information from the period accurately and with some chronological information Can clearly explain one way in which his/her character "saw" things differently than other characters. Used own dialogue along with the character's perspective to convey the story of the day VOCABULARY: perspective (point of view or attitude) Week 1 2 3 4 5 6 7 8 9 10 CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting SESSION 11: Teacher-led discussion: Physical Features of Egypt Modelled joint construction of research plan for sub-question response. Student Resources:
use of the skill. It is important for students to discuss and compare their ideas with each other during this phase. Evaluate The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills. The 5 E’s have been further developed by the Australian Academy of Science into ‘Primary Connections: Linking science with literacy’ that focuses on developing students’ knowledge, skills, understanding and capacities in both science and literacy. It is an approach to teaching which aims to enhance primary school teachers’ confidence and competence for teaching science. Refer – Waste not, want not This sequence of lessons meets the requirements of the Australian Curriculum in Science Year 7. This is “Water is an important resource that cycles through the environment”. Students will: consider the water cycle in terms of changes of state of water investigate factors that influence the water cycle in nature explore how human management of water impacts on the water cycle The unit will also contribute to Science as a Human Endeavour: Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management A lesson sequence is supplied but this can be modified as required. The lessons have been planned for a 40 minute lesson – schools will need to modify the sequence depending on the lesson length in each school. Cotton Australia will support teachers in organising visits to cotton Contact Cotton Australia Telephone 02 9669 5222 Lesson sequence PHASE LESSON SUMMARY
Year 7 Knowledge Organiser: Weather & Climate Key words The Water Cycle Shows the circulation of the earth’s water Evaporation Condensation Precipitation Surface run off Groundwater flow Transpiration When the sun heats up water from the sea and it goes into the air When water vapour cools and turns into clouds Rain, snow, sleet, or hail that falls to or condenses on the ground When water runs off the surface of the ground When water flows through the rocks and soil under the ground When the sun heats up water from the leaves of the trees Weather Symbols Weather Weather Symbols Weather Forecast Weather is what it is like at a particular place at a particular time. You often look at the weather on a daily basis (short time period) Weather symbols are used on weather maps as shorthand for the conditions in the atmosphere Weather forecasting is the application of science and technology to predict the conditions of the atmosphere for a given location and time Climate Climate is what the weather is like over a long time period. For example over 30 years. It uses records of the weather to say what the climate is like. Measuring the weather What do we measure? Temperature Precipitation, e.g. rainfall Wind speed and direction cover and visibility Air pressure Humidity (amount of water vapour in the air) Temperature Temperature is a degree of hotness or coldness the can be measured using a thermometer Wind Direction & Wind Speed Barometer Wind direction is reported by the direction from which it originates. Wind speed is measured in km/h. Measured using an Anemometer An instrument measuring atmospheric pressure, used especially in forecasting the weather Rain Gauge Thermometer Oktas Scale A device for collecting and measuring the amount of rain which falls An instrument for measuring and indicating temperature measured in degrees Celsius An okta is a unit of measurement used to describe the amount of cloud cover at any given location such as a weather station. Sky conditions are estimated in terms of how many eighths of the sky
7-11 2 1-2 Countries, Cities, Nationalities Learn some country and city names in Japanese. Students guess the English names (based on the Japanese). the kanji for Japan. Learn how to say nationalities – especially those of students and their parents. Listening and speaking exercises based on the above. Students learn how to ask where someone lives and respond. Conversation practise/activity. Use real addresses/maps to locate buildings – addresses are based on numbers, not street names, so this reinforces numbers and “no” (the possessive pronoun). Adjectives Learn some common adjectives and how to use them to describe things. Listening, speaking, writing, (reading) exercises on the above. Asking Where Someone Comes From/Lives & Responding + Nationalities Doko kara kimashita/desu ka. / Where are you from? O-sutoraria (no Pa-su) kara kimashita/desu. / I am from (Perth in) Australia. Watashi/Boku ha O-sutorariajin desu. / I am Australian. Doko ni sunde imasu ka. / Where do you live? Pa-su/Butler ni imasu. / I live in Perth/Butler. (Jusho ha nan desu ka.) / (What is your address?) Using Adjectives to Describe People, Things Japanese Year System based on the Emperor Look at the prices of common products in Japan – cheap and expensive (Yoshinoya, melons, apples, strawberries!! And reasons why.) The origin/meaning of (Talk Cherry blossoms/Hanami around the End of March/Start of April in Japan. Show Japanese TV coverage/obsession with the Cherry blossoms.) Japanese homes, Japanese addresses, Convenience Stores, Trains in Tokyo (housing locations are described in terms of how many minutes by foot they are from the nearest train station – numbers practise) 3 5
Evaporation – _____________________________ _____________________ – Gas to a liquid Draw a picture using particles to show a liquid evaporating from a hot kettle. Before Evaporation During Evaporation Sublimation and Deposition ______________________ – Solid to a gas Deposition – __________________ Demonstration: Dry ice Twig Video: Changing States of Matter Short Quiz When a solid becomes a liquid we say it is . . . Boiling Melting Condensing Freezing If pure water is in contact with ice it’s temperature will be . . . 0°C 50°C 100°C 200°C The change from a gas to a liquid is called . . . Boiling Evaporation Melting Condensing When a liquid escapes near the surface, we call it . . . Condensing Boiling Melting Evaporating Label the following arrows with the correct term that describes the change of state.