zilongwang/ReadingBank huggingface dataset:
French ATAR Assessment Outline: Units 1 & 2 Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week due Assessment task Practical Oral communication 20% 5% Semester 1 Week 5 Task 1: My daily routine Participate in an 8–10 minute conversation in French. 5% Semester 2 Week 4 Task 7: My travel tales and plans Participate in an 8–10 minute interview in French. 10% Semester 2 Week 15 Task 11: Travel in a modern world Participate in a 10–12 minute conversation in French. Practical (oral) examination 10% 5% Examination week Task 5: Semester 1 examination A representative sample of the syllabus content from Semester 1 – 10–12 minutes. 5% Examination week Task 12: Semester 2 examination A representative sample of the syllabus content from Semester 1 – 10–12 minutes. Written Response: Listening 15% 7.5% Semester 1 Week 9 Task 2: French sports and leisure Listen to French texts and respond in English to questions in English. 7.5% Semester 2 Week 5 Task 8: My travel and plans Listen to French texts and respond in English to questions in English. Response: Viewing and reading 15% 7.5% Semester 1 Week 14 Task 3: Leading a healthy lifestyle Read/view French and respond in English to questions in English. 7.5% Semester 2 Week 9 Task 9: Australia as a travel destination Read/view French texts and respond in English to questions in English. Written communication 20% 10% Semester 1 Week 15 Task 4: Leading a healthy lifestyle Write a blog posting in approximately 150 words in French. 10% Semester 2 Week 10 Task 10: Australia as a travel destination
Mathematics Essentials – General: Assessment Outline Year 11, 2018 Unit 1 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Response 25% 8% Term 1 Week 6 Test 1 – Chapter 1 and 2 8% Term 1 Week 10 Test 2 – Chapter 3 and 4 9% Term 2 Week 4 Test 3 – Chapter 5 and 6 Practical applications 25% 8% Term 1 Week 2 Practical application 1 – BUDGETS 8.5% Term 1 Week 7 Practical application 2 8.5% Term 2 Week 9 Practical Application 3 Total 50% 50% Unit 2 Response 25% 8% Term 3 Week 2 Test 4 Chapter 7 and 8 8% Term 3 Week 6 Test 5 – Chapter 10 and 11 9% Term 4 Week 4 Test 6 - Chapter 12, 13 and 14 Practical applications 15% 7.5% Term 3 Week 1 Practical application 4 – TIME (Chapter 9 etc) 7.5% Term 3 Week 10 Practical application 5 - MAPS, SCALES and RATIOS (Chapter 13) Statistical Investigation 10% 10% Term 3 Week 1 DATA Total 50% 50%
Recognise and make connections between commonly used fractions and decimals to name the same quantity in different ways. Determine and explain whether the magnitude of a fraction or decimal is reasonable within everyday contexts. 2.1.10, 2.1.11, 2.1.12 Term 3 Week 3 – 4 Introduction to multiplication and division Consider everyday situations which involve multiplication and division and the difference between estimates or accurate answers. Understanding and recalling basic multiplication facts. Using mental strategies and informal jottings to extend basic facts. 2.2.1–2.2.2, 2.2.4–2.2.5 Application 6 (Week 3) Term 3 Week 5 – 6 Multiplication of whole numbers and money Mental strategies and informal jottings for solving multiplication problems using arrays and partitioning. Number sentences, choosing and using a suitable calculation strategy, checking answers are reasonable for the context. 2.2.5, 2.2.7, 2.2.9–2.2.10 Test 4 (Week 5) Term 3 Week 7 Using and extending basic division facts Understanding and recalling basic division facts. The relationship between multiplication and division using thinking. Use factors to ten, doubles and commutativity. Extend basic division facts. 2.2.3–2.2.5 Application 7 (Week 7) Term 3 Week 8 Strategies for dividing numbers and money Mental strategies and informal jottings for solving division problems. Using inverse thinking. Number sentences, choosing and using a suitable calculation strategy, checking answers are reasonable for the context. 2.2.3–2.2.5, 2.2.7–2.2.10 Term 3 Week 9 – 10 Choosing the method of calculation Choose between mental calculation and calculator and multiplication and division to solve everyday problems involving whole number and money. Rounding and estimation strategies. 2.2.1–2.2.2, 2.2.5–2.2.9 Test 5 (Week 10) Term 4 Week 1 Metric relationships Identify and describe the purpose of commonly used metric units in everyday contexts. Use prefix names of measurements to work out the relationship with base units. Link decimal place value and prefix names. Use place value understanding to convert from one unit to another. Consider a wide variety of questions and communicate measurements using units appropriate to context. Application 8 (Week 1)
Unit 1, Semester One Learning Outcomes By the end of this unit, students: understand the concepts and techniques in combinatorics, geometry and vectors apply reasoning skills and solve problems in combinatorics, geometry and vectors communicate their arguments and strategies when solving problems construct proofs in a variety of contexts, including algebraic and geometric interpret mathematical information and ascertain the reasonableness of their solutions to problems. Week Content Description Resources Assessment Term 1 1 - 3 Introduction to Vectors: 1.2.1 examine examples of vectors including displacement and velocity 1.2.2 define and use the magnitude and direction of a vector 1.2.3 represent a scalar multiple of a vector 1.2.4 use the triangle and parallelogram rule to find the sum and difference of two vectors. Nelson Specialist 11, Chapter 1 Investigation 1 (Week 3) Term1 4 - 5 Proof and Reasoning The nature of proof: 1.3.1 use implication, converse, equivalence, negation, inverse, contrapositive 1.3.2 use proof by contradiction 1.3.3 use the symbols for implication (⇒), equivalence (⟺) 1.3.4 use the quantifiers ‘for all’ and ‘there exists’ 1.3.5 use examples and counter-examples. Nelson Specialist 11, Chapter 2 Test 1 (Week 5)
Assessment Type Assessment Type Weighting Assessment Task Weighting Date Assessment Task Investigation 20% 10% Term 1 Week 3-11 Task 1: Expedition manual to help prepare for MTB expedition 10% Term 3 Week 5 - 9 Task 9: Expedition manual to help prepare for Cape to Cape expedition Performance 1 10% 5% Term 1 Week 2-11 Task 3: Mountain biking skills test 5% Term 2/3 Task 7: Roping skills performance Performance 2 20% 7.5% Term 2 Week 1 Task 4: Expedition performance from MTB expedition 12.5% Term 3 Week 10 Task 10: Cape to Cape expedition performance Response 20% 5% Term 1 Week 9 Task 2: Topic Test 5% Term 3 Week 4 Task 8: Topic Test 5% Term 4 Week 3 Task 12: Topic Test 2.5% Term 2 Week 2 Task 5: Journal on reflection from MTB expedition 2.5% Term 4 Week 1 Task 11: Reflection on Cape to Cape expedition Examinations 30% 10% Term 2 Week 6 Task 6: Semester One Examination (2hrs 30 mins) 20% Term 4 Week 6 Task 13: Semester Two Examination (3hours) Assessment Outline Outdoor Education – Year 11 ATAR Unit 1 and 2
Assessment Type Assessment Type Weighting Unit 1 Assessment Task Weighting Unit 2 Assessment Task Weighting Due Date Assessment Task Investigation 25% 10% Term 2 Week 8 Task 2: Expedition manual to help prepare for MTB expedition 15% Term 3 Week 7 Task 7: Expedition manual to help prepare for Cape to Cape expedition Performance 1 30% 20% Term 3 Week 8 Task 4: Roping skills performance 10% Term 2 Week 8 Task 3: Mountain biking skills test Performance 2 20% 7.5% Term 2 Week 8 Task 5: Expedition performance from MTB expedition 12.5% Term 3 Week 8 Task 8: Cape to Cape expedition performance Response 25% 7.5% Term 1 Week 10 Task 1: Topic Test 1 7.5% Term 4 Week 4 Task 10: Topic Test 2 5% Term 2 Week 9 Task 6: Journal on reflection from MTB expedition 5% Term 3 Week 9 Task 9: Reflection on Cape to Cape expedition Total 100% 50% 50% Assessment Outline Outdoor Education – Year 11 General Unit 1 and 2
Year 11 Outdoor Education ATAR Program Unit 1 and 2 Week Content Practical Resources Assessment Term 1 1 Introduction course expectations assessment requirements contracts Mountain Biking Introduction (MTB) components forms of MTB types of MTB Task 1: Expedition manual Due Mon Week 1 Term 2 2 The Environment Features of weather wind clouds precipitation temperature air pressure Features of synoptic charts isobars low and high pressure systems fronts ridges troughs wind direction and rainfall Fitness Preparation goals log Components of Fitness MTB 5 safety checks before riding selecting gears for various terrain Outdoor Education 11 ATAR P: 224 – 245 www.bom.gov.au P: 303 - 309 Task 3: MTB skills Due: ongoing Term 1 3 Planning Goal setting SMART Principles Participant Information Overview of expedition MTB attack position cornering techniques to ride varied terrain Outdoor Education 11 ATAR P: 301 4 Safety MTB - fitness preparation Outdoor Education 11 ATAR
Introduction to Maslow’s Hierarchy of physiological needs safety love/belonging needs esteem needs self-actualisation Relationship between physiological and safety needs (Maslow’s Hierarchy) and personal preparation for outdoor experiences preparation for expedition P: 3 -5 9 Personal skills Definition of experiential learning and reasons why it is effective Definitions of flexibility, monitoring, commitment, time management and decision-making skills and their relevance to outdoor education in decision making identifying the problem gathering information exploring options evaluating the outcome MTB leadership preparation for expedition Outdoor Education 11 ATAR P: 113 – 132 P: 126 - 132 Task 2: Topic Test 10 Working with others Stages within Tuckman’s model of group development forming storming norming performing adjourning Skills for building group relationships communication active listening assertiveness MTB leadership preparation for expedition Outdoor Education 11 ATAR P: 139 - 167
Politics and Law – 2018 ATAR course Teacher: _________________ Name: ___________________ SOME USEFUL WEBSITES Parliament of Australia Almost everything you need to know the Australian Parliament. Parliament of Western Australia Almost everything you need to know about the West Australian Parliament. Australian Electoral Commission Contains detailed information on elections and voting. Western Australian Electoral Commission Contains detailed information on the West Australian electoral system. trial
2 1 Essay: The Executive, Legislative and Judicial powers of Australia. 1.6 10% 3 1 Investigation: Democratic and Non-Democratic Political and Legal system 1.8 5% 4 1 Source Analysis: The Court hierarchy and statutory interpretation. 2.1 10% 5 1 Exam: Semester One 2.5-2.6 10% 6 2 Source Analysis: Political representation and participation of Political parties and pressure groups. 3.2 10% 7 2 Short Answer: Electoral and Voting systems since Federation 3.6 10% 8 2 Essay Comparison of Australia and USA’s electoral and Voting system 3.8 10% 9 2 Investigation: Weakness of the civil process in Western Australia. 4.1 5% 10 2 Exam: Semester Two 4.5- 4.6 20% Type of Assessment SCSA weightings Assessment type weightings Assessment task weighting When/Start and submission date Assessment Investigation 10% 5% Semester 1 Term 1 Week 8 Assessment Research and present a written report on the structures and Processes of a democratic and non-democratic political and legal system 5% Semester 2 Term 4 Week 1 Assessment Nine:
Short Answer: Electoral and Voting systems since Federation 10 Essay 20% Essay: The Executive, Legislative and Judicial powers of Australia. 10 Essay Comparison of Australia and USA’s electoral and Voting system 10 Source Analysis 20% Source Analysis: The Court hierarchy and statutory interpretation. 10 Source Analysis: Political representation and participation of Political parties and pressure groups. 10 Examination 30% Exam: Semester One 10 Exam: Semester Two 20
Now that you have completed the above, what does this show you about the gender division of tasks in your home? How would Functionalists and Feminists view these findings? The final task to be completed over the summer task is very important and will need to be brought with you to your first lesson.
Key Concept Chemical reactions are influenced by the conditions under which they take place and, being reversible, may reach a state of equilibrium. conti. Knowledge and Conceptual Understanding Key Idea Chemical reactions occur at different rates and changing the nature of the reactants, temperature, or concentration, or introducing a catalyst, may alter these. Investigative Processes Conduct and appraise chemical research tasks. Operate chemical equipment and technology safely. Evaluating and Concluding Determine, analyse and evaluate the chemical interrelationships involved in Chemistry. Predict chemical outcomes and justify chemical conclusions and recommendations. Attitudes & Values Retain openness to new chemical ideas, and develop intellectual honesty, integrity, collegiality, cooperation and respect for evidence and ethical conduct. Develop a of sensitivity to the implications of chemistry for individuals and society and understand that chemistry is a human endeavour with consequent limitations. Develop a thirst for chemical knowledge, become flexible and persistent learners and appreciate the need for lifelong learning. MARINE SCIENCE Knowledge and Understanding Define and describe marine science concepts. Explain marine systems using concepts and models. understandings to marine environments, issues and problems. Oceanography The world’s oceans are involved in the dispersal and cycling of all matter. The world’s oceans and global climate are inextricably linked. The marine environment consists of dynamic and complex relationships between organisms and ecosystems. Conservation and Sustainability Human activities can affect the marine environment in a variety of ways. Sustainable management practices are essential for the protection of marine resources.
Modern History – ATAR Year 12 Unit 3 – Modern nations in the 20th century (Elective 2: Russia and the Soviet 1914−1945) Unit 4 – The modern world since 1945 (Elective 1: The changing European world since 1945) Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/start and submission date Assessment task Historical inquiry 20% 10% Hand out Week 1.4: Validation Essay Week 1.6 Task 2 Part A: Topic: Role and impact of key leaders/ideology in Bolshevik Revolution October 1917 Task 2 Part B: An in-class validation essay 10% Week 2.9 & Week 3.1 Task 9 Part A: Topic: the European Union Task 9 Part B: An in-class validation essay Explanation 20% 5% Week 1.8 Task 3: An in-class essay based on content related to Civil War and Bolshevik Consolidation 5% Week 2.4 Task 5: An essay based on content related to the impact of WW2, methods used to secure victory and leadership. 5% Week 3.4 Task 8: An in-class essay based on content related to détente 5% Week 3.8 Task 10: An essay based on content related to the end of the Communism in USSR Source analysis 20% 5% Week 1.3 Task 1: An in-class source analysis based on the content related to causes of discontent/February revolution 5% Week 2.2 Task 4: An in-class source analysis based on the content related to social/cultural changes to 1945 5% Week 2.9 Task 7: An in-class source analysis based on the content related to cooperation in the West 5% Week 3.9 Task 11: An in-class source analysis based on the content related to the end of the Cold War. Examination 40% 15% Semester 1 Examination Week 2.6 Task 6: Semester 1 examination – three hours duration using the examination design brief from the syllabus 25% Semester 2 Examination Week 4.1 Task 12: Semester 2 examination – three hours duration using the examination design brief from the syllabus Total 100% 100% EXAMINATIONS Examination design – Year 12 Time allowed
Week 3: PPT on The Tempest: context, forces, characters, audience theory, text approaches, style and form. Go through the PPT with students. Students will participate in activities which explore the text and link to performance assessment. Watch DVD on Zen Zen Zo The Tempest Watch Documentary Week 4: improvisations looking at a and selected force from ‘The Tempest’ Write up looking at the rehearsal process. Theory focusing on using graphic organisers in the written exam. impact of changing historical, social and cultural values on drama production for audience reception forces that contribute to the reinterpretation of drama for contemporary audiences the elements of drama (role, character and relationships, situation, voice, movement, space and time, language and texts, symbol and metaphor, mood and atmosphere, dramatic tension) focusing on characterisation developed through the combination of physical and psychological approaches to role and dramatic action refined through improvisation the elements of drama to create dramatic action by exploring choices (varying light and darkness, sound and silence, stillness and movement, colour and space) to support selected themes, approaches and theories the elements of drama used in historical and contemporary preparation processes including physical and text-based approaches in the re-interpretation of drama for contemporary audiences the elements of drama shaped through improvisation to critically engage with role, character, situation and themes in reinterpreted drama for contemporary audiences relationships between selected forms and styles appropriate to chosen texts shaped by viewpoints techniques of structuring and reinterpreting drama texts based on forms and styles for audiences The Tempest scene excerpts PPT: The tempest DVD: The Tempest (Performance) DVD: The Documentary Graphic Organisers hand-out
• focus and spatial awareness in self-devised and contemporary drama Oral Communication interviews and other oral presentations • structuring of ideas and responses. Week Task 12: Drama Practical Examination Due: Week 8 TBA. Reflect on the Drama Practical (Performance) Examination Requirements. Spontaneous improvisations. Interview. Script format. Week 10: Hand back results and go through what’s working and what work. Revising over the Drama syllabus Revising for the Written Examination. Developing skills and abilities further in multiple forms of communication, including: short- and extended-answer forms graphic organisers, diagrams and illustrations with appropriate annotations and colour interviews and other oral presentations Structuring of ideas and responses. Practical exam Task 12: Due Week 8 Written Exam Task 13: TBA Study skills: Note taking and annotating Highlighting important notes from handouts Use the planner to record homework / due dates for assessments Using graphic organisers Review and revise materials before test Testing terminology on a weekly bases Recording work-shops and activities done in class. Watching and reflecting on performance work. Asking for feedback from teacher and
Irene McCormack Catholic College 12ATAR (UNIT 3) (AFRO AMERICAN) Scheme of Assessment 2018 Assessment type Task weighting Task Due Date Aural Theory & Composition Cultural & historical Performance WRITTEN 8% Task 1: Music Skills Test Application of theoretical knowledge and skills related to composing/arranging music Term 1 Week 5 ✓ 6% Task 2: Aural 1 Test Listening, recognition, identification and analysis of music elements. Term 1 Week 6 ✓ 5% Task 3: Analysis Visual and aural analysis of selected works and artitsts. Term 1 Week 7 ✓ 5% Task 4: Extended Response Research of selected and artists in a particular area of study. Term 1 Week 8 ✓ 6% Task 5: Aural 2 Test Listening, recognition, identification and analysis of music elements. Term 2 Week 3 ✓ 20% Task 6: Written Examination Written examination based on semesters work – Aural, Theory and Composition, Historical and Analysis. Term 2 Week 6/7 ✓ ✓ ✓ PRACTICAL 10% Task 7: Prepared Repertoire Performance of one piece from the chosen context. Term 2 Week 3 ✓ 6% Task 8: Technical Work & Sight Reading Performing selected scales and a 4 – 8 bar melody on chosen instrument. Term 1 Week 10 ✓ 4% Task 9: Group Performance Prepare and perform a medley made up of selected set work pieces Term 1 Week 11 ✓ 30% Task 10: Practical examination Performance recital based on the chosen context Term 2 Week 5 ✓ Irene McCormack Catholic College 12ATAR (UNIT 4) MUSIC (POP) Scheme of Assessment 2018
1 Guided Project planning and scheduling Construction Industry scope Environmental sustainability relevant to task Carpentry techniques in frame construction Use of carpentry tools and equipment Teamwork and workplace communication Picnic Table construction Worksheets and theory activities 2 Project planning and scheduling Basic Bricklaying techniques Calculation of brick laying materials Occupation Health and safety Brick laying tools and equipment Environmental sustainability relevant to task Concrete materials tools and equipment Volume calculations for concrete Laser Leveling equipment Construction simple concrete formwork Team work and communication Environmental sustainability relevant to task Brick laying & carpentry task – Picnic shelter Worksheets Estimating and costing Scheduling JSA Laser level measurement exercises. Concrete Slab Patio Slab (Day incursion) 3 Consolidation of skills Planning and scheduling Plan reading Carpentry skills Concreting skills Brick laying skills Occupational health and safety Calculations and measurements Communication Concrete finishes Brick BBQ with concrete bench top. Project planning and scheduling. Measurements and calculations Carpentry formwork. 4 Exam Period week 1 Year 12 Graduation Week 2 Completion or re submission of outstanding written tasks
** This is a fantastic resource with helpful points of analysis (note: some are directed towards teachers but it is still helpful) Know the genre, structure and language The VATE Inside Stories document is a very helpful with this aspect of the study. Review your notes on genre, structure and language to ensure you have a strong understanding of the impact CONSTRUCT has on the reader’s experience with this graphic novel. Another interesting article exploring these concepts: Know the themes, ideas & values – mind-maps, notes, posters, previous responses; see activities in Insight text pp. 54-56 Other helpful resources Writing the essay – use Insight text pp.64-69 to assist in planning and drafting your response ‘Island: collected stories’ by Alistair MacLeod Know the characters TITLE Main Character & Age Main Location Themes & ‘The Boat’ Unnamed older man; himself as a boy Cape Breton Tradition, education/literature, death ‘The Vastness of the Dark’ James, 18 Cape Breton; Nova Scotia Tradition, transition, outsiders, belonging ‘The Golden Gift of Grey’ Jesse, 18 Indiana Transition, education ‘The Return’ Alex, 10 Montreal; Nova Scotia Tradition, transition, outsiders, belonging ‘The Lost Salt Gift of Blood’ Unnamed man, 33 Newfoundland Transition, outsiders, belonging ‘The Road to Rankins Point’ Calum, 26 Cape Breton Tradition, transition, belonging, death ‘The Closing Down of Summer’ Unnamed miner, probably in his 50s Cape Breton Tradition, transition ‘To Every Thing There is a Season’ Unnamed boy, 11 Cape Breton Transition, death ‘Second Spring’ Unnamed boy, early teens Not stated Tradition, transition ‘Winter Dog’ Unnamed older man, himself as a boy Ontario; Cape Breton Death ‘The Tuning of Perfection’ Archibald, 78 (and as a younger man) Cape Breton Tradition
Exploring Your Understanding of Island Study Tasks The following tasks are designed to assist in your preparation for both the SAC (creative response) and the work requirement (analytical response). You will need to read and re-read selected stories to deepen your knowledge and understanding of the narratives. ** All tasks should be completed in your workbook or on your device. Characters Respond to the following by selecting one protagonist from a story in Island: Personal details – their full name (and how to spell it), their age and where they live. Character and personality – their strengths, weaknesses and significant values Background – their families; their social and cultural context. Motivations – why do they act in certain ways and make the choices they do? Relationships – with other characters and with their surroundings. Changes – in their character, relationships, circumstances or point of view Common word More specific words with similar meanings… strong powerful weak subservient good honourable bad immoral kind compassionate malicious reticent loud boisterous true honest false manipulative loyal committed disloyal treacherous happy positive sad negative greedy avaricious nice magnanimous smart perceptive silly unwise rash reckless careful cautious brave courageous fearful cowardly thoughtful reflective
TECHNOLOGY & ENTERPRISE – BUSINESS & COMPUTING Applied Information Technology ATAR Applied Information Technology ATAR 60% B 25 Business Cert III Nil - 25 Information Technology Cert III Nil - 26 TECHNOLOGY & ENTERPRISE – DESIGN & TECHNOLOGY Building and Construction Cert II Nil - 26 Design ATAR Design ATAR - 60% B 26 Graphic Design Visual Arts Cert II (Design) Nil - 27 Materials Design & Technology Metals General Nil B 27 Materials Design & Technology Woodwork General Nil B 28 TECHNOLOGY & ENTERPRISE - FOOD SCIENCE & TECHNOLOGY General Children Family and the Community General Nil - 28 Food Science and Technology General Nil B 29 VOCATIONAL EDUCATION Career & Enterprise General Nil A 30 YEAR 7 - 12 CURRICULUM PATHWAY Year 7, 8 and 9 Compulsory Courses Religious Education English Social Sciences Mathematics Science Academic Extension Course 3 Course 2 Course 1 Year 10 Compulsory Courses Academic Extension Course 3 Course 2 Course 1 Religious Education Religious Extension Course 3 Course 2 Course 1 English Literature Course 3 Course 2 Course 1 Mathematics Specialist Advanced Standard Fundamental Science Academic Extension Course 3 Course 2 Course 1 Social Science Academic Extension Course 3 Course 2 Course 1 Health & Phys Ed Physical Education Physical Ed Studies Soccer Academy Outdoor Education Physical Education Physical Ed Studies Soccer Academy Outdoor Education Physical Education Soccer Academy Outdoor Education Physical Education Soccer Academy Outdoor Education
McCormack Catholic College Year 12 English ATAR 2018 Semester 1 Assessment Table Unit/Assessment Type of Assessment Weighting Due Date Ongoing Task: In preparation for the Creative and Expository Writing Folio due Term 3 and the Composing Section of the exam, students are to be given TWO creative or expository writing stimuli in class (10 minutes on one of these) once a fortnight (alternating between narrative and expository). They must then develop that writing further and complete that for the following fortnight. That piece is peer marked and put into their folio. Towards Term 3, they will select their favourite narrative piece of writing or favourite expository piece of writing to be marked by the teacher (7.5%), along with the submission of all other writing drafts throughout the year (2.5%) Task 1: In-class short answer responses to an unseen expository text (focus on sustainability) Responding (Reading) 5% Mid Week 3 Term 1 Task 2: Documentary study – Teenage Paparazzo. In-class unseen essay (no notes) Responding (Writing, Viewing) 7.5% Start of Week 6 Term 1 Task 3: Short stories - Australian identity (with focus on Indigenous and Asian experience) Comparative unseen (no notes) Responding (Writing, Reading) 5% Thurs Week 10 Term 1 Task 4: Australian identity. oral presentation: stage drama, panel discussion, current affairs segment, speech, or multimodal presentation Creating (Speaking & Listening) 12.5% Week 4 Term 2 Task 5: Semester 1 Exam Examination 15% Weeks 6 & 7 Term 2 SEMESTER CHANGE OVER WEEK 8 OF TERM 2 Students are to read the novel, The Book Thief, over the holidays. Semester 2 Assessment Table Assessment Type of Assessment Weighting Due Date
Students to create a comparative PMI chart which contrasts the use of verbal language and non-verbal language by these speakers. Brainstorm of social issues which interest and motivate the class Students are to do comprehension of the structure and language devices used in written scripts of famous speeches, focusing on context, audience and purpose, as well as persuasive conventions Students are to choose a and write their own persuasive speech. They must research their topic thoroughly and include a bibliography. Scaffold activities about how to plan and organise arguments logically Scaffold writing a persuasive paragraph Practice presentation without non-verbal techniques and then with non-verbal techniques in pairs and have their partner give feedback one that was most effective. Students may also create a PowerPoint or use other visuals during their speech Present to the class. community, local or global issues in literary, everyday and workplace texts the use of media, types of texts, text structures and language features how some perspectives are privileged while others are marginalised or silenced. Use information for specific purposes and contexts by: determining the relevance of source material to the context and topic investigating and synthesising ideas and collating appropriate information from a range of source material employing ethical research practices such as acknowledging sources, and avoiding plagiarism and collusion. Create a range of texts: expressing a logical point of view about an idea, issue or event in a range of media and digital technologies integrating text structures, language features and visual techniques to engage and persuade audiences, for example, creating a multimedia advertising campaign, presenting a slideshow presentation, writing and illustrating a picture book and recording a radio talkback program using editing processes and appropriate referencing using and adapting text structures and language features to communicate ideas in a range of media. using personal voice and adopting different points of view and/or perspectives to influence audiences in a range of media Communicating and interacting with others: creating oral that communicate ideas and perspectives recognising when to work with others and when to work independently the language of negotiation, problem solving and conflict resolution.
MEDIA ARTICLES BIBLIOGRAPHIC DETAILS SHEET NAME: ______________________________________ ENGLISH TEACHER: ________________________ Issue: ___________________________________________________________________________________________ PRINT (HARD COPY) ARTICLES FROM NEWSPAPERS, JOURNALS and MAGAZINES Eg: Hill, I. 2017. “Making a business tick”, The Age, 5 March, p 24. Author’s surname and initials or given name Date of article Title of the article – in quotation marks Name of the newspaper etc underlined & italics Volume, number, month/season if applicable Page numbers of article Eg: Hill, Ivan 2017 “Making a business tick” The Age 5 p. 24 ONLINE ARTICLES FROM NEWSPAPERS, JOURNALS OR MAGAZINES Eg: Jones, P. 2017. “Rudd tussles with Howard over the history wars”, The Sydney Morning Herald, viewed 28 November, 2017, http://web.ebscohost.com Author’s surname and initials or given name Year of publication Title of the article – In quotation marks Name of the online newspaper or magazine - italics Date of publication Date viewed URL/website address or Database (Domain name only) Jones, Phillip 2017 “Rudd tussles with Howard over the history wars” The Sydney Morning Herald 17 November Viewed 28 November, 2017 http://web.ebscohost.com Use the information on this sheet in the – use the KRC password. . These services will help you build list of references which You can just submit this sheet but to really impress submit a list of references.
Units 3 & 4 Assessment Outline 2018 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Response 40% 8% Term 1 Week 7 Test 1 – Linear and area measure, volume and capacity, plans, Pythagoras’ Theorem and Trigonometry 12% Term 2 Week 4 Test 2 – Graphs, linear functions, sampling, bivariate data, ongoing revision 8% Term 3 Week 3 Test 3 – Probability, relative frequency, sample spaces, predicting proportions and number of outcomes 12% Term 3 Week 10 Test 4 – Problem solving involving distance between places on earth, time zones, compound loans and investments, ongoing revision Practical applications/ Statistical investigation process 45% 7% Term 1 Week 4 Practical Application 1 – Measurement 7% Term 1 Week 9 Practical Application 2 –Applications of triangles 7% Term 2 Week 3 Statistical Investigation 1 – Data collection & Bivariate data 8% Term 3 Week 1 Statistical Investigation 2 – Probability simulation 8% Term 3 Week 4 Practical Application 3 – Time 8% Term 3 Week 6 Practical Application 4 – comparisons Externally set task 15% 15% Term 2 Weeks 2-4 A task set by the SCSA based on the following content from Unit 3 Syllabus dot points 3.1.1 – 3.1.7 and 3.2.4 – 3.2.8 Total 100% 100%
Assessment Type Assessment Type Weighting Assessment Task Weighting Due Date Assessment Task Investigation 15% 7.5% Term 1 Week 10 Task 2: Expedition manual to help prepare for Rotto expedition 7.5% Term 3 Week 4 Task 7: Expedition manual to help prepare for Ningaloo expedition Performance 1 30% 15% Term 1 Week 11 Task 1: Snorkelling skills assessment 15% Term 3 Week 5 Task 6: Kayaking skills assessment Performance 2 20% 10% Term 1 Week 11 Task 3: Expedition performance from Rotto expedition 10% Term 3 Week 5 Task 8: Ningaloo expedition performance Response 20% 10% Term 2 Week 1 Task 4: Expedition Journal Rotto 10% Term 3 Week 6 Task 9: Expedition Journal Ningaloo Externally set task 15% 15% Term 2 Week 4 Task 5: A written task or set of items of one-hour duration developed by the School Curriculum and Standards Authority, based on the content for Unit 2 and administered by the school Assessment Outline Outdoor Education – Year 12 General Unit 3 and 4
calculating back bearings and magnetic variation purpose and elements of a simple route plan destination and distances times terrain stages/check points goal setting and framing the experience 9 The environment features and relationships in the natural environment of the expedition area components of weather wind clouds precipitation temperature air pressure identification of local seasonal weather patterns weather forecasting using synoptic charts and climatic averages Technique development of an increasing repertoire of skills in an outdoor adventure activity Snorkelling Buddy system Signals used in snorkelling Snorkel clearing Finning Duck diving Equalizing Students to practice briefing of parts of a briefing session, including full value contracting, goal setting and framing the experience Textbook: Outdoor Education A resource for Year 12 General P 197 - 248 10 Relationships with nature application of ‘Leave No Trace’ principles No practical session Textbook: Outdoor Education A resource for Year 12 General P 267 - 274 SISOOPS201A Minimize environmental impact 11 Expedition Task 3: Expedition performance from Rotto expedition School Holidays Term 2
documentation/accident report forms signalling methods used in an emergency whistle fire sand drawing mobile and satellite phone flare personal locator beacons (PLB) and emergency position indicating radio beacons (ePIRB) hand and/or arm signalling 6/7 HLTAID003 Provide Aid 8/9 Relationships with nature changes in the ways humans have valued nature over time natural change and the effects it has on individuals and communities in Australia day to night seasonal variation drought and flood commercial, recreational, conservational and human activities that alter places application of ‘Leave No Trace’ principles Environmental management definition of sustainability sustainability issues Assist in conducting Outdoor Recreation sessions Textbook: Outdoor Education A resource for Year 12 General P 251 - 293 SISOODR201A Assist in conducting outdoor recreation sessions
contributing accepting others refraining from judgements following group norms active listening skills feedback problem solving 5 Expedition Task 8: Ningaloo expedition performance SISOOPS202A Use and maintain a temporary or overnight site 6 Working with others use of journal writing, questionnaires, ratings, interviews, debriefings and solo time to self-appraise interpersonal skills peer and self-evaluation of performance within a group Assist in conducting Outdoor Recreation sessions Textbook: Outdoor Education A resource for Year 12 General P 421 - 430 Task 9: Expedition Journal Ningaloo Due Friday Week 6 SISOODR201A Assist in conducting outdoor recreation sessions 7 Relationships with nature technology and the environment improvements to equipment electronic equipment the impact of urbanisation and changing lifestyles minimising human impact on nature concept of wilderness application of ‘Leave No Trace’ principles Assist in conducting Outdoor Recreation sessions Textbook: Outdoor Education A resource for Year 12 General P 495 - 513 SISOODR201A Assist in conducting outdoor recreation sessions
Investigation 10% 1.11 The High 5% 3.6 Human Rights 5% Answer 15% 1.6 Functions of the Commonwealth Parliament in theory and practice and the decline of parliament thesis 5% 2.2 Federalism 5% 2.9 Accountability of the Parliament 5% Essay 15% 1.7 The Governor General 7.5% 3.4 Judicial Governance 7.5% Source Analysis 20% 1.3 Legislative, Executive and Judicial powers of Australia and Non-Westminster System 6% 3.2 IMR/CMR/Public Service 7% 3.7 Citizenship and Equity 7% Examination 40% 2.7 Semester One Examination 15% T3 Holidays Mock Examination 25% ASSESSMENT SCHEDULE Type of Assessment Assessment SCSA weightings Assessment weighting (annualised) Unit Investigation Judicial Power 10% 5% Answer Functions of the Commonwealth Parliament in theory and practice and the decline of parliament thesis. 15% 10%
Name the key philosophers associated with this approach Aristotle (384-382 BC) What is good? According to this approach how do we find out what good behaviour is? We can find out what good behaviour is by finding the mean between vices of excess and deficiency. We can discover virtues (good character traits). (eg The virtue of courage lies at the mean, the half way point, between the excessive extreme of rashness, and the deficient extreme of cowardice.) By developing virtues and using 'prudence', rational, practical intelligence people can train themselves to find out what good behaviour is and aim for it (though being 'incontinent' they may not always hit the target.) According to this approach what are the characteristics of good behaviour? The characteristics of good behaviour can be seen in the behaviour of good people. Good behaviour is deliberate voluntary action guided by virtues and rational, practical intelligence. Virtuous behaviour is always at the mean between vices of excess and deficiency. Virtues and practical intelligence produces behaviour that considers personal and community welfare and develops individual happiness and the good society. (Even though humans are 'incontinent' and will fall short of virtue.) Strengths What are the strengths of this approach to ethics? Many seem realistic and humanitarian. As Alasdair MacIntyre argues, it is very important to think about the meaning of a good life and being a good person; this is what virtue theory does. It seems practical and down to earth. It's rational but recognises human weaknesses. Virtue theory doesn't lay down laws of behaviour but it provides clear guidelines. Weaknesses What are the weaknesses of this approach to ethics? It isn't entirely practical, lots of people aren't as rational or as prudent as Aristotle! People don't really agree about what virtues are, or that they are at the mean. Robert Louden has highlighted weaknesses. It's impossible to know when someone's internal character is truly good; so ethics should focus should be on actions and consequences not character. Supposedly 'good' people can do bad things. 'Incontinence' could excuse some very bad behaviour. There are no clear rules in virtue theory; hence the rise of more normative ethical theories. Some of Aristotle's ideas seem elitist, xenophobic and sexist to a modern person. Natural Law
the different reactants Be able to explain the qualitative effect of changes in temperature on the rate constant k What happens to the rate of reaction as the temperature increases? What happens to the value of the rate constant as the temperature increases? Explain the effect of temperature on rate of reaction Understand that the orders of reactions with respect to reactants can be used to provide information about the rate determining/ limiting step of a reaction True or false? Any species involved in or before the rate determining step can appear in the rate equation. Which species can appear in the rate equation for each of these mechanisms?
5 Addition and subtraction Day 1: Understand subtraction as ‘take away’ Day 2: Begin to count back to subtract Day 3: See how subtraction ‘undoes’ addition Day 4: Add and subtract 1 or 2 Day 5: Decide whether to add or subtract to solve a word problem NRICH link: Day 1: Starter – Counting Day 2: Starter – Count back Day 3: Starter – Numbers to 20 Day 4: Starter – Count back 2 Day 5: Starter – Bonds to 5 Addition and subtraction Day 1: 1. Understand subtraction as ‘take away’. 2. Count what’s left and record the related subtraction sentences. Day 2: 1. Begin to count back to subtract Day 3: 1. See how subtraction ‘undoes’ addition. 2. Add and subtract numbers up to 15. Day 4: 1. Add and subtract 1 or 2. 2. Read the signs + and –. Day 5: 1. Decide whether to add or subtract to solve a word problem. 2. Represent objects in a word problem with cubes or fingers. HAT Outcomes 1 (1 less), 10, 11 (counting back) and 12 6 Number and value Day 1: Mark numbers on a 0 to 20 beaded line Day 2: Compare 2 numbers less than 20 Day 3: Count in 10s from 10 Day 4: Find halves of shapes Day 5: Find quarters of shapes Day 1: Starter – Count to 20 Day 2: Starter – to 100 in ones Day 3: Starter – Count from 50–100 Day 4: Starter – Counting from multiples of 10 Day 5: Starter – Identifying multiples of 10 Number and place value Day 1: 1. Order numbers on a track. 2. Mark numbers on a beaded line using the ‘landmarks’ of 5, 10, 15 and 20 to help. Day 2: 1. Compare 2 numbers less than 20. Day 3: 1. from 1 to 100. 2. Count in 10s from 10, matching multiples on their fingers. Day 4: 1. Recognise ½ of shapes. 2. Divide regular shapes in half. Day 5: 1. Understand how to find ¼ of different shapes. HAT Outcomes 4 (to 20), 5, 1, 2 (10s), 15 (shapes) and 16 (shapes)
Each term the children embark on a whole school theme which embeds REAL projects into the learning journey. Theme One Theme Two Theme Three The Magical of Books Parallel projects - great Literature to stimulate. AM. Project to span both terms 1 and 2. All classes creating class anthologies with illustration, based upon Literature from the Pie Corbett Reading Spine and other classics. All with a magical element. PM. Projects Term 1. History Focus Project Term 2. Science Focus Project The World in our Hands Developing young and righteous environmental leaders. Focus on Geography, Science and Art and Design. Take one Picture Take one book Whole School Project – Art Exhibition. Bridges and Walls A transition for all. Bridges made to unite and walls built to divide and protect. Focus on History, Geography, Science and DT. Teacher’s freedom to design projects Music RE PE Computing MFL Every fortnight For afternoon Drumming Brass Ukulele Singing. Blocked and themed. Every week. Blocked or embedded into theme. French once per week KS2.
box’ cards with pairs to 6 and additions on one side and subtractions on the other, e.g. Plastic cups and containers holding more/less than the plastic cups Prepare addition cards to match addition snakes for 8 and 9 Opaque tubs Socks of different sizes and patterns Food items that you might find at a school tuck shop with price labels 11p, 12p, 13, 15p, 17p, 19p and 20p Food items with price labels 25p, 30p, 41p, 52p Stationery items with prices 67p, 42p, 56p, 73p, 48p and 59p, 26p, 32p, 45p and 56p Selection of groups of objects in a tub, e.g. counters, pencils, multilink, beads, counting bears, straws for each pair Sweets 10–19p cards Empty food containers with price labels Purse +10, –10 cards Objects with price tags Pre-prepared symbols for pictograms photocopied Data from another class to show birthdays in each month It is assumed that classrooms have rulers, individual whiteboards, pens and rubbers, coloured pencils, scissors, glue sticks, Blu-tac®, A3 paper and access to the internet.
Year 1 Homework for 2017-2018 English Homework – handed out on a Monday and due in the following Wednesday (9 days later). English homework will be sent home on the following dates: Term Given out Returned Summer 1 16th April 30th 14th May 25th April 9th May 23rd May Summer 2 11th June 25th June 9th July 20th June 4th July 18th July Maths Homework – this will be set weekly, handed out on a Friday and due in the next Wednesday (5 days later).
Drawing on a Diverse Evidence Base In addition to significant public consultation, the review also drew on the Australian Consumer Survey 2016 (ACS). The ACS involved 5,408 consumer surveys and 1,210 business surveys, which were conducted in November 2015 and February 2016 respectively. The ACS looked at trends in consumer and business perceptions, behaviours and experiences as well as areas of consumer detriment and areas of burden to business. The key findings are included on page 6 of the ACS (and summarised in the infographic below). CAANZ also commissioned the Queensland University of Technology (QUT) to undertake a study of consumer policy frameworks in comparable countries (such as the European Union, the United Kingdom, United States, Canada and Singapore). The QUT study provided a strong point of reference to compare many of the Final Report’s findings. CAANZ ensured a broad of experts were consulted, including using Mindhive, which is an online platform for policy professionals exchanging views. The ACL Review Secretariat three challenges: digital content and consumer protection; product innovation and safety regulation; and increasing awareness of consumer rights. The insightful responses to the policy challenges contributed to the development of CAANZ’s findings and proposals. Implementing the Findings The Report outlined a reform package for consumer affairs ministers to consider. For legislative proposals, the report also set out a staged implementation process under which: legislative reforms that are well-developed and do not require formal regulatory impact assessment would be implemented first; and reforms that require further development ahead of preparing legislative proposals will be fully developed so that they can be put to ministers at a later date for decision. As regulator actions do not require legislative change, they do not necessarily require formal ministerial approval and are able to commence as priorities.
to show how they started life and what they might look like when they grow older. Discuss the purpose of an annotated drawing. Literacy Focus (Source: Watch It Grow, pp 15) Why do we use an annotated drawing? What does an annotated drawing include? Allow students time to complete the activity individually. Optional: Cut and paste the image of the Cotton bollworm, cotton plant and person into their science journal if they need more room for their annotated drawings. As a whole class, discuss with students the pictures they have drawn and how they are alike and different. Record students’ responses in the class science journal. Introduce the word wall and its title ‘Watch It Grow!’ Discuss the purpose and features of a word wall. Literacy Focus (Source: Watch It Grow, pp 16) Why do we use a word wall? What does a word wall include? Ask students what words they would like to place on the word wall from today’s lesson. Introduce the enlarged copy of ‘From young to old’. Read through and discuss with students. Explain that students are asked to bring to school a photo of them when they were a baby so they can think about themselves and how they have grown. Tell students that if they don’t have one they can discuss with their parents what they looked like and do a drawing. Hand out the ‘Information note for families for students to take home (Watch it grow, pp 20). Session 2 Agree to Disagree? For The Class For Each Student Science Journal Word Wall A4 (see ‘Preparation’) 2 Agree/ Disagree charts (see ‘Preparation’) Science Journal