zilongwang/ReadingBank huggingface dataset:
A fragile environment is one that can be easily damaged/disturbed by human activity and is difficult to restore. How are animals adapted to Antarctica? How do people use Antarctica? Why do tourists go to Antarctica? What impacts do tourists cause? How can tourism be managed? Wildlife Scenery Small boat cruising Aircraft flight climbing camping walking helicopter flight ice landing kayaking snowboarding ship cruises scuba diving skiing The environmental impact of an individual tourist is much greater than that of a researcher. Landing sites are chosen for a special feature, so they quickly become honeypots. More than 99% of Antarctica is covered with ice, so little is left for tourist activity. Few visitors go on the ice. Tourists only spend a short time ashore, but the impacts do not always reflect this. They want to visit the most picturesque and wildlife-rich areas. The impact is uneven but in places too great. Animals, especially penguins and seals, are disturbed by more than a few people. Not used to humans, they do not like to be touched. If they leave as a result, they may abandon eggs and young. There have been accidents when All tour operators are members of which directs tourism to be safe and environmentally friendly. Around 100 companies are involved. In line with the Antarctic Treaty, tourism is an acceptable activity in Antarctica - it is the scale that has to be controlled. Visitors are not allowed to visit Sites of Special Scientific Interest (SSSIs) in order to conserve precious wildlife and landscapes. Bird Island on South Georgia is one example. Although tourist numbers have increased rapidly in Antarctica, protection remains a priority. A permit must be gained for any activities on the continent. No ship carrying over 500 passengers can land in Antarctica. the less, there is concern that larger ships will eventually be
ships have struck uncharted rocks or ice floes. The great majority of shipping in Antarctic waters is tourist-based. Oil spills are becoming an increasing hazard for wildlife. Tourist ships must discharge all waste materials well away from the shore of Antarctica. allowed to land and that the volume of tourists will be beyond sustainable limits. How have the uses of Antarctica changed? Exploring – a great challenge was to get to the South Pole to claim the land for King and country Mining – can often lead to oil disasters – oil, coal and diamonds are the main resources Tourism – scenery, wildlife, walking Whaling – 2000 whales are killed each year – it is claimed the whales are killed for scientific research but often the meat is sold to posh restaurants Scientific research – this focuses on looking at the hole in the Ozone layer and the effects of climate change
Irene McCormack Catholic College VISUAL ARTS Year 8 – Semesterised Rotation ‘Reef’ Scheme of Assessment 2018 ART MAKING Assessment type Task weightings Task Due Date Inquiry Practice Presentation Practical 42.5% 5% Task 1: Shell Drawing Create a pen drawing of a shell using hatching (with artliner). Term 1/3 Week 2 ✓ 7.5% Task 2: Yellena James Part 1 Produce a mixed media painting on canvas displaying James’ techniques. Term 1/3 Week 7 ✓ 2.5% Task 3: Reef Design Considering pattern, texture and colour, compose a design for your reef sculpture. Term 1/3 Week 9 ✓ 27.5% Task 6: Glazed Reef Sculpture Using a variety of ceramics techniques, construct your reef design out of paper clay. Finalise your sculpture by glazing. Term 2/4 Week 9 ✓ ✓ Assessment type Task weightings Task Due Date Analysis Contexts Interpret & Response Written 7.5% 7.5% Task 2: Yellena James Part 2 Complete the handout, demonstrating your knowledge on painting mediums, elements and techniques used by Yellena Term 1/3 Week 7 ✓ ✓ ✓ McCormack Catholic College PERFORMING ARTS Year 8 – Semesterised Rotation Scheme of Assessment 2018
Assessment Outline Year 8 Football Academy Term Name Weighting 1 Fitness testing results Evasion test Tackling test Knowledge of rules test 8% 4% 4% 4% 2 Kicking skills test Handball skills test Marking skills test Self-management and Leadership Game play and structures Participation in college life 4% 4% 4% 4% 11% 3% 3 Knowledge of rules test 4% 4 Fitness testing results Kicking skills test Handball skills test Marking skills test Evasion test Tackling test Self-management and Leadership Game play and structures Participation in college life 8% 4% 4% 4% 4% 4% 4% 11% 3%
5 How citizens can participate in Australia's democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action () How laws are made in Australia through parliaments (statutory law) (ACHCK063) Students to work on Assessment task creating a group to identify an issue and designing a Bill to introduce for debate in Parliament. Students to design a campaign to lobby for this issue. ASSESSMENT TASK: LOBBY GROUP CAMPAIGN 6 How citizens can participate in Australia's democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action () How laws are made in Australia through parliaments (statutory law) (ACHCK063) Students to present Assessment task creating a group over an issue and designing a Bill to introduce for debate in Parliament. Students to design a campaign to lobby for this issue. 7 How laws are made in Australia through the courts (common law) (ACHCK063) The types of law in Australia, including criminal law, civil law and the of Aboriginal and Torres Strait Islander (ACHCK064) Identification of Separation of Powers and role of Judiciary in making laws. Definition and examples of common law. Definition of civil law. Explanation and examples of Aboriginal and Torres Strait Islander customary law. 8 EXAM REVISION EXAM REVISION 9 SEMESTER ONE EXAMS SEMESTER ONE EXAMS ASSESSMENT: SEMESTER ONE EXAM 10 Different perspectives about Australia's national , including Aboriginal and Torres Strait Islander perspectives and what it means to be Australian (ACHCK066) Students to identify contributing factors and groups to Australian identity and how this has changed over time.
Irene McCormack Catholic College Year 8 Dance Course Scheme of Assessment 2018 Assessment Type Assessment Type Weightings Task ACADAM013 ACADAM014 ACADAM017 ACADAM015 ACADAM015 ACADAM015 ACADAM018 ACADAM019 Making Dance 5% 20% Task 1A Cultural Dance Technique Work in Progress Task 1B Cultural Dance Technique Making Dance 5% 25% Task 2A Hip Hop Technique Work in Progress Task 2B Hip Hop Technique Making Dance 20% Task 3A Dance Night Performance
Irene McCormack Catholic College Year 8 Course 1 English Assessment Outline 2018 Semester 1 Assessment Table Assessment Type of Assessment Weighting Mode Successful English 2 Due Date Task 1: Parvana Essay Response Receptive (Responding) 10% W, R GRAMMAR AND SPELLING UNITS 1-9 Week 6 Term 1 Task 2: Poetry Anthology Productive (Creating) 10% W Week 11 Term 1 Task 3: Story Analysis Test Receptive (Responding) 10% W, R GRAMMAR AND SPELLING UNITS 10- 20 Week 5 Term 2 Task 4: Semester 1 Exam Receptive (Responding) 15% W, R Week 9 Term 2 During weeks 6-7 and exam weeks, students are to begin reading the play, Two Weeks with the Queen
Irene McCormack Catholic College Year 8 Course 1 English Assessment Outline 2018 Semester 2 Assessment Table Assessment Type of Assessment Weighting Mode Successful English 2 Due Date Task 5: Two Weeks With The Queen (Group performance) Productive (Creating) 15% S&L GRAMMAR AND SPELLING UNITS 21-30 Week 3 Term 3 Task 6: Film Study: Wall-e Analysis test Receptive (Responding) 10% V Week 10 Term 3 Task 7: Speeches and Persuasive texts Receptive (Responding) 15% W, R GRAMMAR AND SPELLING Week 6 Term 4 Task 8: End of Year Exam Comprehending and Responding Receptive and Productive 15% W, R, V COMPREHENSION UNITS 1,2, 3, 4, 6 AND WRITING UNITS 1, 2, 3, 6, 10 Week 9 Term 4 WEEK 9 LAST WEEK OF SCHOOL
Irene McCormack Catholic College Year 8 Course 3 English Assessment Outline 2018 Semester 1 Assessment Table Assessment Type of Assessment Weighting Mode Successful English 2 Due Date Task 1: Short story test/essay Receptive (Responding) 10% W, R GRAMMAR AND SPELLING UNITS 1-9 Start Week 6 Term 1 Task 2: Two Weeks with the Queen Monologue Productive (Creating) 15% S, L Week 10 Term 1 Students are to begin reading the novel ‘Parvana’ in Week 11 and over the holidays Task 3: Parvana essay Receptive (Responding) 15% W, R GRAMMAR AND SPELLING UNITS 10- 20 Week 5 Term 2 Task 4: Semester 1 Exam Receptive (Responding) 10% W, R Week 7 & 8 Term 2 Students spend Week 8/9 beginning the next unit
McCormack Catholic College Year 8 Course 3 English Assessment Outline 2018 Semester 2 Assessment Table Assessment Type of Assessment Weighting Mode Successful English 2 Due Date Task 5: story construction Productive (Creating) 5% W Week 2 Term 3 Task 6: Crow Country essay Receptive (Responding) 15% R, W GRAMMAR AND SPELLING UNITS 21-30 Week 10 Term 3 Task 7: Film Study: Wall-e Analysis test Receptive (Responding) 15% V GRAMMAR AND SPELLING UNITS 31-34 Week 6 Term 4 Task 8: End of Year Exam Comprehending and Responding Receptive and Productive 15% W, R, V COMPREHENSION UNITS 1,2, 3, 4, 6 AND WRITING 1, 2, 3, 6, 10 Week 8 Term 4 9 and 10 begin Fairy Tale/Christmas newspaper unit, or reading log
Irene McCormack Catholic College Year 8 Course 3 English Course Outline 2018 Weeks Teaching content/focus Australian Curriculum strands addressed. Assessment Please note: Course 3 and Extension English both share similar goals: they extend students and prepare them for an eventual ATAR pathway. As such, the course content is relatively similar, yet differentiation occurs between them in the following ways: level of difficulty for assessment tasks and examination questions, complexity of analysis and concepts explored in the classroom, level of scaffolding offered to students, level of expectation reflected in the marking process, the level of student independence expected, and the level of sophistication facilitated through the modification of teaching resources. Appropriate pedagogy and differentiation is used to cater to the specific learning needs of students in each of these courses. STUDY SKILLS will be embedded throughout the year, including the use of graphic organisers, colour coding, mind maps, note-taking and mnemonics, revision questions, flash cards, retrieval charts) Term One: 1-6 Short story Analysis Introduce the features of a short story and how it differs to a novel Re-cap narrative conventions (plot, setting, characterisation, point of view, style/language) Discuss tone, mood and atmosphere created in short stories (resource on Groups) Go through a variety of stories in class, modelling annotations, analysis and example responses Destroying Avalon (Kate McCaffrey) Only Ten Baillie) Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542) Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) Explore the ways that and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or TASK 1: (Receptive /Responding) 10% Short story comprehension test – Read and analyse the techniques used in one unseen short story. Respond with short answers or paragraphs. (Due start of Week 6) ONGOING:
Assessment Weighting Outcomes Due date and topic Speaking test (presentation) 10 Listening, Responding & Speaking Term 3 Week 2 (Second lesson) Unit 5 Listening comprehension 10 Listening & Responding Term 4 Week 5 lesson) Unit 6 Writing 10 Writing & responding Term 4 Week 6 (First lesson) Unit 1-6 Reading test 20 Viewing, Reading & Responding Term 4 Week 7 (First lesson) Unit 1-6 50
French accommodation Castles Term 4: Revision and consolidation of unit 1 to 6 French regions study YEAR 8 FRENCH ASSESSMENT OUTLINE Note: This is provided as an outline of what should be expected, but may change during the term due to time constraints. Assessment Weighting Outcomes Due date and topic Speaking test (oral) 10 Listening, Responding & Speaking Term 1 Week 7 (both lessons alphabetical order) Yr 7 revision role play Listening comprehension 10 Listening & Responding Term 1 Week 9 (Second lesson) Unit 3 Writing and Grammar 10 Writing & responding Term 2 Week 2 (First lesson) Unit 4 Reading test 20 Viewing, Reading & Responding Term 2 Week 6 (First lesson) Unit 1-4 TOTAL 50 Semester 1 Semester 2
IRENE MCCORMACK CATHOLIC COLLEGE SOCIAL SCIENCE YEAR 8 GEOGRAPHY COURSE 1 PROGRAM TERM 1 2018 OVERVIEW: In Year 8, 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 of landscapes to people and the spatial in the distribution of populations. 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 geographical processes that produce landforms, including a case study of one type of landform, such as mountains, volcanoes, riverine or coastal landforms () Students are to identify and draw types of landforms found in the world. Students are to define processes of: tectonic forces, erosion, weathering, transportation and deposition Students are to identify and draw processes involved in formation of earthquakes and tsunamis through divergent and convergent plate tectonic movements. 2 The geographical processes that produce landforms, including a case of one type of landform, such as mountains, volcanoes, riverine or coastal landforms () The causes, , impacts and responses to a (e.g. volcanic eruption, earthquake, tsunami, landslide, avalanche) () Students to identify and draw causes of volcanoes with reference to convergent and divergent plate boundaries. Students to identify Pacific Ring of Fire and places which have volcanoes on this. Students to identify plate boundaries on Pacific Ring of Fire. Students to investigate 2011 Japanese Earthquake and identify location of it. Students are to draw diagram to illustrate how tsunami formed and identify impacts and responses to this. 3 How the effects caused by geomorphic hazards are influenced by social, cultural and economic factors (e.g. where people choose to live, poverty, the available infrastructure and resources to prepare and respond to a hazard) () How the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphic hazards () Students to understand and identify effects of 2011 Japanese Earthquake and identify Japanese preparation and response for this event. Students to look at effects of earthquakes and tsunamis on various countries over time and identify why effects are larger on some countries than others. Students to understand what Disaster Management principles are and identify how they are used in to prepare
4 The different types of landscapes in Australia and their distinctive landform (e.g. coastal, riverine, arid, mountain, karst) () The spiritual, cultural and aesthetic of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples () Students to identify and locate on maps where Australia’s main landform features are found. Students to identify correlations between landforms, climate, cities and population features in Australia. 5 The causes and consequences of in Australia and one country from the Asia () The reasons for, and effects of, in Australia () The reasons for, and effects of, international migration in Australia () Students to define and identify reasons for Australia’s population distribution and density. Students to define migration and immigration. Students to identify reasons people migrate between states and immigrate between countries. Students to identify effects of immigration on Australia. ASSESSMENT: IN CLASS TEST ON LANDFORMS AND AUSTRALIAN URBANISATION 6 The causes and consequences of in Australia and one other country from the Asia () Students to define urbanisation and identify causes of urbanisation. Students to identify changes in world urbanisation over time. 7 The causes and consequences of in Australia and one other country from the Asia () Students to identify consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and identify ways in which these cities are dealing with high populations. 8 The causes and consequences of in Australia and one other country from the Asia () Students to identify consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and identify ways in which these cities are dealing with high populations. 9/10 The causes and consequences of in Australia and one other country from the Asia () Students to identify consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and identify ways in which these cities are dealing with high populations. ASSESSMENT RESEARCH ESSAY COMPARING AND CONTRASTING CONSEQUENCES AND STRATEGIES DEALING WITH URBANISATION IN SELECTED CITIES
order to prepare and respond in the event of an earthquake or tsunami. 4 The different types of landscapes in Australia and their distinctive landform (e.g. coastal, riverine, arid, mountain, karst) () The spiritual, cultural and aesthetic of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples () Students to identify and locate on maps where Australia’s main landform regions and features are found. Students to complete overlay maps and account for correlations between landforms, climate, cities and population features in Australia. 5 The causes and consequences of in Australia and one other country from the Asia () The reasons for, and effects of, in Australia () The reasons for, and effects of, international migration in Australia () Students to define and account for Australia’s population distribution and density. Students to define migration and immigration. Students to analyse reasons people migrate between states and immigrate between countries. Students to evaluate effects of immigration on Australia. ASSESSMENT: IN CLASS TEST ON LANDFORMS AND AUSTRALIAN URBANISATION 6 The causes and consequences of in Australia and one other country from the Asia () Students to define urbanisation and account for causes of urbanisation. Students to identify and account for changes in world urbanisation over time. 7 The causes and consequences of in Australia and one country from the Asia () Students to evaluate consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and examine ways in which these cities are dealing with high populations. 8 The causes and consequences of in Australia and one other country from the Asia () Students to evaluate consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and examine ways in which these cities are dealing with high populations.
9 The causes and consequences of in Australia and one other country from the Asia () Students to evaluate consequences of urbanisation in London, Tokyo, Shanghai, Mexico City and Dhaka and examine ways in which these cities are dealing with high populations. ASSESSMENT RESEARCH ESSAY COMPARING AND CONTRASTING CONSEQUENCES AND STRATEGIES DEALING WITH URBANISATION IN SELECTED CITIES 10 The causes and consequences of in Australia and one other country from the Asia ()
YEAR 09 DESIGN ASSESMENT OUTLINE WEIGHTING TYPE TASK TASK WEIGHT KNOWLEDGE AND UNDERSTANDING PROCESS AND PRODUCTION SKILLS DUE 70% DESIGN & PRODUCING 1 MY FAVORITE THINGS – DOODLING 15% TERM 1 WEEK 6 2 ILLISTRATOR - ANIMAL SHAPES 15% TERM 2 WEEK 6 3 SCULPTRIS – DESIGN A POKEMON 20% TERM 3 WEEK 8 4 LOGO - GOOGLE DESIGN 20% TERM 4 WEEK 8 30% RESPONSE 5 ELEMENTS OF DESIGN – CHARACTER DESIGN 10% TERM 2 WEEK 8 6 ELEMENTS OF DESIGN – ANIMAL SHAPES RESEARCH 10% TERM 3 WEEK 10 6 END OF YEAR TEST 10% TERM 4 WEEK 8
09 ASSESMENT OUTLINE WEIGHTING TYPE TASK TASK WEIGHT KNOWLEDGE AND UNDERSTANDING PROCESS AND PRODUCTION SKILLS DUE 70% DESIGN & PRODUCING 1 MY FAVORITE THINGS – DOODLING 15% TERM 1 WEEK 6 2 ILLISTRATOR - ANIMAL SHAPES 15% TERM 2 WEEK 6 3 SCULPTRIS – DESIGN A POKEMON 20% TERM 3 WEEK 8 4 LOGO - GOOGLE DESIGN 20% TERM 4 WEEK 8 30% RESPONSE 5 ELEMENTS OF DESIGN – CHARACTER DESIGN 10% TERM 2 WEEK 8 6 ELEMENTS OF DESIGN – ANIMAL SHAPES RESEARCH 10% TERM 3 WEEK 10 6 END OF YEAR TEST 10% TERM 4 WEEK 8
IRENE MCCORMACK CATHOLIC COLLEGE SOCIAL SCIENCE YEAR 9 HISTORY PROGRAM COURSE 1 TERM 1 2018 OVERVIEW: In Year 9, Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History. Students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary. Students develop their historical understanding through key concepts, including , and , , perspectives, , and . These concepts are investigated within the historical context of the making of the world from 1750 to 1918. They consider how new ideas and technological developments contributed to in this period, and the of World War I. WEEK WA CURRICULUM CONTENT DESCRIPTION LESSON TOPICS ASSESSMENT TASKS 1 The important features of the modern period (1750–1918) including technological change, Imperialism and Nationalism. The technological innovations that led to the Industrial Revolution, and conditions that influenced the industrialisation of Britain (e.g. the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport , and expanding ) and of Australia () Identifies concept of revolution and of past revolutions in the modern period – French and American. Identifies why the Agricultural Revolution in Britain occurred and the main features and technological advancements that occurred as part of this. Identifies how cottage industries developed and evolved into industrial factories in towns. 2 The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (e.g. the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport , and expanding ) and of Australia () Identifies how factories in industrial towns developed and the technological innovations that occurred in these. Identifies transportation innovations and developments that allowed for greater movement of goods and trade between industrial towns. 3 The population movements and changing patterns during the Industrial Revolution () Identifies changing population patterns and impact on industrial in Britain. Identifies layout of industrial towns and living conditions for people in these towns.
10 The commemoration of World War I, including debates about the nature and of the ANZAC legend () Students to research information an ANZAC Soldier and create a PPT presentation on them to commemorate their efforts. Students are to create a QR code link to their presentation and place this on a commemoration plaque for display at ANZAC Service. ASSESSMENT Anzac Soldier Research Presentation
10 The commemoration of World War I, including debates about the nature and of the ANZAC legend () Students to research detailed information about an ANZAC Soldier and create an extensive PPT presentation on them to commemorate their efforts. Students are to create a QR code link to their presentation and place this on a commemoration plaque for display at ANZAC Service. ASSESSMENT Anzac Soldier Research Presentation
Relate reflex action with potentially lifesaving actions 3.3 Stimulus Response worksheet Challenge 3.3B: Testing reflexes 4 Divisions of the Nervous System: Unit 3.4 & 3.5 Define central nervous system, peripheral nervous system, somatic nervous system and autonomic nervous system Describe the roles of the central nervous system, peripheral nervous system, somatic nervous system and autonomic nervous system List the of the brain and describe their main functions Demonstrate dissection skills Provide examples of diseases and problems affecting the nervous system Relate the importance of myelin sheath to neuron disease 3.4 Central and Peripheral Nervous System worksheet 3.5 Neurological disorders worksheet Don’t Die Young: Series 1 Episode 6, The Brain Experiment 3.4: Sheep brain dissection Check Your Learning: 3.4 & 3.5 5 The endocrine System: Unit 3.6 Define endocrine system, hormones and target cells Describe the fight or flight response Provide examples of some common hormones Explain the difference between the two main types of hormones 3.6 Endocrine System worksheet 3.6 Interactive: the endocrine system Challenge 3.6: Glands and organs of the endocrine system Your Learning: 3.6 6 Unit 3.7 Define homeostasis Describe the advantage of homeostasis Explain how hormones regulate blood glucose 3.7 Homeostasis worksheet Homeostasis PP Homeostasis worksheet Feedback loops and flow charts Experiment 3.7: Experiencing homeostasis Check Your Learning: 3.7 7 Exam and Revision Locating and evaluating resources Skimming and scanning Highlighting and annotating Creating quizzes Physics revision booklet Human Biology Revision booklet 5 Why’s chart Continuum/Timeline Semester 1 Exam (25%)
8 & 9 Investigation: Effects of exercise on homeostasis Questioning and predicting Planning and Conducting , Processing and Analysing Data and Information Evaluating , Communicating Plan and carry out investigation on exercise and heart rate and breathing rate Analyse and evaluate the results of the investigation, explain patterns in results using Scientific understanding write a Scientific report to communicate findings Exercise and homeostasis investigation Investigation write up. Validation Assessment Outline Week number Assessment Type Title Weighting 7 Exam Semester 1 Exam 20% 8 & 9 Investigation and Validation Investigation 10%
Archbishop Blanch School Voluntary Aided Church of England High School Earle Road, Liverpool L7 6HQ Tel: 0151 233 7373 Email: Visit our website at Headteacher: Miss H Duggan BA(Hons), PGCE, NPQH 9 October 2015 TO PARENTS OF YEAR 9 PUPILS Dear Parents/ Guardians We like to invite you to a Year 9 Information Evening on Wednesday, 14th October, from 6:30- 7:30 pm in the school’s Theatre. The session is aimed at parents/guardians only, and on this occasion we would request that no students attend. As you may be aware, assessments and examinations are undergoing a period of intensive change and we would like to share with parents our school’s plans to introduce and manage those changes. As such, the agenda for the evening will be: New GCSE grading system Explanation of new assessment cycles Targets and how they are generated Reports and reporting format We hope very much hope that you are able to attend and find the session informative and beneficial as we work together to provide the best education for your daughter. We look forward to seeing you there. Yours sincerely H Cassidy H Duggan Mrs. Hannah Cassidy Miss Heather Duggan Assistant Headteacher (Exams and Data) Headteacher
7 - 8 EXAMS EXAM Measurement 9 Area Including composites Calculate the of composite shapes Book – Assignmetns in Junior Measurement 1 Term 3 Week Content Australian Curriculum Content Descriptor Exercises and Resources Assessments Measurement 1 Area Including composites Calculate the of composite shapes DM Chapt 9 Achieve – Measurement and Geometry 1 (file) 2 - 3 Surface area (Prisms only) Solve problems involving the surface area and volume of right prisms Achieve – Measurement and Geometry 1 (file) OTR 3D Shapes 1 OTR Design & Construct Application 3 Linear relationships 4 - 5 Coordinate geometry Direct Proportion Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software Find the midpoint of a line segment (interval) on the Cartesian using a range of strategies, including graphing software Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems Sadler Y8 Resource File DM Chapt 18 Mathletics Booklet Test 4 (Week 5/6) 5 - 6 Gradient Sketching linear graphs using the gradient and Vertical and horizontal graphs Find the gradient of a line on the Cartesian plane using a range of strategies, including graphing software Sketch linear graphs using the coordinates of two points OTR Linear Functions Similarity & Trigonometry
7 - 8 Similarity and similar triangles Solving problems using similar triangles Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar problems using ratio and scale factors in similar figures Achieve – Measurement and Geometry 2 (file) 9 Using trigonometry to find side lengths Apply trigonometry to solve right-angled triangle problems Excel 9 Mathletics Booklet Test 5 (Week 9/10) 10 trigonometry to find angles Applications of trigonometry Apply trigonometry to solve right-angled triangle problems Term 4 Week Content Australian Curriculum Content Descriptor Exercises and Resources Assessments Statistics 1 Review of Basic calculations Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data Describe and interpret data displays using median, mean and range DM 14 & 15 Excel 9 Application 4 (Statistics) 1 - 2 Investigating data Interpreting data Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources Mathletics Booklet OTR Data Collection & Analysis 1 & 2 2 - 3 Statistics from grouped data Comparing data sets Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread Measurement 4 - 5 Volume and capacity (Prisms) Solve problems involving the surface area and volume of right prisms Achieve – Measurement and Geometry 1 (file) OTR 3D Shapes 1 OTR Design & Construct Test 6 (Week 5)
09 METALWORK ASSESMENT OUTLINE WEIGHTING TYPE TASK TASK WEIGHT TASK DESCRIPTION DUE 30% DESIGN 1B F1 WELD PORTFOLIO 10% STUDENTS LEARN OBLIQUE SKETCHING TECHNIQUES STUDENTS LEARN TO SPECIFY STANDARD STEEL SECTIONS TERM 1 WEEK 10 2B TOOL CARRY SKETCHES 5% STUDENTS ISOMETRIC SKETCHING TECHNIQUES STUDENTS LEARN ORTHOGANAL SKETCHING TECHNIQUES TERM2 WEEK 8 3B RECIPIE HOLDER PORTFOLIO 10% STUDENTS LEARN TO DESIGN A PRODUCT FROM START TO FINISH, AND IMPLAMENT A PRODUCTION PROCEEDURE TERM 3 WEEK 6 4B TACK HAMMER PROCEEDURE 5% STUDENTS LEARN TECHNICAL DETAILS REQUIRED TO CUT THREADS TERM 4 WEEK 1 60% PRODUCTIO 1A F1 WELD PRODUCT 15% STUDENTS LEARN TO CUT SHAPE AND JOIN METAL COMPONENTS IN A WORKSHOP FACILITY TERM 1 WEEK 8 2A TOOL PRODUCT 15% STUDENTS LEARN TO CUT SHAPE AND JOIN METAL COMPONENTS IN A WORKSHOP FACILITY TERM2 WEEK 10 3A RECIPIE HOLDER PRODUCT 15% STUDENTS LEARN TO CUT SHAPE AND JOIN METAL COMPONENTS IN A WORKSHOP FACILITY TERM 3 WEEK 8 4A TACK HAMMER PRODUCT 15% STUDENTS LEARN TO CUT SHAPE AND JOIN METAL COMPONENTS IN A WORKSHOP FACILITY TERM 4 WEEK 5 10% RESPONSE 5 ORIGINS AND PROPERTIES OF METALS 5% STUDENTS LEARN THE ORIGINS AND PROPERTIES OF STANDARD FERROUS AND NON-FERROUS METALS TERM 4 WEEK 5 6 END OF YEAR TEST 5% STUDENTS ARE TESTED ON THE CONTENT COVERED THROUGHOUT THE COURSE TERM 4 WEEK 8
Students punch and drill aluminum Recipe holder work booklet Tool carry nametag 2A 3B Students research into what shapes are possible to create from flat bar using the metal craft tools Shapes include twists, scrolls, geometric shapes, and combinations of these. Students document findings Students use the skills learned to complete the handle for the tool carry Students attach the handle to the tool carry using the air riveter Students attach aluminum name tag to the tool carry Pencil Paper 2A 3B Students ideate possible desins that thay us for the design of the recipie holder Students annotate their sketches to give an explanation of their design inspiration, and machines sued to create those shapes TOOL CARRY PRODUCT DUE
IMCC Year 9 General Music Semester 2 Program 2018 Week Teaching Focus Content Addressed T3:1 Semester 2 Assessment Schedule Song Cover Introduction Explain Task Brainstorm Form bands and begin planning T3:2 Song Cover Split into groups Pop/Rock Characteristics Working on how they are going to transform the song T3:3 Song Cover Split into groups Working on how they are going to transform the song T3:4 Song Cover Split into groups Download song chords Practise T3:5 Song Cover Split into groups Working on how they are going to transform the song Practise T3:6 Song Cover into groups Practise
T3:7 Song Split into groups Practise T3:8 Song Cover into groups Practise T3:9 Song Cover Performances Task 5: Song cover performances T3:10 Music Skills-Jam time students teach each other Assessment catch-up T4:1 Introduction to Term Film/Game music Explain task – expectations Brainstorm ideas Feeling and emotions related to film music Film/Game music creates suspense and tension Break into groups Combine brainstorms T4:2 Film/Game Chord progressions to use and how to play them Balance and how to include background noise Break into groups Practise T4:3 Film/Game progressions to use and how to play them Working out a melody Watching film clips/game clips into groups Practise T4:4 Film/Game Break into groups Practise
T4:5 Film/Game into groups Practise T4:6 Film/Game Break into groups Practise T4:7 Film/Game Break into groups Practise T4:8 Film/Game Break into groups Practise
Perform music applying techniques and expression to interpret the composer’s use of elements of music (ACAMUM103) Performing music from scores made by themselves and others. Considering viewpoints – evaluations: For example – How are these two performances different? Which one was more successful with audiences and why? Exploiting musical features of works across a range of styles and contexts in performance. Recognising the influence of social, cultural and historical developments and incorporating these into their performance. Using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles Analyse a of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105) T4:9 Film/Game Recordings Due Task 7: Film/Game music due Study skills incorporated throughout semester: Sight reading/singing Note taking Note reading IT Incredibox Garage band
Irene McCormack Catholic College PHOTOGRAPHY Year 9 - Semester 1 ‘Shapes & Shadows’ (Term 1) / (Term 2) Scheme of Assessment 2018 ART MAKING Assessment type Task weightings Task Due Date Inquiry Practice Presentation Practical 70% 30% Task 5: Photographic Series on Shapes & Shadows Use compositional devices and elements of design to produce a series of 4 photos on shapes & shadows. Term 1 Week 10 ✓ ✓ ✓ 30% Task 9: Ghost Demonstrate your understanding of aperture, exposure and shutter speed by taking and editing photos on the theme of ‘ghost’. Term 2 Week 6 ✓ ✓ ✓ 10% Task 10: Jump Explore ISO, shutter speed, exposure and aperture in Toyota or Jetstar jump photos. Create your own. Term 2 Week 9 ✓ ✓ ✓ Assessment type Task weightings Task Due Date Analysis Contexts Interpret & Response Written 30% 10% Task 4: Photography Analysis Inclass assessment – identify compositional devices and elements of design within photos. Term 1 Week 5 ✓ ✓ 10% Task 6: Peer Assessment Complete an evaluation of a peer’s ‘Shape & Shadows’ series. Term 1 Week 11 ✓ ✓ 10% Task 8: Photographer Study Complete an investigation into the background and artwork of Russian photographer Alexey Titarenko. Term 2 Week 2 ✓ ✓ ✓ Irene McCormack Catholic College PHOTOGRAPHY Year 9 - Semester 2 ‘Want Me, Buy Me’ (Term 3) / ‘Kaleidoscope’ (Term 4)
Year 9 Physical Education Assessment Outline 2018 Assessment Due Date Task Weighting Term 1 SEPEP: Participation in a Sports Education Unit 20 Cross-country 10 Term 2 Athletics Skills assessment Biomechanics: Projectile motion/summation of forces 20 Fair inclusion and ethical behavior Semester 1 5 Term 3 Rec AFL: Individual skills Game skills 20 Term 4 Volleyball: Individual skills Game skills 20 Fair inclusion and ethical behavior Semester 2 5
Year 9 Specialist sports assessment outline Assessment Due Date Task Weighting % Term 1 Volleyball Individual skills Game skills 10 Cricket Individual skills Game skills 10 Term 2 Athletics Skills assessment 10 Netball Individual skills Game skills 10 Ethical behavior, fair play, and communication Semester 1 5 Term 3 Ultimate Frisbee Individual skills Game skills 10 Badminton Individual skills Game skills 10 Term 4 Tennis Individual skills Game skills 10 Touch Rugby Individual skills Game skills 10 Ethical behavior, fair play, and communication Semester 2 5
Christian Spiritual Writings and Wisdom Religious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity and health care (c. 1750 CE – c. 1918 CE). Skills Explain how the writings and key messages of various religious and lay leaders inspired and empowered others to respond to the needs of the faithful, especially through education, works of charity and health care (c. 1750 CE – c. 1918 CE). STCW10
Assessment Outline Year 9 Soccer Academy Semester Task Weighting 1 1 v 1 – Observations made during game play First touch - Observations made during game play Striking the ball - Observations made during game play Running with ball – Observations made during game play Game Play – Observations made during competitive games Interpersonal Skills – Semester one Self management Skills – Semester one 5% 5% 5% 5% 20% 5% 5% 2 1 v 1 – Observations made during game play touch - Observations made during game play Striking the ball - Observations made during game play Running with ball – Observations made during game play Game Play – Observations made during competitive games Interpersonal Skills – Semester two Self management Skills – Semester two 5% 5% 5% 5% 20% 5% 5%
Bring all materials needed File handouts in date order in your display folder Date your work in your exercise book Answer all activity questions in full sentence answer File all Assessments in your Assessment folder and keep of your results on SEQTA Keep up to date with lessons on SEQTA, especially if you are absent – it is your responsibility to catch up missed work! in homework and assessment due dates in your planner Create a and homework routine and stick to it! COMPLETE ALL ASSESSMENTS TO THE BEST OF YOUR ABILITY: Plan your assessments and write notes in point form under headings Explain all answers to questions in as much detail as you can, giving examples or using diagrams to help where possible Always include a bibliography to reference your work Always check your work carefully and hand in by the due date
add minuet and trio, sonata form Timbre instruments and voice types, groups/ensembles, method of sound production, mutes, pedals and distortion Texture Use and application of composition models to refine arrangements and original works; manipulating the elements of music; applying compositional devices, stylistic features and conventions to reflect a range of music styles (; ) Use of a range of invented and conventional notation, appropriate music terminology and available technologies, to organise, record communicate music ideas (; ) Development of technical skill and control; expression; and consideration of relevant musical features when practising, refining performing a variety of repertoire (; ) Consideration of the practices of others inform and shape their own music making regular self-directed practice of performance and techniques (; ) Development of ensemble skills, working collaboratively to perform with expression, control and awareness of ensemble (; ) T1:3 Rock ‘n’ Roll Go over task requirements “Rock around the Clock” Cover songs- handout charts. Practise Time Aural & Theory Aural- Basic Rhythmic Dictation Theory- Revise Tones & Semitones Study Skills: How to complete a rhythmic dictation Youtube Auralia E-Learning Subscription T1:4 Rock ‘n’ Roll Go over task requirements “Rock around the Clock” Cover songs and poster- handout charts. Practise Time Aural & Theory Basic Rhythmic Dictation Theory- Introduce Major Scales Study Skills: How to remember a major scale formula Youtube Auralia E-Learning Subscription T1:5 Rock ‘n’ Roll Go over task requirements “Rock around the Clock” Cover songs- handout charts. Practise Time Aural & Theory Aural- Basic Rhythmic Dictation Theory- Scales – Create booklet Rock ‘n’ Roll Research poster Youtube Auralia E-Learning Subscription T1:6 Rock ‘n’ Roll Go over task requirements “Rock around the Clock” Cover songs- handout charts. Practise Time Youtube Auralia E-Learning Subscription
T1:10 Rock ‘n’ Roll Research Poster Due The King of Rock and Roll: Fact The King of Rock and Roll: Fun Sheet Aural & Theory Aural- Basic Rhythmic Dictation Theory- Major Scales –booklet Task 2: Research Presentations Youtube Auralia E-Learning Subscription T2:1 Introduction to Term Expectations and Assessment Timeline The Day the Music Died: Fact Sheet The Day the Music Died: Fun Sheet Talk about Rock and Roll Medley Task Aural & Theory Aural- Basic Rhythmic Dictation Theory- The Natural Minor Scale Youtube Auralia E-Learning Subscription T2:2 Rock ‘n’ Roll Go over Rock and Roll Medley Task requirements Practise time Aural & Theory 4 bar rhythmic dictation 3/4 time & Melodic Dictation 4 bar with solfa, Intervals, scale recognition Theory- Pentatonic & Major Scale revision supplementary w/s Youtube Auralia E-Learning Subscription T2:3 Rock ‘n’ Roll Practise Rock and Roll Medley Task Aural & Theory Aural- Introduce Basic Melodic Dictation & Basic Rhythmic Dictation Theory- The Pentatonic Scale Youtube Auralia E-Learning Subscription
YEAR 8 JAPANESE ASSESSMENT OUTLINE Note: This is provided as an outline of what should be expected, but may change during the term due to time constraints. Semester 1 Assessment Weighting Outcomes Date Listening comprehension 10 Listening & Responding Term 1 Week 7 Speaking test 10 Listening, Responding & Speaking Term 1 Week 9 Reading test 7.5 Viewing, Reading & Responding Term 2 Week 3 Writing 7.5 Writing & responding Term 2 Week 6 Effort 5 Overall TOTAL 40 Semester 2 Assessment Weighting Outcomes Date Listening comprehension 15 Listening & Responding Term 3 Week 5 Reading test 15 Viewing, Reading & Responding Term 3 Week 7 Speaking test (role play) 15 Listening, Responding & Speaking Term 4 Week 3 Writing 10 Writing & responding Term 4 Week 6 Effort 5 Overall 60
Tasks Outcome 1. Investigating and defining Outcome 2. Designing Outcome 3. Producing and implementing Outcome 4. Evaluating Outcome 5. Collaborating and managing Outcome 6. Knowledge and Understanding Task 1: Toys for kids ✔ ✔ ✔ ✔ ✔ ✔ Task 2: Making old new again ✔ ✔ ✔ ✔ ✔ ✔ Task 3: Garment sewing ✔ ✔ ✔ ✔ ✔ Task 4: The gift of giving ✔ ✔ ✔ ✔ ✔
Irene McCormack Catholic College Year 9 GENERAL VISUAL ART Semester 2 Program 2018 ‘Seascape’ Week Teaching Focus Content Addressed Assessment Term 1 Wk 1-2 INTRODUCTION TO SEMESTER ONE Overview of Year 9 General Visual Arts – unit content, responsibilities and independent work. Overview of Assessment – expectations and requirements – due dates. Required materials – folio, stationery, apron, paintbrushes. Distribute Semester 1 project brief to students – glue in folios. TASK 1: ARTIST RESEARCH – ‘SUNSET IN VENICE’ , CLAUDE Distribute handout out – Artist Research task. Referring to the handout discuss and explain different painting techniques. Referring to the handout briefly discuss Impressionism and Claude Monet. Discuss painting techniques used by Monet. Referring to the handout, students answer the relevant questions and respond to his work ‘Sunset in Venice’’. Art Making Inquiry Practice TASK 1: Artist Research DUE: T1 WK 2 Wk 3-4 TASK 2: COLOUR MIXING Distribute handout out Discuss the colour scheme used in Claude Monet’s painting ‘Cliff at Dieppe’. Refer to the colour wheel provided. the charts provided, demonstrate how to mix colours. Discuss tints and tones, primary and secondary, complementary and split complimentary colours. Hand out pallet and instruct students to put their name and year group on the pallet provided. Referring to the provided (section of Cliff at Dieppe - Claude Monet, 1882) students practice mixing different colours, including shades and tints of each colour. Referring to the given handout, further discuss colour and texture. Students complete handout. Colour mixing and questions to be handed in for marking. Art Responding Analysis Contexts Response TASK 2: Colour Mixing Task and questions: DUE: T1 Wk4 Wk 4-9 TASK 3: PAINTING TASK Distribute handout and wooden panel Students prepare panel- create a boarder using the masking tape provided. Using image provided, Claude Monet’s painting, ‘Cliff at Dieppe’, students are to sketch designs using pencil. Focus on horizon line placement and placement of clouds Recap on the colour scheme and painting techniques. Demonstrate and give examples of listed painting techniques (colour blocking, wet-on-wet, graded wash, broken colour, scumbling techniques, optical blending and blending) Art Making Inquiry TASK 3: Painting Task DUE: T1 Wk 9
Quarter Topic SPI Chapter, Section 3rd Quarter Organelles SPI 0707.1.1 Identify and describe the function of the major plant and animal cell organelles. Chapter 2, Section 3. Diffusion SPI 0707.1.5 Explain how materials move through simple diffusion. Chapter 3, Section 1 Mitosis SPI 0707.1.4 Sequence a series of diagrams that depict chromosome movement during plant cell division. Chapter 3, Section 3 Photosynthesis SPI 0707.3.1 Compare the chemical compounds that make up the reactants and the products of photosynthesis and respiration. Chapter 3, Section 2 Oxygen/Carbon Dioxide Cycle SPI 0707.3.2 Interpret a diagram to explain how oxygen and carbon dioxide are exchanged between living things and their environment. Chapter 3, Section 2; Chapter 7.1 4th Quarter Organ Systems SPI 0707.1.2 Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems. SPI 0707.1.3 Explain the functions of a major organ system. Chapter 8, Section 1; Chapter 8 to 11, Various Sections Reproduction SPI 0707.4.1 Classify methods of reproduction as sexual or asexual. Chapter 4.3; Chapter 12.1 Flowers SPI 0707.4.2 Match flower parts with their reproductive functions. Chapter 7, Section 2 Genetics SPI 0707.4.3 Describe the relationship among genes, chromosomes and inherited traits. Chapter 4, Section 1 Heredity SPI 0707.4.4 Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction. Chapter 4, Section 2 Post T-Cap Classification 0807.5.1 Use a simple classification key to identify an unknown organism. 8th Grade Standard Adaptations of Populations 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment. 8th Grade Standard Variations in Populations 0807.5.3 Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions. 8th Grade Standard