AustralianInternationalSchoolAustralianCurriculumYear6–Year8Globallyfocused,distinctlyAustralian

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IntroductionTheAustralian International School follows thenewAustralianCurriculum in Years6 to8.All subject documents canbefoundatthefollowingwebsite:http://www.australiancurriculum.edu.au/SeniorSecondary/OverviewTheAustralianCurriculumistaughtwithinaframework,whichisspecifictousasaschool.ThisAISframeworkincorporatesourbeliefsandprinciples;it isthebasisforourteachingandlearningandisconsistentwiththemethodology,philosophyandpedagogyofthePrimaryYearsProgramme(PYP),whichprecedesit,whilelinkingwiththatoftheIGCSE,whichfollows.ThroughtheAustralianCurriculumandourownAISframework,weareabletoprovideparentswithprecisedetailsofthematerialstobetaughtandclearinformationabouthowwelltheirchildrenarelearning.The Melbourne Declaration guides the development of the Australian Curriculum on Educational Goals for YoungAustralians. TheMelbourneDeclarationemphasises the importanceof knowledge, skills andunderstandingsof learningareas, general capabilities and cross-curriculumpriorities as the basis for a curriculumdesigned to support 21st Centurylearning.The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for allAustralian students. It describes the learning entitlement of students as a foundation for their growth and activeparticipation in theworld they now live in. It clearly identifies what all students should learn as they progress throughschooling.Itisthefoundationforhighqualityteachingtomeettheneedsofallstudents.GeneralCapabilitiesGeneralcapabilitiesareakeydimensionof theAustralianCurriculum.Theyencompassknowledge,skills,behavioursanddispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assiststudentstoliveandworksuccessfullyinthetwenty-firstcentury.TheyplayasignificantroleinrealisingthegoalssetoutintheMelbourneDeclarationonEducationalGoals forYoungAustralians (MCEETYA)2008, thatallyoungpeopleshouldbesupportedtobecomesuccessfullearners,confidentandcreativeindividuals,andactiveandinformedcitizens.TheAustralianCurriculumincludessevengeneralcapabilities.Theseare:¨ Literacy¨ Numeracy¨ Informationandcommunicationtechnologycapability¨ Criticalandcreativethinking¨ Personalandsocialcapability¨ Ethicalunderstanding¨ Interculturalunderstanding

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LearningAreasIntheAustralianCurriculum,generalcapabilitiesareaddressedthroughlearningareasandareidentifiedwherevertheyaredeveloped or applied in content descriptions. They are also identifiedwhere they offer opportunities to add depth andrichnesstostudentlearningincontentelaborations.InYear6AISofferthefollowingcompulsorysubjects:Mathematics, English, Science/Technology, History/Geography, Physical Education,Music, Art, and one of the followinglanguages,Indonesian,French,Chineseoryourchild’sMotherTongue.ThesubjectsofArtandMusicaretaughtonasemesterbasis,whichmeansone istaught inSemester1andtheother inSemester 2. The School offers this schedule to reduce the demand on students in Year 6 by lowering the number ofsubjectstheymustdoatanyonetime,whilealsoallowinggreatertimetablingflexibilityforeachofthecoresubjects.InYears7and8AISofferthefollowingcompulsorysubjects:Mathematics, English, Science, History/Geography, Physical Education, Music, Art, Drama, Technology and one of thefollowinglanguages,Indonesian,French,Chineseoryourchild’sMotherTongue.ThesubjectsofArt,Technology,DramaandMusicaretaughtonasemesterbasis,hencetwoaretaughtinSemester1andtheothertwoinSemester2.Students who arrive at AIS with English as their second language will undergo an intense course, EAL - English as anAdditionalLanguage,insteadofbeinginthemainstreamEnglishclass.MattHallYear6-8CurriculumCoordinator

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Year6CourseDescription

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Year6EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy. The Year 6curriculum document can be found here http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing,speaking,writingandcreating.LearninginEnglishbuildsonconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded.Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpretandevaluatespoken,writtenandmultimodal texts inwhich the primary purpose is aesthetic, aswell as texts designed to informandpersuade. Studentsdevelop their understanding of how texts, includingmedia texts, are influenced bycontext, purpose andaudience.Theycreatea range of imaginative, informative and persuasivetypes of textssuch as narratives, advertisements, scripts,reports,reviews,explanationsanddiscussions,elaboratingonkeyideasforarangeofpurposesandaudiences.Studentsexploretheuseoftextstructurestoachieveparticulareffects,andanalyseandexplainhowlanguagefeatures,imagesandvocabulary are used by different authors torepresentideas, characters and events. They listen to discussions, clarifyingcontent and challengingothers’ ideas. They learnhow specific details canbeused to support apointof view, andalsodevelop their understandingof how language features and language patterns can be used for emphasis. Studentsconsolidatetheirunderstandingofgrammar,makeconsideredchoicesfromanexpandingvocabulary,useaccuratespellingandpunctuationforclarityandmakeandexplaineditorialchoices.TheDramaaspectofthecourseaimstogivestudentspracticalopportunitiestodevelopanunderstandingoftheelementsofDramaandhowtheseinterplayincommunicatingideasandcharacters.Theycreate,rehearse,performandrespondusingtheconventionsofDrama.Studentsaregiventheopportunitytoworkingroupsandtodevelopensembleskillsandcreativeproblemsolving.Theyexploretheirimaginationandtakerisksinstorytellingthroughrole-playanddramaticaction.HOMEWORKStudentsatYear6levelwillhaveweeklyhomeworkthatisrelatedtothetopicthattheyarecurrentlystudying,oraprevioustopic,toconsolidatewhattheyhaveexploredinclass.Weeklyspellingworkandgrammaractivitieswillalsobeset.Theremayalsobeclassworktofinishasdeterminedbytheclassteacher.Homeworkisissuedweeklyaccordingtothehomeworktimetable.ASSESSMENTSStudentswillcompletearangeofassessmentsthroughouttheyearthatareusedtodemonstrateastudent’sknowledge,understandingandskillsoftheunit.Studentswillexperiencearangeofassessmenttypestodemonstratetheirlearningrangingfromwrittentaskstogroupand/ormulti-mediapresentations.Assessmenttaskswillbecompletedduringlessontime.StudentswillbegradedusingtheSecondarySchool’sA-Eassessmentcriteria.AtYear6thestudentsdonotsitanexam.TheywillcompletePATComprehensionAssessmentssothatwecantrackstudents’achievementagainstAustraliannormsandadjustteachingprogramstomeettheirneeds.ThereisnoendofyearexamforYear6.

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Year6MathematicsYear6studentswillbefollowingtheACARAlearningoutcomesandcontent.Forfurtherdetailsvisit:http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10?layout=1TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofMathematicscontentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsandProbability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthecontentisexploredordeveloped.TheyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningofMathematics.Atthisyearlevel:¨ Understanding includes describing properties of different sets of numbers, using fractions and decimals to

describeprobabilities, representing fractionsanddecimals invariouswaysanddescribing connectionsbetweenthem,andmakingreasonableestimations.

¨ Fluencyincludesrepresentingnegativenumbersonanumberline,calculatingsimplepercentages,usingbracketsappropriately, converting between fractions and decimals, using operations with fractions, decimals andpercentages,measuringusingmetricunits,andinterpretingtimetables.

¨ ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingnumbersandmeasurements,creatingsimilarshapesthroughenlargements,representingsecondarydata,andcalculatingangles.

¨ Reasoning includes explaining mental strategies for performing calculations, describing results for continuingnumbersequences,investigatingnewsituationsusingknownpropertiesofangles,explainingthetransformationofoneshapeintoanother,andinferringfromtheresultsofexperiments.

HOMEWORKStudentsatYear6levelwillreceiveweeklyHomeworkdesignedtobebothpurposefulandmeaningful,whichsupportsandstrengthensthoseskills learnedwithintheclassroom.Homeworkcanberelatedtothetopiccurrentlybeingcoveredoraprevioustopictoassiststudentsinretainingwhattheyhavelearnt.Studentswillbesetweekly‘Mathletics’workthatissetattheirspecificlearninglevelandisdueonceaweek.Theremayalsobeclassworktofinishasneededanddeterminedbytheclassteacher.ASSESSMENTSStudents will do a range of assessments throughout the year and these are used to demonstrate a student’s level ofunderstandingoftheareathatisbeingstudied.Studentswilldoarangeofassessmenttypestodemonstratetheirlearning.Assessmentcanbeeitherinformal,whichprovidesfeedbacktoastudentonhowtheyarecurrentlyperformingonatopic,or formal,whichprovides feedback toa studentonhow theyhaveperformedat theendof a topic and is reportedon.Theserangefromthemoretraditionalpenandpaperteststogroupinvestigationsandvideopresentations.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.AtYear6thestudentsdonotsitanexaminationbutareassessedonalltopics.PATMathematicsAssessmentswillbecarriedoutatthestartandendofeachyeartoprovidedatatoassisttheclassroomteachermonitortheprogressofastudents’achievementandbeabletocomparethatstudentagainstNationalnorms.

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Year6History/GeographyThecourseisdividedintofourunitswitheachSemesteremphasisingeitherHistoryorGeography.EachunitenquiresintoadifferentkeyquestionandisbasedontheAustralianNationalCurriculum(ANC).UnitOneHISTORY“AustraliaasaNation”examinesmigrationtoAustralia.UnitTwo,GEOGRAPHY“GoingGlobal:RevengeoftheRainforest”isageographicalstudyfocusing upon an analysis of Tioman Island and the importance of rainforests. Unit Three, HISTORY “PeopleWho HaveMadeADifference”focusesuponwhatcontributionssignificantindividualsandgroupshavemadetothedevelopmentofAustralian society.Unit Four,GEOGRAPHY “GoingGlobal: Do You SpeakMy Language?” focuses uponhow cultures andcustomsareinfluencedbygeographicallocation.HOMEWORKStudentsatYear6levelwillgetregularhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingorrelevanttoforthcomingassessmentstohelpensurethestudentsretainwhattheyhavelearnt.ASSESSMENTSStudentswilldoarangeofassessmentsdemonstrateunderstanding.Studentswillcompletearangeofassessmenttypestodemonstratetheirlearning.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.Attheconclusionof each semester, the students will receive a course-based assessment mark. Students in Year 6 will not sit formalexaminations.

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Year6Science/TechnologyInYear6,studentsexplorehowchangescanbeclassifiedindifferentways.Theylearnabouttransferandtransformationsofelectricity,andcontinue todevelopanunderstandingofenergy flows throughsystems.They link theirexperiencesofelectriccircuitsasasystematonescale,togenerationofelectricityfromavarietyofsourcesatanotherscale,andbegintoseelinksbetweenthesesystems.TheydevelopaviewofEarthasadynamicsystem,inwhichchangesinoneaspectofthesystemimpactonotheraspects;Similarly,theyseethatthegrowthandsurvivaloflivingthingsaredependentonmatterandenergyflowswithina largersystem.Studentsbegintoseetheroleofvariables inmeasuringchangesand learnhowlookforpatternsandrelationshipsbetweenvariables.Theydevelopexplanationsforthepatternstheyobserve,drawingonevidence.Students follow procedures to develop investigable questions and design investigations into simple cause and effectrelationships. They identify variables to be changed and measured and describe potential safety risks when planningmethods. They collect, organise and interpret their data, identifyingwhere improvements to theirmethods or researchcould improve the data. They describe and analyse relationships in data using graphic representations and constructmultimodaltextstocommunicateideas,methodsandfindings.Students learn about the basics of Technology throughout the Year 6 course. The course is based on the AustralianCurriculumandrelatestoanumberofstrandswithintheDesign&TechnologiesandDigitalTechnologiessyllabus.Studentscriticallyexaminetechnologies,materials,systems,toolsandequipmentthatareusedregularlyinthehomeandinlocal,nationalorglobalcommunities,withconsiderationofethicsandsustainability.Theydevelopanunderstandingofthefactorsthatinfluencethedesign,innovationanduseofcommontechnologiesinordertoconsiderwhyandforwhomthetechnologiesweredeveloped,andrecognisingtheinterdependencebetweenlocalandglobalsettings.Studentscritiqueethical and socially responsible solutions to design problems, focusing on design ideas and local and global systems,materials, tools and equipment. They create, modify and test ideas. They safely design, plan and produce purposeful,enterprisingandhighquality solutions forpersonal,homeandcommunity-based situations, takingaccountof social andculturalvalues.Studentsidentifyandusecriteriatoevaluatetheirownandothers’processesandsolutionstakingaccountofusers,resources,sustainability,ethics,andculturalandpersonalvalues.HOMEWORKStudentsatYear6levelwillbeexpectedtocompleteallclassworkwithinclasstime.Workthatisn’tfinishedisexpectedtobefinishedforhomework.Thisisusuallythecasewhenclassworkinvolveswritinguppracticalinvestigations.EveryTermstudentswillcompleteaUnittestandstudyforthisissetashomework.ASSESSMENTSStudentswilldoarangeofassessmentsthroughouttheyearandtheseareusedtodemonstrateastudent’sunderstandsofthe area that is being studied. Different units are assessed in different forms, ranging from end of unit tests, PracticalInvestigations,3Dmodels,postersandsmallinclasspresentations.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.AtYear6thestudentsdonotdoanexambutareassessedonalltopics.

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Year6VisualArtsTheYear6VisualArtsprogramaimstoprovidestudentswithanopportunitytodevelopskills inmakingandappreciatingthroughselectedsubjectmatterandforms.Studentsareexposedtoarangeofartmaterials,media,andworkingmethodsthrougharangeofcontexts,whichexaminethecreativecycle.Artiststudiesareincludedwithinthecourseandstudentsare introduced to critical and historical studies that develop visual literacy, encouraging an informed and thoughtfulresponses through artmaking. Students are given theopportunity toworkboth independently and in group structuresthroughout theyear.TheYear6 studentsproduceanextensiveportfolio throughout thecourse,whichexposes themtodifferent approaches to Visual Arts. The students inquire into the influence of various artistic, styles, forms,media andaudiencesinordertoappreciateartregardlessofthesource:themselves,theirpeersorfamousartists.StudentskeepaVisualArtsProcessDiaryinwhichtheywillincludetheirstudying,plansforartworkandself-evaluationoftheprogressandoutcomeoftheirArt-makingandResponding.Bykeepingaprocessdiary,studentswillbecomeadeptatanalysingandreflectingontheirownworkandplacingthemselvesascontemporaryartists.Possible study for Year 6: Studentswill complete foundation painting and drawing tasks referring to a range of subjectmatter. These canoftenbedeveloped into sculpturalworks thatwill formpartof group installations.Within theartisticprocess,theuseofdigitalmediaisinherentinthegatheringofprimarysourcematerialsthroughphotographicanddigitalprocesses.ThestudyofArtrecognisesandusesaspectsoftheworldasasourceof ideaswherestudentswilldrawupontheirknowledgeandlifeexperiencestorespondtoteacherdirectedtasks.Studentswillstudytheartmakingprocessesofbothpastandlivingartiststhroughanalysisframeworks,anddeveloptheirownresponsesbothinapracticalandwrittenform. Students are required to show commitment in developing their own artistic processes, demonstrate personalcuriosity,self-motivation,initiativeandawillingnesstotakeinformedrisks.HOMEWORKStudentsatYear6levelwillgetweeklyhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingtohelpensurethestudentsretainwhattheyhavelearntinclass.HomeworkwillbepublishedtotherelevantConnectpageforreference.Studentswillbe setwork that iseither independentpractical art tasks suchasdrawing,photography,or research-basedactivitiestogatherinformationfortheoryassessmenttasks.TherewillalsobeclassworkrelatedtotheirVisualArtsProcessDiarytofinishasneededanddeterminedbytheclassteacher.Thelevelgivenforeachcriteriondependsupontheamountanddepthofevidencethatthestudentshavedemonstratedforeach,accordingtoassessmentguidelines.ASSESSMENTSVisualArtsispresentedthroughtwointerrelatedstrands:Making,(weighted70%)usingprocesses,techniques,knowledgeand skills to make art works, and Responding, (weighted 30%) exploring, responding to, analysing and interpreting artworks.IntheMakingstrand,studentsfocuson:imaginingandimprovising,exploringtheelements/materials/techniques/ processes, shaping their artworks, practising skills and techniques, communicating ideas through their artworks, andlinking theirartworks tootherArts subjectsand learningareas. In theRespondingstrand, students focuson: reflectingupontheirownartworks,respondingtoothers’artworks,andconsideringthebroadercontextofartsworks,suchasthesocial,culturalandhistoricalcontextoftheartistandoftheaudience/s.

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Year6MusicTheMusicprogramisbasedoncumulativeandsequentialapproachtodevelopingchildren’smusicalknowledge,abilityandunderstanding.TheScopeandSequenceoftheAISMusicPrograminYear6buildsontheconceptsandskillslearntintheElementary School. Learning skills and developing conceptual understanding are complementary objectives that aredevelopedtogetherinordertoensurethatstudentsretaintheirskillswithinacontext.Thisenablesthestudentstoretainmusicalelementsandskillswhenrequiredandtomakeadjustmentsandconnectionstosolvenewproblems.Similarly,bydevelopingmusicalskillsthroughthetwointerrelatedstrands,Making:Performing(singing,playing),Composing,(creating,notating and improvising) and Responding: Listening (reading writing analysing), students are guided to a deeperunderstandingoftheconceptsbehindtheirexperiences.Studentsenjoyawide rangeof funandengagingactivitiesandopportunities inMusic classes. InYear6,Music studentscontinueworkingwiththerecorder(whichnewstudentspurchasefromouruniformshop)andxylophone.Theukulele isintroducedasaharmonicfocus.BEYONDTHECLASSROOMStudentswhoalreadylearnaninstrument,orwouldliketo,areencouragedtojoinourinstrumentalprogram.TheycansignupforoneononeinstrumentlessonsinadditiontoourclassroomMusicprogram.TherearealsoawidevarietyofMusicEnsemblesthatthesestudentscanjoinandextendtheirmusicmakingintootherareasofschoollife.ASSESSMENTSStudentsintheintheMusicprogramundertakeongoingformativeassessmentthroughoutthesemester.NoformalgradewillbeawardedtostudentsintheMusicprogram.Theaimofongoingformativeassessmentistochallengeeverystudentand move him or her beyond the Year 5 & 6 ACARA Achievement Standard in a safe, creative and differentiatedenvironment.EvidenceofPerformanceandImprovisationskilldevelopmentwillbepublishedatvarioustimesontheclassesMusicpageintheformofamovieFeedbackwill be providedwithin the reporting system on the individual student’s engagement, understanding and skilldevelopmentwithin:PerformanceofclassroomrepertoireCompositingMusicalmaterialinrealtime(Improvisation)andsimplenotationexercisesListeningskills-auralrecognitionofmelodic,harmonicandrhythmicpatternsinthemusicstudied

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Year6HealthandPhysicalEducationHealthandPhysicalEducationisuniquelypositionedtoprovideopportunitiesfortheeducationofstudentstoadopt life-longhealthy,activeliving.Theknowledge,understandingandskillstaughtthroughHealthandPhysicalEducationprovideafoundationforstudentstoenhancetheirownandothers’healthandwell-beinginvariedandchangingcontexts.Physical Education and Health will provide a balance between health-related and movement-related knowledge,understandingandskills.Thiswillbedone through two integratedstrands: ‘Personal, SocialandCommunityHealth’and‘MovementandPhysicalActivity’.UnderthenewAustralianCurriculumbannerforHealthandPhysicalEducation,thestudentswill lookatfactorsaffectingidentity; enhance decision making and problem solving skills, both individually and as group members; become moreresilient; look at puberty and changes as they continue their path into adolescence; recognise and respond todiscrimination,stereotyping,diversity,rightsandequality;beingrespectful;discussinginfluencesonaperson’shealthandwell-being;managingdifferent relationships;how toenhance communication skills;participate, implementandmaintainphysical activity routines; understand the benefits of fitness; learn simple and complex movements and transfer themacrossavarietyofactivitiesandsports; learnandimplementrules,gametacticsandstrategiestogames;participate inavarietyofmovementcontexts;andcreateconnectionstodifferingenvironments.HOMEWORKHomeworkthatthestudentsreceivewillmainlybefromHealthclassesthatwillbeintheformofprojectsandassessmenttasks. Thiswill occur dependingon the length of theunit and time allocation, however; it is important for a student tocontinueskillsand fitnessstandardsaway fromthePhysicalEducationsettingand studentsareencouragedtodo this intheirowntimethroughsporting,leisureandCCAopportunities.ASSESSMENTSInbothHealthandPhysicalEducationwewilluseformativeandsummativeassessmenttechniques. In-classassessmentswill include theuseofmind-maps, quiz/tests, question and answer formats, aswell as endof unit projects, assessmenttasks and final unit evaluations, giving the student ameans of demonstrating their knowledge, understanding and skilldevelopment.Assessmentswillhappeninavarietyofways,includingcomputer-basedtechnologyandmedia,traditionalpenandpaper,studyandresearch,videopresentations,artisticmethodsandphysicaldemonstrations.

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Year6French,IndonesianandMandarinYear6LOTEstudentswillbe following theAustralianCurriculumassetoutbyAustralianCurriculumdocumentation.Forfurtherdetails,visit:www.acara.edu.auLearners are starting to develop their repertoire forcommunicating in andunderstanding the language and culture. Byhoning their skills in the fourmacroareasof listening, speaking, readingandwriting, studentswillbeable to interact inpersonal,socialandlocalcommunitydomains.Oralcommunicationskillsareextendedthroughparticipatingindialoguesandbygivingpresentationsontopicsofinterest.Toenhancetheirauralskills,studentslistentoauthentictexts,inordertogleanthegistofthepassage,aswellasspecificdetails.Writtenskillsarefurtherdevelopedthroughtheexaminationofavarietyoftexttypes,grammaticalstructuresandtextual cohesion, andexpression.Viewing filmsand readinga varietyof authenticdocuments enhance learners’ readingcomprehensionskills.Communicating¨ Socialisingandtakingaction¨ ObtainingandUsingInformation¨ Respondingtoandexpressingimaginativeexperience¨ Expressingandperformingidentity¨ ReflectingoninterculturallanguageuseUnderstanding¨ Systemsoflanguage¨ Variabilityinlanguageuse¨ Languageawareness¨ RoleoflanguageandcultureHOMEWORKStudentsinYear6willhaveweeklyhomeworkthatisrelatedtothetopictheywillbestudying.Eachlessonwillhaveavarietyofwords,phrasesandsentencestopractise.ASSESSMENTSpeaking - Students should be able to initiate and maintain common social exchanges while using newly learnedvocabulary,grammarandsentencestructures.Writing-Studentswillwritefordifferentpurposesusingarangeoftext-types.Reading and Responding - Students will read different texts and should be able to identifymain ideas and supportinginformation.Listening - When listening to short, authentic texts, students should be able to identify main ideas and supportinginformation.

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Year6ChineseMotherTongueStudentswillbestudyingthetextsselectedfromJinanUniversity,"Chinese"and"Chinese".Studentslearntopicssuchas:Chinesecharactersandlanguage,ChineseTraditionsandFestivals,WorldcitiesandplacesofinterestandCelebritystory.InSemester1studentslearnbystudyingtheevolutionofChinesecharacters,understandingtheiroriginanddevelopment,thusfurtherhelpingstudentsgraspandunderstandthehistoryofthelanguage.Onthisbasis,thestudentswillunderstandandlearnthroughthetextofsomeofthetraditionalChinesefestivalsandculturaletiquette.InSemester2studentswilllearnaboutworldcitiesandhistoricalsitesthroughrelevanttexts.Theywillalsolearnthebasictechniquesofcompositionscenery.Finally,studentswillstudyselectedcelebritiesthroughdescriptivenarrativeaswellasbiographies.HOMEWORKStudentsinYear6willhaveweeklyhomeworkthatisrelatedtothetopicthattheywillbestudying.Eachlessonwillhaveavarietyofwords,phrasesandsentencestopractice.ThestudentswillalsolearntofindinformationontherelevantculturefromtheInternet,andpresentitinfrontoftheclass.ASSESSMENTSStudentswillsitarangeofassessmentsthroughouttheyear,whichwillbeusedtoassessastudent’sunderstandingoftheareathatisbeingstudied.StudentswillbegradedusingtheMotherTonguecriteria.Year6studentsdonotsitanexambutwillbeassessedonalltopics.

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Year6EAL(EnglishasanAdditionalLanguage)EnglishThiscourseisdesignedtoallowstudentstogainfurtherconfidenceinusingEnglishinbothacademicandsocialsituationsthroughencouragingstudentstoestablishlinksbetweensubjects,culturesandotherareasofexperience.Beingalanguagecourse,EALEnglishalsoprioritisesprovidingopportunitiesforstudentstofurtherdeveloptheircommunicationskillsusingEnglish,viafocusonoralinteraction,readingandwriting.Throughtheseopportunitiesstudentsdevelopskillsinformalandinformalcommunication.StudentsarealsointroducedtothestudyofliteratureinYear6EALEnglish.UnitsofworkacrosstheYearinclude:¨ RitesofPassage¨ Advertising¨ HeroesandVillains¨ FactualTextsHOMEWORKStudentsatYear6 levelwillgetweeklyHomeworkthat is relatedtotheunitofstudyandongoingdevelopmentof theirEnglish language skills. Homework tasks include but are not limited to regular vocabulary revision, responding to higherordercomprehensionquestions,extensivereadingforpleasureandwrittenjournalentries.ASSESSMENTSStudentswilldoarangeofsummativeandformativeassessmentsthroughouttheyearandtheseareusedtodemonstratea student’s understands of the area that is being studied. Formative assessments include timed reading exercises todevelop reading speed and fluency with unseen texts, vocabulary quizzes using the online Quizlet program, classdiscussions, grammar exercises, written journal responses and book talks based on extensive reading. Summativeassessmentisusedtoassessstudentskillsinreadingcomprehension,writingandoralinteraction.Theproductionskillsofwritingandoralinteractionareassessedbothintermsofmessageandlanguageuse.StudentswillbegradedforsummativetasksusingtheSecondarySchoolsA-Eassessmentcriteria.

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Year6EAL(EnglishasanAdditionalLanguage)SupportStudentswillreceivespecialistEALsupporttoassistwithmainstreamacademictasks.SupportisprimarilyprovidedintheareasofEnglish,HumanitiesandScience.HOMEWORKThereisnohomeworkforthiscourse.ASSESSMENTSThere is no assessment for this course. Students will receive a report at the end of each semester, which provides asubjectivejudgmentonthefollowingcriteriafromtheteacherbasedonregularobservations:¨ Thestudenthasaclearunderstandingofallmainstreamassessmenttasks.¨ Thestudentwritesinaclear,coherentandwell-structuredfashion.¨ Thestudentcanexplainthemeaningofkeywords inEnglishwithoutrelyingontranslation intohis/hermother

tongue.¨ Thestudentcanwriteinhis/herownwordswithoutplagiarisingandacknowledgessourcesinthecorrectmanner.¨ Thestudentseeksassistancefromtheteacherinaproactivemanner.¨ Studentusesclasstimeeffectivelytoworkonassignments.

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PartialMainstreamCourse(PMC)Asthetitlesuggests,thiscourseispartiallyshelteredforstudentswhocommencetheirstudiesatAISwithlimitedEnglishproficiency,tothepointwheretheywouldstruggletocopeinmainstreamcourses.ThestudentstakeshelteredcoursesinPMC Foundation English, PMC Language of Mathematics, PMC Language & Skills of Science and PMC Language ofHumanities.Concurrently the students attend mainstream classes for Mathematics, Mother Tongue (where available), Sport andHomeroom. This ensures students are socially integrated into the schoolwhilst their Englishproficiencydevelops to thepointwheretheycanbecomemoreimmersedinmainstreamcourses.WhenstudentsexitthePMCandmovetomainstream,theyareprovidedandEALSupportclasstoassistwithmainstreamtasks,andtakeEALEnglishinplaceofEnglishFirstLanguage.PartialMainstreamCourse(PMC)Details:Maximumclasssizeof15students(ThesePMCstudentsspendapproximately70%oftimeinshelteredPMCclasseslistedbelowand30%inmainstreamclasses)SHELTERED

¨ PMCLanguage&SkillsofScience¨ PMCHumanities¨ PMCFoundationEnglish¨ PMCLanguageofMathematics

MAINSTREAM

¨ Mathematics¨ MotherTongue¨ Homeroom¨ Sport

SelectedPMCstudentsexitPMCattheendofeachterm,atthedeterminationofthePMCteachingstaff.Thisisjudgmentbasedonongoingformativeassessment,notmerelyascoreonanEnglishlanguageproficiencytest.

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Year7CourseDescription

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Year7EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy. The Year 7curriculum document can be found here http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing,speaking,writingandcreating.LearninginEnglishbuildsonconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded.InYear7studentsrespondtoavarietyoftextscritically,imaginativelyandinterpretivelyandcomposetheirowncoherenttexts.TheyuseEnglishinpersonal,socialandlearningcontextswithincreasingcontrolandunderstandingoftheformandfeaturesof languageand structuresof texts, andwith increasing awarenessof purpose, audienceand context. Studentsmakeconnectionsbetweentexts, theyrecognisethemain ideasandpointsofview,andtheways inwhichtextsseektopositionresponders.Theymakedecisionsaboutwhethercontentandlanguageareappropriatetopurpose,audienceandcontext.In speaking, writing and representing, students shape meaning through the thoughtful selection and ordering ofappropriate contentandbydrawingonawidening repertoireof languagechoices.Theycanexpressapersonalpointofview,givewordsandimagestotheirimaginingsandcomposelogicalargument.Theyexperimentwithformandlanguageindifferentmodesandtechnologiestoproducevarioustypesoftextsforspecificpurposes.Asappropriate,theyplan,draftandedittoproducepolishedtexts.Studentsapplytheirknowledgeoftextualfeaturesandconventionstotheirtexts.Theyconstructivelyanalyseandevaluatetheirownandothers'compositionsandtheyarticulatetheirresponsetotextsandtothe process and experience of composing. Students reflect on their learning, becoming aware of how they learn andidentifyingwhattheyhavelearned,effectivewaystolearnandwhattheyneedtolearnnext.Students respond to literary and other texts for enjoyment and to expand their perspectives on their own lives. Theyengage with images of their real and imagined worlds and explore the relationship between them. They explore textscritically,evaluatingcontent,differentiatingbetweenfactandopinion,challengingpointsofview, identifying,consideringandappreciatingculturalexpressions.Theyrespondtoimageryandsymbolisminverbalandvisualforms.Theyengagewithprint,filmanddigitaltextswithaninformedawarenessofthelanguageformsandfeaturesandstructuresofthosetexts.Students develop personal preferences inwhat they hear, read and view, and are able to articulate their preference inpersonalandcriticalresponses.HOMEWORKStudents at Year 7 level will have weekly homework that is related to the topic that they are currently studying, or aprevious topic, to consolidatewhat they have explored in class. Regular language activities (grammar, punctuation andspelling)willalsobeset.Theremayalsobeclasswork to finishasdeterminedby theclass teacher. Homework is issuedweeklyandthesetdayaccordingtotheHomeworktimetable.ASSESSMENTSStudents will complete a range of assessments throughout the year, which are used to demonstrate the knowledge,understandingandskills learned in theunit. Studentswillexperiencea rangeofassessment types todemonstrate theirlearningrangingfromwrittentaskstogroupand/ormulti-mediapresentations.Assessmenttaskswillbesetduringlessontime.StudentswillbegradedusingtheSecondarySchool’sA-Eassessmentcriteria.TheywillcompleteNAPLANtestingandPATComprehensionAssessmentssothatwecantrackstudents’achievementagainstAustraliannormsandadjustteachingprogramstomeettheirneeds.StudentsdonotsitandendofYearexam.

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Year7MathematicsTheYear7studentswillbefollowingtheACARAlearningoutcomesandcontent.Forfurtherdetailsvisit:http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10?layout=1TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofMathematicscontentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsandProbability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthecontentisexploredordeveloped.TheyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningofMathematics.Atthisyearlevel:¨ Understanding includes describing patterns in uses of indiceswithwhole numbers, recognising commonalities

between fractions, decimals, percentages and ratios, plotting points on the Cartesian plane, identifying anglesformedbya transversal crossingapairofparallel lines, andconnecting the lawsandpropertiesofnumbers toalgebraictermsandexpressions.

¨ Fluency includes calculating accurately with integers, representing fractions and decimals in various ways,investigatingbestbuys,evaluatingmeasuresofcentraltendencyandcalculatingareasofshapesandvolumesofprisms.

¨ ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingnumbersandmeasurements,creatingtransformations and identifying symmetry, calculating angles and interpreting sets of data collected throughchanceexperiments.

¨ Reasoningincludesapplyingthenumberlawstocalculations,applyingknowngeometricfactstodrawconclusionsaboutshapes,applyinganunderstandingofratioandinterpretingdatadisplays.

HOMEWORKStudentsatYear7levelwillreceiveweeklyHomeworkdesignedtobebothpurposefulandmeaningfulthatsupportsandstrengthensthoseskills learnedwithintheclassroom.Homeworkcanberelatedtothetopiccurrentlybeingcoveredoraprevioustopictoassiststudentsinretainingwhattheyhavelearnt.Homeworkcomprisesofworksheets,puzzles,textbookexercises, assignments, projects, investigations and revision. To encourage independent learners, students should self-correct material where possible and clarify with their classroom teacher those concepts with which they experienceddifficulty.Theclassroomteacherwilldeterminethetypeandtheamountofhomework,whichwillbeassignedaccordingtothe homework timetable. Themaximum amount of time a Year 7 Student should spend onMathematics homework isapproximately90minutesperweek.Within this time, it isenvisionedstudents spend3x20minute sessionsoncurrenthomeworkfortheweek,andallow30minutesforareviewofworkfrompreviousunits.ASSESSMENTSStudentswilldoarangeofassessmentsthroughouttheyear,whichareusedtodemonstrateastudent’slevelofunderstandingoftheareathatisbeingstudied.Assessmentcanbeeitherinformal,whichprovidesfeedbacktoastudentonhowtheyarecurrentlyperformingonatopic,orformal,whichprovidesfeedbacktoastudentonhowtheyhaveperformedattheendofatopicandisreportedon.Foreachsemester,Year7studentswillcompletethreeassessments,thefinalonefortheyearwillcovermoretopicsandneedamorefocusedrevisionapproach.Tosupportstudents,lunchtimetopicreviewsessionswillbeheldinthelastterm.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.Year7studentswillcompleteaPATMathematicsAssessmentatthestartandendofeachyeartoprovidedatatoassisttheclassroomteachermonitortheprogressofastudents’achievementandbeabletocomparethatstudentagainstNationalnorms.

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Year7ScienceInYear7,studentsdeveloptheirunderstandingoftheroleofclassificationinorderingandorganisinginformation.TheyuseanddevelopmodelsofEarthsystems,lookingatthewatercycleindetailandexploringtheimpactofchangingcomponentswithin these systems. They investigate the notion of renewable and non-renewable resources and consider how theconcept of sustainability canhelp us to bettermanage these resources. They consider the interactionbetweenmultipleforceswhenexplainingchangesinanobject’smotion.TheyinvestigaterelationshipsintheEarth,sunandmoonsystemandusemodelstopredictandexplainseasonalevents.Principlesofchemicalmixturesareintroducedandhowthesemixturescanbeseparatedisinvestigated.Studentsidentifyquestionsthatcanbeinvestigatedscientifically.Theyplanfairexperimentalmethods,identifyingvariablesto be changed and measured. They select equipment that improves fairness and accuracy and describe safetyconsiderations. Students draw on evidence to support their conclusions. They summarise data from different sources,describetrendsandrefertothequalityoftheirdatawhensuggestingimprovementstotheirmethods.Theycommunicatetheirideas,methodsandfindingsusingscientificlanguageandappropriaterepresentations.HOMEWORKYear7studentswillbesethomeworkthatreinforcesandextendstheknowledge,understandingandskillsstudentstheyencounterwithintheclassroom.Activitiesthatmaybesetinthisregardareofabroadrangeandmayincludeworksheets,research assignments, textbook exercises,mini-projects, ICT-based activities, reading and revision. It is encouraged thatstudents approach their teacherswith queries and questions regarding these exercises. Support is also often posted onConnect.Theclassroomteacherwilldeterminethetypeandtheamountofhomework,whichwillbeassignedaccordingtothe homework timetable. Themaximum amount of time a Year 7 Student should spend onMathematics homework isapproximately90minutesperweek;similartothestructureadoptedbytheMathematicsFaculty,itisenvisionedstudentsspend3x20minutesessionsoncurrenthomeworkfortheweek,andallow30minutesforareviewofworkfrompreviousunits. Homework is set on a particular day. Importantly, Year 7 students do not undertake any assessment tasks forhomework.ASSESSMENTSStudentswillundertakearangeofassessmentsthroughouttheyear,whichareusedtodemonstrateastudent’s levelofunderstandingoftheareathatisbeingstudied.Assessmentcanbeeitherinformal,whichprovidesfeedbacktoastudenton how they are currently performing on a topic, or formal, which provides feedback to a student on how they haveperformedattheendofatopicandisreportedon.Foreachsemester,Year7studentswillcompletethreeassessments,thefinalonefortheyearwillcovermoretopicsandneedamorefocusedrevisionapproach.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.Ofnote,Year7studentsarenotissuedwithexaminationsduringtheyear;instead, assessment is based on a rigorous series of tasks that include extended project investigations (EPI), humanendeavor tasks, which explore how the work of Scientists has impacted on society, and topic tests, which occurapproximatelyonceperterm.

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Year7History/GeographyThecourseisdividedintofourunitswitheachSemesteremphasisingeitherHistoryorGeography.Eachunitenquiresintoadifferent key question and is based on the Australian Curriculum (AC). Unit One Geography, “Place and livability?”examines,on the reasonswhypeopledecide to livewhere theydo.Unit Two,History “History: TheAncientWorld” is ahistoricalstudyfocusingupontheearliesthumancommunitiestotheendoftheancientperiod,prehistory-c.650AD(CE).UnitThree,Geography“WaterintheWorld”focusesuponenvironmentalresources,usingwaterasacasestudy.UnitFour,History“TheAncientWorld”continuestheprevioushistoricalontheendoftheancientperiod,prehistory-c.650AD(CE).HOMEWORKStudentsatYear7levelwillgetregularhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingorrelevanttoforthcomingassessmentstohelpensurethestudentsretainwhattheyhavelearnt.ASSESSMENTSStudents will do a range of assessments throughout the year demonstrate understanding. Students will do a range ofassessmenttypestodemonstratetheirlearning.Theserangefromthemoretraditionexaminationstogroupinvestigationsandfieldwork.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.Year7TechnologyStudents build on their existing knowledge in Technology throughout the Year 7 course. The course is based on theAustralian Curriculum and relates to a number of strands within the Design & Technologies and Digital Technologiessyllabus.Students investigate and select from a range of materials, systems, tools and equipment. They consider the wayscharacteristics and properties or resources can be combined to create and produce solutions to problems for individualstudentsandthecommunityconsideringethics,cultureandsocial factors.Theydevelopanunderstandingoftheways inwhich products; services and environments evolve, and identify the factors that influence design, including ethical,environmental and social sustainability considerations. Students investigate design and technology professions and thecontributionsthateachmakestosocietybothlocallyandglobally.Theyusecreativity,innovationandenterpriseskillswithincreasingindependenceandcollaboration.Theytestandevaluatedesignideasandtechnologies inrelationtowhodoesand does not benefit from them, considering equity of access and sustainable, responsible and ethical use ofmaterials,systems, toolsandequipment. Studentsuseproduction skillswith increasing independence todesign,plan,manageandsafely produce quality solutions for increasingly complex problems. And they evaluate design solutions using identifiedcriteriatakingaccountofusers,resources,sustainability,ethics,andculturalandpersonalvalues.HOMEWORKStudentsatYear7levelwillgetweeklyhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingoraprevioustopictohelpensurethestudentsretainwhattheyhavelearnt.Thepracticalnatureofthesubjectmeansthattheremayalsobeclassworkande-portfolioworktofinishasneededanddeterminedbytheclassteacher.

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ASSESSMENTSStudents will complete approximately three projects over the course of Year 7 Technology, which will consist of bothwrittenorresearchtypetasksandpracticaltasks.Theresearchandwrittenworkexploresthetheorybehindthematerials,processesandequipmentusedthroughouttheprojects.Italsoguidesthestudentsthroughthedesignprocessandontothepracticalelement,whichgivesstudentshands-onexperienceusingthespecialist facilitiesavailabletothem.Studentswillcompleteeachunitwith theproductionofane-portfolio,whichdocuments their learningandhelps toconsolidate theirknowledgeandunderstandingofeachtopiccovered.Year7VisualArtsStudentswillinvestigatetherelationshipsbetweentheartist,theartwork,theworldandtheaudiences.Theywillapproachtheir studies through the Frames – Subjective, Structural, Cultural and PostModern. Studentswill discuss, research andmakeartworksbasedonthemes,issuesandaestheticconcernsthatunderlietheartworkofdifferentculturesatdifferenttimes.Studentsareencouragedtomakefree,personalinterpretationsofthemostinterestingaspectsofthecontenttheystudy within the varying contexts of the art world. Skills will be developed through risk taking and focused, sequentialactivities.StudentskeepaVisualArtsProcessDiaryinwhichtheywillincludetheirstudying,plansforartworkandself-evaluationoftheprogressandoutcomeoftheirArtmakingandResponding.Bykeepingaprocessdiary,studentswillbecomeadeptatanalysingandreflectingontheirownworkandplacingthemselvesascontemporaryartists.Possible study in Year 7: Students will complete foundation painting and drawing tasks referring to a range of subjectmatter.Thesecanoftenbescaffoldedintofurtherworksthatwillformpartofabroaderbodyofwork.Withintheartisticprocess,theuseofdigitalmediaisinherentinthegatheringofprimarysourcematerialsthroughphotographicanddigitalprocesses.ThestudyofArtrecognisesandusesaspectsoftheworldasasourceof ideaswherestudentswilldrawupontheirknowledgeandlifeexperiencestorespondtoteacherdirectedtasks.Studentswillstudytheartmakingprocessesofbothpastandlivingartistsanddeveloptheirownresponsesbothinapracticalandwrittenform.Studentsarerequiredtoshowcommitmentindevelopingtheirownartisticprocesses,demonstratepersonalcuriosity,self-motivation,initiativeandawillingnesstotakeinformedrisks.HOMEWORKStudentsatYear7levelwillgetweeklyhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingtohelpensurethestudentsretainwhattheyhavelearntinclass.HomeworkwillbepublishedtotherelevantConnectpageforreference.Studentswillbe setwork that iseither independentpracticalart tasks suchasdrawing,photography,or research-basedactivitiestogatherinformationfortheoryassessmenttasks.TherewillalsobeclassworkrelatedtotheirVisualArtsProcessDiarytofinishasneededanddeterminedbytheclassteacher.ASSESSMENTThe Visual Arts is presented through two interrelated strands: Making, (weighted 70%) using processes, techniques,knowledgeandskillstomakeartworks.Responding, (weighted30%)exploring,respondingto,analysingandinterpretingartworks.

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In theMaking strand, students focus on: Imagining and improvising, exploring the elements /materials / techniques /processes, shaping their art works, practising skills and techniques, communicating ideas through their art works, andlinkingtheirartworkstootherArtssubjectsandlearningareas.In theResponding strand, students focus on: reflecting upon their own artworks, responding to others’ artworks, andconsidering thebroader context of artsworks, such as the social, cultural andhistorical context of the artist andof theaudience/s.Year7DramaTheYear7Dramacourseisdesignedtofurtherdevelopstudents’engagementandappreciationofthedramaticarts.ThecourseaimstogivestudentspracticalopportunitiestocultivateanunderstandingoftheelementsofDramaandhowtheseinterplay in communicating ideas and characters. Drama enables students to participate, actively using body, gesture,movement,voiceandlanguage,individuallyandcollaboratively.Theytakeonrolestoexploreanddepictrealandimaginedworlds. They create, rehearse, perform and respond using the conventions of drama and emerging and existingtechnologiesavailabletothem.In making and staging drama students learn how to be focused, innovative and resourceful, collaborate and take onresponsibilitiesfordramaperformances.Theyaregiventheopportunitytoworkingroupsandtodevelopensembleskillsandcreativeproblemsolving.Exploringtheir imaginationandtakingrisks instorytellingthroughroleanddramaticactionexcitethem.TheyexplorethediversityofDramaasdramamakers,performersandaudiences.Studentsfurtherdevelopasense of inquiry and empathy exploring the diversity of Drama in the contemporary world and other times, traditions,placesandcultures.HOMEWORKAspartoftheDramaclassstudentslearntheimportanceofreflectionandevaluationduringandafterlearningexperiences.This mostly takes the form of oral discussions about their own development, progress and learning. Responses to thelessons and unitsmay take the form of critical appraisals of their ownwork and that of others, research and analysis.Preparing for tasks through mind maps, storyboards, character profiles, blocking diagrams, script analysis, dialoguememorisation and designs,might also form part of the responding process and assessment. These tasks are generallybeguninclassandcontinuedashomeworkwithfurtherlessonsupporttimegiven.ASSESSMENTDramaisexploredthroughtwointerrelatedstrandsthatpresentasequenceofdevelopmentofknowledge,understandingandskills.ThesestrandsareMakingandResponding.ThroughmakingDramathestudentsareassessedontheirabilitytoindividually and collaboratively to develop a variety of roles and characters through devised and scripted drama viadifferent performance styles and conventions. They are assessed on their knowledge and use of expressive skills andtechniquesinmovementandvoicetoconveystatus,relationshipsandintentionsandshapedramaticaction.Tasksmayforexample,taketheformofplaybuiltandscript-basedperformance,designsandresearchtasks.In responding toDramastudentsareassessedon theirability individuallyandcollaboratively toexplore, respond toandinterpretdramaascriticalandactiveparticipantsandaudiences,inparticularviatheLogbook.Theyarerequiredtoanalysehowtheelementsofdramaarecombinedandcontrolledindifferentformsandperformancestyles.Thecoursealsovaluesandacknowledgeseachstudent’sabilitytodevelop:

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¨ confidenceandself-esteemtoexplore,depictandcelebratethehumanexperience,takerisksandchallengetheirowncreativitythroughdrama

¨ asenseofcuriosity,aestheticknowledge,joyandachievementthroughexploringandplayingroles,andimaginingsituations,actionsandideasasdramamakersandaudiences

Year7MusicThroughtheYear7Musicprogramstudentsgainanopportunitytoexperiencetheessenceofsoundandtoexpresstheiremotional intelligence.Theaim is that studentswill complete thecoursewithapositiveand informedoutlookaboutallstylesandcontextsofmusic.TheMusiccurriculumisbuiltaroundthetwointerrelatedstrands,Making;PerformanceandComposition,andResponding;Listening–musicology/auralskills.Students will learn about the elements of music through a range of engaging Performance, Composition and Listeningactivities. Students will be exposed to a wide range of music and through these areas develop their appreciation andunderstanding of music as an art form, a form of entertainment and a great source of fun. They will experienceperformanceandcompositionthroughsingingandusingxylophonesandukuleles.TheaimoftheYear7MusiccourseatAISistodevelop:¨ Anunderstandingofbothpitchandrhythmthroughsimplescorereadingandmusictheoryactivities¨ Activeparticipationinperforming,composingandlisteningactivities¨ Auralawareness¨ WaysofusingthemusicpublishingsoftwaresuchasSibeliusorMuseScoretorealisetheirowncompositions¨ Anunderstandingofdifferentmusicalgenresandstyles¨ Anawarenessandappreciationofculturaltraditions,pastmusictraditionsandpresentpractices¨ Thestudentsabilitytorespondtomusicinanindividualway¨ Anincreasedenjoymentandappreciationofmusic.BEYONDTHECLASSROOMStudentswhoalreadylearnaninstrument,orwouldliketo,areencouragedtojoinourinstrumentalprogram.Theycansignupforoneononeinstrumentlessonsinadditiontoourclassroommusicprogram.TherearealsoawidevarietyofMusicEnsemblesthatthesestudentscanjoinandextendtheirmusicmakingintootherareasofschoollife.ASSESSMENTStudentsintheintheMusicprogramundertakeongoingformativeassessmentthroughoutthesemester.NoformalgradewillbeawardedtostudentsintheMusicprogram.Theaimofongoingformativeassessmentistochallengeeverystudentand move him or her beyond the Year 7 & 8 ACARA Achievement Standard in a safe, creative and differentiatedenvironment.EvidenceofPerformanceandImprovisationskilldevelopmentwillbepublishedatvarioustimesontheclassesMusicpageintheformofamovie.Feedbackwill be providedwithin the reporting system on the individual student’s engagement, understanding and skilldevelopmentwithin:Performanceofclassroomrepertoire

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CompositingMusicalmaterialinrealtime(Improvisation)andsimplenotationexercisesListeningskills-auralrecognitionofmelodic,harmonicandrhythmicpatternsinthemusicstudiedYear7HealthandPhysicalEducationHealthandPhysicalEducationisuniquelypositionedtoprovideopportunitiesfortheeducationofstudentstoadopt life-longhealthy,activeliving.Theknowledge,understandingandskillstaughtthroughHealthandPhysicalEducationprovideafoundationforstudentstoenhancetheirownandothershealthandwell-beinginvariedandchangingcontexts.Physical Education and Health will provide a balance between health-related and movement-related knowledge,understandingandskills.Thiswillbedone through two integratedstrands: ‘Personal, SocialandCommunityHealth’and‘MovementandPhysicalActivity’.UnderthenewAustralianCurriculumbannerforHealthandPhysicalEducation,thestudentswill lookatfactorsaffectingidentity; enhance decision making and problem solving skills, both individually and as group members; become moreresilient; look at puberty and changes as they continue their path into adolescence; recognise and respond todiscrimination,stereotyping,diversity,rightsandequality;beingrespectful;discussinginfluencesonaperson’shealthandwell-being;managingdifferent relationships;how toenhance communication skills;participate, implementandmaintainphysical activity routines; understand the benefits of fitness; learn simple and complex movements and transfer themacrossavarietyofactivitiesandsports; learnandimplementrules,gametacticsandstrategiestogames;participate inavarietyofmovementcontexts;andcreateconnectionstodifferingenvironments.HOMEWORKHomeworkthatthestudentsreceivewillmainlybefromHealthclassesthatwillbeintheformofprojectsandassessmenttasks. Thiswill occur dependingon the lengthof the unit and time allocation, however; it is important for a student tocontinueskillsandfitnessstandardsawayfromthePhysicalEducationsettingandit’sencouragedthatstudentsdothisintheirowntimeandthroughsporting,leisureandCCAopportunities.ASSESSMENTSIn both Health and Physical Education we will use both formative and summative assessment techniques. In-classassessmentswill include theuseofmind-maps,quiz/tests,questionandanswer formats,aswellasendofunitprojects,assessmenttasksandfinalunitevaluations,givingthestudentameansofdemonstratingtheirknowledge,understandingandskilldevelopment.Thiswillhappeninavarietyofways,includingcomputer-basedtechnologyandmedia,traditionalpenandpaper,studyandresearch,videopresentations,artisticmethodsandphysicaldemonstrations.

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Year7French,IndonesianandMandarinYear7LOTEstudentswillbe following theAustralianCurriculumassetoutbyAustralianCurriculumdocumentation.Forfurther details, visit: www.acara.edu.au. Learners are continuing to develop their repertoire for communicating in andunderstanding the languageandculture.Byhoningtheirskills inthefourmacroareasof listening,speaking,readingandwriting,studentswillbeabletointeractinpersonal,socialandlocalcommunitydomains.Oralcommunicationskillsareextendedthroughparticipatingindialoguesandbygivingpresentationsontopicsofinterest.Toenhancetheirauralskills,studentslistentoauthentictexts,inordertogleanthegistofthepassage,aswellasspecificdetails.Writtenskillsarefurtherdevelopedthroughtheexaminationofavarietyoftexttypes,grammaticalstructuresandtextual cohesion, andexpression.Viewing filmsand readinga varietyof authenticdocuments enhance learners’ readingcomprehensionskills.Communicating¨ Socialisingandtakingaction¨ ObtainingandUsingInformation¨ Respondingtoandexpressingimaginativeexperience¨ Expressingandperformingidentity¨ Reflectingoninterculturallanguageuse.Understanding¨ Systemsoflanguage¨ Variabilityinlanguageuse¨ Languageawareness¨ Roleoflanguageandculture.HOMEWORKStudentsinYear7willhaveweeklyhomeworkthatisrelatedtothetopictheywillbestudying.Eachlessonwillhaveavarietyofwords,phrasesandsentencestopractise.ASSESSMENTSpeaking-Studentsshouldbeabletoinitiateandmaintaincommonsocialexchangeswhileusingnewlylearnedvocabulary,grammaticalandsentencestructures.Writing-Studentswillwritefordifferentpurposesusingarangeoftext-types.ReadingandResponding-Studentswillreaddifferenttextsandshouldbeabletoidentifymainideasandsupportinginformation.Listening-Whenlisteningtoshort,authentictextscontaining,studentsshouldbeabletoidentifymainideasandsupportinginformation.

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Year7ChineseMotherTongueStudentswillbestudyingthetextsselectedfromJinanUniversity,"Chinese"and"Chinese".Studentslearntopicssuchas:Chinesecharactersandlanguage,ChineseTraditionsandFestivals,WorldcitiesandplacesofinterestandCelebritystory.Students learn by studying the evolution of Chinese characters, understanding its origin and development, thus furtherhelpingstudentsgraspandunderstandthehistoryofthelanguage. Onthisbasis,thestudentswillunderstandandlearnthroughthetextofsomeofthetraditionalChinesefestivalsandculturaletiquette.In Semester 2 students will learn about world cities and historical sites through text. They will also learn the basictechniquesofcompositionscenery.Studentswill finallystudyselectedcelebritiesthroughdescriptivenarrativeaswellasbiographies.HOMEWORKStudentsatYear7 levelwillgetweeklyhomeworkthat is relatedtothetopicthattheywillbestudying.Each lessonwillhaveavarietyofwords,phrasesandsentencestopractice.ThestudentsalsolearntofindinformationoftherelevantculturefromtheInternet,andpresentitinfrontoftheclass.ASSESSMENTSStudentswilldoarangeofassessmentsthroughouttheyearandthesewillbeusedtoassessastudent’sunderstandingoftheareathatisbeingstudied.StudentswillbegradedusingtheMotherTonguecriteria.InYear7studentsdonotsitanexambutwillbeassessedonalltopics.

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Year7EAL(EnglishasanAdditionalLanguage)EnglishTheYear7EALEnglishcourseisdesignedtoallowstudentstogainfurtherconfidenceinusingEnglishinbothacademicandsocialsituationsthroughencouragingstudentstoestablishlinksbetweensubjects,culturesandotherareasofexperience.Being a language course, EAL English also prioritises providing opportunities for students to further develop theircommunicationskillsusingEnglish,viafocusonoralinteraction,readingandwriting.Throughtheseopportunitiesstudentsdevelopskillsinformalandinformalcommunication.StudentsalsocontinuetheirstudyofliteratureinYear7EALEnglish.Unitsofworkacrosstheyearinclude:¨ BeingThirdCulture¨ FilmStudy¨ LiteraryTexts¨ PersuasiveWritingHOMEWORKStudentsatYear7 levelwillgetweeklyHomeworkthat is relatedtotheunitofstudyandongoingdevelopmentof theirEnglish language skills. Homework tasks include but are not limited to regular vocabulary revision, responding to higherordercomprehensionquestions,extensivereadingforpleasureandwrittenjournalentries.ASSESSMENTSStudentswilldoarangeofsummativeandformativeassessmentsthroughouttheyear,andtheseareusedtodemonstratea student’s understands of the area that is being studied. Formative assessments include timed reading exercises todevelop reading speed and fluency with unseen texts, vocabulary quizzes using the online Quizlet program, classdiscussions, grammar exercises, written journal responses and book talks based on extensive reading. Summativeassessmentisusedtoassessstudentskillsinreadingcomprehension,writingandoralinteraction.Theproductionskillsofwritingandoralinteractionareassessedbothintermsofmessageandlanguageuse.StudentswillbegradedforsummativetasksusingtheSecondarySchoolsA-Eassessmentcriteria.Year7EAL(EnglishasanAdditionalLanguage)SupportStudentswillreceivespecialistEALsupporttoassistwithmainstreamacademictasks.SupportisprimarilyprovidedintheareasofEnglish,HumanitiesandScience.HOMEWORKThereisnohomeworkforthiscourse.ASSESSMENTSThere is no assessment for this course. Students do receive a report at the end of each semester, which provides asubjectivejudgmentonthefollowingcriteriafromtheteacherbasedonregularobservations:¨ Thestudenthasaclearunderstandingofallmainstreamassessmenttasks.¨ Thestudentwritesinaclear,coherentandwell-structuredfashion.

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¨ Thestudentcanexplainthemeaningofkeywords inEnglishwithoutrelyingontranslation intohis/hermothertongue.

¨ Thestudentcanwriteinhis/herownwordswithoutplagiarisingandacknowledgessourcesinthecorrectmanner.¨ Thestudentseeksassistancefromtheteacherinaproactivemanner.¨ Studentusesclasstimeeffectivelytoworkonassignments.PartialMainstreamCourse(PMC)

Asthetitlesuggests,thiscourseispartiallyshelteredforstudentswhocommencetheirstudiesatAISwithlimitedEnglishproficiency,tothepointwheretheywouldstruggletocopeinmainstreamcourses.ThestudentstakeshelteredcoursesinPMC Foundation English, PMC Language of Mathematics, PMC Language & Skills of Science and PMC Language ofHumanities.Concurrently the students attend mainstream classes for Mathematics, Mother Tongue (where available), Sport andHomeroom. This ensures students are socially integrated into the schoolwhilst their Englishproficiencydevelops to thepointwheretheycanbecomemoreimmersedinmainstreamcourses.WhenstudentsexitthePMCandmovetomainstream,theyareprovidedandEALSupportclasstoassistwithmainstreamtasks,andtakeEALEnglishinplaceofEnglishFirstLanguage.PartialMainstreamCourse(PMC)Details:Maximumclasssizeof15students(ThesePMCstudentsspendapproximately70%oftimeinshelteredPMCclasseslistedbelowand30%inmainstreamclasses)SHELTERED

¨ PMCLanguage&SkillsofScience¨ PMCHumanities¨ PMCFoundationEnglish¨ PMCLanguageofMathematics

MAINSTREAM

¨ Mathematics¨ MotherTongue¨ Homeroom¨ Sport

SelectedPMCstudentsexitPMCattheendofeachterm,atthedeterminationofthePMCteachingstaff.Thisisjudgmentbasedonongoingformativeassessment,notmerelyascoreonanEnglishlanguageproficiencytest.

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Year8CourseDescription

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Year8EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy. The Year 8curriculum document can be found here http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing,speaking,writingandcreating.LearninginEnglishbuildsonconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded.InYear8studentsrespondtoavarietyoftextscritically,imaginativelyandinterpretivelyandcomposetheirowncoherenttexts.TheyuseEnglishinpersonal,socialandlearningcontextswithincreasingcontrolandunderstandingoftheformandfeaturesof languageand structuresof texts, andwith increasing awarenessof purpose, audienceand context. Studentsmakeconnectionsbetweentexts, theyrecognisethemain ideasandpointsofview,andtheways inwhichtextsseektopositionresponders.Theymakedecisionsaboutwhethercontentandlanguageareappropriatetopurpose,audienceandcontext.In speaking, writing and representing, students shape meaning through the thoughtful selection and ordering ofappropriate contentandbydrawingonawidening repertoireof languagechoices.Theycanexpressapersonalpointofview,givewordsandimagestotheirimaginingsandcomposelogicalargument.Theyexperimentwithformandlanguageindifferentmodesandtechnologiestoproducevarioustypesoftextsforspecificpurposes.Asappropriate,theyplan,draftandedittoproducepolishedtexts.Studentsapplytheirknowledgeoftextualfeaturesandconventionstotheirtexts.Theyconstructivelyanalyseandevaluatetheirownandothers'compositionsandtheyarticulatetheirresponsetotextsandtothe process and experience of composing. Students reflect on their learning, becoming aware of how they learn andidentifyingwhattheyhavelearned,effectivewaystolearnandwhattheyneedtolearnnext.Students respond to literary and other texts for enjoyment and to expand their perspectives on their own lives. Theyengage with images of their real and imagined worlds and explore the relationship between them. They explore textscritically, evaluating content, differentiating between fact and opinion, challenging points of view and identifying,consideringandappreciatingculturalexpressions.Theyrespondtoimageryandsymbolisminverbalandvisualforms.Theyengagewithprint,filmanddigitaltextswithaninformedawarenessofthelanguageformsandfeaturesandstructuresofthose texts. Students develop personal preferences in what they hear, read and view, and are able to articulate theirpreferenceinpersonalandcriticalresponses.HOMEWORKStudents at Year 8 level will have weekly homework that is related to the topic that they are currently studying, or aprevious topic, to consolidatewhat they have explored in class. Regular language activities (grammar, punctuation andspelling)willalsobeset.Theremayalsobeclassworktofinishasdeterminedbytheclassteacher.Homeworkwillbeissuedweeklyonasetdayofthehomeworktimetable.ASSESSMENTSStudents will complete a range of assessments throughout the year, which are used to demonstrate the knowledge,understandingandskills learned in theunit. Studentswillexperiencea rangeofassessment types todemonstrate theirlearning ranging from written tasks to group and/or multi-media presentations. Students will be graded using theSecondary School’s A-E assessment criteria. Theywill complete PAT Comprehension Assessments so that we can trackstudents’achievementagainstAustraliannormsandadjustteachingprogramstomeettheirneeds. AttheendofYear8studentsdositandEnglishexam.

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Year8MathematicsYear8studentswillbefollowingtheACARAlearningoutcomesandcontent.Forfurtherdetailsvisit:http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10?layout=1TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofMathematicscontentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsandProbability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthecontentisexploredordeveloped.TheyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningofMathematics.AtthisYearlevel:¨ Understanding includesdescribingpatterns inusesof indicesandrepeatingdecimals, identifyingcommonalities

between operationswith algebra and arithmetic, connecting rules of relations and functions and their graphs,explainingthefunctionofstatisticalmeasures,andcontrastingmeasurementsofperimeterandarea.

¨ Fluency includes calculating accurately with simple decimals, indices and integers, recognising equivalence ofcommon decimals and fractions including repeating decimals, factorising and simplifying basic algebraicexpressions,evaluatingperimeters,areasandvolumesofcommonshapes,andcalculatingthemeanandmedianofsmallsetsofdata.

¨ Problem Solving includes formulating and modelling, with comparisons of ratios, profit and loss, authenticsituations involvingareasandperimetersofcommonshapesandanalysingand interpretingdatausingtwo-waytables.

¨ Reasoning includes justifying the result of a calculation or estimation as reasonable, explaining formal andintuitive use of ratios for comparing rates and prices, deriving one probability from its complement, usingcongruencetodeducepropertiesoftriangles,andmakinginferencesaboutdata.

HOMEWORKStudentsatYear8 levelwillreceiveweeklyhomeworkdesignedtobebothpurposefulandmeaningfulthatsupportsandstrengthensthoseskills learnedwithintheclassroom.Homeworkcanberelatedtothetopiccurrentlybeingcoveredoraprevioustopictoassiststudentsinretainingwhattheyhavelearnt.Homeworkcomprisesofworksheets,puzzles,textbookexercises, assignments, projects, investigations and revision. To encourage independent learners, students should self-correct material where possible and clarify with their classroom teacher those concepts with which they experienceddifficulty.Theclassroomteacherwilldeterminethetypeandtheamountofhomework,whichisassignedaccordingtothepublishedhomeworktimetableforYear8.ThemaximumamountoftimeaYear8StudentshouldspendonMathematicshomeworkisapproximately90minutesperweek.Withinthistime,itisenvisionedstudentsspend3x20minutesessionsoncurrenthomeworkfortheweek,andallow30minutesforareviewofworkfrompreviousunits.ASSESSMENTSStudents will do a range of assessments throughout the year and these are used to demonstrate a student’s level ofunderstandingoftheareathatisbeingstudied.Assessmentcanbeeitherinformal,whichprovidesfeedbacktoastudenton how they are currently performing on a topic, or formal, which provides feedback to a student on how they haveperformedat theendofa topicand is reportedon. Foreach semester, Year8 studentswill complete threeassessmenttasks,thefinaltaskoftheyearbeingaformalexaminationonallcontentstudiedacrosstheyear.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.Year8studentswillcompleteaPATMathematicsAssessmentatthestart and end of each year to provide data to assist the classroom teacher in monitoring the progress of a students’achievementandbeabletocomparethatstudentagainstNationalnorms.

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Year8History/GeographyThecourseisdividedintofourunitswitheachSemesteremphasisingeitherHistoryorGeography.EachunitenquiresintoadifferentkeyquestionandisbasedontheAustralianCurriculum(AC).UnitOne–Geography:Landscapes-casestudyAsia–Vietnam,examinesonavarietyofscaleshowlandscapesfundamentallyaffectthewaysinwhichpeopleliveandalsohowlandscapesaremodifiedandmanaged.UnitTwo–History:Asia-PacificWorld-Angkor/KhmerEmpire,ahistoricalstudyfrom end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when majorcivilisationsaroundtheworldcameintocontactwitheachother,andsocial,economic,religious,andpoliticalbeliefswereoftenchallengedandsignificantlychanged. Itwastheperiodwhenthemodernworldbegantotakeshape.UnitThree–Geography:Personal&CommunityGeographies, fieldworkSingapore, isa focusuponthegeographicalconceptsofplaceandspace.Communityandneighbourhoodthemesareexploredastohowthesecanbedefined,understoodandplannedfor in the future. Unit Four – History:Western and IslamicWorld: Medieval Europe, examines the key features of themedievalworldanditsdifferentgroupsanderasarestudiedfromc500-c1400AD(PostRomanEmpiretopostCrusades).HOMEWORKStudentsatYear8levelwillgetregularhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingorrelevanttoforthcomingassessmentstohelpensurethestudentsretainwhattheyhavelearnt.ASSESSMENTSStudentswilldoa rangeofassessments throughout theyear todemonstrateunderstanding.Studentswilldoa rangeofassessment types to demonstrate their learning. These range from the more traditional examinations to groupinvestigationsandfieldwork.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.InYear8attheconclusionoftheyear,thestudentswillcompleteayear-basedexaminationworth25%.

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Year8ScienceInYear8,studentsexplorethediversityof lifeonEarthandusemodelstorepresentandanalysetheflowofenergyandmatterthroughecosystems.Theyinvestigatewaysthathumanactivitiescanaffectfoodchainswithinecosystemsandhowtechnologycanmitigateimpactsofnaturaleventssuchasbushfiresonecosystems.StudentsareintroducedtogeologicalconceptsincludingthestructureoftheEarthandplatetectonics,whichleadstoamorein-depthunderstandingofnaturalphenomenasuchasearthquakesandvolcaniceruptions.TheybegintoclassifydifferentrockformationsfoundintheEarthandexploretherockcycle.StudentsareintroducedtothestructureoftheatomandtheyusethePeriodicTabletolearnabouttheelementsfoundontheEarthandsomeofthecompoundstheyform.Theyinvestigatethemechanicaladvantagesofsimplemachinesandanalysethemathematicalrelationshipsthatarepresent.Finally,studentslooktothestarsandgaininsightsintooureverchangingunderstandingoftheUniverse.Students identify and constructquestionsandproblems that they can investigate scientifically. They consider safetyandethicswhenplanning investigations. They identify variables tobe changed,measuredandcontrolled. Students constructrepresentationsof theirdata to revealandanalysepatternsand trends,anduse thesewhen justifying their conclusions.They explain how modifications to methods could improve the quality of their data and apply their own scientificknowledge and investigation findings to evaluate claims made by others. They communicate their ideas, methods andfindingsusingscientificlanguageandappropriaterepresentations.HOMEWORKYear8studentswillbesethomeworkthatreinforcesandextendstheknowledge,understandingandskillsstudentstheyencounterwithintheclassroom.Activitiesthatmaybesetinthisregardareofabroadrangeandmayincludeworksheets,research assignments, textbook exercises,mini-projects, ICT-based activities, reading and revision. It is encouraged thatstudents approach their teacherswith queries and questions regarding these exercises. Support is also often posted onConnect.Theclassroomteacherwilldeterminethetypeandtheamountofhomework,whichwillbeassignedaccordingtothe homework timetable. Themaximum amount of time a Year 8 Student should spend onMathematics homework isapproximately90minutesperweek;similartothestructureadoptedbytheMathematicsFaculty,itisenvisionedstudentsspend3x20minutesessionsoncurrenthomeworkfortheweek,andallow30minutesforareviewofworkfrompreviousunits. Homework is set on a particular day. Importantly, Year 8 students do not undertake any assessment tasks forhomework.ASSESSMENTSStudentswillundertakearangeofassessmentsthroughouttheyear,whichareusedtodemonstrateastudent’s levelofunderstandingoftheareathatisbeingstudied.Assessmentcanbeeitherinformal,whichprovidesfeedbacktoastudenton how they are currently performing on a topic, or formal, which provides feedback to a student on how they haveperformedattheendofatopicandisreportedon.Foreachsemester,Year8studentswillcompletethreeassessments,thefinalonefortheyearwillcovermoretopicsandneedamorefocusedrevisionapproach.StudentswillbegradedusingtheSecondarySchoolsA-Eassessmentcriteria.AssessmentofYear8 students isbasedona rigorousseriesof tasks thatinclude extended project investigations (EPI), human endeavor tasks, which explore how the work of Scientists hasimpactedonsociety,andtopictests,whichoccurapproximatelyonceperterm.

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Year8TechnologyStudents build on their existing knowledge in Technology throughout the Year 8 course. The course is based on theAustralian Curriculum and relates to a number of strands within the Design & Technologies and Digital Technologiessyllabus.Students investigate and select from a range of materials, systems, tools and equipment. They consider the wayscharacteristics and properties or resources can be combined to create and produce solutions to problems for individualstudentsandthecommunityconsideringethics,cultureandsocial factors.Theydevelopanunderstandingoftheways inwhich products, services and environments evolve, and identify the factors that influence design, including ethical,environmental and social sustainability considerations. Students investigate design and technology professions and thecontributionsthateachmakestosocietybothlocallyandglobally.Theyusecreativity,innovationandenterpriseskillswithincreasingindependenceandcollaboration.Theytestandevaluatedesignideasandtechnologies inrelationtowhodoesand does not benefit from them, considering equity of access and sustainable, responsible and ethical use ofmaterials,systems, toolsandequipment. Studentsuseproduction skillswith increasing independence todesign,plan,manageandsafelyproducequalitysolutionsforincreasinglycomplexproblems.Theyevaluatedesignsolutionsusingidentifiedcriteriatakingaccountofusers,resources,sustainability,ethics,andculturalandpersonalvalues.HOMEWORKStudentsatYear8levelwillgetweeklyhomeworkthatisrelatedtothetopicthattheyarecurrentlystudyingoraprevioustopictohelpensurethestudentsretainwhattheyhavelearnt.Thepracticalnatureofthesubjectmeansthattheremayalsobeclassworkande-portfolioworktofinishasneededanddeterminedbytheclassteacher.ASSESSMENTSStudents will complete approximately three projects over the course of Year 8 Technology, which will consist of bothwrittenorresearchtypetasksandpracticaltasks.Theresearchandwrittenworkexploresthetheorybehindthematerials,processesandequipmentusedthroughouttheprojects.Italsoguidesthestudentsthroughthedesignprocessandontothepracticalelement,whichgivesstudentshands-onexperienceusingthespecialist facilitiesavailabletothem.Studentswillcompleteeachunitwith theproductionofane-portfolio,whichdocuments their learningandhelps toconsolidate theirknowledgeandunderstandingofeachtopiccovered.

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Year8VisualArtsFollowingon from theYear7VisualArtsmodule, students investigate the relationshipsbetween theartist, artwork, theworld and the various audiences. They approach their studies of artworks through the Frames – Subjective, Structural,CulturalandPostmodern.Studentsdiscuss, researchandmakeartworksbasedonthemes, issuesandaestheticconcernsthat underlie the artwork of different cultures at different times. Students are encouraged to make free, personalinterpretations of the most interesting aspects of the content they study through a variety of contexts that include acreativeandadaptivecycle.Skillsaredevelopedthroughstructuredrisktakingandfocused,sequentialactivities.StudentskeepaVisualArtsProcessDiaryinwhichtheywillincludetheirstudying,plansforartworkandself-evaluationoftheprogressandoutcomeoftheirArtmakingandResponding.Bykeepingaprocessdiary,studentswillbecomeadeptatanalysingandreflectingontheirownworkandplacingthemselvesascontemporaryartists.Possible study for Year 8: Studentswill complete foundation painting and drawing tasks referring to a range of subjectmatter.Thesecanoftenbedevelopedintosculpturalworksinclayorplasterforms.Withintheartisticprocess,theuseofdigitalmediaisinherentinthegatheringofprimarysourcematerialsthroughphotographicanddigitalprocesses.ThestudyofArtrecognisesandusesaspectsoftheworldasasourceofideaswherestudentswilldrawupontheirknowledgeandlifeexperiencestorespondtoteacherdirectedtasks.Studentswillstudytheartmakingprocessesofbothpastandlivingartiststhrough the analysis frameworks, and develop their own responses both in a practical and written form. Students arerequiredtoshowcommitmentindevelopingtheirownartisticprocesses,demonstratepersonalcuriosity,self-motivation,initiativeandawillingnesstotakeinformedrisks.HOMEWORKStudentsatYear8levelwillbesethomeworkthroughtheirrelevantConnectpagesthatisrelatedtothetopicthattheyarecurrentlystudyingtohelpensurethestudentsretainwhattheyhavelearntinclass.Studentswillbesetworkthatiseitherindependentpracticalarttaskssuchasdrawing,photography,orresearch-basedactivitiestogatherinformationfortheoryassessmenttasks.TherewillalsobeclassworkrelatedtotheirVisualArtsProcessDiarytofinishasneededanddeterminedbytheclassteacher.ASSESSMENTThe Visual Arts is presented through two interrelated strands: Making, (weighted 70%) using processes, techniques,knowledge and skills to make art works and, Responding, (weighted 30%) exploring, responding to, analysing andinterpretingartworks.In theMaking strand, students focus on: Imagining and improvising, exploring the elements /materials / techniques /processes, shaping their art works, practising skills and techniques, communicating ideas through their art works, andlinkingtheirartworkstootherArtssubjectsandlearningareas.In theResponding strand, students focus on: reflecting upon their own artworks, responding to others’ artworks, andconsidering thebroader context of artsworks, such as the social, cultural andhistorical context of the artist andof theaudience/s.

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Year8MusicThroughtheYear8Musicprogramstudentsgainanopportunitytoexperiencetheessenceofsoundandtoexpresstheiremotional intelligence.Theaim is that studentswill complete thecoursewithapositiveand informedoutlookaboutallstylesandcontextsofmusic.TheMusiccurriculumisbuiltaroundthetwointerrelatedstrands,Making:performanceandcompositionand,Responding:listening–musicology/auralskills.Students will learn about the elements of Music through a range of engaging Performance, Composition and Listeningactivities. They will be exposed to a wide range of music and through these areas develop their appreciation andunderstanding of music as an art form, a form of entertainment and a great source of fun. They will experienceperformanceandcompositionthroughsingingandusingxylophonesandukuleles.TheaimoftheYear8MusiccourseatAISistodevelop:¨ Anunderstandingofbothpitchandrhythmthroughsimplescorereadingandmusictheoryactivities¨ Activeparticipationinperforming,composingandlisteningactivities¨ Auralawareness¨ WaysofusingthemusicpublishingsoftwaresuchasSibeliusorMuseScoretorealizetheirowncompositions¨ Anunderstandingofdifferentmusicalgenresandstyles¨ Anawarenessandappreciationofculturaltraditions,pastmusictraditionsandpresentpractices¨ Thestudentsabilitytorespondtomusicinanindividualway¨ Anincreasedenjoymentandappreciationofmusic.BEYONDTHECLASSROOMStudentswhoalreadylearnaninstrument,orwouldliketo,areencouragedtojoinourinstrumentalprogram.Theycansignupforoneononeinstrumentlessonsinadditiontoourclassroommusicprogram.TherearealsoawidevarietyofMusicEnsemblesthatthesestudentscanjoinandextendtheirmusicmakingintootherareasofschoollife.ASSESSMENTSStudentsintheintheMusicprogramundertakeongoingformativeassessmentthroughoutthesemester.NoformalgradewillbeawardedtostudentsintheMusicprogram.Theaimofongoingformativeassessmentistochallengeeverystudentand move him or her beyond the Year 7 & 8 ACARA Achievement Standard in a safe, creative and differentiatedenvironment. Evidence of Performance and Improvisation skill development will be published at various times on theclassesMusicpageintheformofamovie.Feedbackwill be providedwithin the reporting system on the individual student’s engagement, understanding and skilldevelopmentwithin:PerformanceofclassroomrepertoireCompositingMusicalmaterialinrealtime(Improvisation)andsimplenotationexercisesListeningskills-auralrecognitionofmelodic,harmonicandrhythmicpatternsinthemusicstudied

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Year8DramaTheYear8Dramacourseisdesignedtoconsolidateandrefinestudents’engagementandappreciationofthedramaticarts.ThecourseaimstogivestudentspracticalopportunitiestorefinetheirunderstandingoftheelementsofDramaandhowtheseinterplayincommunicatingideasandcharacters.Dramaenablesstudentstoparticipate,activelyusingbody,gesture,movement,voiceandlanguage,individuallyandcollaboratively.Theytakeonrolestoexploreanddepictrealandimaginedworlds. They create, rehearse, perform and respond using the conventions of Drama and emerging and existingtechnologiesavailabletothem.In making and staging drama they learn how to be focused, innovative and resourceful, collaborate and take onresponsibilities fordramaperformances.Studentsaregiven theopportunity towork ingroupsand todevelopensembleskills and creativeproblem solving. Exploring their imagination and taking risks in storytelling through role anddramaticactionexcite them. Theyexplore thediversityofDramaasdramamakers,performersandaudiences. Students sharpentheirsenseofinquiryandempathyexploringthediversityofdramainthecontemporaryworldandothertimes,traditions,placesandcultures.HOMEWORKThrough Year 8 Drama students continue to reflect after each lesson on their experiences by keeping a record of theirdevelopmentandlearningthroughtheLogbook.Ongoingreflectionallowsstudentstoidentifytheirprogressandorganisetheirlearningforthemselves.Responsestothelessonsmaytaketheformofcriticalappraisalsoftheirownworkandthework of others, research and analysis. Preparing for tasks through drafts, mind maps, storyboards, character profiles,blockingdiagrams,scriptanalysis,designs, reviewsanddirector’snotesmightalso formpartof theLogbookprocessandassessment.Theyshowgrowingsophisticationtoexpressandcommunicateexperiencesthroughandaboutdramaintheirwriting.ASSESSMENTDramaisexploredthroughtwointerrelatedstrandsthatpresentasequenceofdevelopmentofknowledge,understandingandskills.ThesestrandsareMakingandResponding.ThroughmakingDramathestudentsareassessedontheirabilitytoindividuallyandcollaborativelydevelopandsustainavarietyofrolesandcharactersthroughdevisedandscripteddramaviadifferentperformancestylesandconventions.Theyareassessedon their knowledgeanduseofexpressive skillsandtechniquesinmovementandvoicetoconveystatus,relationshipsandintentionsandshapedramaticactionandnarrative.Theyshowcontrolofperformanceskillsandusedesignelementstoshapeandfocustheatricaleffectforanaudience.Tasksmayforexample,taketheformofplay-builtandscript-basedperformance,designsandresearchtasks.InrespondingtoDramastudentsareassessedontheirabilityindividuallyandcollaborativelytoexplore,respondtoDramaascriticalandactiveparticipantsandaudiences, inparticularviatheLogbook.Theymake informedobservationsanddecisionsaboutcreatingandinterpretingdramaticmeaningindramarehearsalandperformance.Theyarerequiredtoanalysehowtheelementsofdramaarecombinedandcontrolled indifferent formsandperformancestyles fromdifferenthistorical,culturalandsocialcontexts.Thecoursealsovaluesandacknowledgeseachstudent’sabilitytodevelop:¨ Confidenceandself-esteemtoexplore,depictandcelebratethehumanexperience,takerisksandchallengetheir

owncreativitythroughdrama¨ Asenseofcuriosity,aestheticknowledge,joyandachievementthroughexploringandplayingroles,andimagining

situations,actionsandideasasdramamakersandaudiences.

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Year8HealthandPhysicalEducationHealthandPhysicalEducationisuniquelypositionedtoprovideopportunitiesfortheeducationofstudentstoadopt life-longhealthy,activeliving.Theknowledge,understandingandskillstaughtthroughHealthandPhysicalEducationprovideafoundationforstudentstoenhancetheirownandothershealthandwell-beinginvariedandchangingcontexts.Physical Education and Health will provide a balance between health-related and movement-related knowledge,understandingandskills.Thiswillbedone through two integratedstrands: ‘Personal, SocialandCommunityHealth’and‘MovementandPhysicalActivity’.UnderthenewAustralianCurriculumbannerforHealthandPhysicalEducation,thestudentswill lookatfactorsaffectingidentity; enhance decision making and problem solving skills, both individually and as group members; become moreresilient; look at puberty and changes as they continue their path into adolescence; recognise and respond todiscrimination,stereotyping,diversity,rightsandequality;beingrespectful;discussinginfluencesonaperson’shealthandwell-being;managingdifferent relationships;how toenhance communication skills;participate, implementandmaintainphysical activity routines; understand the benefits of fitness; learn simple and complex movements and transfer themacrossavarietyofactivitiesandsports; learnandimplementrules,gametacticsandstrategiestogames;participate inavarietyofmovementcontexts;andcreateconnectionstodifferingenvironments.HOMEWORKHomeworkthatthestudentsreceivewillmainlybefromHealthclassesthatwillbeintheformofprojectsandassessmenttasks. Thiswill occur dependingon the lengthof theunit and time allocation, however; it is important for a student tocontinueskillsandfitnessstandardsawayfromthePhysicalEducationsettingandit’sencouragedthatstudentsdothisintheirowntimeandthroughsporting,leisureandCCAopportunities.ASSESSMENTSIn both Health and Physical Education we will use both formative and summative assessment techniques. In-classassessmentswill includemind-maps,quiz/tests,questionandanswerformats,aswellasendofunitprojects,assessmenttasks and final unit evaluations, giving the student ameans of demonstrating their knowledge, understanding and skilldevelopment.Thiswillhappeninavarietyofways,includingcomputer-basedtechnologyandmedia,traditionalpenandpaper,studyandresearch,videopresentations,artisticmethodsandphysicaldemonstrations.

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Years8French,IndonesianandMandarinYear8LOTEstudentswillbe following theAustralianCurriculumassetoutbyAustralianCurriculumdocumentation.Forfurtherdetails,visit:www.acara.edu.auLearnersarecontinuingtodeveloptheirrepertoireforcommunicatinginandunderstandingthelanguageandculture.Byhoning their skills in the fourmacroareasof listening, speaking, readingandwriting, studentswillbeable to interact inpersonal,socialandlocalcommunitydomains.Oralcommunicationskillsareextendedthroughparticipatingindialoguesandbygivingpresentationsontopicsofinterest.Toenhancetheirauralskills,studentslistentoauthentictexts,inordertogleanthegistofthepassage,aswellasspecificdetails.Writtenskillsarefurtherdevelopedthroughtheexaminationofavarietyoftexttypes,grammaticalstructuresandtextual cohesion, andexpression.Viewing filmsand readinga varietyof authenticdocuments enhance learners’ readingcomprehensionskills.Communicating¨ Socialisingandtakingaction¨ ObtainingandUsingInformation¨ Respondingtoandexpressingimaginativeexperience¨ Expressingandperformingidentity¨ Reflectingoninterculturallanguageuse.Understanding¨ Systemsoflanguage¨ Variabilityinlanguageuse¨ Languageawareness¨ Roleoflanguageandculture.HOMEWORKStudentsinYear8willhaveweeklyhomeworkthatisrelatedtothetopictheywillbestudying.Eachlessonwillhaveavarietyofwords,phrasesandsentencestopractise.ASSESSMENTSpeaking - Students should be able to initiate and maintain common social exchanges while using newly learnedvocabulary,grammaticalandsentencestructures.Writing-Studentswillwritefordifferentpurposesusingarangeoftext-types.Reading and Responding - Students will read different texts and should be able to identifymain ideas and supportinginformation.Listening - When listening to short, authentic texts containing, students should be able to identify main ideas andsupportinginformation.

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Year8ChineseMotherTongueStudentswilllearnthelessonsselectedfromtheChinesePeople'sEducationPress,6th-7thGradetextbooks,someselectedfromSecondary1-2HigherChinesetextbookbySingaporeSeniorChinesetextbooks.Studentslearntopicsas:narrationsofobjects,peopleandscenery.Throughaseriesoffamousmasterpieces,studentswillanalysewriters'ingeniousideasandwritingstyle,andunderstandtheideasexpressedinthearticleandfeelingsbywriters.Bymimickingtheseauthors,studentslearntonarrateaboutthepersonaroundthemandthingsthathappentothem.HOMEWORKIntheclassroom,studentspracticeansweringquestionstounderstandtheauthor'sthoughtsandfeelingsinthetext,thustrainingthestudentsanalyticalandsummarizingcapabilities.Byfrequentlyre-usingandpracticingwordsandphrasesinthetext,studentsconsolidatebasicknowledge.StudentsatYear8levelgetweeklyhomeworkthatisrelatedtothetopicthattheyarecurrentlystudying.Studentswillalsopracticegoingonlinetofindrelevantinformationwiththetextandmakeanoralreportinclass.ASSESSMENTSStudentswilldoarangeofassessmentsthroughouttheyearandthesewillbeusedtoassessastudent’sunderstandingoftheareathatisbeingstudied.StudentswillbegradedusingtheMotherTonguecriteria.

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Year8EAL(EnglishasanAdditionalLanguage)EnglishTheYear8EALEnglishcourseisdesignedtoallowstudentstogainfurtherconfidenceinusingEnglishinbothacademicandsocialsituationsthroughencouragingstudentstoestablishlinksbetweensubjects,culturesandotherareasofexperience.Being a language course, EAL English also prioritises providing opportunities for students to further develop theircommunicationskillsusingEnglish,viafocusonoralinteraction,readingandwriting.Throughtheseopportunitiesstudentsdevelopskillsinformalandinformalcommunication.StudentsalsocontinuetheirstudyofliteratureinYear8EALEnglish.UnitsofworkacrosstheYearinclude:¨ ScienceFiction¨ LanguageOnline¨ MediaPerspectives¨ ContemporaryLiterature.HOMEWORKStudentsatYear8 levelwillgetweeklyHomeworkthat is relatedtotheunitofstudyandongoingdevelopmentof theirEnglish language skills. Homework tasks includebut are not limited to regular vocabulary revision, responding to higherordercomprehensionquestions,extensivereadingforpleasureandwrittenjournalentries.ASSESSMENTSStudentswilldoarangeofsummativeandformativeassessmentsthroughouttheyear,andtheseareusedtodemonstratea student’s understands of the area that is being studied. Formative assessments include timed reading exercises todevelop reading speed and fluency with unseen texts, vocabulary quizzes using the online Quizlet program, classdiscussions, grammar exercises, written journal responses and book talks based on extensive reading. Summativeassessmentisusedtoassessstudentskillsinreadingcomprehension,writingandoralinteraction.Theproductionskillsofwritingandoralinteractionareassessedbothintermsofmessageandlanguageuse.StudentswillbegradedforsummativetasksusingtheSecondarySchoolsA-Eassessmentcriteria.Year8EAL(EnglishasanAdditionalLanguage)SupportStudentswillreceivespecialistEALsupporttoassistwithmainstreamacademictasks.SupportisprimarilyprovidedintheareasofEnglish,HumanitiesandScience.HOMEWORKThereisnohomeworkforthiscourse.ASSESSMENTSThere is no assessment for this course. Students will receive a report at the end of each semester, which provides asubjectivejudgmentonthefollowingcriteriafromtheteacherbasedonregularobservations:¨ Thestudenthasaclearunderstandingofallmainstreamassessmenttasks.¨ Thestudentwritesinaclear,coherentandwell-structuredfashion.

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¨ Thestudentcanexplainthemeaningofkeywords inEnglishwithoutrelyingontranslation intohis/hermothertongue.

¨ Thestudentcanwriteinhis/herownwordswithoutplagiarisingandacknowledgessourcesinthecorrectmanner.¨ Thestudentseeksassistancefromtheteacherinaproactivemanner.¨ Studentusesclasstimeeffectivelytoworkonassignments.PartialMainstreamCourse(PMC)Asthetitlesuggests,thiscourseispartiallyshelteredforstudentswhocommencetheirstudiesatAISwithlimitedEnglishproficiency,tothepointwheretheywouldstruggletocopeinmainstreamcourses.ThestudentstakeshelteredcoursesinPMC Foundation English, PMC Language of Mathematics, PMC Language & Skills of Science and PMC Language ofHumanities.Concurrently the students attend mainstream classes for Mathematics, Mother Tongue (where available), Sport andHomeroom. This ensures students are socially integrated into the schoolwhilst their Englishproficiencydevelops to thepointwheretheycanbecomemoreimmersedinmainstreamcourses.WhenstudentsexitthePMCandmovetomainstream,theyareprovidedandEALSupportclasstoassistwithmainstreamtasks,andtakeEALEnglishinplaceofEnglishFirstLanguage.PartialMainstreamCourse(PMC)Details:Maximumclasssizeof15students(ThesePMCstudentsspendapproximately70%oftimeinshelteredPMCclasseslistedbelowand30%inmainstreamclasses)SHELTERED

¨ PMCLanguage&SkillsofScience¨ PMCLanguageHumanities¨ PMCFoundationEnglish¨ PMCLanguageofMathematics

MAINSTREAM

¨ Mathematics¨ MotherTongue¨ Homeroom¨ Sport

SelectedPMCstudentsexitPMCattheendofeachterm,atthedeterminationofthePMCteachingstaff.Thisisjudgmentbasedonongoingformativeassessment,notmerelyascoreonanEnglishlanguageproficiencytest.