2016 –year 9 scope and sequence - canterbury girls high ... for uploading/2016... · 2016 –year...

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 English Topics

Topic: Cultural Perspectives Students will explore how a variety of cultural perspectives are presented in texts with a particular focus on poetry.

Topic: Shakespeare Transformed Students will study a Shakespearean drama and its film transformation. Drama and film technique and developing essay technique are the focus of the unit.

Topic: Information and Influence Students study the ways “news” is constructed to be influential of public opinion in the print and digital media in local national and global contexts.

Topic: Real Lives Students will study a significant autobiographical or biographical text that presents experiences that have shaped human character and offer insights into lives and relationships.

English Assessment

• Poetry Test – Short answer questions and an extended response

• Essay on Comparative study of Shakespeare

• Composition and presentation of ‘spoken’ and ‘written’ news texts in response to event or issue.

• Written reflection statement.

• Oral presentation representing the significant themes and ideas raised in the real lives text studied.

Syllabus Outcomes

• Responds to sophisticated and sustained texts for understanding, interpretation and critical analysis

• Selects and uses language forms, features and structures of texts appropriate to purpose, audience and context, describing and explaining their effect on meaning

• Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

• Responds to sophisticated and sustained texts for understanding, interpretation and critical analysis

• Investigates the relationships between and among texts

• Selects and uses language forms, features and structures of text appropriate to a range of purposes, audiences, and contexts, describing and explaining their effects on meaning

• Effectively uses and critically assesses a wide range of processes, skills and strategies for responding to and composing a wide range of texts in different media and technologies.

• Understands and evaluates the diverse ways texts can present personal and public worlds

• Thinks creatively and critically about information and complex ideas and arguments to respond to and compose texts in a range of contexts.

• Responds to sophisticated and sustained texts for understanding, interpretation and critical analysis, imaginative expression and pleasure

• Selects and uses language forms, features and structures of text appropriate to a range of purposes, audiences, and contexts, describing and explaining their effects on meaning

• Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

2016 –Year 9 Scope and Sequence Science Topics

Topic: ET Phone Home This topic investigates the different parts of the universe and the technological developments that have helped increase our understanding of the universe.

Topic: Bright Sparks This topic examines current electricity and technological developments designed to improve generation and use of electricity.

Topic: It’s Elementary This topic examines in detail the historical development of the structure of the atom and the current model. It then explores the applications of this knowledge in nuclear medicine and energy. The properties of different atoms and the periodic table are then investigated in detail.

Topic: The Tight Rope of Life Homeostasis and its importance in maintaining a constant internal environment is considered here with a focus on the immune, nervous and endocrine systems. This balance is then compared to the balance within ecosystems and the importance of cycling in nature.

Topic: Good Vibrations This topic investigates energy transfer through different mediums with a particular focus on sound energy.

Science Assessment

• ICT Research for ET Phone Home topic

• Practical Investigation for Bright Sparks topic

• Topic Test

• Experimental Report and Graphing Skills

• Topic Test

• ICT Case Study • Topic Test

• Modelling Task • Topic Test

All topics take approximately 8 weeks to complete. One teacher takes each class for one topic so classes are rotated through the course and therefore the sequence of topics studied will vary from class to class.

2016 –Year 9 Scope and Sequence Syllabus Outcomes

ET Phone Home A student • describes changing ideas about

the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community

• develops questions or hypotheses to be investigated scientifically

• produces a plan to investigate identified questions, hypotheses or problems, individually or collaboratively

• undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

• processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

• applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

• presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

Bright Sparks A student • explains how scientific

understanding about energy conservation, transfers and transformations is applied in systems


• produces a plan to investigate identified questions, hypotheses or problems, individually or

A student • explains how models, theories and

laws about matter have been refined as new scientific evidence becomes available



A student • analyses interactions between

components and processes within biological systems

• explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society


A student • applies models, theories and laws

to explain situations involving energy, force and motion

• explains how scientific understanding about energy conservation, transfers and transformations is applied in systems


• produces a plan to investigate identified questions, hypotheses or problems, individually or collaboratively

• undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively


• applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems


2016 –Year 9 Scope and Sequence Mathematics Topics

Topic: Review Computing with Integers, Fractions, Decimals and Percentages Four operations with integers, decimals and fractions; Solve problems involving percentages; Investigate rational and irrational numbers.

Topic: Indices Apply Index Laws to simplify algebraic expressions OR Topic: Indices and Surds Perform operations with surds, rationalise denominators, apply Index Laws. (Stage 5.3)

Topic: Algebraic Techniques (Stage 5.1) - Operate with algebraic expressions, simplify simple algebraic expressions, mathematical relationships (Stage 5.2) - Four operations of algebraic fractions, Expand binomial products. Factorisation of quadratic expressions. (Stage 5.3) - Four operations of algebraic fractions, Expand binomial products, Simplify complex algebraic expressions. Factorisation of quadratic expressions.

Topic: Properties of Geometrical Figures Use deductive reasoning in numerical and non-numerical problems, drawing on their knowledge of the properties of triangles and quadrilaterals OR Use deductive reasoning in numerical and non-numerical problems, drawing on their knowledge of the properties of triangles, quadrilaterals and other polygons.(Stage 5.2 & Stage 5.3)

Topic: Linear Equations (Stage 5.1) - Solve simple linear equations. Solve practical problems using equations. (Stage 5.2) - Solve complex linear equations. Solve linear simultaneous equations by graphical means. Solve practical problems using equations. (Stage 5.3) - Solve complex linear equations. Solve simultaneous equations using a variety of strategies. Solve practical problems using equations.

Topic: Area and Surface Area (Stage 5.1) - Find the areas of composite shapes. Find the surface areas of rectangular and triangular prisms. (Stage 5.2) - Find the areas of composite shapes. Find the surface areas of right prisms, cylinders and related composite solids. (Stage 5.3) - Find the areas of composite shapes. Find the surface areas of right prisms, cylinders, pyramids, cones, spheres and related composite solids.

Topic: Linear Relationships (Stage 5.1) - Determine the midpoint, gradient and length of intervals on the Cartesian plane. Draw graphs of linear relationships. (Stage 5.2) - Determine the midpoint, gradient and length of intervals on the Cartesian plane. Draw graphs of linear relationships. Determine the equations of straight lines and use the properties of parallel and perpendicular lines. (Stage 5.3) - Use formula to determine the midpoint, gradient and length of intervals on the Cartesian plane. Draw graphs of linear relationships. Determine the equations of straight lines and use the properties of parallel and perpendicular lines.

Topic: Financial Mathematics (Stage 5.1) - Solve financial problems involving earning money, simple interest, buying on terms. (Stage 5.2 & Stage 5.3) – Solve financial problems involving earning money, simple and compound interests, buying on terms.

Topic: Probability (Stage 5.1) - Calculate relative frequency of events. Calculate probabilities from information including those displayed in Venn diagram & 2- way tables. (Stage 5.2) - Calculate relative frequency of events. Calculate probabilities from information including those displayed in Venn diagram & 2- way tables. Determine probabilities of events in multi-step chance experiments and examine conditional language. (Stage 5.3) – Calculate relative frequency of events. Calculate probabilities from information including those displayed in Venn diagram & 2- way tables. Determine probabilities of events in multi-step chance experiments and examine conditional language.

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 Topic: Trigonometry

(Stage 5.1) - Define trigonometric ratios. Find sides and angles and solve problems using trigonometric ratios. (Stage 5.2) - Apply right-angled triangle trigonometry to practical situations, including those involving angles of elevation and depression. Use Pythagoras' theorem and trigonometry to solve problems. (Stage 5.3) - Apply right-angled triangle trigonometry to practical situations, including those involving angles of elevation and depression and Bearings. Use Pythagoras' theorem and trigonometry to solve problems

Topic: Single Variable Data Analysis (Stage 5.1) - Construct histograms, back-to-back stem & leaf plots. Find mean, mode, median and range of data. Evaluate reports in media & other real life applications. (Stage 5.2) - Construct histograms, back-to-back stem & leaf plots. Find mean, mode, median and range of data. Evaluate reports in media & other real life applications. Construction of box-and-whisker plots and the calculation of interquartile range. (Stage 5.3) - Construct histograms, back-to-back stem & leaf plots. Find mean, mode, median and range of data. Evaluate reports in media & other real life applications. Construction of box-and-whisker plots and the calculation of interquartile range.

Topic: Congruency (Stage 5.1) - Recognise congruent triangles. Use congruency tests to find sides and angles. (Stage 5.2) - Write formal proofs of congruence of triangles. Use congruency tests to find sides and angles. Use deductive reasoning in numerical and non-numerical problems, drawing on their knowledge of the properties of congruent triangles. (Stage 5.3) - Write formal proofs of congruence of triangles. Use congruency tests to find sides and angles. Use deductive reasoning in numerical and non-numerical problems, drawing on their knowledge of the properties of congruent triangles.

Mathematics Assessment

• Ongoing class assessments (topic tests, assignments and presentations)

• Common Test 1


• Common Test 2 in Stages



• Common Test 3 in Stages

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 Syllabus Outcomes • compares, orders and calculates

with integers, applying a range of strategies to aid computation MA4-4NA

• operates with algebraic expressions involving positive-integer and zero indices, and establishes the meaning of negative indices for numerical bases MA5.1-5NA

• applies index laws to operate with algebraic expressions involving integer indices MA5.2-7NA

• performs operations with surds and indices MA5.3-6NA

• generalises number properties to operate with algebraic expressions MA4-8NA

• simplifies algebraic fractions, and expands and factorises quadratic expressions MA5.2-6NA

• Classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find unknown side lengths and angles MA4-17MG

• Describes and applies the properties of similar figures and scale drawings MA5.1-11MG

• solves linear simultaneous equations using appropriate techniques MA5.2-8NA

• Applies trigonometry, given diagrams, to solve problems, including problems involving angles of elevation and depression MA5.1-10MG

• Applies trigonometry to solve problems, including problems involving bearings MA5.2-13MG

• calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA5.1-8MG

• calculates the surface areas of cylinders and related composite solids MA5.2-11MG

• determines the midpoint, gradient and length of an interval, and graphs linear relationships MA5.1-6NA

• uses the gradient-intercept form to interpret and graph linear relationships MA5.2-9NA

• applies standard forms of the equation of a straight line MA5.3-8NA

• uses statistical displays to compare sets of data, and evaluates statistical claims made in the media MA5.1-12SP

• uses quartiles and box plots to compare sets of data, and evaluates sources of data MA5.2-15SP

•

• solves financial problems involving earning, spending and investing money MA5.1-4NA

• solves financial problems involving compound interest MA5.2-4NA

• calculates relative frequencies to estimate probabilities of simple and compound events MA5.1-13SP

• describes and calculates probabilities in multi-step chance experiments MA5.2-17SP

• describes and uses or applies the properties of congruent triangles MA5.1-11MG

• uses minimum conditions to prove triangles are congruent MA5.2-14MGu

Syllabus Outcomes Link http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

2016 –Year 9 Scope and Sequence Commerce Topics

Topic: Consumer Choice

Topic: Promoting and Selling

Topic: Personal Finance

Topic: Travel

Topic: Travel

Topic: E-Commerce

Commerce Assessment

• Class Test • Design a product and promotion • Research Task • Yearly Exam

Syllabus Outcomes

• applies legal concepts and terminology in a variety of contexts

• analyses the rights and • responsibilities of individuals in a

range of consumer and • employment contexts • examines the role of law in society • analyses key factors affecting legal

decisions

• applies business and • financial concepts and • terminology in a variety of contexts • analyses the rights and • responsibilities of individuals in a

range of consumer and • employment contexts • monitors and modifies the

implementation of plans • designed to solve commercial and

employment problems and issues • researches and assesses commercial

and legal information using a variety of sources

• works independently and collaboratively to meet

• individual and collective • goals within specified • timelines • explains legal information using a • variety of forms • researches and assesses legal

information using a variety of sources • applies legal concepts and terminology

in a variety of contexts

• applies consumer, • legal and political concepts and

terminology in a variety of contexts • examines the role of law in society • analyses key factors affecting political

decisions • researches and assesses commercial

and political information using a variety of sources

• works independently and collaboratively to meet

• individual and collective • goals within specified • timelines

Geography Topics

Australian Geography 5A1: Investigating Australia’s Physical Environments Inquiry into the unique characteristics of Australia’s physical environments and the responses of people to the challenges they present including natural hazards. • Geographical skills, fieldwork and ICT integrated into content and

assessment.

5A2: Changing Australian Communities The ways in which communities in Australia are responding to change is explored incorporating the unique nature of Australians, and how communities are changing as a result of a range of factors. One Australian community is explored as a case study. • Geographical skills, fieldwork and ICT integrated into content and

assessment. Geography Assessment • Source based research • Research, inquiry and presentation (ICT) Geography Syllabus Outcomes

• explains the diverse features and characteristics of a range of places and environments GE5-1

• explains processes and influences that form and transform places and environments GE5-2

• analyses the effect of interactions and connections between people, places and environments GE5-3

• assesses management strategies for places and environments for their sustainability GE5-5

• acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7

• communicates geographical information to a range of audiences using a variety of strategies GE5-8

• explains processes and influences that form and transform places and environments GE5-2

• analyses the effect of interactions and connections between people, places and environments GE5-3

• assesses management strategies for places and environments for their sustainability GE5-5

• acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7

• communicates geographical information to a range of audiences using a variety of strategies GE5-8

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 History Topics

Depth Study 1: Making A Better World?: The Industrial Revolution (1750-1914) Investigation into the technological innovations that gave rise to the Industrial Revolution and the short and long term impacts including population movements, changing way of life urbanisation and global changes.

Depth Study 1: Making A Better World?: The Industrial Revolution (1750-1914)

Depth Study 3 (Core): Australians At War: World War I (1914-1918)

Depth Study 3 (Core): Australians At War: World War I (1914-1918) Overview of the causes and scope of WWI and an investigation of significant events, impacts and experiences of Australians and the importance of commemoration and the ANZAC legend.

Overview and Elements of Depth Study 2: Asia & The World (1750-1918): Japan Investigation of the European influences on features of Japanese society, economy, politics and culture. Inquiry into the factors which lead to the transition from feudal Japan to Modern Japan is undertaken to develop an understanding of the significance and impact of Japan’s role and involvement in WWII.

History Assessment • Research, historical inquiry

and presentation • Source Analysis WWI (In-class) • Research, inquiry and explanation • Yearly Examination

Syllabus Outcomes

• Applies relevant historical terms and concepts, to communicate to different audiences

• Selects and analyses a range of historical sources, evaluates usefulness of sources will undertaking an historical inquiry

• Explains, analyses motives, actions of past individuals and groups in shaping the modern world

• Selects and uses appropriate oral, written, visual and digital forms to communicate an understanding of the past.

• Uses relevant evidence from sources to support historical happenings








Commerce Topics

Core Topic: Consumer Choice Students learn how to identify, research and evaluate options when making decisions related to solving those problems and issues that confront consumers.

Option Topic: Promoting and Selling Students analyse the strategies that sellers use to promote products and maximise sales and evaluate the impact on consumers.

Core Topic: Personal Finance Students develop knowledge, understanding and skills that assist them to achieve financial independence by developing the ability to make informed judgements and to take effective decisions regarding the use and management of money.

Option Topic: Travel Students learn how to plan for travel and how to solve problems encountered when travelling. Option Topic: E-commerce Students learn how to use the internet for researching commercial and legal information, and buying and selling goods and services

2016 –Year 9 Scope and Sequence Commerce Assessment

• Research and presentation • Group research and presentation • Media Portfolio and Report • Yearly Examination

Syllabus Outcomes

• applies consumer, financial, business, legal and employment concepts and terminology

• analyses the rights and responsibilities of individuals in a range of consumer, contexts

• evaluates options for solving commercial and legal problems and issues

• researches and assesses commercial and legal information using a variety of sources

• analyses the rights and responsibilities of individuals in a range of consumer, business, and legal contexts

• researches and assesses commercial and legal information using a variety of sources

• explains commercial and legal information using a variety of forms

• works independently and collaboratively to meet individual and collective goals within specified timelines

• applies consumer, financial, and legal concepts and terminology in a variety of contexts

• analyses the rights and responsibilities of individuals in a range of consumer, and financial contexts

• monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues


• works independently and collaboratively to meet individual and collective goals within specified timelines

• analyses the rights and responsibilities of individuals in a range of consumer and legal contexts

• evaluates options for solving commercial and legal problems and issues

• monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues


International Studies Topics

Understanding Culture and Diversity in Today’s World: Students study the concept of culture and its many characteristics and cultural diversity in the contemporary world.

Religion and Culture: Students study specific religions and the ways in which these interact with influence cultures.

Gender differences: Students study connection between culture and the roles of men and women illustrating gender differences in how culture is expressed and the impact of these differences on societies.

The Media: Religion, Politics and Human Rights: Students study the role of the media in perceptions of culture at a local, regional and global level. The link between media and culture is analysed through media portrayal of religion, politics and human rights how organisations and people use the media.

International Studies Assessment • Digital presentation (Case Study) • Knowledge and Understanding.

Secondary Research Task (Hand In) • Extended Response (n-Class

Examination) • Primary Research Task


• analyse a variety of definitions of culture and how they may apply across a range of societies

• identify historical and contemporary influences on Australian culture and society

• account for cultural diversity Australia and world

• recognise the nature and contexts of cultural Stereotyping

• analyse the impacts of stereotyping on different cultural groups

• identify factors that promote cultural change or stability

• account for cultural similarities and differences within societies

• analyse different contexts, perspectives and interpretations of cultural beliefs and practices

• analyse culturally significant contemporary issues and events and evaluate them from a variety of cultural perspectives

• select and use a range of written, graphic and oral forms, including ICT, to analyse, describe and communicate about cultures

• identify factors that promote cultural change or stability



• apply knowledge, understanding and skills for effective participation in a culturally diverse society

• select and use a range of written, graphic and oral forms, including ICT, to analyse, describe and

• communicate about cultures • recognise cultural differences

when communicating across cultures.

• analyse a variety of definitions of culture and how they may apply across a range of societies

• account for cultural diversity within Australia and other countries


• analyse different contexts, perspectives and interpretations of cultural beliefs and practices

• describe the complex, interrelated nature of cultures

• apply knowledge, understanding and skills for effective participation in a culturally diverse society

• select and use a range of written, graphic and oral forms, including ICT, to analyse, describe and

• communicate about cultures • recognise cultural differences

when communicating across cultures.

• identify historical and contemporary influences on Australian culture and society

• account for cultural diversity within Australia and other countries

• recognise the nature and contexts of cultural stereotyping

• analyse the impacts of stereotyping on different cultural groups

• analyse different contexts,

perspectives and interpretations of cultural beliefs and practices


Chinese Topics

Topic: Easy Steps to Chinese Book 2 • Countries, language • Subjects of Study • Making phone calls

Topic: Easy Steps to Chinese Book 2 • Weather • Seasons • Sickness

Topic: Easy Steps to Chinese Book 2 • Music • Sports • Dance

Topic: Easy Steps to Chinese Book 2 • Vegetables and Fruits • Three Meals a Day • Eating out

Chinese Assessment

• Assignment • Semester 1 Exam • Assignment • Semester 2 Exam


• Demonstrates understanding of the numbers in spoken and written texts and responds appropriately

• Experiments with linguistic patterns and structures in Chinese to convey information and to express own ideas

• Demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across languages

• Uses Chinese by incorporating diverse structures and features to express own ideas



• Identifies and explains aspects of the culture of Chinese-speaking communities in texts

• Uses the internet to facilitate Chinese Culture related research

• Uses Chinese by incorporating diverse structures and features to express own ideas



Child Studies Topics

Topic: A New Life • Preparing for Parenthood • Conception and Birth

Topic: It’s Arrived • Newborn Care • Family Interactions

Topic: The Babysitter’s Club

• Growth and Development • Health and Safety in

Childhood

Topic: Child’s Play • Play and the Developing Child

Child Studies Assessment

• Baby Book • Parent Survey

• Egg Caring Assignment • Bookwork

• Babysitting Activity Book • Practical First Aid • Topic Test

• Play Based Learning Activity • Evaluation

Syllabus Outcomes

• 1.2 Describes the factors that affect the health and wellbeing of the child

• 3.2 Evaluates the role of community resources that promote and support the wellbeing of children and families

• 4.2 Analyses and compares information from a variety of sources to develop an understanding of child growth and development

• 2.2 Evaluates strategies that promote the growth and development of children

• 2.3 Describes a range of appropriate parenting practices for optimal growth and development

• 3.1 Discusses the importance of positive relationships on the growth and development of children

• 1.1 Identifies the characteristics of a child at each stage of growth and development

• 2.2 Evaluates strategies that promote the growth and development of children

• 3.3 Analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing

• 2.1 Plans and implements engaging activities when educating and caring for young children within a safe environment

• 3.2 Evaluates the role of community resources that promote and support the wellbeing of children and families

• 3.3 Analyses the interrelated factors that contribute to creating a supportive environment for optimal child development and wellbeing

2016 –Year 9 Scope and Sequence PASS Topics

Topic: Body Systems in Motion

Topic: Physical Fitness

Topic: Event Management

Topic: Australia’s Sporting Identity

• Topic: Physical Activity and

Sport for Specific Groups

Topic: Promoting Active Lifestyle

PASS Assessment

• Body Systems Test • Develop a Training Plan • Event Planning

• Class Presentation • Yearly Examination

Syllabus Outcomes

• Discusses factors that limit and enhance the capacity to move and perform.

• 4.2 Displays management and planning skills to achieve personal and group goals.

• 2.1 Discusses the nature and impact of historical and contemporary issues in physical activity and sport.

• 3.2 Evaluates the characteristics of enjoyable participating and quality performance in physical activity and sport.

PDHPE Theory Topics

Challenges & Opportunities • Students will evaluate their

capacity to reflect and respond positively to challenges and identify opportunities for personal growth. Including formulating goals and applying strategies to enhance participation in lifelong physical activity.

Relationships and Health 3 • Students will learn about

developing equal and respectful relationships, recognising abuse, discrimination and accepting diversity while also exploring contraception and sexual health.

Enhancing Resilience and Mental Health

• Students will reflect on the challenges that young people face and discuss skills that strengthen their resilience and explore the ways they can provide support to themselves and others.

Health Consumerism • Students will analyse health

information, products and services to promote health and wellbeing for young people.

PDHPE Practical Topics

Net/Court Games 2 • (Tennis,Badminton, Volleyball)

Improving performance in games and fitness

• (strategies and tactics in games)

Invasion Games 3 • (NFL, Frisbee, Oz-Tag)

Movement and Dance • (Social Dance) • Striking Games 2

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 PDHPE Assessment

• Classwork/Homework (ongoing) • Relationships and Health (Week 8) • Participation/Uniform (ongoing)

• Enhancing Resilience Book Review (Week 10)

• Invasion Games (ongoing) • Classwork/Homework (ongoing)

• Dance Assessment (Week 5) • Examination (Week 7) • Participation/Uniform (ongoing)

Syllabus Outcomes

• 5.2 Evaluates capacity to reflect on and respond positively to challenges.

• 5.4 Adapts, transfers and

improvises movement skills and concepts to improve performance.

• 5.3 Analyses factors that contribute to positive, inclusive and satisfying relationships.

• 5.5 Composes, performs and

appraises movement in a variety of challenging contexts.

• 5.6 Analyses attitudes, behaviours and consequences related to health issues affecting young people.

• 5.4 Adapts, transfers and improvises movement skills and concepts to improve performance.

• 5.8 Critically analyses health information, products and services to promote health.

• 5.5 Composes, performs and

appraises movement in a variety of challenging contexts.

Dance Topics

• Body skills – classical • technique • Alignment/body

awareness • Dance in context -

origins/development of classical ballet genre.

• Complex sequencing • Aspects of performance

quality • Interpretation in

performance.

• Concept/intent – exploring various

stimuli • Generating and organising

movement for a solo movement phrase.

• Dance sequencing - development

of a class performance piece • (MADD Evening) • Performance quality applied to a

dance.

Dance Assessment

• Classical ballet skill profile • Research task - Classical Ballet era

• Performance in pairs • Performance evaluation task

• Solo composition 1 - 2 min • Process Journal

• Group Performance • Journal reflection task

Syllabus Outcomes

• Demonstrates an understanding of safe dance practice and appropriate dance technique with increasing skill and complexity.

• Describes and analyses dance as the communication of ideas within a context.

• Identifies and analyses the link between their performances/compositions and dance works of art.


• Demonstrates an understanding and application of aspects of performance quality and interpretation through performance.

• Applies understandings and experiences drawn from their own work and dance works of art.

• Explores the elements of dance as the basis of the communication of ideas.

• Composes and structures dance movement that communicates an idea.

• Identifies and analyses the link between their compositions and dance works of art.


• Demonstrates an understanding and application of aspects of performance quality and interpretation through performance.

2016 –Year 9 Scope and Sequence Drama Topics

• Topic: Exploring Dramatic Form & Style In this unit students will explore Physical Theatre. They will workshop ‘Chorus’ skills and physicality and create a group performance with reference to the theatre of Jacques Le Coq and Theatre de Complicitie.

• Topic: Clowning/Physical Comedy In this unit students will learn the skills of effective clowning. Students will create their own mime/clowning routines for performance.

• Students research their

understanding of a famous clown/mime. They present this work and their practical workshop ideas to the class.

• Topic: Commedia Dell ‘Arte Students will explore the stock characters of this Italian theatre form and its conventions. Through workshop, students will learn about the traditions, scenarios and Lazzi of this theatre.

• Students research their

understanding of Commedia. They present to the class their practical ideas which they shape to performance.

• Topic: Improvisation & Playbuilding In this unit students will research a topic and develop a Play-built performance. Students will show evidence of the manipulation of drama elements in the performance. Through the recording and analysis of their work, students will recognise the manipulation of the elements of drama to create dramatic meaning.

• Students present their Play-built piece in performance for MADD. They analyse their work and show appreciation of the use of dramatic elements.

Drama Assessment

• Practical • Written and Oral Reflection




Syllabus Outcomes

• Contributes, selects, develops and structures ideas in improvisation and playbuilding.

• Devises, interprets and enacts drama using scripted and unscripted material or text

• Explores, structures and refines ideas using dramatic forms, performance styles,

• dramatic techniques, theatrical conventions and technologies.

• Applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning.

• Employs a variety of dramatic forms,performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning.

• Manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action.

• Contributes, selects, develops and structures ideas in improvisation and playbuilding.

• Devises, interprets and enacts drama using scripted and unscripted material or text.

• Selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience.

• Responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions

• Manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action.


• Explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies.

• Selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience

• Analyses the contemporary and historical contexts of drama.

• Contributes, selects, develops and structures ideas in improvisation and playbuilding


• Applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning

• Analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

• Employs a variety of dramatic forms,performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning.

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 Music Topics

Topic 1 – Term 1 & 2 Australian Music : singer/ songwriter focus (Syllabus mandatory topic) • Complete activities on MOODLE from Singer

Songwriter unit • Complete Podcast task on MOODLE from the

singer songwriter unit. • In Groups or Individually compose an original

song using guidelines in Assessment task outline

• Perform and Record your composition using available technology

• Performance – Original composition using

Cubase (term 1) in a group, cover of an Australian song (Term 3)

• Aural – Focus is on Duration and Pitch • Composition – Original Composition recorded

on Cubase

Topic 2 – Term 3 Music for Film & Television (Syllabus Group 2) • Complete activities on MOODLE from Film and

Television unit • Incidental Music – Project 1 • Theme Music – Project 2 • Creating a Mood or Atmosphere – Project 3 • Conveying Characters or Ideas – Project 3 • Identity Hooks – Project 4 • In pairs compose a score for a film clip

provided in Cubase • Performance – Individual Performance of a

piece of music from Film or TV • Aural – Focus is on Tone Colour and

Structure- ICEDR & POTIRD • Aural booklet BOOK 1 – FILM Music focus • Composition – Film score composition project

on Cubase in groups

Topic 3 – Term 4 Music of a Culture: World Music Focus (Syllabus Group 2) • Complete activities on MOODLE from website

‘The Pure Drop – An introduction’, ‘Hotline to the Ancestors’, ‘Global Villages’ & ‘Roots & Branches’

• Write, analyse, film and edit a Vodcast on a self chosen music of a culture

• Performance – Choose a piece of music

influenced by a traditional music of another culture and perform either in an ensemble or solo.

• Aural – Focus on Dynamics and Expressive Techniques and Texture- ITCH & DIPD.

• Aural Booklet BOOK 1 – World Music Focus • Composition – Use Cubase to arrange

‘Worcester City’ OR Use Sibelius or Finale Notepad to complete melody for John Butler’s song ‘Damned to Hell’

Music Assessment

• Original song composition: creating a class CD

for possible participation in Kool Skools project. • Individual or small ensemble performance of

this composition • Complete Video Worksheet • Aural Quiz on Focus Concepts

• Film composition task on Cubase • Completion of Activities in Music for Film and

Television Booklet • Aural Quiz on Focus Concepts

• Completion of vodcast • Arrangement of Worcester City. • Performance of a piece of World Music. • Aural Quiz on Focus Concepts

Music Extension

• Extend your Original song by including a

Middle 8 and Instrumental solo sections • Use editing functions to improve the quality of

your final recording. • Use Sibelius to notate composition accurately.

• Compositions can be extended and more layers

of Sound added to make your piece more complex and notate using Sibelius.

• Use editing functions to control Master track dynamics and expressive techniques

• Extension work is built in to each unit by

completing extra work in study guide booklets. • Choice of music for performance assessment is

of increased difficulty from previous pieces chosen.

• Use Sibelius to notate composition accurately.


• Performs repertoire with increasing levels of

complexity in a range of musical styles demonstrating an understanding of the musical concepts.

• Develop knowledge, understanding and skills

in the musical concepts through performing as a means of self-expression, interpreting musical symbols and developing solo and/or ensemble techniques.

• Performs music selected for study with

appropriate stylistic features demonstrating solo and ensemble awareness.

• Demonstrates an understanding of the musical

concepts through improvising, arranging and composing an original song.

• Demonstrates a developing confidence and

willingness to engage in performing, composing and listening experiences.

• Notates own compositions, applying forms of

notation appropriate to the music selected for study develop knowledge, understanding and skills in the musical concepts through composing as means of self-expression, musical creation and problem solving.






concepts through improvising, arranging and composing in the styles or genres of music selected for study.

• Uses different forms of technology in the

composition process develop knowledge, understanding and skills in the musical concepts.

• Demonstrates an understanding of musical

concepts through the analysis, comparison, and critical discussion of music from different film genres.

• Demonstrates an understanding of the

influence and impact of technology on music value and appreciate the aesthetic value of all music and the enjoyment of engaging in performing, composing and listening.








concepts through improvising, arranging and composing in the styles or genres of music selected for study.


concepts through the analysis, comparison, and critical discussion of music from different cultural contexts.


literacy through the appropriate application of notation, terminology, and the interpretation and analysis of scores used in the music selected for study.

• Demonstrates an appreciation, tolerance and

respect for the aesthetic value of music as an art form.



2016 –Year 9 Scope and Sequence Photographic and Digital Media Topics

DIGITAL/SLR PHOTOGRAPHY Introduction to photography * THE BEST OF……

* NATURES MAGIC * SO EMOTIONAL!!! • Structural Frame • Cultural Frame • Subjective Frame • Conceptual Framework

DIGITAL/SLR PHOTOGRAPHY * AMBIGUOUS Environment * STILL LIFE Studio work • Subjective Frame • Structural Frame • Conceptual Framework

DIGITAL/SLR PHOTOGRAPHY * I’M A CELEBRITY get me…… OUT OF HERE Studio work/Photoshop • Structural Frame • Subjective Frame • Postmodern Frame • Conceptual Framework

DIGITAL/SLR PHOTOGRAPHY * BODY OF WORK • Structural Frame • Subjective Frame • Postmodern Frame • Conceptual Framework

Assessment • Art Making & Designs • Visual Art Diary Process • Theory/Research

• Art Making & Designs • Visual Art Diary Process • Theory/Research



Syllabus Outcomes

Making Practice • 5.1develops range and autonomy

in selecting and applying photographic and digital conventions and procedures to make photographic and digital works Conceptual framework

• 5.2 makes photographic and digital works informed by their understanding of the function of and relationships between artist–artwork–world–audience Frames

• 5.3 makes photographic and digital works informed by an understanding of how the frames affect meaning Representation

• 5.4 investigates the world as a source of ideas, concepts and subject matter for photographic and digital works
















2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 Syllabus Outcomes

Conceptual strength and meaning

• 5.5 makes informed choices to develop and extend concepts and different meanings in their photographic and digital works Resolution

• 5.6 selects appropriate procedures and techniques to make and refine photographic and digital works Practice

• 5.7 applies their understanding of aspects of practice to critically and historically interpret photographic and digital works Conceptual framework

• 5.8 uses their understanding of the function of and relationships between the artist–artwork–world–audience in critical and historical interpretations of photographic and digital works Frames

• 5.9 uses the frames to make different interpretations of photographic and digital works Representation

• 5.10 constructs different critical and historical accounts of photographic and digital works




• 5.7 applies their understanding of aspects of practice to critically and historically interpret photographic and digital works

Conceptual framework








Conceptual framework • 5.8 uses their understanding of

the function of and relationships between the artist–artwork–world–audience in critical and historical interpretations of photographic and digital works Frames







Conceptual framework




2016 –Year 9 Scope and Sequence Food Technology Topics

Topic: You Are What You Eat This topic focuses on the nutritional content of the food eaten and the health of communities. Students: • examine the role of food and its

nutritional components in the body

• explore the nutritional needs of individuals and groups

Topic: You Are What You Eat (cont.) Students: • explain the effects of

poor nutrition • investigate ways of improving

the nutritional status of individuals and groups.

• select, plan and prepare safe and nutritious foods to reflect national food guides.

Topic: The OZ ID In this topic students: • examine the history of food in

Australia, beginning with traditional bush foods prepared by Aborigines

• study the influence of early European settlers together with continuing immigration from a variety of cultures

• examine the subsequent effects of migration on contemporary Australian eating patterns

Topic: The OZ ID(cont.) Students: • plan and prepare foods,

which reflect the eclectic nature of Australian cuisine.

Topic: Let’s Party In this end of term topic, students explore and prepare foods for special occasions.

Food Technology Assessment

• Topic Practical Experiences • Plan and Prepare a Meal for

Pregnancy • Research Eating Disorders

• Plan and Prepare a Teenager’s Meal

• Topic Test

• Topic Practical Experiences • Research a chosen Cultural

Group

• Group Practical based on Cultural Research (Incursion)

• Yearly Exam

Syllabus Outcomes

• justifies food choices by analysing the factors that influence eating habits

• selects and employs appropriate techniques and equipment for a variety of food-specific purposes

• plans, prepares, presents and evaluates food solutions for specific purposes

• examines the relationship between food, technology and society • demonstrates hygienic handling of food to ensure a safe and

appealing product • applies appropriate methods of food processing, preparation and

storage • describes the relationship between food consumption, the nutritional

value of foods and the health of individuals and communities • evaluates the impact of activities related to food on the individual

• justifies food choices by analysing the factors that influence eating habits

• selects and employs appropriate techniques and equipment for a variety of food-specific purposes

• plans, prepares, presents and evaluates food solutions for specific purposes

• examines the relationship between food, technology and society • demonstrates hygienic handling of food to ensure a safe and appealing

product • applies appropriate methods of food processing, preparation and

storage • describes the relationship between food consumption, the nutritional

value of foods and the health of individuals and communities • collects, evaluates and applies information from a variety of sources • communicates ideas and information using a range of media and

appropriate terminology • evaluates the impact of activities related to food on the individual,

society and the environment

2016 –Year 9 Scope and Sequence Year 9 Term 1 Term 2 Term 3 Term 4 Industrial Technology: Multimedia

Topic: Introducing the Basics/WHS/Workplace Communication/Film Video Skills This topic focuses on an investigation of Multimedia components allowing students to develop knowledge and understanding of WHS, Industry Study, Workplace communication and a range of computer software. There is an emphasis on building application skills using software such as Microsoft Word, Adobe Photoshop Pro, Illustrator, Pixlr, Audacity, Adobe Premiere Elements, Adobe Flash, Adobe Pro Extended

Topic: Design and Management / Multimedia Industries and Production During this topic students examine and analyse different digital media products and the manipulation of the various media types. This topic allows students to develop skills in the design and production of a digital media product. Students apply the application skills that they have acquired in Semester 1, together with communication skills and collaborative work practices, to produce Multimedia solutions for a specific problem/situation.

Industrial Technology: Multimedia Assessment

Multimedia Showcase Task: • Use software features to generate a portfolio of printed works • Apply a variety of editing techniques to graphics and create original

works • Movie Posters/Magazine Cover Design Short Film Task • Explore and edit audio • Experiment with video manipulation • Music Video Compilations • Short Film Task

Animation & Video Game Task • describe and apply problem-solving processes when creating

Multimedia solutions for a particular purpose • design, produce and evaluate appropriate solutions to a range of

challenges using Animation Skills and coding to create an interactive game

Group project Advertisement Task: • Utilise a variety of Media and Industry related skills in

combination to create an interactive and professional user friendly Multimedia Product to advertise products.

Syllabus Outcomes • identifies, assesses and manages the risks and OHS issues associated

with the use of a range of materials, hand tools, machine tools and processes

• applies OHS practices to hand tools, machine tools, equipment and processes

• applies design principles in the modification, development and production of projects

• identifies, selects and competently uses a range of hand and machine tools, equipment and processes to produce quality practical projects

• justifies the use of a range of relevant and associated materials

• selects and uses appropriate materials for specific applications

• selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects

• selects, applies and interprets a range of suitable communication techniques in the development, planning, production and presentation of ideas and projects

• works cooperatively with others in the achievement of common goals • applies and transfers acquired knowledge and skills to subsequent

learning experiences in a variety of contexts and projects • evaluates products in terms of functional, economic, aesthetic and

environmental qualities and quality of construction • describes, analyses and uses a range of current, new and emerging

technologies and their various applications • describes, analyses and evaluates the impact of technology on society,

the environment and cultural issues locally and globally

2016 –Year 9 Scope and Sequence Textiles Technology Topics

Topic: Sea and Sand This unit of work focuses on soft furnishing. Students design, decorate and construct a cushion using inspiration from the ocean. Students begin a design portfolio of their investigation, ideas, drawings and design experiments.

Topic: The Beat Goes On This unit of work focuses on apparel (clothing). Students design a skirt inspired by the music of an era in history. They use a commercial pattern to construct the skirt and present it for evaluation along with a display on their theme. Australian and overseas textile designers are also investigated along with the materials used.

Topic: East Meets West This unit of work focuses on textile arts. Students investigate a range of dyeing and printing techniques and will apply these techniques on a Japanese style kimono based art work that will be constructed in class. A design portfolio will be presented to demonstrate their experimental work and creative design ideas. Students also investigate the properties and performance of a range of textile items.

Textiles Technology Assessment

• Project Portfolio including sources of

inspiration for cushion design • Practical Task - Production and evaluation

of project work

• Research assignment related to historical

factors and their influence on fashion designers

• Project Portfolio including idea generation and development for the manufacture of a skirt

• Documentation of resources/influences for skirt • Practical Task - Production and evaluation

of project work

• Produce evidence of a range of

colouring techniques • Manufacture a Japanese style kimono

based art work


• justifies the selection of textile materials for specific end uses

• explains the creative process of design used in the work of textile designers

• generates and develops textile design ideas • investigates and applies methods of

colouration and decoration for a range of textile items

• evaluates the impact of textiles production and use on the individual consumer and society

• selects appropriate techniques and uses equipment safely in the production of quality textile projects

• demonstrates competence in the production of textile projects to completion

• evaluates textile items to determine quality in their design and construction

• explains the properties and performance of a range of textile items

• analyses the influence of historical, cultural and contemporary perspectives of textile design, construction and use

• selects and uses appropriate technology to creatively document, communicate and present design and project work

• critically selects and creatively manipulates a range of textile materials to produce quality textile items

• explains the properties and performance of a range of textile items

• generates and develops textile design ideas • analyses the influence of historical, cultural

and contemporary perspectives of textile design, construction and use


• critically selects and creatively manipulates a range of textile materials to produce quality textile items



• justifies the selection of textile materials for specific end uses

• explains the creative process of design used in the work of textile designers

• investigates and applies methods of colouration and decoration for a range of textile items

• evaluates the impact of textiles production and use on the individual consumer and society

• selects appropriate techniques and uses equipment safely in the production of quality textile projects

• analyses the influence of historical, cultural and contemporary perspectives of textile design, construction and use




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