2019 year 7 studies handbook · mathematics ... thinking, where risk-taking and problem solving is...

Star of the Sea College

YEAR 7 SUBJECT HANDBOOK

2019

Kathryn Cooper

Year 7 Subject Handbook - 2019 2

INDEX

STAR OF THE SEA COLLEGE EDUCATION CHARTER ............................................................................. 3

THE CURRICULUM AT A GLANCE ......................................................................................................... 5

CO-CURRICULAR ACTIVITIES ................................................................................................................ 6

AIMS ..................................................................................................................................................... 7

RELIGIOUS EDUCATION ....................................................................................................................... 9

DIGITAL TECHNOLOGIES .................................................................................................................... 10

DRAMA ............................................................................................................................................... 11

ENGLISH ............................................................................................................................................. 12

FOOD TECHNOLOGY .......................................................................................................................... 13

HEALTH & PHYSICAL EDUCATION ...................................................................................................... 14

HUMANITIES ...................................................................................................................................... 16

LANGUAGES ....................................................................................................................................... 17

GERMAN ............................................................................................................................................ 19

ITALIAN .............................................................................................................................................. 20

JAPANESE ........................................................................................................................................... 21

MATHEMATICS................................................................................................................................... 22

MUSIC ................................................................................................................................................ 23

SCIENCE .............................................................................................................................................. 24

VISUAL ARTS ...................................................................................................................................... 25


STAR OF THE SEA COLLEGE EDUCATION CHARTER Learning and Teaching at Star As teachers we….. As students we…..

We are a community of learners, who have a passion for learning, sharing knowledge, celebrating achievement, enabling growth and striving for excellence.

• Demonstrate a love of learning and a passion for our learning area.

• Are active members of our profession who seek to improve student learning and engagement through a commitment to 21st Century pedagogy, facilitated by ongoing professional learning.

• Validate and celebrate all achievements in our community.

• Understand that it is our responsibility to exercise initiative in order to be active learners.

• Embrace and celebrate our passion for education and our achievements

We have a dynamic and holistic approach to life. We are responsive to the needs of others, strive for justice and empower young women to make a difference in the world.

• Respect, value and support the diversity of learners and learning activities at Star

• Recognise that learning and teaching contributes to each student recognising her place as a responsible, global citizen.

• Open our eyes and hearts to different people and issues and use the values we witness at Star to better our world and our future.

• Use our initiative to participate in the many enriching activities on offer and accept diversity within our community

• Celebrate each other’s gifts.

We build authentic relationships founded on care, compassion and mutual respect.

• Care for all members of our community and uphold the dignity of each individual

• Instil a sense of belonging, identity and pride amongst our students

• Build mutual, trusting relationships by encouraging, supporting, accepting and respecting each other.


Learning and Teaching at Star As teachers we….. As students we…..

We value personalised learning that is rigorous, relevant and engaging and provides ongoing support, challenge and success for all students.

• Develop relevant and innovative curriculum that seeks to challenge students and engage them in real world learning activities

• Support differentiation and personalisation of the curriculum

• Take responsibility for discussing with our teachers how best to understand and improve our learning.

• Optimise all learning opportunities

We promote independence, interdependence and self-confidence through collaboration and effective communication.

• Engage in respectful dialogue

• Instil the skills and confidence necessary to work effectively in both collaborative and individual settings

• Uphold our identity as strong Star women in an environment that encourages and nurtures independence, creativity and positive relationships.

• Encourage each other in everything we do and collaborate with respect.

We create opportunities to engage in self-reflection to assist in the development of meaningful learning.

• Embrace opportunities that provide timely and constructive feedback to develop a community of reflective and responsive learners.

• Are open to discovering ourselves as learners.

• Embrace constructive feedback by reflecting on our achievements and our failures.

We encourage creativity and critical thinking, where risk-taking and problem solving is valued as an important contribution to learning.

• Foster curiosity and deep thinking by creating an environment where students are encouraged to question, explore and appreciate learning through inquiry

• Invest in our learning through remaining open minded and curious in everything we do. We are prepared to question, explore more deeply and take risks to challenge ourselves. We value creativity and thinking outside the square.


THE CURRICULUM AT A GLANCE

YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12 Core Subjects Religious Education English Health & Physical

Education Humanities Mathematics Science Visual Arts Languages (choose 2) German Italian Japanese 1 Semester each of: Drama Food Technology Digital Technology Music

Core Subjects Religious Education English Health & Physical

Education Humanities Mathematics Science Visual Arts Languages (choose 1) German Italian Japanese 1 Semester each of: Drama Design Lab Food Technology Music

Core Subjects Religious Education Integrated Studies:

English & Humanities Integrated Studies:

Science & Geography Health & Physical

Education Mathematics Languages (choose 1) German Italian Japanese Elective Subjects Choose 4 (2 per semester) American History Art Design & Technology in

Textiles Drama Electronics Environmental Science Food Technology ICT: Illustrate & Animate Literature - Stranger Things - Dark Imaginings Music - All That Jazz & All That

Rocks - So You Want To Be a

Rock & Roll Star Sports Coaching The Power of Persuasion Visual Communication

Design

Core Subjects Religious Education English Health & Physical

Education Mathematics 1 Semester of: Dynamic Science Modern History Society and Money Elective Subjects Choose 5 Art - Rewind - Everything Old is New Dance Styles Design & Technology in

Textiles - Fashion & Style Icons - Fashion & Culture Drama Food Technology Geography German ICT: Publish & Broadcast Italian Japanese Law & Order: Juvenile

Justice Literature - Essential Reads - Literature Now! Media Music - Rockin’ All Over The

World - Get A Job Sha na na na Photography Science - In Sickness & Health - Mission to Mars - Nature versus Nurture - Science of Life Sports Science Visual Communication

Design - Signature Branding - Grand Designs

Core Subjects Religious Education English or Literature Elective Subjects Accounting Australian & Global

Politics Biology Business Management Chemistry Classical Studies Dance Economics Food Studies Geography German Health & Human Development History - 20th Century Italian Japanese Legal Studies Literature Mathematics - Foundation

Mathematics - General Mathematics - Mathematical

Methods - Enhanced Methods/

Specialist Mathematics

Media Music Performance Physical Education Physics Product Design &

Technology (Textiles & Fashion)

Psychology Studio Arts (General) Studio Arts

(Photography) Texts & Traditions Theatre Studies VCAL VET Business Visual Communication

Design

Core Subjects Religious Education English or Literature Elective Subjects Accounting Biology Business Management Chemistry Classical Studies Dance Economics Food Studies Geography German Global Politics Health & Human Development History - Australian History - Revolutions Italian Japanese Legal Studies Literature Mathematics - Further Mathematics - Mathematical

Methods - Specialist

Mathematics Media Music Performance Physical Education Physics Product Design &

Technology (Textiles & Fashion)

Psychology Studio Arts (General) Studio Arts

(Photography) Texts & Traditions Theatre Studies VCAL VET Business Visual Communication

Design


CO-CURRICULAR ACTIVITIES

Whilst attending Star of the Sea students are encouraged to participate in a variety of activities outside the realm of the classroom. The following table gives an indication of the programs available in 2019.

• Aerobics

• AFL Football

• Art Club

• Athletics

• Australian Mathematics Competition

• Backstage Crew

• Badminton

• Ballroom Dancing Lessons (Year 10)

• Bands

• Basketball

• Big Sister Little Sister (Year 7 & 11)

• Bike Education (Year 8 & 9)

• Central Australia Tour (Year 9 & 10)

• Companions (ANZAC)

• Concert Orchestra

• Cricket

• Cross Country Running

• Dancing

• Debating

• Diving

• Drama Club

• Drama Festival (Year 8, 9 & 10)

• Environmental Activities

• Exchange Programmes (Japan & Germany)

• Future Problem Solving

• Great Victorian Bike Ride

• Growing Tall Poppies (Enrichment Program)

• Gymnastics

• Help Force Activities at Hostel (Year 9)

• History Competitions (Year 9)

• Hockey

• House Netball

• Instrumental Music Lessons

• Inter-Faith Exchange (Islamic-Christian Dialogue)

• Iona Presentation College Exchange (Year 10)

• Irish Dancing

• iTeam

• Lacrosse

• Languages Council

• Language Tours (Italy & Japan) (Year 9 – 11)

• Library Monitors

• Lighting Technician

• Liturgy Planning and Leadership

• Magazine Committee

• Makerspace

• Maths Challenge

• Maths Peer Tutoring

• Media Internship

• Ministry Retreat

• Music Festival

• Music Soirees

• Musical/Production (Bi-annual)

• NASA Space Camp Study Tour (Year 10 & 11)

• National Chemistry Quiz

• National Presentation Leadership Conference

• National Reconciliation Process

• Netball

• Online CAT (Computational & Algorithmic Thinking) Competition

• Outreach to Sacred Heart Mission

• PE Day Activities

• Public Speaking

• S.R.C.

• Sailing

• Science Experience (Year 9)

• Self Defence (Year 9)

• Singing Lessons

• Soccer

• Social Justice Group

• Softball

• Sound & Lighting Technician

• Soup Van

• Stacella Choral Program

• Stage Band

• Stage Crew

• Star Reading Challenge

• Star Writers’ Collective

• Statewide Maths Games Days

• Surf League/Lifesaving

• Swimming and Water Activities

• Table Tennis

• Tennis

• Tournament of the Minds

• Triathlon

• Tutoring of recently arrived Australians

• UNSW Maths Competition

• UNSW Science Competition

• Vietnam Study Trip (Year 10 & 11)

• Volleyball

• Wagga Pilgrimage (Year 9)

• Writing Competitions

• World Scholar’s Cup (Year 7 & 8)


AIMS The education policy of Star of the Sea College has emerged from a growing tradition, developed throughout the years by the Presentation Sisters, in conjunction with other dedicated staff members. In formalising the aims of the College it is acknowledged that the school is not the sole educator; we affirm the importance and necessity of working with families in the educational process. Your daughter will be in a happy and lively environment at Star of the Sea College. She will experience a challenging, forward looking education. The wide-ranging curriculum is designed to meet her individual needs and to develop her gifts. She will be given the opportunity to be part of a faith community and encouraged to develop a growing relationship with the person of Jesus revealed to us in the Gospels and through the teachings of His Church. This vision is integral to the Catholic environment and to the Presentation tradition at Star of the Sea College. Your daughter will be encouraged to develop a strong sense of social justice, to live justly and compassionately in a spirit of Christian hope. She will be urged to embrace a whole-hearted, enthusiastic approach to life, to reach her full creative potential and to aim for excellence in all that she undertakes. She will be challenged to think critically, research productively and to express her opinions thoughtfully. She will benefit from the Pastoral Care Program in the school and be supported and sustained by staff who believe in the value of caring for each student as an individual. She will be encouraged to develop a positive and confident approach to the technological developments that are enriching modern education. Your daughter will be educated within structures which are liberating rather than constraining and challenged to be responsible for her own life and the decisions she makes. She will be helped in her growth towards maturity, independence and interdependence. Understanding failure, rejoicing in success and knowing how to forgive will be important elements in this growth. Your daughter will be encouraged to develop a capacity for personal reflection, to have a sense of wonder and appreciation of the complexity and beauty of our world, leading her to a commitment to care for the earth in order to preserve it for future generations. She will be prepared to approach the future with confidence and encouraged to seek and stand by the truth in all aspects of her life. She will come to realise the power all women have to be peacemakers and to affirm the dignity of all peoples.


YEAR 7 SUBJECTS

Eliza Maginness


RELI

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RELIGIOUS EDUCATION Introduction

Star of the Sea is a Catholic school in the Presentation tradition and as such provides an environment in which students may experience what it is to live a truly Catholic presence. The Religious Education curriculum, through its academic and formative dimensions and processes, is grounded in the theology of the human person. This is a theology which radically affirms the sacredness of life - the invitation to the individual and the community to co-operate with the Divine in and through Christ to renew all creation. Through processes of reflection, prayer, celebration, enquiry and response, students are enabled to become people for whom the way and the presence of Christ are the pattern of reality.

Course Description

Star of the Sea’s Religious Education program is based upon the Archdiocesan RE Curriculum Framework. Year 7 units flow from an understanding of the Church and its life where the person of Jesus, known in the Scriptures, is central. This learning structure comprises strands of learning:

• knowledge and understanding – seeking truth • reasoning and responding – making meaning • personal and communal engagement – living story and the following content areas:

1. scripture and Jesus (e.g. key people and stories in the Hebrew scriptures) 2. church and community (e.g. Nano Nagle) 3. God, religion and life (e.g. Mary – the first disciple) 4. sacrament, prayer and liturgy (e.g. ways people pray) 5. morality and justice (e.g. Christian ideals: moral decision) Assessment of student achievement across all units is dynamic, creative and varied. Students will be assessed on the following:

1. participation in class activities and discussions 2. maintenance of workbook and study materials 3. completion of a range of written and research tasks 4. oral and group presentations

Reflection and Action

In keeping with Star’s motto – Deeds Not Words – the Religious Education and pastoral curricula work hand-in-hand to encourage considered reflection on social and interpersonal issues and creative action in response to the needs of our world. In recent years this has taken the shape of: liturgical and practical involvement in the Lenten Caritas Australia program – Project Compassion, an Advent response to local St Vincent de Paul conferences via the compilation of hampers for needy families, supporting Sacred Heart Mission and promoting national reconciliation. Students in Year 7 are involved in daily prayer within their Mentor Group and are invited to take a leadership role in year level, House and whole school liturgies. As a component of the Year 7 Induction Program and in partnership with their study of Church and Community, students participate in a Reflection Experience in Term 1.


DIGI

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DIGITAL TECHNOLOGIES Course Description

Digital Technologies incorporates a wide array of skills from both the business/education and entertainment aspects of digital technologies. Students learn how to use appropriate software to produce, save, retrieve, print and delete documents. Students are exposed to a variety of software types and evaluate their usefulness for particular tasks. We offer students the opportunity to study and develop in several areas including:

• a working knowledge of the operation and use of the College network

• learning about Digital Citizenship: responsibilities and privacy

• capturing pictures from cameras and scanners, and using software to turn these into artwork and animations

• searching for accurate information on the Internet, learning to research effectively and

efficiently

• programming remote control robots

• programming for game development

Assessment

Throughout the course, students present samples of work to determine satisfactory progress and the appropriate development of their skills. Students also undertake various projects, class exercises and assignments within work units.


DRAM

A

DRAMA

Course Description

Drama at Year 7 provides an introduction to dramatic skills such as use of space, tension and timing. Emphasis is placed on group work, interpersonal skills and the development of cultural awareness. Students are provided with stimulus material to explore a range of Dramatic styles, improvisation, role-play and prepared performance. Unit 1 Mime Students are introduced to basic mime concepts and prepare a comic mime routine that explores their mime and comedy skills. Unit 2 Greek Theatre Performance Students study Greek Theatre and prepare a performance that demonstrates their understanding of this theatre style. They use classroom workshops to prepare and rehearse a performance for their class, peers and, where practicable, a wider audience. Unit 3 Puppetry In this unit students explore the world of shadow puppetry. They use a range of materials to create performances that experiment with light. Unit 4 Genre Theatre In this unit students will analyse and workshop specific genre conventions in performance. They will apply stagecraft and dramatic elements to present a specific genre narrative. Unit 5 Drama Journal Students will use a digital diary to document unit content work as well as reflect on the creating and presenting process.

Assessment

Assessment will be based on the level of participation, concentration and commitment to tasks within all classes. A work journal will be maintained wherein the student will keep a glossary of terms and evidence of class and home exercises. She will also reflect critically on the content of lessons and the quality of her participation.


ENGL

ISH

ENGLISH Course Description Studying English encourages students to develop an appreciation and confidence in using language in a variety of oral and written forms.

Year 7 English is designed to consolidate and build on skills developed at primary school in the areas of literature, language and literacy. These areas focus on developing knowledge, understanding and skills in listening, reading, speaking, writing, creating and film analysis techniques.

Students will continue to participate in the wider-reading program with regular library visits and the opportunity to discover recent releases and must-read literature.

Areas of Skill Development Language: The learning focus is on developing their understanding and knowledge of the English language and how it works, changes, develops meaning and allows people to communicate.

Students learn the patterns of English such as grammar, punctuation and spelling. They develop the ability to reflect on their own use of language in writing and speaking. The aim is to examine language in various contexts and how texts are structured for particular audiences and purposes.

Literature: Reading and viewing a wide range of texts will help you to understand and appreciate a range of literary styles which explore ideas, views and information related to challenging themes and issues.

Students develop a critical awareness of the way that texts are produced in order to position readers and learn to evaluate the decisions that must be made to create certain effects. They compare texts that explore similar themes and come to recognise how different historical, cultural and social contexts shape texts and understanding of them.

After exploring the work of others, students will learn to develop their own literary texts.

All students are expected to read and reflect on a variety of Literature in the wider reading program.

Literacy: The focus is to develop an ability to interpret and create texts with appropriate language use, accuracy and fluency for school and the wider world. Students learn to adapt their language to use to meet the demands of the purpose, context and audience of their work. They explore and learn the way that written, multimedia and cinematic texts entertain, inform and persuade an audience.

Students are required to keep a folder of class notes, handouts, research material and homework, and need to keep their work on the laptop in an orderly manner.

Assessment Assessment in English is both during a unit and at the end of a unit of work. It includes homework, class tasks and peer assessment. The assessment feedback needs to be looked at and understood so that the students can improve. Assessment tasks are completed in each area over the semester and major tasks are reported on at the end of that semester.


FOO

D TE

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FOOD TECHNOLOGY Course Description

Food Technology at Year 7 level offers students an introduction as to how various food materials and kitchen equipment can be used to produce different products. The program is also designed to assist students in developing confidence when working in a practical setting. It allows the students the opportunity to experiment with various cookery processes so they develop a breadth of knowledge in the fundamental aspects of cookery. The course is both skills-based in practical work through hands-on experiences in the kitchen and theory work in the classroom. Students are instructed in the design process and how to follow the steps in responding to a design brief. This forms the basis of the major assignment task for the course. Students are shown how to access online resources to assist them in responding to design briefs and create products ranging from snacks and nutritionally-balanced meals through to foods used for entertainment purposes. In addition to practical work, students complete research, planning and evaluation work related to what they prepare. Topics covered in this subject include: • principles of safety and hygiene

• kitchen management: measurement of ingredients, reading a recipe, creating a work plan

• sensory analysis of food

• the nutrient groups of protein, carbohydrates and fats

• methods of food preparation and cookery

• responding to design briefs

• the Healthy Eating Pyramid as a guide to food selection

Assessment

• practical work/production performance

• design task with a practical and written components

• test


HEAL

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PHY

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HEALTH & PHYSICAL EDUCATION Health Course Description

The Health Education program at Year 7 is aimed at developing in students the ability to make informed decisions about their personal health and wellbeing. Health Education aims to expand students’ knowledge, skills and understanding in assisting them to make informed decisions pertaining to their health and wellbeing in classroom, leisure, social, movement and online situations. Students learn how positive actions enhance their own and others’ health, safety and wellbeing. They discuss significant transitions between life stages, particularly the changes associated with puberty and the changing roles and responsibilities during these stages. They examine the nature of their relationships: their changing identity and other factors that influence people’s beliefs, attitudes, decisions, behaviours and actions. Students research The Australian Dietary Guidelines to gain an understanding of how good nutrition is essential for normal growth and development. Understanding different food models and the nutrients and energy that food provides assists students in making healthy eating choices. In the final area of study, students will examine the short and long-term effect of smoking. They will critique the Critics’ Choice anti-smoking advertising campaigns and create their own advertisement to discourage young people from smoking. Topics covered: • an introduction to Health Education

• sexuality

• personal development and identity

• nutrition

• smoking (harm minimisation)

Assessment

Graded criterion-referenced assessment is based on the following tasks: • nutrition: case study

• healthy snack recipe/cooking show

• puberty magazine

• anti-smoking advertisement and group project

• ‘All About Me’ identity portfolio


HEAL

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PHY

SICA

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Physical Education Course Description

Students will have the opportunity to experience a range of activities during Year 7 Physical Education. The College offers a large range of activities and sports to cater for the needs of all students, allowing the development of new skills as well as existing talents. The purpose of Physical Education is to provide a foundation to make positive lifestyle choices regarding physical activity. Encouraging a healthy lifestyle is the main objective and preparing students with the appropriate skills is the major goal. Year 7 Physical Education also has a focus on the development of the student, aiming to increase their knowledge, improve their skills and provide them with positive experiences to stimulate a positive attitude towards Physical Education. Each student will have the opportunity to develop a greater self-awareness and awareness of others through participation in the program. The students will participate in a number of activities: • athletics

• basketball

• dance/aerobics/cheer

• gymnastics

• hockey

• netball

• softball

• soccer

• Star cycle

• swimming/diving

• volleyball

Assessment

Descriptive assessment is based on the following: • performance analysis

• performance of motor skills

• knowledge of games, team positions and rules

• tactical play

• hand/eye coordination

• safe and fair play

• spatial awareness and movement patterns

• ability to work cooperatively and responsibly

• level of participation in all activities


HUM

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HUM

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HUMANITIES Course Description

Humanities involves the study of human societies and environments and people and their cultures in the past and the present. The year will be divided into two semesters with one focusing on Economics and Geography and the other on ancient societies. Throughout the year students will also explore elements of Civics and Citizenship within these focus areas. Students will be guided to ask questions of the past and present in order to develop an understanding of the world in which they live.

ECONOMICS Within a unit of work on Economics, students will gain an understanding of demand, goods, services, needs and wants, producers and resources. They will reflect on what type of consumer they are and what the immediate, and future, consequences may be of the consumer-based economy on our environment. They will investigate a business and apply the key economic concepts they have studied.

GEOGRAPHY During the Geography component of Humanities, there are two units of study: Water in the World and Liveability. Students explore the role of water as a vital natural resource and sustainability. This part of the unit includes a visit to the Western Treatment Plant and a fieldwork report. The second unit focuses on the topic ‘Place and Liveability’. Students are encouraged to consider the needs of local suburbs and the factors that influence the decisions people make about where they live and their perceptions of the liveability of places.

HISTORY: Ancient History The Ancient History course provides an in-depth study of two Ancient Civilizations. Skills of chronology, historical research, analysis and communication will be taught and developed throughout the units of work. Students will be encouraged to explore creative ways of exploring the past and presenting their knowledge. They will be guided through key inquiry questions such as:

• how do we know about the ancient past?

• why and where did the earliest societies develop?

• what emerged as the defining characteristics of ancient societies?

• what have been the legacies of ancient societies?

ICT Throughout the year students will utilise their laptops in a variety of ways. They will learn online research skills and be taught the correct ways to reference the material they use. They will be able to access online resources from the publisher and from Google Sites. They will have the opportunity to respond to topics in creative digital ways through a variety of programs.

Assessment

Throughout the year, students will be assessed both formally and informally. The formal pieces of assessment will include assignments, tests and group tasks.


LAN

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LANGUAGES Course Description

At Star of the Sea we are proud to offer three vibrant and dynamic Language programs. We teach German, Italian and Japanese from Year 7 through to Year 12. Year 7 students choose two of three languages to study in Year 7. They will study one Language in first semester and the other in second semester. In Year 8 students will choose one of the two Languages they chose in Year 7 to study for the full year. They will continue the study of the Language they choose for Year 8 into Year 9 for the full year. Languages study is completely optional from Year 10.

Learning Outcomes

There are two main strands to all Languages in the Victorian Curriculum at Year 7: Communicating and Understanding. COMMUNICATING Speaking and Listening • Understand and responds to familiar greetings and expressions

• Imitate correct pronunciation and speaks with approximate pronunciation

• Reproduce modelled language in structured exchanges, recycling language for new situations

• Listen to short, spoken texts and identify key information

• Use their Language in classroom interactions and short communicative tasks

Reading • Read short sentences and identify letters and words

• Join in and repeat parts of texts in shared reading

• Understand the gist and main ideas in written texts

Writing • Create simple bilingual texts and resources

• Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity

UNDERSTANDING • Develop understanding of the systematic nature of grammatical structures and how Language

is used to perform particular functions

• Explore connections between languages and cultures


LAN

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Assessment

There are four main areas for assessment: 1. performance in basic conversations and oral presentations

2. listen to and understand short dialogues

3. read and understand short written passages

4. complete simple written tasks In Japanese, progress in the script is also assessed.


GERM

AN

GERMAN

Many of the Western world’s most important works of philosophy, literature, music, art history, theology, psychology, chemistry, physics, engineering and medicine are written in German and continue to be produced in German. There are 110 million speakers in Europe who consider German their mother tongue – more than any other language in Europe. More than 400 German companies create over 100,000 Australian jobs and there are 200 Australian companies in Germany. Learning German will enhance your further study and career prospects. There are well-established partnership programs between almost all Australian universities and their counterparts in Germany. Germany is also keen for students to study at their universities. If you are an English-speaker, you already know more German than you may realise. English and German belong to the same “family” of languages. It doesn't take a Raketenwissenschaftler (rocket scientist) to figure out these German words: Haus (house), Name (name), schwimmen (swimming), Universität (university). German also has some really cool, really long words like Rechtsschutzversicherungsgesellschaften. The ‘Guinness Book of World Records’ recognises this word as the longest German word in everyday use. It means insurance companies providing legal protection. There is also Handschuhschneeballwerfer which is a person who wears gloves to throw snowballs.

Course Description

The Year 7 German course is all about you, “Alles über mich”. Students will learn how to introduce themselves, tell about how they are feeling, family, age, birthday, where they live and more. They will also be able to form questions to ask others. There is an internet site designed for students which includes interactive activities and extension and revision tasks. Games, videos and a workbook are among the other resources to build language skills. Students learn about German pronunciation and examine similarities and differences between German and English. Students become eligible to apply for a 10-week exchange visit to Germany when they continue their German studies into Year 9 and 10.


ITAL

IAN

ITALIAN Study of a foreign language can be a transformative experience, changing the way you think about the world. Italian is the Romance language closest to Latin. It is also the language closest to English, since English contains many roots from Italian and Latin. Italian is the language having the “best phonetic fit”. It is the easiest foreign language to read, write and pronounce because there is only one sound per letter of the alphabet and four consonant blends. There are over 70 million speakers in the world.

Knowing Italian is greatly beneficial in several career fields: i.e. interior design, fashion, graphic design, furniture design, machine-tool manufacturing, construction machinery and transportation equipment.

Italy has long been a magnet for the tourism industry.

Course Description

The Year 7 course covers introductions, simple dialogues, greetings, numbers to 100, dates, time, adjectives and nouns. Simple linguistic structures are introduced – singular/plural, masculine/feminine, essere and avere (singular), negative forms. The course also enables students to study the culture where the target language is spoken. Cultural units include background information on Italy and its regions, famous Italian people (past and present), Carnevale, Easter and Christmas. Each chapter starts with a cartoon story with audio as a way to introduce new grammar and vocabulary. Topics covered are greeting, introductions, likes and dislikes, and family Language taught is reinforced with the use of DVDs and multimedia programs. Students are encouraged to read and write simple sentences in Italian and to take part in role-plays, songs and educational games. ICT and multimedia presentations are a part of the course whereby students incorporate cross-curricular knowledge and skills. Students who undertake Italian through to Year 10 Italian are eligible to apply for a school- organised study tour to Italy which occurs every 2 years.


JAPA

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JAPANESE The 21st Century has been called the Asian Century with cultural, political and economic links between Australia and Asian countries growing day by day. In many ways Japan is a bridge between Asia and the rest of the world with its stable democracy and strong economy. Australia is one of Japan’s most important partners with annual trade between the two countries valued at over $60 billion in 2015. If students can speak Japanese, there are many fantastic opportunities waiting for them in the business and political worlds. Japan is a country blessed with beautiful nature and a very unique culture. A knowledge of Japanese will give students access to a whole new world of special sights and sounds in Japan where it seems as though there is a festival every day! But Japan is also a very modern country, leading the way to the future with some of the world’s most advanced technologies and innovative ideas. If students are interested in science and technology, Japanese can open doors to a wealth of new ideas and applications for them. For fans of anime and cutting-edge fashion, Japan is a pop culture paradise. From the quirky to the sublime, there is plenty to capture a young person’s interest in Japan today.

Course Description

The Year 7 Japanese course will introduce students to the basics of the Japanese language. They learn how to introduce themselves, talk about their age and how to order food in a restaurant, where they live and much more. The emphasis in the classroom is on communicative activities which encourage students to use the language. There are video, songs, YouTube clips and games in the classroom to help master how to speak Japanese and to make sure the Japanese classes are fun. The Year 7 Japanese website offers a wide range of support and extension material to help students achieve success. Some students worry about learning the Japanese writing system, but we have set up a self-study system that allows them to work at own pace. Support videos and activities help them master the Hiragana script at their own pace. The system allows students to accelerate quickly through the tests, or take their time and sit a test when ready. Students receive Academic Awards when they master the entire Hiragana script, and they can move on to the Katakana script whenever they are ready. In Year 8 students will have a chance to host a girl from Shibuya in Tokyo for two weeks. If they continue with Japanese until Year 10, they can join the Japan Study Tour. This Study Tour is organised by the school and runs every second year.


MAT

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MATHEMATICS Course Description

Year 7 Mathematics is a time to not only consolidate and extend previously learnt skills but to explore the use of mathematics in real life. Students who have already mastered the basic skills, as outlined in the Victorian Curriculum, for the topic about to be taught will be extended in other areas. Collaborative learning through group work is encouraged.

Topics covered include: • whole numbers

• geometry

• number properties and patterns

• algebra

• fractions

• polygons

• decimals and percentages

• measurement

• statistics and probability

• transformations, symmetry and nets

As using technology effectively has become increasingly more important in our world, calculators and computers are incorporated into the course wherever possible to assist, enhance and extend learning. In addition, students have the opportunity to participate in the UNSW Mathematics Competition, the Australian Mathematics Competition and the Australian Mathematics Challenge.

Assessment

A variety of formal and informal assessment instruments are used. Teachers monitor each student’s progress so as to identify areas where extra assistance or supplementary activities might be necessary for skill consolidation. Skill mastery tests are given at the end of each topic. Throughout the year, students complete various problem-solving tasks and investigations. Some of these are written up as a report and submitted for assessment.


MU

SIC

MUSIC Course Description

Music is a single semester core subject at Year 7 consisting of four lessons per ten-day cycle. The aim of the course is for all students to enjoy and develop their musical skills and awareness through a sequential, skills-based program. In this course, students will experience the following: • class choir

• keyboard and ukulele tuition

• music theory and aural training

• instruments of the Orchestra: listening and appreciation

Assessment

• ensemble singing performances

• keyboard and ukulele performances

• theory and aural exercises and tests

• orchestra research assignment


SCIE

NCE

SCIENCE Course Description

Science fascinates views of the universe, extending from the unseen world of atoms to the almost unimaginable vastness of outer space. It is concerned with all of nature, medicine and technology. Science provides students with a powerful tool for understanding how their world operates and how they can interact with their physical surroundings. Science encourages students to learn through inquiry-based approaches and to formulate their ideas accurately. The learning area of Science is organised into two strands:

• Science Understanding provides understanding of key concepts and involves applying appropriate scientific knowledge to new situations. It examines the role of Science in influencing changes in our society that affect people’s lives. Students will enhance their science-literacy skills by analysing articles of recent scientific discoveries.

• Science Inquiry Skills involves planning, conducting and reflecting on class investigations. Students will undertake STEM challenges to further develop their problem-solving skills.

The topics that are studied:

• Science toolkit • thinking scientifically • classification • forces and motion • separating mixtures • living together (ecology)

Through this study, students practise and develop skills of observation, analysis, expression and communication. Students experience a variety of learning approaches through the use of practical experimental work, digital simulations using laptops and google sites, textbook exercises, written investigations, individual work and group work. In addition students have the opportunity to participate in the UNSW Science Competition, the National Chemistry Quiz and Science Week challenges.

Assessment

Assessment is continuous and is based on the work requirements below. Details of the work requirements are set out on the task sheet for each topic studied.

• participation - cooperative and responsible participation in all aspects of class work • practical work - conducting activities and experiments, recording observations and writing

correctly formatted scientific reports • written work - class work, worksheets and homework tasks are maintained in an organised

workbook • assessment tasks - a range of practical activities which require research and planning over an

extended period of time ● topic tests - unit tests consisting of multiple choice and short answer questions


VISU

AL A

RTS

VISUAL ARTS Course Description

The Year 7 Art course is structured around four themes to introduce students to range of skills and art experiences including: The Face explores the expressive qualities of the face; Wacky and Wonderful explores creatures, mythological beings and the make-believe; Places, Spaces and Time explores perspectives and viewpoints relating to physical spaces and sense of place, and Amaze explores the natural and the manmade environment. Students will:

• use observation, research and experience as starting points to develop artworks

• be introduced to a range of media and techniques

• be encouraged to explore materials to discover their qualities and possibilities

• undertake simple research and design tasks and to keep a visual and written record of their work

• analyse and evaluate their own work and the artwork of others

• become familiar with the ‘language’ of art (the elements and principles of art and design) and the terminology of different media and techniques

• be introduced to a wide range of artists and art periods, depending on the practical tasks they undertake with their teacher

• be encouraged to perceive the visual arts in their cultural contexts and to look at art and issues through historical and contemporary perspectives

The following areas are covered:

Drawing: students are introduced to drawing processes and techniques as well as various methods of mark making

Textiles: students use threads and hand-embroidering techniques to embellish designs whilst creating 2D or 3D objects

Ceramics: students are introduced to ceramics processes and techniques (slab, coil and pinch- pot methods) used to create a ceramic form

Assessment

Students will be assessed upon the following work requirements:

Art Production (a) visual diary – evidence of research and design planning (b) folio – all practical work produced Art Appreciation (a) oral and written analysis of artworks (b) students’ evaluation of their own artwork

2019 year 7 studies handbook · mathematics ... thinking, where risk-taking and problem solving is...

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