trinity bay shs class course planner 2020€¦ · standard of practice no. 6 trinity bay shs...

STANDARD of PRACTICE No. 6

Trinity Bay SHS Standard of Practice – Course Planner

Class Course Planner – 2020

Semester 2 Term 3

Trinity Bay SHS Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: Year 8 Japanese Teachers: Ms Allana Howells ([email protected] ), Ms Rosalyn Lovery ([email protected]),

Mr Timothy Smith ([email protected]), Mr Nicholas Terry ([email protected]),

& Ms Michelle Young ([email protected])

ONLINE REVISION AND STUDY RESOURCES AVAILABLE ON THE TRINITY BAY MOODLE @ http://tbshs.pukunui.net/

Term

Week Curriculum Intent for ‘ANYONE FOR SPORT’ Topic Assessment x 3 Feedback x 3

T3 Wk1 Expressing Likes and Dislikes

Grammar Pattern

ACTIVITY が (dai suki・suki・amari suki ja nai・suki ja nai・kirai) です。

Course

Planner

T3 Wk2 Expressing Ability (Can/Can’t Do)

Grammar Pattern

ACTIVITY が (dekimashita・dekimasu・dekimasen・yoku dekimasu・

sukoshi dekimasu・maa maa dekimasu・amari dekimasen・zen zen

dekimasen).

T3 Wk3 Expressing Ability (Good/Bad At)

*Revision activities of various degrees of ~can do.*

Grammar Pattern

Person は ACTIVITY が (jouzu・heta・tokui・nigate) です.

Checking of

bookwork

Feedback on

bookwork

T3 Wk4 Consolidation of Likes/Dislikes, Can/Can’t Do, Good/Bad At

T3 Wk5 Short Response Assessment

Introducing “Days Of The Week”Kanji

月・火・水・木・金・土・日 (Recognition 曜)

Short Response

Assessment

(Listening/

Reading)

T3 Wk6 Days Of The Week Kanji Consolidation

Doing An Activity On A Day

Grammar Pattern p.12-13

Day に Person は ACTIVITY を (shimasu・shimashita・shimasen)

Assessment

Feedback

T3 Wk7 Consolidation & Revision

T3 Wk8 Consolidation & Revision

T3 Wk9 Short Response Assessment Short Response

Assessment

(Reading/

Writing)

T3 Wk10 CONSOLIDATION LESSON

Assessment

Feedback

mailto:[email protected]





http://tbshs.pukunui.net/




Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: Year 8 Japanese Teachers: Mr Bill Cooney ([email protected] ), Ms Allana Howells ([email protected] ),

Ms Rosalyn Lovery ([email protected]), Mr Timothy Smith ([email protected]),

Mr Nicholas Terry ([email protected]), & Ms Michelle Young ([email protected])


Term 2

Week

Curriculum Intent for ‘No More Dodos’ (Endangered Animals) topic

continued from last term Assessment x 3 Feedback x 3

T2 Wk1 About the body (Karada ni tsuite PAATO 三)

Review vocabulary of body parts (p.32-33)

Understand sentence patterns for ’to have/not have’ a particular body part (p.34-35)

Course

Planner

T2 Wk2 About the body

View “The Dodo” DVD and complete activity (p.40)

View an ‘A’ exemplar for part 3: Body Parts section of animal book assessment (p.36)


Draft Part 3: Body Parts and have it checked (p.37)

Create final digital copy of Part 3: Body Parts

Checking of

Body Parts draft

Feedback on

drafts


Reading Quiz to check for understanding of Language Learnt so far (p.38-39)

Learn vocabulary for Food/Diet (p.41)

Reading Quiz

Grade &

comment

T2 Wk5 Food (Tabemono PAATO 四)

Understand and practise sentence patterns for – ‘to eat/not eat’(p.42-44)

View ‘A’ exemplars for part 4: Tabemono (p.46)

Checking of

bookwork

T2 Wk6 Food

Draft Part 4: Tabemono and have it checked

Create final digital copy of Part 4: Tabemono

Checking of

Tabemono

Drafts

Feedback on

Tabemono

Drafts

T2 Wk7 Causes of Endangerment (Abunai koto / Eikyou PAATO 五)

Learn vocabulary for causes of endangerment (p.47)

Create final page of Animal book – Part 5: Abunai Koto

T2 Wk8 Assessment – Book on an Endangered Animal

Finalise animal book assessment

Revise for reading and listening test

Animal Book

Due

T2 Wk9 Assessment – Reading and Listening Test

Revise for reading and listening test

Do reading and listening test

Reading and

Listening Test

Grade and

Comment

T2

Wk10

Assessment – Book on an Endangered Animal

Present and read a page of animal book to your teacher

Reading to

teacher

Feedback on

pronunciation










Class: Year 9 Japanese Teachers: Ms Allana Howells ([email protected] ), Mr Timothy Smith ([email protected]),

& Ms Michelle Young ([email protected])


Term

Week Curriculum Intent for ‘GOING PLACES’ topic cont.

Assessment x

3 Feedback x 3

T2

Wk1 Going to a PLACE by a TRANSPORT

Transport vocabulary & kanji Kanji: 車自転電

Pattern: TRANSPORT で行きます。

Course Planner

T2

Wk2 Going to a PLACE with a PERSON by a TRANSPORT ‘People’ vocabulary

Pattern: PERSON と（いっしょに） PLACE に TRANSPORT で行きます。

T2

Wk3 To DO something IN a PLACE Vocabulary - verbs in all their forms (do, see, eat, drink, play, take a

photo -します見ますたべますのみますあそびます

とります) Pattern: Place で Action p.24, 25

T2

Wk4 COMPARISONS of PLACES Learn how to compare places using adjectives

Pattern: A より B のほうが Adjective です。 Kanji: 方

Practise comparisons page 26, 27

T2

Wk5 Other handy patterns when talking about going places

Pattern: THING があります・ありません。Something

exists/doesn’t exist in a place

Pattern: Place は thing でゆうめいです。 A place is famous for

something

T2

Wk6 Assessment 1- A Letter of Self- Introduction Explanation of assessment task using an ‘A’ exemplar Introduction

letter, task sheet & criteria Draft Letter

Letter Draft A exemplar, task sheet & criteria

T3

Wk7 Assessment 1- A Letter of Self- Introduction cont. Draft Letter Submit ‘genkoyoshi’ letter (final version)

Draft comments

T2

Wk8 Assessment 1- A Letter of Self- Introduction cont. Submit ‘genkoyoshi’ letter (final version) Copy corrected letter for sending to Japan

Writing Assessment -Letter

Draft comments

T2

Wk9 Results Discussion & Feedback Results &

Feedback

T2

Wk10 Consolidation Activities & Preparation for Next Topic


Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au








Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: Year 10 Japanese Teachers: Mr Bill Cooney ([email protected] ), & Ms Michelle Young ([email protected])


Term

Week Curriculum Intent for ‘A SPRING TOUR OF JAPAN’ topic cont. Assessment x 3 Feedback x 3

T3 Wk1 Continue with adjective review started last term Course Planner

T3 Wk2 Expressing periods of time to travel to destinations on a spring tour of Japan (p24)

Learn periods of time for hours and minutes and use to ask & answer about lengths of time to travel

Kanji: 分、時間、

T3 Wk3 Discussing clothes to take/wear when on a spring tour of Japan

Learn katakana & other ‘clothes’ words specific for travelling

Learn ‘wear’ verbs and ‘have’, ‘take’ and ‘bring’ & how to use them in sentences

VERSATILE VERBS BOOKLET

Grade & comment on booklet

T3 Wk4 Other handy expressions for a spring tour of Japan/Assessment

Review & practise other sentence patterns relevant to travel such as:

Place に thing がある・ない /thing は person に人気がある /

place は thing で有名です。

Unpack assessment task using an A exemplar PowerPoint, task sheet and criteria grid.

A exemplar, task sheet & criteria grid

T3 Wk5 Assessment-A PowerPoint with voice record Research for own assessment

T3 Wk6 Assessment- PowerPoint with voice record Work on assessment (due next week-Monday)

T3Wk7 Assessment/Booklet Present assessment to class (if voice-record is not embedded)

Powerpoint presentation

NEW UNIT – KEEPING IT CASUAL

T3 Wk8 SPEAKING CASUALLY – plain past verbs & lists & if/when

Patterns: ＊Plain past form of verbs

＊Doing things like (～たり～たりする)

＊If/when (～たら～)

T3 Wk9 SPEAKING CASUALLY –experiences & plain negative verbs

Patterns: ＊Have done（～た事がある/ない）

＊Negative form of verbs

T3Wk10 SPEAKING CASUALLY –plain negative verb patterns

Patterns: ＊Please don’t（～ないで下さい。）

＊It’s OK if you don’t （～なくてもいいです。）

＊You shouldn’t/I recommend you don’t

(～ない方がいいです。）







Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 11 Japanese Teachers: Mr Timothy Smith ([email protected]),


Term

Week Curriculum Intent for ‘Travel’ & ‘Technology & Media’ Topics Assessment x 3 Feedback x 3

T2Wk1 Describing new places

Patterns: Large numbers（百、千、万、億）

Nouns from adjectives-eg.高さ

Potential V れる・られる

T2 Wk2 Experiencing new places & things

Patterns: experience –N ははじめてです。

experience –V 事がある/ない。（事）

decisions-V 事にする/きめる、N にする

quantity- 多い/少ない／へらす/ふえる（多、少）

T2Wk3 Expressing when

Patterns: time- N の時 ,adj 時,N のころ,adj のころ

V 前に、V てから、pastV 後で、V 間（に）、V 時、

うちに、V ているところ、Vstem ながら、

あじめる、おわる（前、後で、間、時）

Counters for periods of time ―日間、週間、ケ月、年間

T2Wk4 Expressing if/when & quoting

Patterns: V たら、V なら,V えば、V と

Expression どう行けばいいですか。

V という、ときく、そうです。（言う）

T2 Wk5 ASSESSMENT PREPARATION-multimodal presentation



T2 Wk8 ASSESSMENT-multimodal presentation EXTENDED RESPONSE –creating Japanese texts with Japanese stimulus

T2 Wk9 ASSESSMENT UNPREPARED RESPONSE- exchanging information & ideas in

Japanese





T2

Wk10 FEEDBACK


Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 12 Japanese Teachers: Mr Bill Cooney ([email protected] )


Term

Week Curriculum Intent for ‘Travel’ & ‘Technology & Media’ Topics Assessment x 3 Feedback x 3

T2Wk1 Multimodal Assessment Conditions and Analysis Wednesday

HAND OUT IA3


T2Wk3 ASSESSMENT PREPARATION-multimodal presentation

T2Wk4 ASSESSMENT PREPARATION-multimodal presentation

EXTENDED RESPONSE –creating Japanese texts with Japanese

stimulus

Wednesday

IA3 PART 1 DUE

T2 Wk5 ASSESSMENT - UNPREPARED RESPONSE- exchanging information & ideas in Japanese

IA3 PART 2

INTERVIEWS

T2 Wk6 ASSESSMENT FEEDBACK

T2 Wk7 EXTERNAL ASSESSMENT REVIEW & REVISION

T2 Wk8 EXTERNAL ASSESSMENT REVIEW & REVISION

T2 Wk9 MOCK EXTERNAL EXAM

T2

Wk10 MOCK EXTERNAL EXAM





Term 3

Semester 2 Term 3 Course Planner

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 7 Chinese

Teacher: Ms. A.Wu

Term

Week Curriculum Intent for the topic: What do you do in your free time? Assessment x 3 Feedback x 3

T 3

Wk1

LIKES AND DISLIKES

Revise vocabulary and sentence patterns:

Self-introduction

Preference

Course Planner

T3

Wk2

SPORTS

Practise sport vocabulary

Revise preference using sports vocabulary

Quiz

T3

Wk3

SOCIAL MEDIA

Practise social media vocabulary

Revise preference using social media vocabulary

Quiz Results of quiz

T3

Wk4

HOBBY

Practise hobby vocabulary

Revise preference using hobby vocabulary


T3

Wk5

HANG OUT WITH FRIENDS

Places to go

Practise ‘go to’ with relevant vocabulary


Feedback

listening test

T2

Wk6

REVISION

Review vocabulary Review sentence structures

Quiz Feedback on Quiz

T2

Wk7

ASSIGNMENT Practice exam Feedback on Quiz

T2

Wk8

ASSIGNMENT Assignment due

T2

Wk9

SPEAKING EXAM

Speaking exam

T2

Wk10

EXTENSION STUDIES

Ladder results

Feedforward



Semester 2 Term 3 Course Planner

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222


Teacher: Ms. A.Wu

Term

Week Curriculum Intent for the topic: What do you do in your free time? Assessment x 3 Feedback x 3

T 3

Wk1

LIKES AND DISLIKES

Revise vocabulary and sentence patterns:

Self-introduction

Preference

Course Planner

T3

Wk2

SPORTS

Practise sport vocabulary

Revise preference using sports vocabulary

Quiz

T3

Wk3

SOCIAL MEDIA

Practise social media vocabulary

Revise preference using social media vocabulary


T3

Wk4

HOBBY: MUSIC, MOVIE AND READING

Practise hobby vocabulary

Revise preference using hobby vocabulary


T3

Wk5

HANG OUT WITH FRIENDS

Places to go

Practise ‘go to’ with relevant vocabulary


Feedback

listening test

T2

Wk6

REVISION

Review vocabulary Review sentence structures

Quiz Feedback on Quiz

T2

Wk7

ASSIGNMENT

Draft due Feedback on Quiz

T2

Wk8

ASSIGNMENT

Assignment due Feedback on Draft

T2

Wk9

SPEAKING EXAM Speaking Exam

T2

Wk10

EXTENSION STUDIES

Ladder results

Feedforward



Course Planner

Semester 2 Term 3

Trinity Bay SHS

Hoare Street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: 9 Chinese Teacher: Ms. A. Wu

Term

Week Curriculum Intent – Food and health Assessment x 3 Feedback x 3

Wk1 Revision

Self-introduction

Preference

Introducing the topic

Course Planner

Wk2 Food vocabulary

Ingredient

Flavour and taste

Cooking

Quiz In-class feedback

Wk3 Eating out

Recognise ingredients from a menu

Paying for a meal

Table manner


Wk4 Your eating habits

Meals

Snacks and drink


Wk5 Healthy eating

Food groups recommended for consumption

Healthy eating suggestions


Wk6 Assignment In-class feedback

Wk7 Assignment Draft due Draft feedback

Wk8 Assignment Assessment due

Wk9 Speaking exam Speaking exam

Wk 10 Extension studies Feed forward/

Ladder result



Class Course Planner

Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: Year 10 Chinese Teachers: Ava

Wu

Term

Week

Curriculum Intent: Virtual life (C2C: What is environmental

conversation) Assessment x 3 Feedback x 3

T1 Wk1 Revision

Sentence patterns Key vocabulary

Course Planner

T1 Wk2 Pros and cons of social media

Pros cons

T1 Wk3 Environmental conversations on social media

Discussions on social media Global views on environmental issues

T1

Wk4

Influence of social media on environmental issues

Raising awareness

crowdfunding campaigns

T1 Wk5 Analysis and evaluation in Chinese

Referring to stimulus material in Chinese Identify PACT (purpose, audience, context and tone) in

Chinese

T1 Wk6 MULTIMODAL PRESENTATION Week 1: Negotiate with teacher about perspective and content before developing response and/or conducting supplementary research.

Research Feedback for

perspectives and

comment

T1 Wk7 MULTIMODAL PRESENTATION Week 2: Develop a draft for feedback. Your teacher will provide advice but not corrections.

Draft due One-off feedback

on the draft

T1

Wk8

MULTIMODAL PRESENTATION Week 3: Submit a final copy of your multimodal script with your presentation.

Presentation due

T1

Wk9

EXTENDED RESPONSE – SPOKEN CONVERSATION

Spoken

conversation

T1

Wk 10

Extended study Feed forward/

Ladder result



Course Planner – 2020

Semester 2 Term 3


PO Box 5071

Ph. 40 375 222


Teacher: Ms. A. Wu

Term

Week Curriculum Intent: Exploring our world Assessment Feedback x 3

T1 Wk1 DESCRIBE PERSONAL TRAVEL AND TOURISM IN CHINESE-SPEAKING COMMUNITIES AND AUSTRALIA

Revision

Sentence patterns

Course Planner

T1 Wk2 TRAVEL

investigate the significant features of a famous destination or event

justify decisions about travel options for specific audiences: discuss guidelines, rules, laws and expectations of travellers and the resulting recommendations for different groups.

comment on the reasons for and attitudes towards travelling and/or popular destinations and events

T1 Wk3 TECHNOLOGY AND MEDIA

consider the central role of technology

investigate the advantages and disadvantages of using technology to communicate and/or access information

evaluate the positive and negative effects of the use of technology

discuss how the rapid transfer of news and information (substantiated and not) influences public view.

T1

Wk4

THE CONTRIBUTION OF CHINESE CULTURE TO THE WORLD

identify how Chinese traditional culture is maintained in the modern world (describe festivals, events, rites of passage and community celebrations)

analyse how aspects of Chinese culture have made diverse contributions around the world

investigate significant/prominent Chinese-speaker/s and their contribution to linguistic/cultural identity



perspectives and

comment



on the draft

T1 Wk7 MULTIMODAL PRESENTATION Week 3: Submit a final copy of your multimodal script with your presentation.

Presentation due

T1

Wk8

EXTENDED RESPONSE – SPOKEN CONVERSATION

Spoken

conversation

T1

Wk9

EXTENDED STUDY

T1

Wk 10

EXTENDED STUDY Feed forward/

Ladder result



Class Course Planner

Semester 2 Term 3


PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: Year 12 Chinese Teachers: Ava

Wu

Term

Week Curriculum Intent: My future Assessment x 3 Feedback x 3

T1 Wk1 Unit 4 Topic 1: Finishing secondary school, plans and reflections Unit 4 Topic 2: Responsibilities and moving on.

Course Planner



perspectives and

comment



on the draft

T1

Wk4

MULTIMODAL PRESENTATION Week 3: Submit a final copy of your multimodal script with your presentation.

Presentation due

T1 Wk5 EXTENDED RESPONSE – SPOKEN CONVERSATION

Spoken

conversation

Feed forward

T1 Wk6 Extended study Feed forward

T1 Wk7 Extended study

T1

Wk8

Extended study

T1

Wk9

Mock External exam practice

T1

Wk 10

Mock External exam practice Feed forward/

Ladder result




Term 3 Semester 2

Trinity Bay SHS Hoare street

PO Box 5071

Ph. 40 375 222

www.trinity bayshs.eq.edu.au Class: EAL/D Years 7, 8, 9, 10 Teacher: Ms Gabe and Miss Lisa

Term

Week Curriculum Intent Assessment x 3 Feedback x 3

T3 Wk1 Procedure = text types, purpose, Course Planner

T2 Wk2 Language features of procedures

infinitive verbs, time connectives

T3 Wk3 Language features of procedures

infinitive verbs, time connectives

George’s Marvellous Medicine

T3 Wk4 Deconstructing the text type

Noun groups, synonyms and antonyms

How to texts

Class construction of a procedure.

T3 Wk5 Joint construction the text type

Prepare for assessment - write procedure and draw pictures

Checking for

understanding

T3 Wk6

T3 Wk7 Checking for

understanding

T3 Wk8

T3 Wk9 Persuasive paragraph

T3

Wk10

Review and consolidation Assessment Feedback of

persuasive

paragraph



Class Course Planner – 2020 Semester 1, Term 3


PO Box 5071 Ph. 40 375 222


Class: Phonics and Phonological Awareness – Intermediate Teacher/s: G Wolff and L Garrett

Week Curriculum Intent Assessment x 3 Feedback x 3

T1 Wk 1 Revise and consolidate Term 1 and 2 concepts: Definition graph, digraph, split digraph and trigraph

Short vowel and consonant graphs.

Common digraphs and long vowel digraphs

Onset and rime Initial blends

Long vowel sounds represented more and one way

2-letter final consonant blends

Consonant sounds represented more and one way Soft/hard “c”

Checking for understanding on

whiteboards

Spelling test Oxford list 101-110. Letter sound link (listening)

Results from tests and feedback from activities

T1 Wk 2 Phonics and Phonological Awareness Same long vowel sound represented more than one way

Focus sounds - ue, ew, u_e

2-letter final consonant blends = lp, mp, sp Same constant sounds represented more than one way (double letters)

Tracking letters and sounds Rhyming words Spelling and sight words Present Participle – adding “ing” rule (Eg, play, plays, played, playing)

Checking for understanding on whiteboards

Spelling test Oxford list 111- 120 Letter sound link (listening)


T1 Wk 3 Phonics and Phonological Awareness Same long vowel sound represented more than one way

Focus sounds 2-letter final consonant blends = ft, lt, st, nt

Same constant sounds represented more than one way (double letters)

Tracking letters and sounds Rhyming words Spelling and sight words Common homophones (Eg, to, too, two, sea, see)

Spelling test Oxford list 121-130 Letter sound link (listening)


T1 Wk 4 Phonics and Phonological Awareness Review single letter sound recognition Focus sounds 2-letter final consonant blends = lk, nk, sk Blending and segmenting sounds Tracking letters and sounds Rhyming words Spelling and sight words Review

Checking sounds and letter names

Reading sight words



T1 Wk 5 Phonics and Phonological Awareness Focus sounds- same sounds represented more than one way ar, a Spelling and sight words Revise and consolidate contractions – (word + is, word + not)

(Eg, He is – He’s, Could not – couldn’t)

Common morphemes – building word families (ACELA1455)

Plurals – Revise and consolidate plurals – adding “s” - more than one.(Eg, 1 boy, 2 boys)

Teach adding es to words ending in “ch” “sh” “ss” “s” and “x”



T1 Wk 6 Phonics and Phonological Awareness Focus sounds - same sounds represented more than one way er, ir, ur Spelling and sight words Revise and consolidate contractions – (word + is, word + not)

(Eg, He is – He’s, Could not – couldn’t)

Common morphemes – building word families (ACELA1455)

Plurals – Revise and consolidate plurals – adding “s” - more than one.(Eg, 1 boy, 2 boys)

Teach adding es to words ending in “ch” “sh” “ss” “s” and “x”



T1 Wk 7 Phonics and Phonological Awareness Focus sounds - same sounds represented more than one way aw, a, or, au, al Spelling and sight words Past tense regular verbs – adding “ed” (Eg, play, plays, played, playing)

Present Participle – adding “ing” rule (Eg, splash, splashes, splashed, splashing)



T1 Wk 8 Phonics and Phonological Awareness Focus sounds - same sounds represented more than one way ou, ow Spelling and sight words Common homophones (Eg, to, too, two, sea, see)



T1 Wk 9 Phonics and Phonological Awareness Focus sounds - same sounds represented more than one way oy, oi Spelling and sight words



http://www.trinity/



Compound Words (Eg, today, bedroom)

T1 Wk 10 Review Testing – all sounds for the term Review sight words + spelling of sight words Testing of initial sounds

Sight word spelling test 100-200

Sight work reading test (one to one)

Final sound test (one to one)

Results from tests



Trinity Bay SHS

Hoare Street

PO Box 5071

Phone 40 375 222

www.trinitybayshs.eq.edu.au

Class Course Planner – 2020, Term 3

Teacher/s: Gabrielle Wolff Topic: Intermediate Grammar

Term 3

Week

Curriculum Intent Assessment

x 3

Feedback

x 3

1 Consolidate: Noun Groups

Expanding + building noun groups (incl article, numerative, describer, classifier, noun)

Adjectival Groups - Exploring/expanding/building adjectival groups within a noun groups

Similes

Adverb groups and prepositional phrases

Adverbial groups + prepositional phrases details re:circumstances of happening or state.

Including when (time), where (place) and how (manner)

Functions of grammar within a sentence

Explore and identify the parts of a sentence that represent ‘What’s happening?’,

‘What state is being described?’, ‘Who or what is involved?’ and the surrounding

circumstances

Present Tense - Exploring what is present tense (truth, habits, routines)

adding “s” to the verb.Rules on changing “y” to an “I” and adding “es” and “es”

when to use don’t or doesn’t.

Course

planner

2 Exploring sentences written in Present Continuous Tense

- Exploring present continuous tense (re: what is happening now) - Explore the use of being verbs am, is, are. - Fixing sentences

Cloze activity – use am, is, are

3 Present Continuous Tense

- Adding “ing” to verbs - Exploring rules when to double the consonant and adding “ing” - Fixing sentences and using the rule.

Grammar quiz

spelling

Feedback on

results


- Exploring differences between present tense and present continuous tense - Cloze activity to complete sentences - Writing sentences in present continuous tense using verbs - Fixing sentences


- Explore the use of being verbs am, is, are in negative form (am not) - Cloze activity – use am, is, are

Grammar review

quiz

Reflection on

common errors



- Exploring differences between present tense and present continuous tense - Cloze activity to complete sentences - Writing sentences in present continuous tense using verbs

- Writing a paragraph in present continuous tense 6 Future Tense

- Exploring future tense - Writing sentences in future tense

- Cloze activity including will or won’t.

7 Future Tense Changing present tense verbs to future tense.

- Exploring differences between present tense and future tense - Cloze activity to complete sentences - Writing future tense sentences


- Exploring differences between present tense and future tense - Cloze activity - Writing future tense sentences


- Exploring differences between present tense and future tense - Cloze activity - Writing future tense sentences - Fixing sentences

10 Review, consolidate and test Test for term 3. Reflection

lesson.



Trinity Bay SHS

Hoare Street

PO Box 5071

Phone 40 375 222

www.trinitybayshs.eq.edu.au

Class Course Planner – 2020, Term 3

Teacher/s: Gabrielle Wolff Topic: Intermediate Maths

Term 2

Week Curriculum Intent Assessment

x 3

Feedback

x 3

1 Shape

Apply the properties of three-dimensional objects to make connections with a variety of two-dimensional representations of three-dimensional objects, represent three dimensional objects with two-dimensional representations. Explore properties of polygons and quadrilaterals, identify combined shapes, investigate properties of shapes within tangrams, create polygons and combined shapes using tangrams.

2 Location and transformation

Investigate the features on maps and plans. Identify the need for legends; investigate the language of location, direction and movement; find locations using turns and everyday directional language. Identify cardinal points of a compass; investigate compass directions on maps; investigate the purpose of scale; apply scale to maps and plans; explore mapping conventions, plan and plot routes on maps; explore appropriate units of measurement and calculate distances using scales. Investigate and create reflection and rotation symmetry, describe and create transformations using symmetry, transform shapes through enlargement and describe the features of transformed shapes.

3 Geometric reasoning

Identify the components of angles, construct and label right angles, identify and construct angles not equal to a right angle, mark angles not equal to a right angle, compare and estimate the size of angles

to establish benchmarks, construct and measure angles.

Quiz weeks 1 and 2

Quiz results

4 Data representation and interpretation

Explore methods of data representations to construct and interpret data displays, reason with data.

5 Number and place value

Round and estimate to check an answer is reasonable, use written strategies to add and subtract, use an array to multiply one-digit and two-digit numbers, use divisibility rules to divide, solve problems involving computation and apply computation to money problems, add and subtract using mental and written strategies including the right-to-left strategy, multiply whole numbers and divide by a one-digit whole number with and without remainders.

Quiz weeks 3 and 4

Quiz results

6 Fractions and decimals

Partition to create fraction families; identify, model and represent equivalent fractions; count by fractions; solve simple calculations involving fractions with like denominators, make connections between fractions and decimals, count by decimals compare and order decimals.

7 Location and transformation

Explore mapping conventions, interpret simple maps, use alphanumeric grids to locate landmarks and plot points, describe symmetry, create symmetrical designs and enlarge shapes.

Quiz weeks 5 and 6

Quiz results

8 Money and financial mathematics

Investigate income and expenditure, calculate costs, investigate savings and spending plans, develop and explain simple financial plans.



9 Using units of measurement

Choose appropriate units for length, area, capacity and mass; measure length, area, capacity and mass; problem-solve and reason when applying measurement to answer a question.

Quiz weeks 7 and 8

Quiz results

10 Revision and testing Test for term 2. Test results




Semester 2, Term 3


PO Box 5071

Ph. 40 375 222


Class: Year 11 and 12 Cert II in Skills for Work and Vocational Pathways

Teacher/s: Ms Wendy

Week CURRICULUM INTENT Assessment x 3 Feedback x 3

1

Community Engagement through Volunteering

Course Planner

Introduction- What is volunteering and community service/ongoing benefits

Who can engage in volunteering/community service

Prepare questions for guest speaker

Pre-test

(Writing sample) Course Planner

2

Not for Profit Organisation- Guest Speaker

Present questions to speaker

Summarise information from speaker

List skills and attributes for this organisation

Ongoing –portfolio activity

Ongoing –feedback on portfolio activity

3

Off –School Activity : Volunteering in our local community Participate in volunteering session ( off school site/ walking distance) Thank you letters to guest speakers Update resume re volunteer experience /gather photos /recount for

Ongoing –portfolio activity and Newsletter

assessment tasks


and Newsletter assessment tasks

4





Ongoing –portfolio activity and

assessment tasks

Review of progress

through portfolio

tasks

5

Off –School Activity : Volunteering in our local community

Participate in volunteering session ( off school site/ walking distance) Thank you letters to guest speakers Update resume re volunteer experience /gather photos /recount for newsletter


assessment tasks

Ongoing –feedback

on portfolio activity

and assessment

tasks

6





Submit Newsletter assessment

Review new assessment –Oral Presentation

Ongoing –portfolio activity and Oral

presentation assessment


and assessment tasks

7



Ongoing –portfolio activity and assessment tasks

Review of progress through portfolio

tasks

8





Perform Oral presentation assessment


assessment tasks



9

EXAM BLOCK Ongoing –portfolio

activity and assessment tasks

Feed-forward; review progress

through competencies



10 SELF RELECTION

Checklist /discussion/review of skills acquired






Semester 2, Term 3


PO Box 5071

Ph. 40 375 222


Class: Year 11 and 12 Cert II in Skills for Work and Vocational Pathways

Teacher/s: Ms Wendy

Week CURRICULUM INTENT Assessment x 3 Feedback x 3

1

Community Engagement through Volunteering

Course Planner

Introduction- What is volunteering and community service/ongoing benefits

Who can engage in volunteering/community service

Prepare questions for guest speaker

Pre-test

(Writing sample) Course Planner

2





Ongoing –portfolio activity


3


Participate in volunteering session ( off school site/ walking distance) Thank you letters to guest speakers Update resume re volunteer experience /gather photos /recount for

Ongoing –portfolio activity and Newsletter

assessment tasks


and Newsletter assessment tasks

4






assessment tasks

Review of progress

through portfolio

tasks

5




assessment tasks

Ongoing –feedback

on portfolio activity

and assessment

tasks

6





Submit Newsletter assessment

Review new assessment –Oral Presentation

Ongoing –portfolio activity and Oral

presentation assessment



7



Ongoing –portfolio activity and assessment tasks

Review of progress through portfolio

tasks

8





Perform Oral presentation assessment


assessment tasks



9

EXAM BLOCK Ongoing –portfolio

activity and assessment tasks

Feed-forward; review progress

through competencies



10 SELF RELECTION

Checklist /discussion/review of skills acquired



trinity bay shs class course planner 2020€¦ · standard of practice no. 6 trinity bay shs...

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