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__ __ Year 7 Curriculum Handbook 2015 2 INDEX Introduction 4 Testing and Orientation 5 Year 7 Classes 5 Year 7 Camp 7 Reporting schedule 7 Units of Study 10 SUBJECT DESCRIPTIONS Religious Education 11 The Arts: Rationale 12 Art 13 Drama 14 Music 15 English 16 Health and Physical Education: Rationale 18 Health 19 Physical Education 21 Humanities 23 Languages Other Than English: Rationale 25 French 26 Japanese 27 Mathematics 28 Science 31 Technology: Rationale 33 Technology – Foods 34 Technology – Fabrics 35 __ __ Year 7 Curriculum Handbook 2015 3 INTRODUCTION The curriculum of Loreto College is based on the comprehensive core model. This curriculum structure aims to: allow each Faculty (please refer below for a summary) to plan and teach sequential programs; provide a learning setting in which students are challenged by a variety of learning experiences allowing them to build upon their strengths and improve skill development in areas of personal challenge; offer a breadth of learning experience; respect differences and cater to the learning needs of students; offer the opportunity for students to contribute to and participate in our inclusive learning community. As a learning community we seek to assist students in their pursuit of personal excellence. Loreto College has a timetable based on a six period day. Each period is 50 minutes in length and there are 60 periods in a cycle. Each cycle runs over two weeks. At Year 7 the time allocation to subjects within each Faculty is as follows: 1. Religious Education 2. Arts 5 x 50 minute periods per fortnight - Art 3 x 50 minute periods per fortnight for one semester - Drama 3 x 50 minute periods per fortnight for one semester - Music 3 x 50 minute periods per fortnight 3. English 9 x 50 minute periods per fortnight 4. Health and Physical Education 6 x 50 minute periods per fortnight 5. Languages Other Than English 6 x 50 minute periods per fortnight - French or Japanese 6 x 50 minute periods per fortnight 6. Mathematics 9 x 50 minute periods per fortnight 7. Science 7 x 50 minute periods per fortnight 8. Humanities 7 x 50 minute periods per fortnight 9. Technology - Foods 3 x 50 minute periods per fortnight for one semester - Fabrics 3 x 50 minute periods per fortnight for one semester Some of the studies within The Arts and Technology KLAs are semesterised. Information and Communication Technology is delivered across the curriculum. Students currently complete a full year of Drama in Year 8 and a full year of Art in Year 9. Fabrics and Foods remain semesterised for both Year 8 and Year 9. The 60 period fortnight also includes two periods of House Group, one per week. __ __ Year 7 Curriculum Handbook 2015 4 TESTING AND ORIENTATION The transition from Primary to Secondary school is a significant stage in the education of students. To support a smooth transition, a number of practical strategies have been put in place. During Term Four 2014, students enrolled in Year 7 for 2015 are invited to participate in a variety of transition activities. Orientation Day allows students to become more familiar with the College campus. Students meet their classmates and teachers, as well as having an opportunity to familiarise themselves with the layout of the school. Making Connections Day allows some students, for example those from outlying rural schools, to engage in an additional day of familiarization activities and meet fellow students. Early in Term One 2015, the students will complete tests – assessing numeracy, literacy and writing. The information gained from these tests allows teachers to identify those students who may require some assistance and those who may need to be further challenged. YEAR 7 CLASSES In 2015 there are six Year 7 classes, each with 26 students. All Year 7 classes are mixed ability groups. Teachers develop units of work and associated learning strategies in the knowledge that each class will have students of all ability levels. To further cater for the diverse literacy and numeracy needs of students, support programs have been developed. During Term One all students will be both formally and informally assessed. Anecdotal information about each student’s learning strengths and challenges is sought from both parents and primary schools during the year prior to enrolment (Grade 6). Where necessary, additional assessments will be conducted for selected students. Individual Learning Plans are written and implemented for students identified. Modifications and adjustments will be made to assist all students to access curriculum appropriate to their needs. A variety of additional support structures within classrooms are provided and some students are invited to join small group intensive instruction programs. Teachers also develop extension activities for students and are supported by the Academic Extension Teacher in developing programs tailored to the needs of students at Year 7. __ __ Year 7 Curriculum Handbook 2015 5 For further details contact: Mrs Karen Bambridge (Literacy program) Ms Christina Sofis (Numeracy program) Ms Elaine Dargan (Academic Extension Teacher) __ __ Year 7 Curriculum Handbook 2015 6 THE YEAR 7 CAMP An Orientation Camp is held in Term One. The Camp allows students in the same House to have a shared experience with the other new Year 7 students and many of their Year 7 teachers. The activities during the Camp are used to introduce Year 7 students to each other and to build House identity. The Camp runs over three days and two nights. REPORTING SCHEDULE Teachers at Loreto College report performance on assessment tasks for all Years 7-10 and VCE Units 1 and 2 subjects with either a percentage or one of five terms (Excellent, Very Good, Good, Acceptable or Limited). What do the four terms mean? Excellent: The student’s work displays a very high level of understanding and knowledge. The skill levels shown in the work are very well developed. Very Good: The student’s work displays a high level of knowledge and understanding. The skill levels shown in the work are well developed. Good: The student’s work displays a detailed level of knowledge and understanding. The skill levels shown in the work are effective. Acceptable: The student’s work displays a sound level of knowledge and understanding. Competent skill levels are shown. Limited: The student’s work displays a low level of knowledge and understanding. The skill levels shown in the work are minimal. Work Habits and Subject Approach to Learning The work habits ‘Effort’ and ‘Class Behaviour’ are mandated parts of the VELS report and will appear on all Loreto College Year 7 to 10 reports. These are supplemented by a number of subject specific approaches to learning. The Approach to Learning will be reported using a five point scale i.e. Excellent, Very Good, Good, Acceptable or Needs Attention. __ __ Year 7 Curriculum Handbook 2015 7 ASSESSMENT AND ON-GOING REPORTING IN YEAR 7 cont/d STUDENT REPORTS The reporting of student achievement includes the regular information available to parents on the Parent Access Module (PAM) as well as formal feedback to parents through Three cycles of reporting during a semester Parent/Teacher/Student interviews in Terms 2 and 3. During 2015 the reporting on student achievement will be delivered through the PAM and information about details of reports will be provided at the beginning of the year when information about the PAM is posted to parents. Parents will be able to view three reports each semester, each one at six week intervals. Cycle 1 reports after week 6 Cycle 2 reports after Week 12 End of Semester Reports during the Semester break in June/July PARENT ACCESS MODULE (PAM) Parents can gather regular up-to-date information about their daughter’s academic progress including: Homework and Assessment Tasks for each subject, and the due dates for these Completion of homework Assessment Task results including grades and comments (where applicable) Student behavior incidents Student communications Parents are provided with a username and password each year for the PAM which is accessed via the College webpage. How to access PAM Visit http://families.loreto.vic.edu.au to enter the Parents and Students area. Click on the link ‘PAM’. __ __ Year 7 Curriculum Handbook 2015 8 ASSESSMENT AND ON-GOING REPORTING IN YEAR 7 cont/d __ __ Year 7 Curriculum Handbook 2015 9 ASSESSMENT AND ON-GOING REPORTING IN YEAR 7 cont/d Click on the text ‘Click here to access PAM’ and then login with your details. The PAM is a primary method of communication between parents and the College and is the method of delivery of student reports. LOTE Students at Loreto College study a LOTE, either Japanese or French in Years 7, 8 and 9. Students have the option of continuing LOTE in Year 10 as part of a wide range of Elective Studies. UNITS OF STUDY The following pages outline each of the Year 7 studies for 2015. Each summary begins with a rationale of the Key Learning Area. This rationale provides an overview of the purpose, function and goals of each Key Learning Areas across Years 7 to 10. __ __ Year 7 Curriculum Handbook 2015 10 RELIGIOUS EDUCATION RATIONALE A Loreto education is concerned with the development of the whole person. It places special emphasis upon spiritual and religious development, recognising and rejoicing in the reality that human existence finds its meaning and ultimate purpose from relationship with our God, our neighbour and our world. Loreto schools are places where the extraordinary reality of being “made in the image and likeness of God” and “being able to find God in all things” underpins and brings vitality to all that is undertaken. These realities permeate all aspects of school life and their nurture is the responsibility of the whole school community. It is within this context that Loreto schools emphasise the spiritual and religious development of their students, both as individuals and as a community. Therefore, Religious Education, Liturgy, Prayer, Reflection Days, Retreats and Actions for Justice and People have a pre-eminent place in the life of the school. UNITS OF WORK AND COURSE CONTENT Belonging (to School/Loreto/class/friends/local Church/Mary Ward) Introduction to the Old Testament Jesus – His life and teaching Sacraments/Christian Community Making a Difference Prayer Liturgical Year, Easter, Lent, Advent and Christmas Reflection Day – A day where students explore a variety of prayer styles around our school campus SAMPLE ASSESSMENT ACTIVITIES Promotional booklet on a Sacrament of Initiation Preparation of and participation in a liturgical experience Brochure of Our School Story Review assignment: Old Testament Advent group activity – hamper preparation, prayer book or final service Model and oral presentation – Christian cross TIME ALLOCATION 5 x 50 minute periods per fortnight for the whole year ENQUIRIES Mr Peter Foord Head of Religious Education __ __ Year 7 Curriculum Handbook 2015 11 THE ARTS RATIONALE The Arts are a fundamental means of expression and communication in all societies. Through the Arts we gain a sense of our social and individual identity. Study in the Arts gives students access to the cultural diversity in their community and the broader Australian and international context. They learn to recognise and value the cultural forms and traditions that constitute artistic heritage. In the Arts, students learn ways of experiencing, developing, representing, presenting and understanding ideas, emotions, values and cultural beliefs. They learn to take risks, be imaginative, question prevailing values and explore alternative solutions. They develop, practise and refine techniques, engage in Arts criticism and share opinions about the Arts. The Arts encompasses four main goals: to develop the intellectual and expressive potential of students through aural, spatial, kinesthetic, verbal, interpersonal and visual experiences; to equip students to use and understand the Arts forms by developing: skills, techniques and processes that provide structure for exploration and development of ideas as a basis for their personal expression abilities to perform or present arts works to develop students’ critical skills through describing, analysing, interpreting and evaluating arts works made by themselves and others; to develop students’ understanding that the Arts evolve within particular social and cultural contexts by studying how the Arts reflect, construct, reinforce and challenge values in their own and different cultures in both historical and contemporary perspectives. __ __ Year 7 Curriculum Handbook 2015 12 ART UNITS OF WORK AND COURSE CONTENT Ceramics - Students explore a range of hand-building techniques and produce decorative vessels and figures Drawing - Students explore a variety of drawing techniques such as perspective, line, tone and shade Painting - Students explore different techniques and styles using acrylic paints Print Making - Students are introduced to relief printing using lino Art Appreciation - Students investigate art history and are introduced to art terminology SAMPLE ASSESSMENT ACTIVITIES Workbook of classroom activities Folio of work Self-evaluation of completed work and workbook drawings TIME ALLOCATION 3 x 50 minute periods per fortnight for one semester ENQUIRIES Ms Stephanie Greet Head of Arts __ __ Year 7 Curriculum Handbook 2015 13 DRAMA COURSE OVERVIEW Year 7 Drama is designed to introduce and then develop the students’ role playing group work and script writing skills, through improvisation, voice, movement and a range of dramatic techniques, students explore their world and develop and skills needed to successfully express their ideas through performance. Students consider the essential questions; what happens when someone does not understand verbal and non-verbal communication? And why is melodrama such a popular genre? UNITS OF WORK AND COURSE CONTENT Melodrama Students explore expressive skills, status, shock characters and dramatic structure through the study of the two performance genres Soap Opera and Spy. SAMPLE ASSESSMENT ACTIVITIES Students are assessed individually, yet perform in group ensembles for their: Soap Opera Performance Spy Performance Students are required to keep a workbook which records the development of their work, skills and reflections on the work of others. TIME ALLOCATION 3 x 50 minute periods per fortnight for one semester ENQUIRIES Ms Stephanie Greet Head of Arts __ __ Year 7 Curriculum Handbook 2015 14 MUSIC UNITS OF WORK AND COURSE CONTENT Students undertake a variety of practical and written tasks designed to develop the knowledge and skills necessary for successful use of conventional notation – including performance of simple works for instruments and/or voices. Students undertake a variety of practical tasks which will develop the understanding and skills necessary for successful use of graphic notation, particularly in the study of Aboriginal music and African music. Students undertake at least two creative organisation projects per semester. These will provide students with the opportunity to create music, using as the starting point some of the distinguishing musical characteristics of styles of music studied in class. Students maintain a workbook of a variety of guided listening activities related to the development of knowledge, skills and attitudes outlined above. Students have the opportunity to explore various orchestral instruments. SAMPLE ASSESSMENT ACTIVITIES Workbook - Completion of activities undertaken in class (majority to be completed, accuracy/ thoughtfulness of answers and critical responses) General musicianship (includes rhythm work and general musical knowledge) Participation in class activities (observed by teacher) Written and practical tests Composition of various styles of music TIME ALLOCATION 3 x 50 minute periods per fortnight for the whole year ENQUIRIES Ms Stephanie Greet Head of Arts __ __ Year 7 Curriculum Handbook 2015 15 ENGLISH RATIONALE At Loreto College, the English Faculty aims to offer a curriculum which challenges students and reflects the ethos of the Loreto tradition, “… a Catholic education which liberates, empowers and motivates students….” (Loreto Mission Statement, page 3). Our English curriculum has a strong literature focus from which the areas of speaking, listening, writing, reading and viewing stem. In choosing our texts, we aim to offer students a range of experiences, situations and texts that will stimulate and challenge all students. We attempt particularly to offer texts which promote positive female role models and which challenge traditional gender stereotyping. In studying texts, we acknowledge the new definition of the term “text” and recognise that a range of texts should be studied; including fiction, drama, film, television, media, nonfiction, etc. The English Faculty at Loreto College has a strong commitment to reviewing set texts across all year levels and making regular changes to ensure texts and teaching methods are fresh and up-to-date. UNITS OF WORK AND COURSE CONTENT Visual language - Students examine and explore a film to gain an understanding of how film is created. Comprehension, spelling, vocabulary and grammar and punctuation are also explored in this unit. Novels - Students explore the themes and issues presented in the novels studied and use them to develop their understanding of the structure and language features of novels. Linguistic structures Varied forms of written and oral communication Grammar and spelling skills SAMPLE ASSESSMENT ACTIVITIES Dictionary work and comprehension exercises Writing folio Oral presentations – individual and group Text Response tasks Wide Reading tasks __ __ Year 7 Curriculum Handbook 2015 16 ENGLISH C O NT I N UE D LITERACY ASSISTANCE CLASSES Students who are at risk of not achieving a national benchmark standard of literacy will be provided with additional support. Students will be selected for literacy assistance on the basis of performance in both group and individually administered assessments conducted during first term. At Loreto College, intervention and corrective programs aim to: Blend learning support into the overall program by stressing inclusion wherever possible; Provide selected students with adjusted reading and writing instruction within the classroom program; Provide nominated students with specialized and direct strategy instruction through intensive one-on-one sessions in both receptive and expressive language use, where deemed necessary. Collaborative planning between the literacy specialist and the classroom teacher ensure that both the assistance and classroom programs are mutually supportive and tailored to meet individual needs. TIME ALLOCATION 9 x 50 minute periods per fortnight for the whole year ENQUIRIES Ms Adrienne Barrett Head of English __ __ Year 7 Curriculum Handbook 2015 17 HEALTH AND PHYSICAL EDUCATION RATIONALE Studies of Health and Physical Education provide young people with an understanding of the importance of personal decisions and behaviours, and community structures and practices that promote health and participation in physical activity. Health and Physical Education studies help students learn about those factors which promote the health and wellbeing of individuals and society and those which present a risk. Issues such as health promotion and protective behaviours, substance use, sexual behaviour, harm minimization and the provision of safe environments are examined. Students learn to evaluate risk and develop strategies to protect their own and others health. They begin to clarify a cohesive set of personal values and how they could be used to improve their own health. Physical Education also promotes physical activity and the development of movement competence. Students engage in activities which develop strategic thinking, tactical knowledge and as a result, working collaboratively to improve game performance. Students are then able to provide feedback through peer observation whilst also monitoring and analyzing their own performance. Health and Physical Education recognise the challenges faced by young people as they grow and develop and it serves to equip them with skills to meet these challenges. It encourages ways of managing transitions, relationships, changing demands, responsibilities and roles. The importance of life problem solving, thinking strategies and communication skills are emphasised and encouraged. Interpersonal skills such as listening, speaking, evaluating, negotiating, being assertive, questioning, justifying a position and presenting ideas are promoted. Health and Physical Education aims to give students knowledge about their health and the impact of the choices that they make on their wellbeing. We develop the notion of physical activity as a lifestyle choice which can influence all aspects of health. Students are exposed to many different movement experiences, in the hope that they pursue some form of activity into their adult life. __ __ Year 7 Curriculum Handbook 2015 18 HEALTH COURSE OVERVIEW This subject provides students with an understanding of the knowledge, skills and behaviours that promote physical, mental and social health. Students will explore the developmental changes that occur throughout the human lifespan. They will investigate issues ranging from individual lifestyle choices to the provision of health services. Learning opportunities are provided to promote knowledge and skills in order to assist students in the pursuit of lifelong involvement in physical activity, health and wellbeing. UNITS OF WORK AND COURSE CONTENT Healthy Living - Characteristics of a healthy and unhealthy person - Components/dimensions of health – social, mental, emotional and physical. - Health Goals - Fitness for Life - Diet, Food and Nutrition – Healthy Eating Pyramid - Lunchbox Activity – College canteen - Exercise and Fitness – testing, goals, lifestyle Body Systems - Skeletal, Muscular and Circulatory Systems - Functions of each - Labelling parts - Conditions/problems associated with each system. Relationships - Friendships – qualities - Positive relationships - Resolutions Drug Education - Why people do or do not take drugs. Legal and illegal drugs - Classification of drugs: stimulants/depressants/hallucinogens - Focus on smoking - Why/why not? - Short and long term effects of smoking - Strategies for saying “No” - Anti-smoking – most effective campaigns __ __ Year 7 Curriculum Handbook 2015 19 HEALTH CONTINUED Human Development: Puberty - Changes that occur - social/emotional/physical - Puberty – consider changing roles, stages, rights and responsibilities - Parts and functions of female and male reproductive systems - Menstrual cycle SAMPLE ASSESSMENT ACTIVITIES Role-plays and games which focus on a range of health issues Written work book tasks Topic tests TIME ALLOCATION 2 x 50 minute period per fortnight for the whole year ENQUIRIES Mrs Suzie Fraser Head of Health and Physical Education __ __ Year 7 Curriculum Handbook 2015 20 PHYSICAL EDUCATION COURSE OVERVIEW Physical Education aims to promote the importance of physical activity and the development of movement competence. The promotion of physical activity as a lifestyle choice is strongly emphasised. Students are exposed to many different movement experiences, in the hope that they pursue some form of activity as part of their own physical, social and mental development. UNITS OF WORK AND COURSE CONTENT Athletics - Further development of the skills and techniques for hurdling, sprinting, throwing and jumping Fitness Assessment Dance - Individual, partner, group dances. Slow, medium, fast dances. Traditional, country, rock n’ roll and modern dances. Floor gymnastics - Fundamental skills relating to movement (i.e. static, rotation, spring, landing and locomotion) Throwing/Catching/Batting skills and games - Hand-eye co-ordination games and drills played individually, with a partner and in teams. Preparation and development of skills used for participation in major games. Major Games - Participation in team orientated games, focusing on teamwork, co-operation and play. Building on skills from previous unit. Bat Tennis - Knowledge of game rules and scoring and the development of skills such as back/forehand, serving, smash and drop shot. Students are involved in a round robin tournament SAMPLE ASSESSMENT ACTIVITIES Assessment of each unit is based on the student’s level of participation in practical activities, application to class work and co-operation with others. Attendance, uniform, effort and enthusiasm are also recorded. Students are also involved in individual and peer assessment. Girls throughout the semester put together a folio of assessment/homework tasks that are collated and reported on. __ __ Year 7 Curriculum Handbook 2015 21 PHYSICAL EDUCATION CO NT I N UE D TIME ALLOCATION 4 x 50 minute periods per fortnight for Physical Education for the whole year ENQUIRIES Mrs Suzie Fraser Head of Health and Physical Education __ __ Year 7 Curriculum Handbook 2015 22 HUMANITIES RATIONALE The Humanities course incorporates elements of history, geography, economics and civics. The study includes a number of perspectives, which emphasize the principles of social justice; gender and racial inclusiveness; democratic processes; individual rights and responsibilities and ecologically sustainable development. Our courses are based on the Australian National Curriculum and the Victorian Essential Learning Standards. Particular emphasis has been placed on studies of Asia; Australian history; including contemporary Aboriginal citizenship; environmental studies, civics and democracy. The Humanities studies allow students to develop knowledge, values and skills that enable them to participate as active and informed citizens in a democratic society and in the global community. UNITS OF WORK AND COURSE CONTENT Introduction to Loreto through: Geography Map interpretation skills Find your way around the school through mapping Learning the skills to understand what atlas maps and graphics show Using software to understand the location of countries and other features Water in the World Place and liveability Economics Our economy and you Basic economic concepts of needs and wants, supply and demand The main players in our economy The role imports and exports play in an economy. __ __ Year 7 Curriculum Handbook 2015 23 HUMANITIES C O NT I N UE D Civics Being a good citizen My rights and responsibilities as a student and a citizen of Australia The need for laws How Australia is governed? History Civilizations of Rome and China Uncovering the past. Why study history? How do historians research? Their natural environment and how they utilized this Their lifestyles, social structure and culture Their institutions and technologies What caused their decline? What do we owe to these civilizations? SAMPLE ASSESSMENT ACTIVITIES Testing Collating and analysing survey results Researching individually and in small groups Mapping exercises Essay writing Creating and Interpreting maps, diagrams and graphs Constructing timelines Re-creating artifacts Oral Presentations TIME ALLOCATION 7 x 50 minute periods per fortnight for the whole year ENQUIRIES Ms Emma Wakeling Head of Humanities __ __ Year 7 Curriculum Handbook 2015 24 LANGUAGES OTHER THAN ENGLISH (LOTE) RATIONALE LOTE is an essential part of a broad and balanced education for all learners. Students develop communication skills which allow them to gain access to societies beyond their own. These skills benefit the individual, the Australian community and Australia as part of an international community. It affirms the culturally diverse nature of society and the fact that Australians use LOTE in a variety of contexts, including community involvement, business, politics and the arts. LOTE promotes positive cross-cultural relationships by acquiring intercultural capability and contributes to social cohesion. Competent speakers of LOTE make a valuable contribution to the future of Australia, in areas such as trade, the environment, tourism, education, diplomacy, sciences, arts, sport and humanitarian endeavours. Learning LOTE offers students the potential to: Take advantage of the range of post-school options where LOTE can be used including employment, education, training, travel, leisure, community and family involvement. Extends the capability to communicate and extends literacy repertoires. Strengthens understanding of, and respect for, diversity and difference and openness to different perspectives and experiences. Develop understanding of how culture shapes world view and extends the learners understanding of themselves, their own heritage, values, culture, and identity. Strengthens intellectual and analytical capabilities and enhance creative and critical thinking __ __ Year 7 Curriculum Handbook 2015 25 LOTE - FRENCH COURSE OVERVIEW Students begin to understand and use French within the world of their experience. They will exchange simple personal information. By exploring real contexts and language use, students will learn to notice, analyse, make connections and reflect on their own and others’ languages and cultures. UNITS COVERED INCLUDE: Semester 1: Greetings (Salut!) Describing people (Qui est-ce) Animals (Tu aimes les animaux) Semester 2: Family (Ma famille) Food (A Table!) SAMPLE ASSESSMENT ACTIVITIES Listening and reading comprehension tasks Role-play Writing tasks Term tests TIME ALLOCATION 6 x 50 minute periods per fortnight for the whole year ENQUIRIES Mrs Yoshie Burrows Head of LOTE __ __ Year 7 Curriculum Handbook 2015 26 LOTE - JAPANESE COURSE OVERVIEW Students begin to understand and use Japanese within the world of their experience. They exchange simple personal information and the Japanese scripts are introduced. By exploring real context and meaningful language use, students will learn to notice, analyse, make connections and reflect on their own and others’ languages and cultures. THE CONCEPTS COVERED ARE: Semester 1: Meet the teenagers At the Japanese Restaurant My friend Semester 2: My Family My Town Cats and Dogs SAMPLE ASSESSMENT ACTIVITIES Listening and reading comprehension tasks Role-play Hiragana tests Writing tasks TIME ALLOCATION 6 x 50 minute periods per fortnight for the whole year ENQUIRIES Mrs Yoshie Burrows Head of LOTE __ __ Year 7 Curriculum Handbook 2015 27 MATHEMATICS While Mathematics provides a foundation for a wide range of career paths, it also provides more general skills necessary for day to day life. A basic level of numeracy is required to effectively deal with household bills, shopping, banking, insurance and general budgeting. With increasing use of statistics in the media, an understanding of graphs, percentages and data in general allows for more critical analysis of “facts and figures” presented by news reports in relation to politics, the environment and social developments. Mathematics also develops mental skills which can be applied in other areas of study and in everyday situations. The development of logic and use of different strategies to solve problems are skills fostered by the study of Mathematics. Students also develop the ability to conceptualise two and three dimensional shapes through topics such as geometry. By completing problem-solving reports and projects in Mathematics, students learn to express their ideas, justify theories and explain processes. YEAR 7 CURRICULUM The Year 7 course follows the Australian Curriculum. The Units are made up of sections from each of the Content Strands – Number and Algebra Measurement and Geometry Statistics and Probability NUMBER AND ALGEBRA Students will work through: Index notation Fractions, decimals and percentages Square numbers and square roots Ratios Integers Calculating ‘best buys’ Using variables to represent numbers Working with algebraic expressions Solving equations Plotting points on a number plane Interpreting graphs __ __ Year 7 Curriculum Handbook 2015 28 MATHEMATICS CONT’D MEASUREMENT AND GEOMETRY Calculating area of shapes and volume of prisms Drawing different views of prisms and solids Describe translations, reflections in an axis, rotations and lines of symmetry Investigate parallel lines Classify triangles, describe quadrilaterals and find the angle sum of a quadrilateral STATISTIC AND PROBABILITY Construct sample spaces for single step experiments and determine probabilities for events Identify and investigate numerical data collected from primary and secondary sources. Construct and compare a range of data displays Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data SAMPLE ASSESSMENT ACTIVITIES Construction work Posters Practical activities Revision assignment and topic test for each unit PROGRAM FORMAT The Year 7 Mathematics program has been designed to allow each student to her potential and be provided with the opportunity to achieve success in this subject. The Year 7 Mathematics is structured the following way: Three classes of Year 7 students study mathematics at common times Before every topic, students are pre-tested The results of these tests allow teachers to group students according to ability. Students are grouped in one of three levels Each group works on the same topic; however the same depth of the content is not necessarily covered. There exists the possibility for students to move between these levels given progress and assessment task results. Movement between the levels is fluid and can occur during topics not just at the beginning. __ __ Year 7 Curriculum Handbook 2015 29 It is possible that a student may have one, two or possibly three Mathematics teachers throughout the year. Detailed records will be kept on student progress and parents will receive as much details on progress as always. It must be made clear that students will have every opportunity to move through to Year 8 Mathematics and beyond, regardless of the level in which they have participated in Year 7. ELEMENTARY MATHS MASTERY (EMM) This program is aimed at students whose knowledge and understanding of the various topics is below the standard expected at this year level. This structured program will be incorporated within the classroom and be delivered in conjunction to the Year 7 course. TIME ALLOCATION 9 x 50 minute periods per fortnight for the whole year ENQUIRIES Ms Paula Wheaton Head of Mathematics __ __ Year 7 Curriculum Handbook 2015 30 SCIENCE RATIONALE The primary purpose of Science is to expose all students to a core set of scientific concepts with particular emphasis placed on those concepts and skills which will prepare students to understand an increasingly scientifically complex world. Care is taken to ensure that students study the impact of science on the general community and that students are exposed to the need to evaluate scientific findings. The value of research, scientific modelling and the scientific method of investigating the world are constantly emphasised. The need for clear and accurate communication is emphasised in all written and oral reports. UNITS OF WORK AND COURSE CONTENT Safety and Chemistry Students are made aware of potentially hazardous materials and practices and advised on safe use and practices in the laboratory. They investigate the characteristics of the three states of matter. Diversity and Interdependence Students investigate features of living things and determine their classification into major groups. They examine the similarities between living things and non-living things. They then look at how living things adapt and survive in their environment Interactions between organisms can be represented using food webs. Students investigate these interactions. Earth’s resources Students examine what energy is, how it is that some sources of energy are sustainable or non-sustainable. Forces and Magnetism Students investigate forces and machines and how simple machines work. Earth and Space (Astronomy) Students examine the features of the solar system, how it was created and the motions of the planets, moons, seasons, eclipses and phases of the moon are also investigated. A notion of gravity is introduced. __ __ Year 7 Curriculum Handbook 2015 31 SCIENCE CONTINUED SAMPLE ASSESSMENT ACTIVITIES Library research Participation in various laboratory exercises Completion of a number of practical reports Library research on an astronomical topic. Unit Tests TIME ALLOCATION 7 x 50 minute periods per fortnight for the whole year. ENQUIRIES Ms Natalie Howard Head of Science __ __ Year 7 Curriculum Handbook 2015 32 TECHNOLOGY RATIONALE Technology relates to the equipment and processes that people use to enhance, maintain, manipulate and modify the environment and resources used to support human endeavour. It involves the purposeful application of knowledge, skills, equipment, materials and information to create useful products. Technology education aims to equip students with the knowledge and skills they need to creatively and efficiently solve problems using technology. Students at Loreto College study technology within a variety of contexts – information, food and textiles. They develop familiarity with the use of a wide range of tools and equipment, and their safe use. All technology subjects have a common approach to the development of a technological solution to a problem. This involves researching the problem, designing, producing and evaluating a solution. Students also examine the effects the use of particular technologies or processes have on society and the environment. Technology education programs at Loreto College aim to provide students with the challenge of designing and producing quality products that satisfy the needs of the user and the wider community. __ __ Year 7 Curriculum Handbook 2015 33 TECHNOLOGY - FOODS COURSE OVERVIEW Food Technology involves gaining an understanding of how food is needed for the body’s physical and mental functions and how it can be prepared, stored and presented in different ways. The design process is used. This involves investigating and developing ideas, producing, analyzing and evaluating. UNITS OF WORK AND COURSE CONTENT Safety, hygiene and first aid - students explore and develop skills in safe working practice through investigation of kitchen layout, safety/hygiene and hazards in the kitchen at school and at home. Equipment - Students are shown the correct procedure when using particular equipment in the kitchen. - students practise weight and measurement skills and also investigate food storage techniques. Students are introduced to the ‘design brief’ process, a range of basic skills, methods and terminology. Students also examine aspects of nutrition and a healthy diet i.e. - nutritional significance of various foods. - appropriate cooking methods/techniques. - preparation of recipes to demonstrate appropriate use of the healthy diet pyramid. SAMPLE ASSESSMENT ACTIVITIES Design and create a poster promoting safe work practices Practical reports and investigations on a variety of topics Students are also assessed on the standard of their skills, quality and effort shown in evaluation reports, application to class work, level of organisation and co-operation with others. TIME ALLOCATION 3 x 50 minute periods per fortnight for one semester ENQUIRIES Mrs Thea Mooney Head of Technology __ __ Year 7 Curriculum Handbook 2015 34 TECHNOLOGY - FABRICS UNITS OF WORK AND COURSE CONTENT Tools and equipment use - Students complete a number of introductory exercises on the various pieces of equipment within the classroom. These exercises allow the students to learn to use the equipment competently and safely (especially the electrical equipment – sewing machine, iron). Boxer shorts - Students are presented with a design brief requiring them to decorate a pair of boxer shorts. New skills are introduced to allow them to complete and evaluate this project. Pencil case - Students design, decorate, construct and evaluate a pencil case. The emphasis is on recycling and recreating a fabric. Insertion of a zipper is included. SAMPLE ASSESSMENT ACTIVITIES Journal of classroom activities (design briefs etc) Test on sewing machine and other equipment Completion of production exercises Students are also assessed on aspects such as organisation, ability to follow a design, time management, safe use of equipment, work practices, initiative and problem solving abilities TIME ALLOCATION 3 x 50 minute periods per fortnight for one semester ENQUIRIES Mrs Thea Mooney Head of Technology __ __ Year 7 Curriculum Handbook 2015 35
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