english - innisfail state college · planning a concert tour. duration: ... . understanding film as...

Innisfail State College Curriculum Plan V1.1

Unit 1 Unit 2 Unit 3 Unit 4

English

Communication

Y11

Students examine the use of the Australian stereotype in a rangeof print and visual texts.

Topic/Context: An Australian Snapshot – Representations of Australian Identity

Duration: Term 1

news reports and photos, episodes from TV shows, film – to informtheir learning about what stereotypes are and how they can be usedto position readers, viewers, customers; how they can include or exclude people. Stereotypes of gender, ethnicity, age, class,occupation, appearance etc will be studied.

Content: Students will examine texts such as advertisements, short stories,

influence opinions, construct news angles and to inform and entertain us.

Unit intent: Students will learn how stereotypes can be used to sell products,

. 3-level guide

. relevant vocabulary and spelling

Links to Literacy Agenda:

. what is a stereotype?

. how stereotypes are used in advertising

. stereotypes in literary and non-literary texts

. descriptive language (people and places)

. speaking skills – verbal and non-verbal

. research – famous Australians

. visual literacy – and the language to explain elements

. reading for literal and inferred meaning

. vocabulary

. past tense

. sentence construction/grammar

. paragraph construction

Subject-specific skills explicitly taught:

Topic/Context: Rock On! Planning a concert tour.Duration: Term 2

concert tour allows students to engage in a wide range ofreading, writing, ICT and research tasks. Students must write a PressRelease for the band tour; design a CD cover; plan travel andaccommodation.

Unit Intent: Using the scenario of forming a band and organising a

Vocabulary and spellingParagraph writing

Links to ISC Literacy Agenda:

Reading timetablesPlanning flight times

Links to ISC Numeracy Agenda:

Use of on-line travel and booking sites eg Wot If; Airline schedules.Using digital cameras and photograph editing software.Using Publisher

ICT capability enhanced by:

. using correct genres for different written elements

. including relevant and sufficient subject matter

. using correct tone and vocabulary for each task

. correct spelling

. sentence and paragraph construction

. use of digital camera – taking photos; downloading; manipulating

. using real websites to plan travel and accommodation

. reading maps

. working in groups

. working independently

. researching, planning, drafting, editing

. time management


11 English Communication

Film unitUnit: Don’t Give Up

Duration: 8 weeks

and learn the persuasive techniques of film reviews.

inspire in some way. They learn about film techniques

Unit Intent: Students view feature films which are designed to

Subject-Specific Skills:

. understanding film as an example of a literary text/narrative

. identifying narrative structure in film

. developing and justifying own opinion

. review genre and vocabulary

. justifying opinion

. research skills. time management

. planning , drafting, proof-reading, editing

. PEEL paragraph writing

. sentence structure – compound and complex sentences

Assessment Assessment Tasks:

assignment.Task 1: Spoken – Biographical Recount ( an Australian I admire)

exam.Task 2: Written – Response to Stimulus – an Australian Stereotype

Assessment Task: Written – folio of documents supporting band tour.

Assessment:

Spoken film reviewTask 4.1 Spoken Assignment Week 7/8


English Y11 Topic/Context: The Face of Australia – exploring Australian Identity through textsDuration: Term 1Content: Examining Australia’s cultural identity, including indigenous perspectives, through literary and non-literary texts – short story, poetry, film, documentary, journals.Unit Intent: Students to develop a critical understanding of what it means to be Australian through close analysis of the language and visual language of texts.

Explicit teaching of literacy through teaching of grammar and generic structures, vocabulary and logical organisation of ideas.

Links to Literacy Agenda:

. reading, writing and viewing

. positioning of readers/audience

. narrative genre

. description/setting

. paragraph construction/topic sentences

. visual literacy – using language to understand film texts

. exposition – analysis, evaluation, justification

. planning, drafting, proof-reading, editing

. teaching of appropriate vocabulary, including those needed for essay-writing eg conjunctions, modifiers


Topic/Context: HAMLET – students read the entire play text.

Unit Intent: They learn about Shakespeare’s world and the language and dramatic conventions he used. Students analyse the character of Hamlet. They further develop analytical essay-writing skills.

Vocabulary development Paragraph writing


Roman numeralsLinks to ISC Numeracy Agenda:

. vocabulary – origins of modern English words and sayings

. iambic pentameter

. rhyming couplets

. plot and character development

. teaching of expository essay genre patterns

. selecting appropriate evidence and quotes from text

. in-text referencing

. grammar and sentence structures

. paragraph writing; topic sentences; linking words

. cultural and historical underpinnings of the text

. representation of character

. text translation


11 Authority English

Unit: News Media and Technology

Duration: 8 weeks

technology and social media. They learn to develop opinions whichare supported by justification. Wide reading and viewing of currentissues in news media texts.

Unit Intent: Students study the way news media has become linked to

Subject-Specific Skills:

. reading and viewing media texts – written, visual, on-line/current media issues. the power of positioning and bias in media texts. deconstructing and analysing media texts. analysis and evaluation. supporting opinion with justification. structuring opinion texts. control of language including grammar, spelling and punctuation. extension of vocabulary – media and issues-based

Assessment Assessment Tasks: Task 1- Written Imaginative - Narrative (Assignment)Task 2 – Spoken Persuasive - speech

Assessment Task: Analytical essay – exam conditions. Based on stimulus material. 1 week to plan response.

Written under exam conditions.

(Week 8)

EnglishThursday, 13 December 201210:43 AM

Year 11

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MathsThursday, 13 December 201212:29 PM

Year 11

Chemistry

senior wor...

Biology

--------- Bio...

Marine Studies

Marine St...


Biology Y11 Topic/Context: THE GARDEN OF EDEN

Duration: 10 WEEKSContent descriptors:

KEY CONCPETS KEY IEAS

1. Cells are the functioning units of all living things.

2. Multicellular organisms are functioning sets of interrelated systems.

6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

1.Cells have a chemical composition that must be maintained for the continued life of the cell.

2.Organelles contribute to the structure and functioning of eukaryotic cells.

3.There are different types of cells and the ways they are organised influences their functioning.

4.Energy required by all living things is obtained in different ways.

17.Living things employ a variety of reproductive strategies.

5.Cell division is an integral part of growth and reproduction.

9.Different types of multicellular organisms have different roles in an environment.

16.An organism has adaptations specific to its environment.26. Humans group organisms in a variety of ways to make sense of diversity and to aid communication.

Unit Intent:Students will be exposed to how life came about and the immenseness of the geological time scale. This will be followed by the requirements for life to evolve, the different environments on Earth and the diversity of life which have evolved in each environment.Students will then explore the different types of cells and organisms and the cellular differences between them.This second part of the unit focuses on the adaptations and unique characteristics of organisms which can be used to classify species using dichotomous keys and Linnaean classification. Students will learn the major kingdoms and phyla and the characteristic which can be used to classify them.

Criteria addressed: Made links between microbiology concepts to reveal meaningful interrelationships

Applied knowledge and understanding to a range of complex and challenging task

Formulated justified researchable questions

Designed, modified and implemented an investigation

Collected and organised data to identify trends and interrelationships

Interpreted and critically analysed results with links to microbiology principles to draw conclusions related to the question

Evaluated the design of the investigation and reflected on the adequacy of the data collected and proposed refinements

Gathered, critically analysed and evaluated information and data from a variety of valid and reliable sources

Integrated the information and data and made justified and responsible decisions

Considered alternatives and predictions relevant in past, present and future of the biological contexts.

Links to ISC literacy agenda

Links to ISC numeracy agenda

ICT capability enhanced byMS WordMS XCELDigital camerasOnline Research

Subject specific skills explicitly taught

Analysis of data

Evidence based conclusions

Dissections

Microscopes

Microbiological techniques

Aseptic techniques

EEI report writing

Observations

Predictions

Research

Topic/Context: ASSIMLATING INPUTS & OUTPUTS

Duration: 10 weeksContent descriptors:




3. Organisms live an interdependent existence in environments to which they are adapted.

4. A variety of mechanisms results in continual change at all levels of the natural world.

5. There are processes that maintain dynamic equilibrium at all organisational levels.

1.Cells have a chemical composition that must be maintained for the continued life of the cell.

2.Organelles contribute to the structure and functioning of eukaryotic cells.

3.There are different types of cells and the ways they are organised influences their functioning.

4Energy required by all living things is obtained in different ways.

6.The set of systems comprising an organism enables it to function in its environment.7. All systems are interrelated and interdependent8. Systems of the body work together to maintain a constant internal environment.

10. Malfunctioning in one system or part of a system may affect the whole organism.

11. The external features and internal functioning of organisms together enable an organism to obtain its needs.

16. An organism has adaptations specific to its environment.17.Living things employ a variety of reproductive strategies.

Unit Intent:Initially, students will study the requirements for respiration for all cells and the difficulties to be overcome by organisms in obtaining necessary requirements and removing wastes. This begins beginning with simple cells and progressing to complex organisms which have developed complex systems of tissues and organs to provide the essentials for biochemical respiration and gas exchange.In the second part of the unit, students will study the methods of attaining and assimilating the nutrients required to provide the energy for respiration. Again the study will begin with the simple diffusion of molecules across the cell membranes to phagocytosis, to the development of complex digestive systems for the breaking down, absorption and assimilation of nutrients. This will be compared to the methods of absorption and assimilation of the required nutrients by plants. All concepts will be taught in the context and framework of homeostasis and management of the internal environment through a balance of inputs and outputs.

Criteria Addressed: Made links between microbiology concepts to reveal meaningful interrelationships






ICT capability enhanced by

Subject specific skills explicitly taughtAnalysis of dataEvidence based conclusionsSynthesis of information

Topic/Context: TRASPORTING INPUTS & OUTPUTS








1. Cells have a chemical composition that must be maintained for the continued life of the cell.

2. Organelles contribute to the structure and functioning of eukaryotic cells.

3. There are different types of cells and the ways they are organised influences their functioning.

4. Energy required by all living things is obtained in different ways.

6. The set of systems comprising an organism enables it to function in its environment.7. All systems are interrelated and interdependent

8. Systems of the body work together to maintain a constant internal environment.

10.Malfunctioning in one system or part of a system may affect the whole organism.

11.The external features and internal functioning of organisms together enable an organism to obtain its needs.

16.An organism has adaptations specific to its environment.17. Living things employ a variety of reproductive strategies.

Unit Intent:After studying the biochemical process and requirements of cells in terms of respiration and photosynthesis, it becomes obvious that the wastes and by-products require disposal and that the inputs must be delivered to the site of respiration. Single cells are able to do this easily from plankton to bacteria. However, once again, the increasing complexity of multicellular plants and animals require much more complex tissues and systems to provide the requirements for respiration and remove the wastes from the body of the plant or animal.The students will compare and contrast the systems for transport of metabolic requirements to the mitochondria and the wastes from the cell’s environment. They will compare single celled plants and animals, moving through the phyla to look at the different methods in increasingly complex plants and animals. The major focus will be the human circulatory and excretory systems and the homeostatic balances they provide.








ICT capability enhanced byMS WordMS XCELOnline research

Subject specific skills explicitly taughtEvidence based conclusionsAnalysis of informationSynthesising informationEvaluating sources of informationIntegrating information

Topic/Context: HUMANS IN THE BIOSPHERE






4. Energy required by all living things is obtained in different ways.

9. Different types of multicellular organisms have different roles in an environment.

11. The external features and internal functioning of organisms together enable an organism to obtain its needs.

12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities.

13. Energy and matter move within ecosystems.

14. Human actions have significant impacts on interactions within an environment.

15. Different organisms perform different interdependent roles in an ecosystem.

17. Living things employ a variety of reproductive strategies.

16. An organism has adaptations specific to its environment.

20. The activity of organisms changes the environment.

21. Evidence shows that organisms and ecosystems change through time.

Unit Intent:

All organisms are part of an ecosystem. Ecology is the study of ecosystems, the abiotic factors which affect them and the the interactions of the organisms in them. Changes in ecosystems can be natural or due to the actions of humans. Students will be able to use a variety of accepted methods in studying local ecosystems. A large emphasis is placed on the role of humans as custodians of the planet.



Formulated justified researchable questions

Designed, modified and implemented an investigation

Collected and organised data to identify trends and interrelationships

Interpreted and critically analysed results with links to microbiology principles to draw conclusions related to the question

Evaluated the design of the investigation and reflected on the adequacy of the data collected and proposed refinements






ICT capability enhanced byMS WordMS XCELOnline research

Subject specific skills explicitly taughtAnalysis of dataEvidence based conclusionsObservationsPredictionsExperimental designProcedural modificationEEI report writing

Assessment Assessment Task 1:EEI - MICROBIOLOGY

Genre: EEI Prac Report

Assessment Task 2:UB and EBI exam

Genre: Exam

Assessment Task 1:UB and EBI exam

Genre: Exam

Assessment Task 1:Medical intervention for a failing body system

Genre: ER –Research task and oral

Assessment Task 1:Response to stimulus under exam conditions

Genre: ER – extended response

Assessment Task 2:EEI - Orpheus

Genre: EEI – Prac repor

ScienceThursday, 13 December 201212:29 PM

Year 11


Unit 1 Unit 2

Modern History

Y11 Topic/Context:

Nationalism in Indonesia

Duration:

Term 1 (8 weeks)

Content Descriptors:

Senior Modern History Syllabus

- Key content ideas (page 30)

Unit Intent:

Students investigate the transformation of a national consciousness into a dominant ideology, nationalism, and the role it played in the formation of the nation of Indonesia.

W.O.W:

Historical Inquiry

Identify historical issues for investigation

Develop research questions and sub-questions to investigate issues

Make judgments about the issues


Spelling of key words

3-Level guide to comprehension

PEEL writing structure

Paragraph writing


Reading maps, tables and graphs

Interpreting information from maps, tables, diagrams and graphs


Use of MS Word

Use of MS PowerPoint

Use of online research

Subject specific skills explicitly taught:

Summarising

Explanation writing

Paragraph writing

Essay Writing

Research skills


Topic/Context:

A study of the development and propagation of ideologies

Duration:

Term 2 (8 weeks)




Unit Intent:

Students investigate the nature of ideologies and investigate how ideologies have had an influence on history.

W.O.W:

Historical Inquiry



Make judgements about the issues





Paragraph writing

Links to ICS Numeracy Agenda:




Use of MS Word




Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills

Constructing a bibliography


Assessment Assessment Task:

Extended Written Response Essay Test

Genre:

Essay format

Assessment Task:

Written Research Assignment

Genre:

Essay format

Assessment Task:Short Response Test

Genre:Written test format

Unit 3 Unit 4

Topic/Context:

Studies of conflict-Superpower relations post 1945-The

Cold War

Duration:

Term 3 (9 weeks)




Unit Intent:

Students investigate the ideological nature of conflict by investigating the origins of the Cold War as well as the key events during the war and their effect on superpower relations.

W.O.W:

Historical Inquiry



Make judgments about the issues





Paragraph writing





Use of MS Word




Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills



Topic/Context:

Studies of conflict-A twentieth century conflict-The

Vietnam War

Duration:

Term 4 (8 weeks)




Unit Intent:

Students investigate the ideological nature of conflict by investigating the origins of the Vietnam War as well as the key events during the war and their effect on superpower relations.

W.O.W:

Historical Inquiry



Make judgements about the issues





Paragraph writing





Use of MS Word




Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills


Assessment Task:

Oral Research Assignment

Genre:

Multi-modal oral presentation format

Assessment Task:

Extended Written Response Essay Test

Genre:

Essay formatSalient Features:

Analysis, Synthesis, Evaluation, Decision-making

Assessment Task:

Response to Stimulus Material Test

Genre:

Written test format

Salient Features:Comprehension, Interpretation, Synthesis, Evaluation

HistoryThursday, 13 December 201212:29 PM

Year 11






Unit 1 Unit 2

Geography Y11 Topic/Context:

Responding to natural hazards

Duration:

Term 1 (8 weeks)


Senior Geography Syllabus

- Key content ideas (page 25-26)

Unit Intent:

Students investigate the characteristics of natural hazards across a number of scales of study by investigating the location, cause, effects and management of natural hazards

W.O.W:

Geographical Inquiry

What and where are the patterns of natural hazards?

How and why do these patterns of natural hazards occur?

What are the impacts of natural hazards?

What is being done or what could be done to sustainably manage the impacts of natural hazards?




Paragraph writing


Measuring

Calculating

Drawing tables and graphs

Interpreting information from maps, tables and graphs


Use of maps

Use of spatial technologies



Summarising

Explanation writing

Paragraph writing

Research skills

Constructing maps, tables and graphs


Topic/Context:

Managing beach areas

Duration:

Term 2 (8 weeks)


Definition of a beach system

Natural beach system processes

Impacts of beach erosion

Management of beach erosion

Unit Intent:

Students investigate the nature of beach erosion and investigate beach erosion management strategies

W.O.W:


What and where are the patterns of beach erosion?

How and why do the patterns of beach erosion occur?

What are the impacts of beach erosion?

What is being done or what could be done to sustainably manage the impacts of beach erosion?




Paragraph writing


Measuring

Calculating




Use of maps

Use of online maps


Use of MS Word

Use of MS Excel



Summarising

Explanation writing

Paragraph writing

Report Writing

Research skills





Short Response Test

Genre:

Written test format

Assessment Task:

Practical Exercise Test

Genre:

Written test format

Assessment Task:

Short Response Test

Genre:

Written test format

Assessment Task:Report, based on primary data

Genre:Report format

Unit 3 Unit 4

Topic/Context:

Feeding the world’s people

Duration:

Term 3 (9 weeks)




Unit Intent:

Students investigate the nature of the global patterns of production and consumption of food and the challenges of providing food needs for the world’s rapidly increasing population

W.O.W:


What and where are the patterns of world food production and consumption?

How and why do these patterns of occur?

What are the impacts of feeding the world’s population?

What is being done or what could be done to sustainably manage the process of feeding the world’s population?




Paragraph writing


Calculating




Use of maps

Use of online maps

Use of MS Excel




Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills



Topic/Context:

Exploring the geography of disease

Duration:

Term 4 (8 weeks)




Unit Intent:

Students investigate the nature of the spatial patterns of diseases across the world and the strategies used to limit and control the impact of these diseases

W.O.W:


What and where are the patterns of disease?

How and why do the patterns of disease occur?

What are the impacts of world diseases?

What is being done or what could be done to sustainably manage the impacts of world diseases?




Paragraph writing


Calculating




Use of maps

Use of online maps

Use of MS Word

Use of MS Excel




Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills



Assessment Task:

Short Response Test

Genre:

Written test format

Assessment Task:

Stimulus Response Essay Test

Genre:

Essay format

Salient Features:

Comprehension, Interpretation, Analysis, Synthesis, Evaluation, Decision-making

Assessment Task:

Stimulus Response Essay Test

Genre:

Essay formatAssessment Task:Short Response TestGenre:Written test format

Salient Features:

Comprehension, Interpretation, Analysis, Synthesis, Evaluation, Decision-making

GeographyThursday, 13 December 201212:30 PM

Year 11





Unit 1 Unit 2

Business Communication and

Technologies

Y11 Topic/Context:

Business environments

Duration:

Term 1 (8 weeks)


Senior Business Communication and Technologies Syllabus


Unit Intent:

Students investigate the dynamic nature of business environments and the framework of operation for business organisations.

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing


Reading tables and graphs

Interpreting information from tables, diagrams and graphs


Use of MS Word




Summarising

Paragraph writing

Research skills

Computer based skills


Topic/Context:

Managing workplace information

Duration:

Term 2 (8 weeks)




Unit Intent:

Students investigate the nature of business information and the way business organisations capture, store and account for their information.

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing





Use of MS Word

Use of MS Excel




Summarising

Paragraph writing

Research skills




Short and Extended Response Test

Genre:

Written test format

Assessment Task:

Extended Response Test

Genre:

Written test format

Unit 1 Unit 2

Accounting Y11 Topic/Context:

Introduction to accounting

Duration:

Term 1 (8 weeks)


Senior Accounting Syllabus


Unit Intent:

Students investigate the overall business characteristics relating to the world of accounting

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing


Number facts

Constructing tables of information

Interpreting information from tables and diagrams


Use of MS Word

Use of MS Excel

Use of accounting computer packages



Summarising

Paragraph writing

Research skills

ICT skills


Topic/Context:

Accounting reporting procedures

Duration:

Term 2 (8 weeks)




Unit Intent:

Students investigate the reporting procedures used in financial accounting

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing


Number facts




Use of MS Word

Use of MS Excel

Use of Spreadsheeting




Summarising

Paragraph writing

Research skills

ICT skills



Practical Short Response Test

Genre:

Written test format

Assessment Task:

Practical Extended Response Test

Genre:

Written test format

Unit 1 Unit 2

Tourism Y11 Topic/Context:

The nature of tourism

Duration:

Term 1 (8 weeks)


Senior Tourism SAS


Unit Intent:

Students investigate the broad characteristics of tourism, the spatial location of tourism and the social and environmental implications of tourism.

W.O.W:

Inquiry/Investigation process

What and where?

How and why?

What impacts/consequences?

What is being done or what could be done?





Paragraph writing


Drawing graphs

Topic/Context:

Tourism in the local area

Duration:

Term 2 (8 weeks)


Senior Tourism SAS


Unit Intent:

Students investigate the characteristics of tourism within the Far North Queensland region.

W.O.W:


What and where?

How and why?







Paragraph writing


Drawing graphs

Unit 3 Unit 4

Topic/Context:

Workplace health, safety and sustainability

Duration:

Term 3 (9 weeks)




Unit Intent:

Students investigate the nature of workplace health and safety in the business world and the healthy and sustainable work practices required for the 21st century.

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing





Use of MS Word

Use of MS Excel




Summarising

Paragraph writing

Research skills




Topic/Context:

Industrial relations

Duration:

Term 4 (8 weeks)




Unit Intent:

Students investigate the dynamic nature of industrial relations within the workplace in order to ensure a harmonious work environment.

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing





Use of MS Word

Use of MS Excel




Summarising

Paragraph writing

Research skills



Assessment Task:

Extended Response Research Task

Genre:

Multi-modal format

Assessment Task:

Short and Extended Response Test

Genre:

Written test format

Salient Features:

Responses on Knowing and understanding business, Investigating business issues, and Evaluating business decisions

Assessment Task:

Extended Response Test

Genre:

Written test format

Salient Features:

Extended response on Knowing and understanding business, Investigating business issues ,and Evaluating business decisions

Unit 3 Unit 4

Topic/Context:

Accounting for Non-Current Assets

Analysis of Financial Reports - Spreadsheet

Duration:

Term 3 (9 weeks)



- Key content ideas (page 5 - 6)

Unit Intent:

Students investigate the nature of non-current assets in the world of accounting and also investigate how a spreadsheet is used to analyse financial reports.

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing


Number facts




Use of MS Word

Use of MS Excel

Use of Spreadsheets




Summarising

Paragraph writing

Research skills

ICT skills

Creating spreadsheets


Topic/Context:

Budgeting - Spreadsheet

Duration:

Term 4 (8 weeks)




Unit Intent:

Students investigate the procedures for preparing cash budgets using spreadsheeting techniques and also investigate how to interpret these budgets.

W.O.W:

Inquiry process

Investigate

Interpret

Analyse

Evaluate




Paragraph writing


Number facts




Use of MS Word

Use of MS Excel

Use of Spreadsheets




Summarising

Paragraph writing

Research skills

ICT skills

Creating spreadsheets


Assessment Task:


Genre:

Written test format

Assessment Task:


Genre:

Written test format

Salient Features:

Responses on Knowledge and procedural practices , Interpretation and evaluation , and Applied practical processes

Assessment Task:

Practical Test

Genre:

Written and computer generated test format

Salient Features:

Responses on Applied practical processes

Unit 3 Unit 4

Topic/Context:

Tourism Information

Duration:

Term 3 (9 weeks)


Senior Tourism SAS


Unit Intent:

Students investigate the various sources and types of tourism information in order to make informed decisions about tourism issues.

W.O.W:


What and where?

How and why?







Paragraph writing


Topic/Context:

Australian destinations and attractions

Duration:

Term 4 (8 weeks)


Senior Tourism SAS


Unit Intent:

Students investigate the characteristics of Australian tourist destinations and their significance for both the domestic and international markets.

W.O.W:


What and where?

How and why?







Paragraph writing


Drawing graphs

Business, Accounting and TourismSunday, 24 March 20134:21 PM

Year 11






Paragraph writing


Drawing graphs

Reading tables



Use of maps


Use of MS Word



Summarising

Explanation writing

Paragraph writing

Research skills







Paragraph writing


Drawing graphs

Reading tables



Use of maps


Use of MS Word

Use of MS Publisher



Summarising

Explanation writing

Paragraph writing

Research skills





Genre:

Written test format

Assessment Task:

Short Response Test

Genre:

Written test format

Assessment Task:

Research Project Task

Genre:

Information pamphlet






Paragraph writing


Drawing graphs

Reading tables



Use of maps


Use of MS Word



Summarising

Explanation writing

Paragraph writing

Research skills







Paragraph writing


Drawing graphs

Reading tables



Use of maps


Use of MS Word

Use of MS Publisher



Summarising

Explanation writing

Paragraph writing

Research skills




Assessment Task:

Short Response Test

Genre:

Written test format

Assessment Task:


Genre:

Written test format

Salient Features:

Short responses on Knowledge and Understanding , Analysing Information, and Communication Skills

Assessment Task:

Non-Written Research Task

Genre:

Multi-Modal oral presentation format

Salient Features:

Extended response on Knowledge and Understanding , Analysing Information, and Communication Skills

Year 11






Health Education

Y11 Topic/Context: Teenage Eating Patterns

Duration: 10 weeks

Content descriptors: Poor eating behaviours and practices are increasing in today’s society.

Unit Intent: Issue Statement: How can I control risk-taking behaviors in my own nutrition, limit barriers and negative influences, and improve my quality of life and life expectation?

Locate and recall information including primary and secondary data on health issues

Understand health promotion theories, concepts and strategies

Use textual features in the conventions of communication

W.O.W:

select and analyse data and information on health issues

analyse health issues the barriers and facilities

apply genre conventions.

synthesise information on health issues to make d

evaluate data and justify recommendations, conclusions, strategies and actions.

make decisions about strategies to communicate ideas.


PEEL writing

3 level guide

Subject specific spelling


Online research

Nutrition

Health promotion strategies


Topic/Context: Cyber Bullying

Duration: 7 weeks

Content descriptors: The anonymity and ease of communication in virtual communication environments create a vehicle for bullying, harassment and defamation; harmful actions can make cyberspace a dangerous place.

Unit Intent:

Issue Statement: How can I ensure I remain cyber safe and limit dangers associated with virtual forms of communication that are harmful to my personal wellbeing?

W.O.W:

• Locate and recall information including primary and secondary data on health issues

• Understand health promotion theories, concepts and strategies

• Use textual features in the conventions of communication

• select and analyse data and information on health issues

• analyse health issues the barriers and facilities

• apply genre conventions.

• synthesise information on health issues to make d

• evaluate data and justify recommendations, conclusions, strategies and actions.

• make decisions about strategies to communicate ideas.


3 Level Guide•

PEEL writing•

Subject specific spelling•

Online research


Cyber safety



Topic/Context: Binge Drinking

Duration: 9 weeks

Content descriptors: . High level of binge drinking in the peer group has major impacts on health status of this population

Unit Intent:

Issue Statement: Alcohol use and abuse is a major health concern for adolescents, particularly because of the associated risk taking behaviours. How can the peer group respond to reduce the harm caused by alcohol abuse and risk taking behaviours?









• make decisions about strategies to communicate ideas

W.O.W:


PEEL writing

3 level guide


Online research


Impacts of alcohol on society



Topic/Context: Domestic Violence

Duration: 9 weeks

Content Descriptors: High levels of domestic violence in the Innisfail community and in particular the indigenous community.

Unit Intent:

Issue Statement: To what extent are health services able to improve the health of all family members experiencing domestic violence.









• make decisions about strategies to communicate ideas

W.O.W:


PEEL writing

3 level guide


Online research


Domestic violence



Assessment

Assessment Task: Analyse individual diet and make recommendations to improve own health.

Genre: Written Report (800 – 1000 words, 4weeks preparation, access to library, computer lab, health experts)

Assessment Task: Analyse your own digital footprint and management of information communication technologies. Identify any problem areas and future consequences for your health. Develop strategies to improve your cyber safety .Genre: Written Report (800 – 1000 words, 4weeks preparation, access to library, computer lab, health experts)

Assessment Task: Focus – Students develop and implement a health promotion initiative that skills the year 11 students in preventing risk taking behaviours and harm associated with the consumption of alcohol. Students evaluate the effectiveness of their strategy in addressing the significant barriers and make recommendations for improvements based on the evaluation of primary and secondary data.

Genre : . Research report ( 800 - 1000 words, 4 weeks preparation, access to library, computer lab, health experts), Spoken/Multi modal presentation (3-5 mins)

Assessment Task: Focus: How can the Innisfail State College community take action to skill and support ISC students from the harm of domestic violence?

Genre: Supervised Written Assessment. (supervised, seen stimulus and question, open book, 90 minutes,500-700 words).


Physical Education

Y11 Topic/Context: Motor Learning and Individual direct interceptive activities e.g. Badminton

Duration: 10 weeks

Content descriptors: Focus Area A: Learning physical skills, How are skills learned, implemented, maintained and enhanced?

Unit Intent: Students develop an understanding of motor learning to help improve team and individual performance in physical activities

W.O.W:

reproduce physical responses, meeting the requirements of physical performance contexts

demonstrate through physical responses an understanding of safety, rules, learned and rehearsed skills, tactics and strategies

identify, describe, recall and comprehend facts, definitions, terminology and principles as they relate to various contexts through the study, observation of, and engagement in, physical activity

use textual features in the conventions of communication

apply and integrate information in the performance of physical responses

analyse and apply performance strategies as individuals, and in

Topic/Context: Sport Psychology and Performance Activity e.g. golf, canoeing

Duration: 10 weeks

Content descriptors: Focus Area A: Learning physical skills, How are skills learned, implemented, maintained and enhanced?

Unit Intent: students develop an understanding of psychology theory influence participation, learning of and performance in physical activities?


W.O.W:





analyse and apply performance strategies as individuals, and in groups and teams

select, interpret, analyse and manipulate information related to the focus areas and performance in physical activities


modify physical responses based on informed reflective

Topic/Context: Exercise Physiology and Team direct interceptive Activities e.g.touch

Duration: 10 weeks

Content descriptors: Focus Area B: Process and effects of training and exercise — How can an understanding of physiology of exercise, training and program development improve team and individual performance?

.

Unit Intent: Students will gain an understanding of how energy systems help and improve team and individual performance in physical activities, how exercise physiology principles help and improve team and individual performance and how training program design helps improve individual performance in physical activities.


W.O.W:








modify physical responses based on informed reflective decision making in varying physical performance environments

initiate change and demonstrate solutions in team and group physical

Topic/Context: Figueroas Framework and Team Direct interceptive activities e.g. Futsal

Duration: 10 weeks

Content descriptors: Focus Area C: Equity and access to exercise, sport and physical activity in Australian society — What are the influences that shape personal, team and community participation and appreciation of sport and physical activity within Australian society?

Unit Intent: Students develop an understanding of how individual, interpersonal, institutional, structural and cultural factors shaped participation in physical activity of self, peers and community


W.O.W:




HPEThursday, 13 December 201212:30 PM

Year 11

strategies as individuals, and in groups and teams




initiate change and demonstrate solutions in team and group physical performance

evaluate, predict and justify probable and possible outcomes of actions, plans and decisions



3 Level Guide•

PEEL writing•


Online research


Characteristic of the learner

Characteristics of the task

Practice

Feedback

Judging the quality of physical skills

models of coaching

Analysing and Classifying physical skills







3 Level Guide•

PEEL writing•


Online research


Motivation, arousal and performance

Information processing

Team dynamics

Imagery and visualisation

Feedback mechanisms






PEEL writing

3 level guide



• Units of measurement

• Conversions of numbers to different form

Online research


The three energy systems

Limitations

Percentage use of energy systems in physical activities

Exercise Physiology principles

Types of fitness

Components of types of fitness

Training principles

Training methods

Measurement and evaluation of physical performance capacities.

evaluation and modification of training programs and programming


conventions of communication










PEEL writing

3 level guide



Online research

Figuearoas Framework

Individual level

Interpersonal level

Institutional level

Structural level

Cultural level


Assessment

Assessment Task: Analyse and evaluate your performance in a badminton skill in terms of the principles of Motor Learning. Write 3 training sessions to improve your performance in that skill and justify these training sessions in terms of Motor Learning Principles.Genre: Analytical Exposition – Essay

800-1000 words

Assessment Task: Analyse and evaluate the various psychological approaches on your canoeing performance. Recommend psychological approaches that will increase you canoeing performance.Genre: Supervised Written Assessment Seen 500 – 700 words. 90min.

Assessment Task: TASK EXAMPLE

Analyse and evaluate the seasonal touch training program in terms of effectiveness and suitability to your personal requirements for touch

Genre : Research Assessment, Multi-Modal presentation. 3-5 minutes.

Assessment Task: Reflect on the impact media has had in forming your opinions about gender and media’s impact on gender access to sport.

Genre: Supervised Written Assessment, Unseen , 500 – 700 words.

90min


Recreation Y11 Topic/Context: Basketball and Tournament Organisation

Duration: 10 weeks

Content descriptors:

Safety, risk awareness and health concerns —evaluating strategies to promote health and safety

Interpersonal and group dynamics— investigating personal and interpersonal skills to achieve goals.

Unit Intent: Students develop an understanding of organising and running sporting events and playing basketball

W.O.W:

engaging in recreation activities

developing techniques and physical responses

observing physical performances in recreation activities

gathering, recalling and comprehending information from sources such as books, journals, videos, databases, websites

involvement with visual and auditory media

transcribing information

using technology

performing in recreation activities appropriate to given situations

performing simple and complex techniques and physical responses as individuals and as team members

reproducing movement patterns

practising movement patterns

combining movement patterns to perform physical responses

working with others and in teams

adjusting performance in recreation activities to changing situations

combining movement patterns to form complex skills and skill combinations as an individual and in groups

adapting, improvising, composing and improving movement patterns appropriate to given situations and to changing situations

responding appropriately to given and changing scenarios


Topic/Context: Badminton and Officating

Duration: 10 weeks


Interpersonal and group dynamics— investigating personal and interpersonal skills to achieve goals.


Unit Intent:

Students develop skills to officiate and referee badminton games.







using technology











W.O.W:


3 Level Guide•

PEEL writing•


Topic/Context: Health and Fitness/Touch and Oz tag

Duration: 10 weeks

Recreation, you and the community —examining the effects of recreation on individuals and communities

Physical activity and healthy lifestyle—investigating the role of physical activity in maintaining good health


Content descriptors: .

Unit Intent: Students develop an understanding of the importance of health and fitness to society and performance in sport.







using technology











W.O.W:


PEEL writing

3 level guide

Topic/Context: Recreation in Australian Society and Golf

Duration: 8 weeks

Recreation, you and the community —examining the effects of recreation on individuals and communities

Physical activity and healthy lifestyle—investigating the role of physical activity in maintaining good health


Unit Intent: Students develop an understanding of the role Recreation plays within the local community.







using technology











W.O.W:


PEEL writing

3 level guide


Year 11


PEEL writing

3 level guide



Online research

designing and running tournaments

Gross motor movements


Online research


Officiating



3 level guide


Online research


Exercise Physiology



Online research


Sociology

Gross Motor Movements


Assessment Assessment Task: Design, implement and evaluate the running of a lunchtime basketball competition

Genre: Integrated task, Written tournament plan/ evaluation and observations of basketball tournament organisation

Assessment Task: Written exam assessing students knowledge of Badminton rules and the importance or rules and safety in sport.

Genre: Written exam

Assessment Task : Students design a 6 week training program to improve their performance in Touch.

Genre : . Report

Assessment Task: students investigate factors that influence participation in golf/ cricket in the local area

Genre: Report


Certificate II in Community Activities

Certificate III in Fitness

Year 11





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TechnologyThursday, 13 December 201212:30 PM

Year 11





Unit 1 Unit 2 Unit 3

Music 11 & 12 OP Topic/Context: Music of the Theatre

Duration: 15 weeks


Unit Intent: An exploration of a range of styles and genres from music of the theatre. The styles chosen could range from opera to musical and rock opera, ballet, and theatre from other cultures.

W.O.W:

Deconstructing different forms of musical theatre repertoire.

Identifying and comparing different types of songs from musicals

Composing songs in the style of compositions from musicals

Rehearsing a piece from musical theatre

Realising a score


Construct PEEL paragraphs for analysing repertoire task.

Use correct spelling, punctuation and grammar to construct responding task.


Discover and learn patterns for musical knowledge skills


Word process analysing repertoire task

Compose using GarageBand and other software


Compare contrast essay writing

Performing requirementsComposing in musical theatre structures

Topic/Context: Borrowing, Quoting, Stealing – The Ethical Side

Duration: 15 weeks


Unit Intent: This unit focuses on the exploration of the borrowing of musical ideas amongst composers and songwriters. It will have a particular focus on how the use of classical musical ideas are used in many contemporary songs.

W.O.W: Determine the originality of a range of different styles of compositions where the borrowing of musical ideas is evident.Analyse repertoire to discover how composers develop genres and styles through musical elements, compositional devices and evolving compositional techniquesRehearsing to improve accuracyNotate melodies and rhythms used in repertoire studiedCompose original works using compositional techniques studied in classExplore the characteristics and compositional devices of selected styles











Performing requirementsComposing using borrowed musical ideas without plagiarising work

Topic/Context: Making a Musical Statement

Duration: 6-8 weeks


Unit Intent: Throughout this final phase, students negotiate a specific focus with class teachers to explore their own specialised interest. As this is post-verification for year 12 students, decisions could be based on interest or to provide improvement by subsequent summative assessment.

W.O.W: Researching and analysing the music of a chosen topic.Synthesising research with the discerning of musical characteristics of the repertoire related to the chosen topicApplying concepts and characteristics of previously studied repertoire and own workApplying principles of scoring, recording, sequencing as necessary to express context, genre and styleRecording composition that reflect own creative styleExperimenting with emerging performance mediaPerforming own compositions











Performing requirementsComposing in chosen structures


Year 11

Analysing Repertoire

Performing

Year 12

Composing

Performing


Genre:

Analysing Repertoire: Compare contrast essay

Performing: a piece from a musical

Composing: handwritten or computer generated score

Salient features:

Assessment Task:

Year 11


Performing

Composing

Year 12

Composing

Performing


Genre:




Salient features:

Assessment Task:

Year 11

Performing

Year 12

Composing OR

Performing OR


Genre:




Salient features:


Music 11 & 12 SAS Topic/Context: Music of the Theatre

Duration: 15 weeks


Unit Intent: An exploration of music that is performed in film and theatre. This unit will require students to experiment with the different practitioner roles and become familiar with the standard WHOS practices that are followed in the music industry.

W.O.W:

Develop skills and techniques such as: warm-ups, tone production, rehearsing and practicing.

Select appropriate assistance for the performance.

Create own musical works

Prepare and set up equipment for a Creative Arts performance night.

Operate technology such as: musical instruments, microphones, CD player, video cameras, amplification equipment.

Develop knowledge of workplace health and safety issues such as: correct set up of equipment, including cabling of electrical items; care of voice; care of instruments and hygiene; posture; and sound levels.


Verbal communication and discussion of ideas to demonstrate thought processes.




Word processing

Composing using GarageBand and other software

Setting up sound equipment and lighting


Time management; rehearsing

Performing requirementsComposing in specific music structures

Topic/Context: Borrowing, Quoting, Stealing – The Ethical Side

Duration: 15 weeks


Unit Intent: An exploration of music that contains borrowed musical ideas. This unit will require students to experiment with the different practitioner roles and become familiar with the standard WHOS practices that are followed in the music industry.

W.O.W: Develop skills and techniques such as: warm-ups, tone production, rehearsing, practicing.*Select appropriate assistance for the performance eg. Sound, lighting, front of house, back of house personnelCreate own musical works that are suitable for a chosen musical*Prepare and set up equipment for production*Evaluate and/or review other and own performances, including those videoedOperate technology such as: musical instruments, microphones, CD Player, video cameras, amplification equipment

*Develop knowledge of workplace health and safety issues such as: correct set up of equipment, including cabling of electrical items; care of voice; care of instruments and hygiene; posture; and sound levels.






Word processing

Composing using GarageBand and other software





Topic/Context: Making a Musical Statement

Duration: 6-8 weeks


Unit Intent: An exploration of students’ own musical style. It will require students to experiment with the different practitioner roles and become familiar with the standard WHOS practices that are followed in the music industry.

W.O.W: Become familiar with terminology such as: copyright, AMCOS, Australian Performance Rights Association (APRA), roadie, promoter, royalties, bios, license feesOperate technology such as: email, the internet, computer software, fax, telephoneManage a performance group eg. Hiring equipment, basic book-keeping skillsIdentify career pathways in band managementWorking in groupsEffective communicationPerform music as solo or group actsPrepare and organise a concertCreate music to be performed at an organised concertOrganise and operate sound equipment for prepared concert






Word processing






Year 11 and 12

Performer: Performing a piece from a film or musical OR

Technician: Concert technician OR

Manager: Plan and organise a concert OR

Assessment Task:

Year 11 and 12Performer: Improvise a solo over the backing track of Pachelbel’s Canon in D chord progression (minimum 2 minutes) OR

Assessment Task:

Year 11 and 12Performer: Perform a piece of music on your chosen instrument at the end of year concert (minimum 2 minutes) OR

ARTThursday, 13 December 201212:30 PM

Year 11

Unit 1 Unit 2

Dance Y11 &Y12

Topic/Context:

Show stoppers - An exploration of dance in musical theatre

Duration:

Term 1


Senior Dance Syllabus


Unit Intent:

Students investigate the origins of Musical Theatre with a strong focus on the historical and social significance of particular musicals and musical theatre choreographers

W.O.W:

Creative Inquiry

Process of deconstruction

Process of critical reflection

Process of reconstruction

Process of communication





Paragraph writing


Sequence facts



Use of Dance equipment and technologies


Summarising

Explanation writing

Paragraph writing

Research skills

Dance components

Dance movements

Dance choreography skills

Dance performance skills

Dance appreciation skills

Topic/Context:

Pushing the boundaries – An exploration of Australian contemporary dance

Duration:

Term 2




Unit Intent:

Students investigate a range of Australian choreographers who have revolutionised Contemporary Dance and investigate their influence on Australian contemporary dance

W.O.W:

Creative Inquiry









Paragraph writing


Sequence facts





Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills

Dance components

Dance movements





Performance Task

Genre:

Individual focus of a dance to an audience

Assessment Task:

Choreography Task

Genre:


Assessment Task:

Choreography Task

Genre:


Assessment Task:

Appreciation Task

Genre:

Extended written response format

Manager: Plan and organise a concert OR

Maker: Compose a backing track for a piece from a musical

Genre:

Performing: solo or small group

Maker: computer generated track

Manager: verbal; demonstration

Technician: verbal; demonstration

Salient features:

OR

Maker: Compose a solo improvisation for Pachelbel’s Canon in D chord progression backing track (minim 2 minutes)

Genre:


Maker: computer generated track

Salient features:

minutes) OR

Technician: Set up equipment for a concert and complete a sound check with each performance group. OR

Manager: Perform and organise a concert to showcase student achievement. A folio of planning and reflections of decision making must be submitted.

Genre:


Technician: verbal demonstration

Manager: verbal demonstration

Salient features:

Unit 3 Unit 4

Dance Y11 &Y12

Topic/Context:

Take a chance with dance - An exploration of post-modern dance

Duration:

Term 3




Unit Intent:

Students investigate the evolution of post-modern and new media contemporary dance with a strong focus on the significance of particular post-modern and new media choreographers and dance companies

W.O.W:





Creative Inquiry





Paragraph writing


Sequence facts





Summarising

Explanation writing

Paragraph writing

Research skills

Dance components

Dance movements




Topic/Context:

Blood memories – An exploration of life experiences expressed through dance

Duration:

Term 4




Unit Intent:

Students investigate how life experiences can inspire choreographers to create dance works based on these extraordinary experiences

W.O.W:





Creative Inquiry





Paragraph writing


Sequence facts





Summarising

Explanation writing

Paragraph writing

Essay writing

Research skills

Dance components

Dance movements





Performance Task

Genre:


Assessment Task:

Appreciation Task

Genre:


Salient Features:

Comprehension, Interpretation, Analysis, Evaluation,

Design, Performance

Assessment Task:

Choreography Task

Assessment Task:

Performance Task

Genre:


Assessment Task:

Appreciation Task

Genre:


Salient Features:

Comprehension, Interpretation, Analysis, Evaluation,

Design, Performance

Year 11

SeniorDrama Uni...



ART Y11 Topic/Context:

The concept of ‘Existence; Identity and the Environment will be addressed through the focus EXTERIOR.

The students explore the relationship with the environment through a range of representations and styles.

The purpose of art making, mark making, composition, form, shape, and media qualities.

2D Media

Electronic imaging

Media areas;

Duration:

Term unit – 8 weeks


Visual Art

Unit Intent:

Exploration of representations of exteriors within a variety of local, historical, and geographical contexts using comparative analysis of art movements artworks and individual artworks.


Visual literacy skills

Subject specific terminology

Glossary

Comprehension

Drafting and editing assistance with assignment work


Space and shape•

Measuring •

Framing•

Positive and negative space•

•


Internet research

Drafting and editing of assignment work

Topic/Context:

The concept of ‘Existence; Identity and the Environment will be addressed through the focus INTERIOR.

The students explore the relationship with the internal, the emotional, physical and spiritual. They will do this through a range of visual expressions and styles.

Layering, surface textures, colour, collage and presentation.

Painting

Printmaking

Time based Media

Media areas;

Duration:



Visual Art

Unit Intent:

Exploration of representations of the abstract through a variety of historical an philosophical contexts using comparative analysis of art movements, artworks, and artists.




Glossary

Comprehension



Space and shape•

Measuring •

Framing•


•


Internet research


Topic/Context:

The concept of existence: Identity and the Environment will be addressed through the focus IDENTITY.

The students explore the nature, make up and influences on the self and society. They will do this through a range of visual expressions and styles related to the individual and their place in society.

Icons, symbols, appropriation, culture, history, society, representation, light and sounds.

Time based media

Painting

Printmaking

3D objects

Media areas;

Duration:



Visual Art

Unit Intent:

Exploration of representations of identity relating to family and community through a variety of cultural and social contexts that may reflect past and present artists, artworks and values.




Glossary

Comprehension



Space and shape•

Measuring •

Framing•


•


Internet research



Continue to learn and apply the elements and principles of art in practical and theory work.

Exploration of media

Exploration of compositional design

Development of art techniques- drawing, printing, mixed media and painting

Framing and presentation of work

Research skill development

Development of Visual Literacy skills pertinent to achieving success in the Core Skills Exams held in year 12 to determine OP results

Analysis of art using the elements and principles of design

Development of description, analysis, interpretative, evaluative, and judgment skills

Develop reflective and evaluative skills





Development of art techniques- drawing, printing, mixed media, and painting











Development of art techniques- drawing, printing, mixed media and painting







Assessment Assessment Task1:

Formative body of work 1

Genre:

Practical Folio

Assessment Task 2:

Written response – 600-800 words

Genre:

Assignment

Assessment Task1:


Genre:

Practical Folio

Assessment Task1:


Genre:

Practical Folio

Assessment Task 2:

Extended written response 800-1000 words

Genre:

Assignment

Assessment Task 2:

Unseen short response exam

Genre:

Exam

Year 11





Certificate III in Fitness

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TAS CommAct V4

TAS CommAct V3

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Cert II in Engineering

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Year 11

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