year 8 course outlines - kinross...

Year 8 Course Outlines Semester 1 - 2016

Dear Parent/Caregiver

The information contained in this booklet outlines the key curriculum content and assessment which

will be covered for students at Kinross College for Semester 1 2016.

The exact timing of assessments may vary from this outline, however the general curriculum plan

will remain in place and students will be notified in advance of any prospective changes.

I would suggest that you read through the information with your child and help them to prepare for

the heaviest assessment periods. This could be done by working out a study plan and creating a

space at home where completion of work and study can be conducted away from the hustle and

bustle of family life.

In order to ensure each student is catered for, each student has been allocated a TAG teacher.

Students will see their TAG (Teacher Advisory Group) teacher, in TAG class for a 40 minute session

each Thursday, as well as at specially organised times or events. The TAG teacher is often the best

‘first point of contact’ in many cases regarding your child on either a pastoral or academic front.

Alternatively, you could contact relevant subject teachers directly. Year Coordinators can also be a

useful contact. The Year 8 Coordinator is Mrs Michelle Downer and can be reached on 9306 6000 or

Michelle [email protected]

In the booklet, nearly all subjects offered to Year 8 students have been included. Some additional

outlines will be added in the near future. Please note that semester-based courses may have less

than 100% of assessment schedule, due to ongoing assessment next term.

Updates to curriculum information will be provided via an e-bulletin link as they occur.

If you have any curriculum queries, please contact the relevant Head of Faculty.

Regards Dale Beaton Associate Principal (School Services) (08) 9306 6000 February 2016

Faculty of English

Year 8 - ENGLISH Semester 1 2016

Week Key Concepts/Essential Content Assessment/Weighting

Term 1 1

Novel study Making predictions, figurative language and author’s style Spelling strategies and Cars and Stars reading scheme

Bookwork over the semester 20% Weekly spelling tests (no weighting)

2

Novel study Skimming and scanning, summaries and connecting with the character. Spelling strategies and Cars and Stars reading scheme

3

Novel study Themes and characterisation Spelling strategies and Cars and Stars reading scheme

In class oral assessment (peer assessed – no weighting)

4

Novel study Inference and deduction, abstract nouns and writing PEEL paragraphs Spelling strategies and Cars and Stars reading scheme

5

Novel study Plot, Oral presentation introduction and speech writing Spelling strategies and Cars and Stars reading scheme

6

Novel study The writing process, presentation skills Spelling strategies and Cars and Stars reading scheme

Character speech 20%

7

Novel study Sentence types, locating facts and details and writing from a different perspective. Spelling strategies and Cars and Stars reading scheme

Diary entry or newspaper 20%

8

Autobiographies Purpose, modes, elements and structure of biographies Spelling strategies and Cars and Stars reading scheme

9

Autobiographies Comparing recounts, documentaries and biographies. Focusing on author’s point of view. Spelling strategies and Cars and Stars reading scheme

STARS assessment 15%

10

Autobiographies Structure and style of multi modal biography Spelling strategies and Cars and Stars reading scheme

Please note that dates are a guide only and may change to suit teacher/student needs. Weighting goes on a 16 week cycle, this TERM is only 75% of the total weighting for that cycle.

Faculty of English

Year 8 - ENGLISH Semester 1 2016


Term 2 1

Autobiographies Presentation strategies and editing process Spelling strategies and Cars and Stars reading scheme

2

Autobiographies Delivering multimodal presentations Spelling strategies and Cars and Stars reading scheme

Multimodal biography. 25%

3

Short Stories Analysing the tone of comic strips and picture books Spelling strategies and Cars and Stars reading scheme

4

Short Stories Exploring the structure of short stories Spelling strategies and Cars and Stars reading scheme

Week starts with short story assessment 15%

5

Short Stories Planning and drafting short stories Spelling strategies and Cars and Stars reading scheme

6

Short Stories Producing a short story through a comic strip Spelling strategies and Cars and Stars reading scheme

7

Poetry Content and mood of cultural poetry Spelling strategies and Cars and Stars reading scheme EXAM WEEK

Exam 30%

8

Poetry Ideas, word choice and structure of cultural poetry Spelling strategies and Cars and Stars reading scheme

9

Poetry Methods of poetry analysis Spelling strategies and Cars and Stars reading scheme

10

Poetry Demonstrating ability to analyse cultural poetry. Spelling strategies and Cars and Stars reading scheme

Analysis of a poem 20%

Please note that dates are a guide only and may change to suit teacher/student needs. Weighting goes on a 16 week cycle, therefore TERM 1 and TERM 2 to week 6 = 100% The last 4 weeks of TERM 2 start the new reporting cycle.

Faculty of Mathematics

Year 8 - KEA MATHEMATICS Semester 1 2016


Term 1 1 - 2

Whole numbers

Add, subtract, multiply and divide

3 - 4 Whole numbers

Multiples, factors, factor trees, divisibility tests

Test 1: Number Properties 15%

5 - 7 Integers

Four main operations plus order of operations

Test 2: Integers 15%

8 - 9

Fractions

Equivalent fractions / simplifying fractions

Four main operations

10 Revision

Revision of content

Test 3: Fractions 15%

Term 2 1

Decimals

Compare and order decimals


2

Decimals



3 - 4

Percentages

Mental strategies

Increase an decrease

Profit, loss, discount

Test 4: Decimal/percentages 15%

5 - 6

Ratios

Comparing ratios

Simplifying ratios

Rates

7 EXAM WEEK Test 5: Exams 30%

8 - 9

Algebra

Simplify algebraic expressions

Expanding brackets

Factorising

10 Revision

Revision of content Test 1: Algebra 15% (Semester 2)

Please note that dates are a guide only and may change to suit teacher/student needs.

There are five assessments a semester, consisting of five tests including one exam, with a total weighing of 90%.

10% of student’s grades will come from their classwork and homework.

Faculty of Mathematics

Year 8 - MATHEMATICS Semester 1 2016


Term 1 1 - 2

Whole numbers

Add, subtract, multiply and divide

3 - 4

Whole numbers

Multiples, factors, factor trees, divisibility tests

Test 1: Number Properties 15%

5 - 7

Integers

Four main operations plus order of operations

Test 2: Integers 15%

8 - 9

Fractions

Equivalent fractions / simplifying fractions


10

Revision

Revision of content

Test 3: Fractions 15%

Term 2 1

Decimals



2

Decimals



3 -4

Percentages

Mental strategies

Increase an decrease

Profit, loss, discount

Test 4: Decimal/Percentages 15%

5-6

Ratios

Comparing ratios

Simplifying ratios

Rates

7 EXAM WEEK Test 5: Exams 30%

8 - 9

Algebra

Simplify algebraic expressions

Expanding brackets

Factorising

10 Revision

Revision of content Test 1: Algebra 15% (Semester 2)

Please note that dates are a guide only and may change to suit teacher/student needs.

There are five assessments a semester, consisting of five tests including one exam, with a total weighing of 90%.

10% of student’s grades will come from their classwork and homework.

SCIENCE COURSE OUTLINE SUMMARY 2016 The Science curriculum for 2016 will be delivered in 16 week blocks, with most topic rotations occurring half way through. For example, three Year 9 classes will study Biology and the other three will study Chemistry. After 7-8 weeks they will swap topics. This time frame allows for sufficient depth in a course, whilst also providing students with sufficient breadth. It also maximises the resources available to staff teaching each topic. Classes will continue to run right up to the holiday break, with a quick revision at the start of the next term, followed by continuation of the topic, thus maximising effective teaching time. Two full rotations of 16 weeks allows for most of Term 4 to be negotiated with students to best reflect their area of interest and need. For example Year 10 students wishing to study more difficult Science subjects in Year 11 will be encouraged to select extension classes. A focus on process skills can also occur during this time. Students in Years 7-9 will study courses that will assist their learning in the following year. e g Yr8’s will study Biology (Body parts) to assist their Year9 Biology course (Body system interactions). Please encourage your child to retain their notes over the holidays for study purposes. ASSESSMENT AND REPORTING Process skills will be assessed continuously throughout the year. Knowledge and understanding of specific Science fields will depend on the topics being taught in each rotation. The Semester 1 report will reflect achievement from the first rotation (I e. the first 16 weeks of the year). The Semester 2 report will reflect achievement in the second rotation. If you have any questions regarding your child’s education in Science please contact me at the school on 9306 6000. John Avenell HOD Science Kinross College

Faculty of Science

Year 8 - EARTH & SPACE SCIENCES/PHYSICS

Semester 1 2016 Week Key Concepts/Essential Content Assessment/Weighting

Term 1 1

Topic 1: Physics Energy and types of Energy (Not nuclear)

2

Energy Transformations

Assignment: Energy changes in a car 20%

3

Investigation Gravitational Potential energy - Craters

4

Effect of velocity on Kinetic Energy Effect of mass on Kinetic Energy (assessment)

KE investigation 20%

5

Chemical potential energy

6

Elastic potential energy

PE advert 10%

7

Heat transfer Conduction, convection and radiation

8

Revision

Test 40% ABE 10%

9

Topic 2: Rocks and Minerals Minerals

10

Minerals and exploration

Term 2 1

Exploration continued Minerals Assignment 20%

2

Mining methods

3 Igneous rocks

4

Weathering and erosion Weathering and erosion assignment 20%

5

Sedimentary rocks

6 Metamorphic rocks The rock cycle

Rock practical test 20% Topic Test 30% ABE 10%

7 EXAMS

8 Semester 2 classes commence

Please note that dates are a guide only and may change to suit teacher/student needs. Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science department.

Faculty of Humanities & Social Sciences - (HASS) – 2016

Explanatory Notes The HASS curriculum addresses the National Curriculum across the following Learning Areas: 1. Geography

2. Civics and Citizenship

3. Economics

4. History The depth and breadth of the curriculum is such that a focus is placed on four main units of study; Geography Civics and Citizenship, Economics and Business and History. A range of assessments will be used and include the following:

Exams

Tests and quizzes

In class assessments (written responses, activities etc.)

Assignments

Peer assessments

Skill assessment (research etc.)

Mini research projects To support student learning a number of thinking tools are taught. These tools might include: De Bono’s Thinking Hats, Multiple Intelligences, Cooperative Learning strategies, graphic organisers, mind maps, Bloom’s taxonomy and Venn diagrams to name a few. Critical and creative thinking underpins the teaching and learning programs developed in this learning area, catering for a number of learning styles. Portfolio Use All HASS classes will use a portfolio as a revision tool and evidence of a student’s grade. The pieces chosen for the portfolio will include a wide range of samples, from their workbook marking key to assignments and tests. Students will be responsible for the organisation and maintenance of their portfolios. As such marks are awarded for this effort. Teachers will annotate student work where appropriate and provide timely constructive feedback. It is expected that all students from Years 7 to 10 will have a portfolio at the beginning of the year. As they are large items, they may be kept in the classroom. If you have any queries regarding your child’s education in HASS please contact me at the College on 9306 6000 or at [email protected]. Yours sincerely Janette Thompson (Mrs) Head of Department Society & Environment

Faculty of Humanities & Social Sciences

Year 8 GEOGRAPHY - Landforms and Landscapes + Changing Nations

Civics and Citizenship Economic & Business


Term 1 1

GEOGRAPHY Setting the scene:

Class/individual expectations – bookwork and portfolio set up.

Introduction of Geographical Concepts

2 Geography skills

BOLTSS

Orientation

Mapping

3 Landforms

Types of landforms

Australian landforms

Mapping Australia’s landforms

4 Landform Research

Students investigate spiritual, cultural and environmental values of selected landforms

5 Geology

Layers of the earth

Rock cycle

Mountain formations

6 Geohazards

Earthquakes

Tsunamis

Volcanoes

Timed / In-class assessments 30%

7 URBANISATION

Where do Australians live?

Is Australia urbanised?

Why do people move?

8 Urban Lifestyle

The impact of the city

Graphing skills

9 CIVICS AND CITIZENSHIP Democracy

Origins and history

Democracy in Australia

Australian rights and freedoms

Assignments 20%

10 Having a voice

Say what you want

The electoral system

Faculty of Humanities & Social Sciences

Year 8 - GEOGRAPHY - Landforms and Landscapes + Changing Nations

Civics and Citizenship Economic & Business

Semester 1 2016


Term 2 1

Making laws

The legal process

Passing a law

2 Law

Types

Civil and Criminal

Aboriginal and Torres Strait islander law

Customary law

3 Being Australian

Australian Identity

Australian Values

4 REVISION WEEK

Study skills

Exam preparation – exploring questioning styles

Content and concept revision

5 ECONOMICS AND BUSINESS Participating in the economy

Needs and wants

Types of economies

Economic flows

6 The government’s involvement

Trading with the world (economic growth, economy of scale, non-economic benefits, scarce resources)

Healthcare

7 EXAM WEEK Exam 30%

8 The rights and responsibilities of consumers

Knowing your rights

What are my obligations?

9 Types of business

Sole traders, corporations, franchises

Australian opportunities

10 The way we work

Influences

Out-sourced labour

Communication and technology implications

Portfolio 20%

Faculty of Health & Physical Education

Year 8 – PHYSICAL EDUCATION

Semester 1 2016

Students will participate in two 8 week programs in Semester 1. Female classes will begin with Hockey in term 1 and conclude with Soccer in Term 2. Male classes will begin with Soccer and conclude with Hockey. All students will commence an athletics program for the remaining weeks of term 2 which will lead into second semester; however this program will not be included in the semester 1 assessment schedule.

Week Key Skills and Strategies Assessment/Weighting

Term 1 1 - 2

Fundamental skills & strategies Girls – Hockey Boys – Soccer / Touch Rugby – Specialist Group - Develop fundamental skills (ball control, passing, trapping, dribbling etc) through individual & partner practice, drills and modified games. - Develop basic offensive and defensive game strategy through

drills and modified games.

Informal assessment of fundamental skills.

3 - 4

Sports-specific skills & strategies. Girls Hockey, Boys Soccer. - Develop sport specific skills through individual & partner practice, drills and modified games. - Develop and apply a range of sport specific strategies.

Informal assessment of focus skills & strategies.

5 - 7

SEPEP – Girls Hockey, Boys Soccer / Touch Rugby - SEPEP – Fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self-management & interpersonal skills)

Assessment of self-management skills & Interpersonal skills. 30%

8 - 10

SEPEP Finals – Girls (Hockey) Boys (Soccer) - SEPEP - Students run their own warm-ups and training leading into finals. - Students play finals.

Assessment of focus skills & game strategy. 20% (Practical application)


Year 8 - PHYSICAL EDUCATION Semester 1 2016

Week Key Skills & Strategies Assessment/Weighting

Term 2 1 - 2

Fundamental skills & strategies Girls – Soccer Boys - Hockey - Develop fundamental skills (ball control, passing, trapping, dribbling etc) through individual & partner practice, drills and modified games. - Develop basic offensive and defensive game strategy through

drills and modified games.

Informal assessment of fundamental skills.

3 - 4

Sports-specific skills & strategies. girls soccer, boys hockey. - Develop sport specific skills through individual & partner practice, drills and modified games. - Develop and apply a range of sport specific strategies.

Informal assessment of focus skills & strategies.

5 - 6

SEPEP – girls hockey, boys soccer - SEPEP – Fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self-management & interpersonal skills)

Assessment of self-management skills & Interpersonal skills. 30%

7

SEPEP Finals – girls hockey, boys soccer Students play finals.

Assessment of focus skills & game strategy. 20% (Practical application)

8 - 10 ATHLETICS: Students will develop skills and techniques for a range of athletics events. They will also complete trials for each event which is how they qualify to compete at the College Athletics Carnival. Events include; - 100m & 200m (sprint events) Running posture, arm action, leg action, starts & finishes. - 800m (distance event) Pace, judgment and tactics. - Hurdles Body position, rhythm & stride, arm action and leg action. - Relays (4x100) Baton changes, change-over zone, maintaining speed and acceleration. - Long, Triple & High (jump events) Run-up, take-off, flight and landing phases. Scissor kick progressing into the flop for high jump. - Shotput & discus (throw events) Throw technique, weight transfer, body rotation and release.

Assessment of Focus skills. - Trial data is recorded for each year and gender group. - Assessment of self-management skills. - Completion of all event trials will indicate participation levels. This will be reflected in their self-management grade. Trial and participation data for athletics will contribute to next semester’s grades.

Note – Students will rotate through the above events which will continue into next term leading up to the Athletics Carnival in Week 8.


Year 8 – HEALTH EDUCATION Semester 1 2016


Term 1 1

Introduction to topic. - Icebreaker activity - Revise changes that occur during puberty. - Revise male and female hormones that affect changes.

Weighting represents 50% of semester grade.

2 - 3

Structure and Function of the male reproductive system - Label diagrams. - Describe function.

4

The menstrual cycle - What happens? - When and why?

5

Assessment - ‘Make your own’ reproductive system - Practical task.

Practical assessment task Knowledge and Understanding. 10%

6

Coping with changes during adolescence - Physical, social & emotional changes during adolescence. - Strategies to cope with change. - Maintaining positive relationships. - Coping with social media.

7 - 8

‘Here comes Puberty’ –in-class assessment task Students produce an informative resource targeted at primary students highlighting the physical, social and emotional changes encountered as they move through puberty and into adolescence.

Practical assessment task Knowledge and Understanding. 20%

9 - 10

- Complete topic test- assessment - Complete student reflection on unit achievement and effort - Hand portfolio to teacher to complete results section - Take portfolio home and have parent comment and sign off

Topic test Knowledge and Understanding. 20%


Year 8 – HEALTH EDUCATION Semester 1 2016


Term 2 1

Introduction - What are Communicable Diseases? - Examples - Epidemics throughout history

Weighting represents 50% of semester grade.

2

Jigsaw activity – Groups gather information on; - Cause - Transmission - Signs / symptoms / effects - Treatment

3

Immunisation - How it works (pros & cons) - Immunisation and traveling - Lack of immunisation in developing countries – results - Travel safety

4

Introduction - What are lifestyle diseases? - Examples - Today’s epidemics (examine statistics)

5

Lifestyle disease risk factors - Class brainstorm Influences on lifestyle choices - What factors influence people’s dietary decisions? - What factors influence people’s physical activity decisions?

6

Assessment – oral / visual presentation (preparation) - Students work in groups of 3 to prepare & deliver a

presentation on a given lifestyle disease

- Assessment of self-management skills 10% - Assessment of interpersonal skills. 5%

7

Assessment – oral / visual presentation (preparation)

8

Assessment – oral / visual presentation (presentation)

- Assessment of Knowledge and Understanding 20% - Assessment of interpersonal skills. 5%

9

Assessment – oral / visual presentation (presentation)

10

Communicable disease v lifestyle disease – assessment task (extended answer question) - Why has the prevalence of each changed in Australia? - What differences exist between Australia and developing countries?

- Assessment of Knowledge and Understanding 20%

Faculty of Technology and Enterprise

Year 8 – HOME ECONOMICS – LET’S COOK 1 Semester 1 2016


Term 1 1a 1b

Introduction Safety and measurement

2a 2b

Fruit art Fruit theory

3a 3b

Egg theory Boiled eggs - practical

4a 4b

Pikelets Choc chip muffins

Recipe following /10

5a 5b

Poutine - practical Pasta alfredo or carbonnara – practical

6a 6b

Spaghetti bolognaise demonstration Spaghetti bolognaise - practical

7a 7b

Pasta design brief Scones

Design brief /20

8a 8b

Pasta design brief – practical Cranberry orange muffins


9a 9b

Leek and potato soup Cheese straws

/10

10a & b

Food video & Quiz

Please note that dates and topics are a guide only and may change to suit teacher/student needs.


Year 8 – HOME ECONOMICS – Let’s Cook 2 Semester 1 2016


Term 2 1a 1b

ANZAC cookies practical French hot chocolate/chai tea

2a 2b

Rissoles & veg preparation Rissoles & veg - practical

Workbooks /20

3a 3b

Pasties - demonstration Pasties - practical

4a 4b

Mince-meat design brief Microwave bacon & potato slice

5a 5b

Chicken burger practical Stuffed spud – practical

6a 6b

Mince-meat DB practical Theory and video

Design brief /20

7a 7b

Stir-fry practical Fried rice or chilli beef practical

8a 8b

Apple crumble practical Mini quiche practical


9a 9b

Butterfly cakes - practical Butterfly cakes - decorate

10a 10b

Quick biscuits practical Quiz


Faculty of Arts

Year 8 - DANCE Semester 1 2016

In Semester One, the students will be learning about the elements of dance and how to create their own choreographies and perform in front of an audience of their peers. The students will also be learning about the contemporary dance genre and how to execute a contemporary routine. They will also be devising and creating a whole class jazz choreography to be performed at the Arts Showcase later in Term Two.


Term 1 1

Introduction of course and requirements. Revising the elements of dance (dynamics, relationships, space and time).

2

Performance space & dimension Direction and pathways

3

Positive/negative space & dynamics Improvised movement & Laban

4

Assessment task given and rehearsals Perform group choreographies.

Elements of Dance assessment task 20%

5

Warm up assessment task introduced (weekly task) Introduction to Contemporary: Spinal rolls and Arm Swings/ Set Choreography taught to class

Warm-up assessment task (ongoing) 15% Workshop Participation (mid-term)

6

Contemporary continued : Turns, Centre movements, basic falls/ Set Choreography taught to class

7

Contemporary continued : Leg swings and kicks Set choreography taught to class

8

Set choreography finished. Problem phrases workshopped in class.

9

Students given this week to rehearse the set choreography before assessment.

Workshop Participation (overall term)

10

Set choreography assessment task performed Introduce next term’s task: Jazz and Showcase

Contemporary assessment task 20%

Please note that dates are a guide only and may change to suit teacher/student needs

Week Dance (Continued) Key Concepts/Essential Content

Assessment/Weighting

Term 2 1

Introduction to new topic: Small group choreography for the Arts Showcase and Jazz dance genre. Intro to Arts Showcase theme and whole class choreography assessment.

2

Jazz technique: Kicks and Leaps Centre Movements and Turns

3

Jazz technique: Transitions and Pathways Storytelling in Dance

4

Assessment task given and rehearsals: Small group devised Jazz piece for Showcase theme Perform group choreographies.

Showcase assessment task (part 1)20%

5

Combining small group assessment pieces into whole- class choreography for Showcase performance.

Workshop participation (mid-term)

6

Whole class choreography continued Transitions and Pathways

7

Whole class choreography continued Story-telling in dance/Dance with a meaning

8

Problem phrases workshopped, costumes decided, Showcase Performance

Showcase assessment task (part 2) 20%

9

Reflection on whole class choreography

Workshop Participation (overall term) 25%

10

Dance companies of Australia; Contemporary and Jazz in Modern Australia

Faculty of the Arts

Year 8 - DRAMA Semester 1 2016

In Semester One the students will be focusing on the difference in characterisation from Improvised plays to scripted plays. The students will also be learning the importance of Blocking, Costumes and Sets to create a well-structured performance. Finally the students will be learning about the origins of theatre concentrating on the elements of Greek theatre.

Week Key Concepts/Essential Content Assessment

Term 1 1

Introduction of course and requirements. Introduction to Improvisation: Spontaneous improvisation

2

Yielding and partner work Role play vs role creation

3

Location and situation Extended improvisation

4

Intro to assessment task, devising a short play using the starting line “You’ll never believe what happened” Group rehearsals

5

Perform group plays. Audience to write a reflection report on one performance in class.

Improvisation assessment task workshop participation (mid-term) 20%

6

Introduction to scripted performance Scripts handed out Read as a class; assessment groups formed

7

Stanislavski technique Magic If, the Givens, Emotional recall

8

Blocking, costuming and sets: their importance to a performance Group rehearsals

9

Final group rehearsals Problem scenes work shopped

10

Perform group plays. Audience to write a reflection report on one performance in class.

Scripted assessment task workshop participation (whole-term) 25%


Week Drama (Continued)

Key Concepts/Essential Content Assessment/Weighting

Term 2 1

Intro to Greek theatre: the origin of theatre Importance of mime in Greek theatre

2

Intro to creation plays and the Greek Gods Working with masks

3

Exaggerated voice and movement Assessment task introduced, groups formed, rehearsals

4

Final rehearsals, Costumes, props, blocking and sets

5

Greek theatre assessment task Introduced new topic: Medieval theatre

Greek theatre assessment task workshop participation (mid-term) 20%

6

The Medieval setting, troupes and the hell mouth Mystery and miracle plays

7

Personification in theatre Aesop’s fables and moralistic plays

8

Assessment task introduced : Medieval theatre group rehearsals

9

Roles in production Lighting and sets Costume and props Final rehearsals

10

Assessment performed Critical reflections on task and performance

Medieval theatre assessment task workshop 20%participation (whole semester) 15%

Faculty of the Arts

Year 8 – MUSICAL THEATRE Semester 1 2016

In Semester One, the students will be learning about the elements of Musical Theatre and discover why they have been a popular form of entertainment over the decades. The students will also be learning about the origins of Musical Theatre and how they have change over the years. The class will also learn how to create their own Musical Theatre Performance to present at the Arts Showcase in Term Two.


1

Introduction of course and requirements. Ice-breakers & intro to elements of Musical theatre

2

Elements of Musical theatre: Melodrama, music hall and operetta Focus on non-verbal communication skills

3

Elements of Musical theatre continued: Dance in Musical theatre/ dance to tell a story Learn a routine to “Macavity” from Cats

4

Continue learning “Macavity” routine Assessment task introduced: Devise own scene for Cats and perform the learnt routine


5

Elements of Musical theatre assessment rehearsals and performance

Elements of Musical theatre Assessment 15%

6

Scripted Musical theatre task introduced. Script exerts handed out and production roles assigned Roles in Musical theatre productions

7

Script rehearsals and staging Role play and characterisation in Musicals

8

Script rehearsals Small group choreography devised for scripted performance

9

Final rehearsals and problem solving

Workshop participation (whole term)

10

Scripted Musical theatre task Introduction to whole-class devised performance

Scripted Musical theatre Assessment 20%


Week Musical theatre (Continued)

Key Concepts/Essential Content Assessment/Weighting

Term 2 1

Whole-class devised performance How to create a Musical theatre piece for the Arts Showcase

2

Review devised performances Brainstorm ideas for whole-class performance

3

Production roles assigned. Class decides on a theme for their performance. Small group performances for intention of performance

4

Class to review small group performances and workshop ideas for overall performance piece. Problem solving and rehearsals

5

Class to start scripting their small group pieces Blocking and transitions


6

Problem scenes Rehearsals for performance: whole-class scene Small group performances assessed

7

Whole class choreography: Teacher directed Whole class rehearsals and run through Costuming and lighting

8

Final rehearsals and Showcase performance

Devised Musical theatre performance 30%

9

Reflection on performance Workbooks handed in Reviewing a Musical theatre performance

Workbooks 15%

10

Reviewing a Musical theatre performance

Workshop participation (whole semester) 20%

Faculty of the Arts

Year 8 – VISUAL ART Semester 1 2016

Please note that dates and topics are a guide only and may change to suit teacher/student needs. Mythical Creatures Project will commence in Week 7 and continue through to the commencement of Term 2, Weeks 1 and 2.


1

Introductions – Why study Visual Art Procedures & expectations. Create folio cover page. Elements of Art

2 - 3

Water colour painting skills Shapes, precision and techniques.

Two skill pieces. 10 Marks

4 - 6

Project 1- Mexican Day of the Dead project Design, create and water colour a skull on water colour paper.

20 Marks

7 - 12

Mythical Creatures project- ie anatomical drawings (Leonardo Da Vinci style), design and create a mythical creature and construct with clay (fully glazed and fired)

Drawings 10 Marks Mythical design work 10 Marks Mythical creature 20 marks

13 - 17

Limited Pallette Posturize (Posturized in Photoshop) Painting project using Acrylic paints.

Colour wheel 5 marks Posturized painting 15 marks

18 - 20

Sketching faces – Practice for Year 9 Painting & Drawing Students practice drawing facial features after a quick demonstration of each feature.

Drawing skills 10 Marks


Year 8 – INTRO TO PHOTOGRAPHY


Term 1 1

Introduction and procedures

2

Camera operation and expectations

3

Photoshop elements boarders and printing

4

Camera angles

5

Vertical and horizontal - when to use

6

Distracting background

7

Fun with backgrounds

8

Rules of composition – rule of thirds

9

Line of symmetry

10

Architecture

Term 2 1

SLR close up and lenses operation

2

Dealing with the horizon

3

Repetition

4

Black and White Photography

5

Panorama

6

Reflections

7

Bricks

8

Wrap around text

9

Photography portfolio review and assessment

10

Photography portfolio review and assessment

Please note that dates are a guide only and may change to suit teacher/student needs. All tasks carry an equal weighting and is calculated weekly on the completion of each task.

Faculty of Technology & Enterprise

Year 8 - INFORMATION TECHNOLOGY Semester 1 2016

Weeks Key Concepts/Essential Content Assessment/Weighting

Term 1 1 - 5

Coding Part 1- Courses 2 and 3 from Code.org

30 Marks

6 - 10

Excel Basics -Spreadsheet skills and formulae

20 Marks

Term 2 1 - 5

Coding Part 2 – Html or Java Basics or Course 4 (from Code.org)

30 marks

6 - 10

Student centred project

20 Marks


year 8 course outlines - kinross...

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